2010 Bulletin (Rev)

Bulletin
2010 2011
portland state university
bulletin 2010 | 2011
Vol 44 , Summer 2010
Copies of this catalog may be obtained by mailing

$6.00 plus $3.00 postage and handling to the PSU
Bookstore, General Book Department, 1715 SW
Fifth Avenue, Portland, OR 97201. Other countries:
$6.00 plus air-mail postage.
Information in this Bulletin is accurate as of February

2010. It has been compiled with care but may contain
errors. Any errors discovered should be reported to
the Office of Academic Affairs.
The Portland State University Bulletin is not a contract

but rather a guide for the convenience of students.
The University reserves the right to change or
withdraw courses; to change the fees, rules, and
calendar for admission, registration, instruction, and
graduation; and to change other regulations affecting
the student body, at any time.
Printed in Oregon on recycled paper.

Bulletin 2010 2011
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 17

Tuition, Fees, and Aid; Campus Services; School of Extended Studies; Office of International
Affairs
Student Services 31
Undergraduate Studies 53
University Studies; University Honors; Military Science
Graduate Studies 57
School of Business Administration 75
Graduate School of Education 95
Maseeh College of Engineering and Computer Science 121

Civil and Environmental Engineering; Computer Science; Electrical and Computer
Engineering; Engineering and Technology Management; Mechanical and Materials
Engineering
School of Fine and Performing Arts 159

Architecture; Art; Music; Theater Arts
College of Liberal Arts and Sciences 189

Anthropology; Applied Linguistics; Biology; Black Studies; Chemistry; Chicano/Latino
Studies; Communication; Conflict Resolution; Economics; English; Environmental Science
and Management; Geography; Geology; History; Interdisciplinary Studies; International
Studies; Judaic Studies; Mathematics and Statistics; Native American Studies; Philosophy;
Physics; Preprofessional Programs; Psychology; Science Education; Sociology; Speech and
Hearing Sciences; Women, Gender, and Sexuality Studies; World Languages and Literatures
School of Social Work 315

Child and Family Studies; Social Work
College of Urban and Public Affairs 327

School of Community Health; Hatfield School of Government; Toulan School of Urban
Studies and Planning
Directories 369
Index 389
4 P o r t l a n d S t at e U n i v e r s i t y
Portland State University

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

solid base of liberal and professional arts University may work toward a Bachelor of
and science, encourages innovative curricula Arts, a Bachelor of Science, or a Bachelor of
both on the undergraduate and the graduate Fine Arts degree in a wide variety of fields
levels through its degree, certificate, and from the academic colleges and professional
preprofessional programs. schools. The Bachelor of Music degree is
available for those seeking a professional
Major academic units music degree. Additionally, specialist certifi-
cate programs, minors, preprofessional pro-
SCHOOL OF BUSINESS ADMINISTRATION
grams, and secondary education programs
www.sba.pdx.edu
supplement the major studies and provide
GRADUATE SCHOOL OF EDUCATION many diverse opportunities. Master’s degrees
www.ed.pdx.edu are offered in numerous disciplines, and the
MASEEH COLLEGE OF ENGINEERING AND University offers 15 doctoral degrees,
COMPUTER SCIENCE including degrees in applied physics,
www.cecs.pdx.edu applied psychology, biology, chemistry, civil
engineering, computer science, education,
SCHOOL OF FINE AND PERFORMING ARTS electrical and computer engineering, mathe-
www.fpa.pdx.edu
matics education, mathematical sciences,
COLLEGE OF LIBERAL ARTS AND SCIENCES mechanical engineering, social work and
www.clas.pdx.edu social research, and four interdisciplinary
SCHOOL OF SOCIAL WORK degrees in which approximately a dozen
www.ssw.pdx.edu departments participate.
See page 7 for a list of the programs
COLLEGE OF URBAN AND PUBLIC AFFAIRS offered at PSU and consult the index for
www.upa.pdx.edu further information about these programs.
Academic calendar
FALL 2010 WINTER 2011 SPRING 2011 SUMMER 2011 FALL 2011
Graduate admission application

priority filing dates for University
application April 1 Sept. 1, 2010 Nov. 1, 2010 Feb. 1 April 1
International admission application

priority filing dates March 1 July 1, 2010 Nov. 1, 2010 Feb. 1 March 1
1Undergraduate admission application

priority filing dates June 1 Oct. 1, 2010 Feb. 1 May 1 Feb 1
2Advance registration begins May 10 Nov. 8, 2010 Feb. 14 May 2 May 9
Classes begin (day and evening) Sept. 27 Jan. 3 April 1 June 20 Sept. 26
Last day to enroll in classes, add a class,

or make section changes Oct. 8 Jan. 14 April 8 varies Oct. 7
Last day to drop

without course recorded as W Oct. 10 Jan. 16 April 10 varies Oct. 9
Last day of refund period Oct. 24 Jan. 30 April 24 varies Oct. 23
Last day to make changes in grading option Nov. 14 Feb. 20 May 15 varies Nov.13
Last day to withdraw from a class Nov. 14 Feb. 20 May 15 varies Nov. 13
Final examinations Dec. 6-11 March 14-19 June 6-11 3Aug. 10-12 Dec. 5-10
Term ends Dec. 11 March 19 June 11 Dec. 10
4Commencement days June 12 Aug. 13
Holidays Nov. 11 Nov. 11

Nov. 25-26 Jan. 17 May 30 July 4 Nov. 24-25
1Consult specific academic department for information on departmental deadlines and procedures for admission.
2Advance registration beginning dates are tentative. Refer to the annual Registration Guide or www.pdx.edu/registration for infor-
mation on registration dates, deadlines and procedures.
3For eight-week courses.
4The annual commencement day is in June, and there is a summer ceremony in August. There are no ceremonies in fall or winter.
Programs of study
Minor Certificate Bachelor’s Master’s Doctorate
Accounting n
Aging Services n
Anthropology n n n 1
Applied Linguistics:
Teaching English as a Second Language n n n n2
Revitalizing Endangered Indigenous Languages
Architecture n n n
Art:
Undergraduate options: Art History; Art Practices; Drawing/Painting/
Printmaking; Graphic Design; Sculpture. Graduate options:
Contemporary Art Practices with an emphasis in either Social n n n
Practice or Studio Practice. Minor options: Art History; Design
Management; Drawing/Painting/Printmaking; Graphic Design;
Photography; Sculpture; Time Arts.
Arts and Letters n
Arts Studies n
Biology:
n n n n n3
Undergraduate certificate: Biotechnology
Black Studies n n n
Business Administration:
Undergraduate options: Accounting; Advertising Management;
Finance; General Management; Human Resource Management;
n n n n 1
Marketing; Supply and Logistics Management; Food Industry
Management Certificate. Graduate option: Financial Analysis,
Health Care Management.
Chemistry:
n n n n3
Undergraduate option: Biochemistry
Chicano/Latino Studies n
Child and Family Studies n
Civil Engineering:
n n n3 n
Graduate certificate in Transportation.
Civic Leadership n
Communication Studies n n4 n n
Community Development n n
Community Health n
Computer Applications n
Computer Engineering n 7 7
Computer Science n n 4 n n n
Conflict Resolution n
Contemporary Turkish Studies n n

Criminology and Criminal Justice n n n n 5
Dance n
Earth Science n
Economics n n4 n n 1,3,5
Education
Graduate options: Elementary Education, Secondary Education,
Special Education, ESL/Bilingual Education, Library/Media, n n4 n n
Counseling, Educational Leadership and Policy, and Post-Secondary
Education.
Electrical Engineering n n 7 7
Electrical and Computer Engineering n4 n n
Engineering & Technology Management n n 1,8
English: Writing n n n
Environmental Engineering n n n3 n
Environmental Management n
Environmental & Resource Economics n4 n
Environmental Sciences and Resources n4 n n n
European Studies n
Film n n
Foreign Languages:
Undergraduate options: Arabic, Chinese, French, German, Japanese,
Russian, Spanish, combination of two or more of these languages; n n n n
Certificates: Teaching Japanese as a Foreign Language; Advanced
Proficiency in Russian; Graduate options: French, German, Spanish.
Foreign Literatures and Languages n

Geography n n n 3,5
Geology:
Undergraduate option: Environmental Geology minor. Graduate n n4 n n 3
option: Geohydrology
Gerontology n4
Health Care Management n n
Health Studies:
Undergraduate options: Aging Services; Community Health
n n n
Education; Health Sciences; Physical Activity/Exercise; School Health;
M.P.H. option: Health Promotion.
History n n n
Infant and Toddler Mental Health n n4 n n
Interdisciplinary Film Studies n
Interdisciplinary Studies n
International Business Studies n
International Development Studies n n
International Economics n
International Management n
International Studies:
African Studies; Canadian Studies; East Asian Studies; European
n n
Studies; International Development Studies; Latin American Studies;
Middle East Studies.
Judaic Studies n
Latin American Studies n
Law and Legal Studies n
Liberal Studies n
Management of New Product Development n4
Manufacturing Engineering n
Mathematics n n4 n n n
Mathematics Education n
Mechanical Engineering:
n n n
Materials Science and Engineering
Middle East Studies n
Music:
n n n
Jazz minor; Graduate options: Conducting, Jazz, Performance
Native American Studies n
Philosophy n n
Physics n n n 3
Political Science n n n 5
Psychology n n n n n
Public Administration:
M.P.A. option: Health Administration; M.P.H. option: Health n n5
Administration and Policy
Public Affairs and Policy n
Public Management n4 n
Real Estate Development n n4
Science:
n n
Options: Biology; Chemistry; Environmental; General; Geology
Social Science n n
Social Work n n n
Sociology n n n n 1,5
Software Engineering n4 n
Speech and Hearing Sciences n n n
Statistics n
Sustainability n4
Sustainable Urban Development n
Systems Engineering n4 n
Systems Science:
Options for Ph.D.: Anthropology; Business Administration; Civil
n4 n n
Engineering; Economics; Engineering Management; General;
Mathematics; Mechanical Engineering; Psychology; Sociology.
Theater Arts n n n
Transportation n4
Urban Design n4
Urban Studies and Planning:
n n4 n n5
Graduate option: Urban and Regional Planning; Regional Science
Women’s Studies:
Options for minor: Sexuality, Gender & Queer Studies; Women’s n n n
Studies
Writing:
n
Options: Book Publishing, Creative Writing, 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 program of systems science.
2 Offered by Department of Applied Linguistics as Teaching English to Speakers of Other Languages (TESOL).
3 Departments participating in multidisciplinary doctoral program of environmental sciences and resources.
4 Graduate certificate.
5 Departments participating in multidisciplinary doctoral programs of urban studies and public administration and policy.
6 M.A./M.S. offered by Graduate School of Education. M.A.T./M.S.T. offered in cooperation with appropriate department.
7 M.S., M.Eng., and Ph.D. in Electrical and Computer Engineering.
8 M.S., M.Eng., and Ph.D. in Engineering and Technology Management.
University graduate
admission requirements
University requirements for admission to sion statuses: other categories of graduate study and concurrent-
graduate certificates or degrees.To be admit- Regular status. Students who meet the ly pursue a postbaccalaureate certificate.
ted to Portland State University for the purpose of University requirements and are recommended for Postbaccalaureate. Students not currently
pursuing graduate work, applicants must satisfy admission by their departments are given Regular working toward a degree but who wish to register
minimum University requirements and be accept- status. To be considered for admission with for more than 8 graduate credits may be admitted
ed by the department in which the graduate work Regular status, the applicant must have a cumula- to postbaccalaureate status. A postbaccalaureate
is proposed. University graduate admission eligi- tive undergraduate GPA of 2.75 or higher. student may find departmental enrollment limita-
bility is based on having been awarded a baccalau- Applicants who have already earned 9 or more let- tions on many courses.
reate degree from a regionally accredited institu- ter-graded graduate credits must have a cumula- A postbaccalaureate student wishing to be
tion, having achieved a minimal accepted GPA, tive graduate GPA of 3.00 or higher; this GPA admitted to a graduate certificate or degree pro-
and recommendation from the appropriate supersedes the undergraduate GPA. A student gram must apply in the same way as any other
department. Any applicant whose native language who has Regular status is eligible to be a graduate applicant, meet the general University require-
is not English and who has not received a bacca- assistant. ments, and be recommended for admission by the
laureate, master’s, or doctoral degree from a University Conditional status. Students who department. Courses completed in a postbaccalau-
regionally accredited U.S. institution or an equiv- do not meet GPA requirements for Regular status reate status are not automatically applied toward a
alently accredited institution in Australia, English- are given University Conditional status if they are graduate degree; each course must be evaluated
speaking Canada, Ireland, New Zealand, or the recommended for admission by their departments and recommended by the department and is con-
United Kingdom must pass the Test of English as and have a cumulative undergraduate GPA sidered pre-admission credit to which all pre-
a Foreign Language (TOEFL); the International between 2.50 and 2.74. After completing 9 letter- admission limits and requirements apply. (See sec-
English Language Testing System exam (IELTS) graded graduate credits with a GPA of 3.00 or tion on pre-admission and transfer credit, page 61.)
may be substituted for the TOEFL. higher, students with University Conditional sta- Departmental Request for Special
Portland State University will not confer active tus will automatically be given Regular status. Admission. In cases when a student does not
admission status to any graduate student pending Students admitted on University Conditional sta- meet minimum University admission require-
an expected baccalaureate degree without formal tus who do not achieve a GPA of 3.00 or higher ments, departments may choose to submit a
written notification from the Registrar of the con- after completing 9 letter-graded graduate credits Graduate Admission – Special Approval Request
ferring institution confirming that all require- will have their admission canceled. A student who (GO-20 form). This process may only be initiated
ments for the degree have been met and stating has University Conditional status is not eligible to by a department (not a student).
the date the degree will be conferred. If admitted be a graduate assistant. Exceptional admission procedures for for-
on this basis, an official transcript showing the Department Conditional status. Department eign students. In situations beyond the control
degree will be required during the term of admis- Conditional status may be imposed on a student of a foreign applicant, when transcripts and docu-
sion or the admission will be canceled. who has a deficiency in departmental requirements are not available to confirm completion of
Three-Year Bridge Program. This program is an ments. These conditions may include GPA a baccalaureate degree in a foreign university, the
alternate method of meeting graduate admission requirements or additional coursework and may Dean of Graduate Studies may employ a special
requirements. It is designed for international stu- be more rigorous than University Conditional sta- admissions procedure. Upon referral by the
dents coming from non-Bologna-compliant three- tus or other University standards. Department Admissions staff responsible for foreign student
year baccalaureate degree programs recognized by Conditional status can only be removed by the admission and recommendation of the admitting
the Ministries of Education in their home coun- department with a Request for Change of Status department, a special panel consisting of three
tries. This program comprises approximately one form (GO-7). Students who do not fulfill the faculty may be appointed to review the materials
year of academic study intended to bridge the dif- requirements of their Department Conditional available and interview the applicant. The panel
ferences between the applicant’s degree and a four- status can have their admission canceled by the shall consist of one member of the admitting
year U.S. baccalaureate degree. Students are invit- department. A student who has Departmental department, one member of the Graduate
ed to participate in this program only if they have Conditional status is eligible to be a graduate Council, and a representative of the Office of
been recommended for admission by their depart- assistant. Graduate Studies. The panel will evaluate the edu-
ments. Both University Conditional and Department cational background and preparation of the appli-
Departmental requirements. A department Conditional status. Students who have both cant and review documents including letters and
may have additional admission requirements University Conditional status and Department written testimony of persons who serve as refer-
based on previous academic achievement, scores Conditional status are subject to all of the policies ences or are cognizant of the circumstances of the
on Graduate Record Examinations or other tests, stated above. University Conditional status and applicant’s situation. The panel may determine
letters of recommendation, a portfolio, or an Department Conditional status are converted to that an equivalency of a baccalaureate degree was
autobiographical statement. Information regarding Regular status independent of each other, and earned and, if so, may recommend that the stu-
departmental requirements can only be obtained usually not at the same time. A student who has dent be admissible in regular or conditional status;
directly from the specific department. Admission both University Conditional status and or it may determine that an equivalency of a bac-
is selective and meeting minimum requirements Department Conditional status is not eligible to calaureate degree was not earned, and, if so, it
does not guarantee admission. The number of stu- be a graduate assistant. may recommend that specific additional prepara-
dents admitted to a particular program is limited tion be required in order to meet the admission
to the resources available. Other Admission Categories standard. The Dean of Graduate Studies shall
Certificate. All students working in a planned make a final determination based upon the rec-
Admission Statuses program leading only to a postbaccalaureate (not ommendation and the evidence presented.
All admitted graduate certificate and degree stu- graduate) certificate are given certificate admis-
dents will be assigned one of the following admission. Certificate students may be admitted to
Summary of procedures
for master’s degrees
The following outline summarizes the Portland (For detailed information about “Options for d. The final thesis must be submitted to
State University procedural requirements for mas- Meeting the Graduate Second Language OGS no later than three weeks prior to the
ter's degrees. Additional information can be found Requirement for MA and MAT students,” see close of the term of application for gradua-
in the Office of Graduate Studies (OGS) section page 65.) tion. For details about thesis formatting, sub-
and on the applicable forms; additional require- 8. Submit a Graduate Degree Program form mission, and specific deadlines, see the OGS
ments may be imposed by specific programs. (GO-12), planned with and approved by the fac- website. Required formatting revisions must
1. Apply for admission about six months prior to ulty adviser and signed by the department chair or be made before graduation.
the beginning of the term for which admission is department graduate committee chair, to OGS no 12. In the case of a non-thesis final oral examina-
requested. Check with the specific department later than the first week of the term of graduation. tions, the committee shall consist of at least two
about the deadlines. Note that you must apply to Deadlines are available on the OGS website. members of the student's department, including
the university and department separately. 9. Submit the Application for Awarding of the student's adviser. At the discretion of the
2. Prior to registration, become familiar with Master’s or Doctoral Degree form in OGS no department, a faculty member from another
general regulations and procedures for the mas- later than the first week of the term of graduation. department may be added; that member would be
ter's degree as described in the Bulletin. Deadlines are available on the OGS website. selected by the adviser, the department chair, or
the departmental graduate committee chair,
3. Prior to first term registration, meet with fac- 10. A minimum enrollment of one graduate credit
according to department policy. For MAT and
ulty adviser assigned by program director and plan is required during the term in which oral or writ-
MST students, one member of the committee is
a preliminary program of study. ten exams are taken. A thesis student must be reg-
required to be added from the Graduate School of
4. If graduate courses taken while an undergradu- istered for at least one credit in every term in
Education or a faculty member with pedagogical
ate at PSU and not used in the bachelor's degree which the student is working on any phase of the-
expertise in the student’s discipline. The oral
are to be considered for use in the graduate pro- sis, including data development or collection,
examination must be scheduled no less than two
gram, the Reservation of Graduate Credit form writing, revision, defense, and finalization through
weeks before the end of the term.
(GO-10) must be filed in OGS no later than the acceptance by OGS.
13. If there are any changes in a GO-12 form, a
term following admission to a graduate degree 11. If thesis is to be submitted:
Change in Graduate Degree Program form (GO-
program; students are encouraged to file this form a. Adviser submits the Appointment of Final 13) must be filed.
before graduation with the baccalaureate degree. Oral Examination Committee form
(Applicable only for courses completed at PSU, 14. Schedule and pass final master's examinations,
(GO-16M) approximately two weeks before
limited to 12 credits maximum.) Reserved credits if required, at least two weeks before date of grad-
the end of the term preceding the term of the
are also subject to all pre-admission limits and uation.
defense; see the OGS website specific dates.
requirements. The chair of the thesis committee must be 15. An Incomplete or In-Progress grade in any
5. If pre-admission credits (courses taken at a regular, full-time PSU instructional faculty, course, excluding thesis (see #17 below), which is
regionally accredited institution before the term of tenured or tenure-track, assistant professor or on the approved program (GO-12) must be
formal admission to the PSU graduate degree pro- higher in rank; the other committee members removed before graduation.
gram) or transfer credit (courses taken at any time may include adjunct and fixed-term faculty. 16. All M (Missing) grades in PSU graduate
from another regionally accredited institution) are Two of the committee members (the chair courses that could potentially be letter graded
to be included in the master’s program of study, and one other member) must be from the stu- must be removed before graduation, even if the
the Proposed Pre-admission and Transfer Credit dent’s department; the third member may be courses are not listed on the student’s approved
form (GO-21) must be filed in OGS for approval. from the student’s department or may be PSU GO-12.
It is strongly suggested that this form be submit- faculty from another department or OHSU 17. Adviser is responsible for the completion of
ted early in the student's program; it must be faculty. If it is necessary to go off campus for the Recommendation for the Degree form
approved before the GO-12 can be approved. one additional committee member with spe- (GO-17M), which is due in OGS after end-of-
6. If admitted with University Conditional and/ cific expertise not available among PSU facul- term grades are posted. IP (In-Progress) grades for
or Department Conditional status, meet all condi- ty, a CV for that proposed member must be required thesis credits are changed on the
tions. Departments must submit a Request for presented with the GO-16M form; that mem- GO-17M form, eliminating the need for
Change of Status form (GO-7) to remove ber must be in addition to the required three Supplemental Grade Reports for these courses.
Department Conditions status. University PSU faculty members. All committee mem- Outstanding grades for all other required courses
Conditional status will automatically be removed bers must have master’s degrees. No defense must be submitted by the instructor directly to
after completion of the first 9 letter-graded gradu- shall be valid without a thesis committee the Office of Admissions, Registration, and
ate credits after admission with a 3.00 GPA or approved by OGS. Records.
higher. University and Departmental Conditional b. The thesis defense must take place at least 18. The Dean of Graduate Studies certifies that all
status are converted to Regular status independent five weeks prior to the end of the term of requirements for the degree have been met and
of each other, and usually not at the same time. anticipated graduation and all members must recommends the awarding of the degree.
Students must be in Regular status in order to receive a complete copy of the thesis at least
19. The degree is awarded in the Student
graduate. two weeks prior to the defense date. For sum-
Information System by the Registrar’s Office,
7. For an MA or MAT degree, meet the second mer term graduation, deadlines apply to the
which causes a diploma to be produced. Diplomas
language requirement. This requirement must be regular eight-week Summer Session dates.
are available in the Office of Degree Requirements
met before the Appointment of Final Oral c. Student must check with the faculty advis- (104 Neuberger Hall) approximately one full term
Examination Committee form (GO-16M) or er and thesis committee chair to assure com- after the degree is awarded. (Please note that com-
Graduate Degree Program form (GO-12) can be pletion of requirements prior to final defense. mencement is not the same as graduation.)
approved or before any final exam may be taken.
Summary of procedures
for doctoral degrees
The following outline summarizes the Portland a proposal defense. The dissertation committee higher minimums.
State University procedural requirements for doc- must be approved by OGS using the Appointment 2. Under direction of the chair of the dissertation
toral degrees. Additional information is in the of Doctoral Dissertation Committee form committee, and in consultation with the members
Office of Graduate Studies (OGS) section and on (GO-16D). The dissertation committee must con- of the dissertation committee, the candidate pre-
the applicable forms; additional requirements may sist of five to seven PSU faculty members: the dis- pares a preliminary draft of the dissertation. The
be imposed by specific programs. sertation adviser, a minimum of three and a maxi- draft is revised and corrected as directed by the dis-
mum of five regular members, and the Graduate sertation committee until it meets the approval of
PRE-CANDIDACY FOR DEGREE
Office Representative. The chair of the dissertation the committee.
1. After admission to a specific program, each committee and the Graduate Office Representative
student is assigned to a faculty adviser by the pro- 3. The candidate files the Application for
must be regular, full-time PSU instructional facul-
gram director. A preliminary course of study is Awarding of the Master’s or Doctoral Degree form
ty, tenured or tenure-track, assistant professor or
developed in consultation with the adviser. with the Office of Graduate Studies no later than
higher in rank; the other three to five committee
the first week of the anticipated term of gradua-
2. In some programs the student may be required members may include adjunct or fixed-term facul-
tion. Deadlines are available on the OGS website.
to pass preliminary examinations. ty and/or one member of the OHSU faculty. If it
is necessary to go off-campus for one committee 4. After preparation of the written dissertation, the
3. Upon satisfactory completion of 9 credits of
member with specific expertise not available candidate’s dissertation committee will conduct a
coursework and not later than six months prior to
among PSU faculty, a curriculum vitae (CV) for dissertation defense. A dissertation defense may be
the completion of the comprehensive examina-
that proposed member must be presented with the scheduled only during the regular academic terms,
tions, an advisory committee consisting of at least
GO-16D form. This off-campus member may at least five weeks prior to the end of the term of
three members is appointed by the program direc-
substitute for one of the three to five regular com- anticipated graduation. For summer term gradua-
tor.
mittee members. All committee members must tion, deadlines apply to the regular eight-week
4. Second language examinations, if required, Summer Session dates. The student must deliver a
must be passed before the comprehensive examina- have doctoral degrees. No proposal defense shall
be valid without a dissertation committee final draft of the dissertation to all members of the
tion. Notice of passing of the examination is sent approved committee no fewer than two weeks
to the Dean of Graduate Studies. approved by OGS.
before the dissertation defense. All committee
5. For the residency requirement, each doctoral 9. The proposal meeting must take place in a for-
members or alternates approved in advance by the
student must register for and successfully complete mal meeting of the entire approved dissertation
Dean of Graduate Studies must be present for the
three consecutive terms of 9 or more graduate committee; the student will make an oral presenta-
dissertation defense.
credits applicable to the degree after admission to tion of the written proposal. The doctoral program
recommends the student for advancement to can- 5. The final dissertation must be submitted to the
the doctoral program at PSU. Summer term may Office of Graduate Studies not later than three
be included (i.e., spring, summer, fall 2010) or didacy once the dissertation proposal has been
approved. If the student has not satisfied the resi- weeks prior to the close of the term of application
excluded (i.e., spring 2010, fall 2010, winter for graduation. For details about formatting, sub-
2011) in calculating consecutive terms. dency requirement, a plan for doctoral residency
compliance must also accompany the request for mission, and specific deadlines, as well as informa-
6. A program of study is prepared by the advisory candidacy. tion about microfilming and copyright of the dis-
committee in consultation with the student. The sertation and National Research Council Survey of
student’s program is recommended to the program 10. After proposal approval, the student submits a
Earned Doctorates, see the OGS website.
director; after approval, copies are distributed to Human Subjects Research Review Committee
(HSRRC) application to the Office of Research 6. All M (Missing) grades in PSU graduate courses
the student, adviser, program director, and Dean that could potentially be letter graded must be
of Graduate Studies. All coursework on the pro- and Sponsored Projects if human subjects are
involved in the research in any way. A student can- removed no later than two weeks before gradua-
gram of study, with the possible exception of semi- tion, even if the courses are not listed on the stu-
nar and internships, must be completed before a not be advanced to candidacy until HSRRC
approval is granted. dent’s approved doctoral program of study.
student can be advanced to candidacy. For stu-
11. The student is informed by the Dean of 7. The doctoral program completes the
dents entering a doctoral program with a master’s
Graduate Studies of advancement to candidacy for Recommendation for the Degree form (GO-17D)
degree, a maximum of five years will be allowed
the doctoral degree. The candidate has a minimum which is forwarded to OGS. In-progress grades for
from admission to completion of all required com-
of four months and a maximum of five years from 603 dissertation credits are changed on this form,
prehensive examinations. For students entering
the effective date of advancement to candidacy to eliminating the need for Supplemental Grade
with a bachelor’s degree, a maximum of two addi-
complete all requirements for graduation, includ- Reports for these courses.
tional years will be added to this limit, for a maxi-
mum of seven years from admission to completion ing defense of the dissertation and its final accep- 8. The Dean of Graduate Studies certifies that all
of all comprehensive examinations. tance by the Office of Graduate Studies. requirements for the degree have been met and rec-
Candidates must be continuously enrolled during ommends the awarding of the degree.
7. The comprehensive examinations are scheduled
and administered in accordance with established that period. 9. The degree is awarded in the Student
rules of the program. The results of the examina- Information System by the Registrar’s Office,
CANDIDACY FOR THE DEGREE
tion are sent to the Dean of Graduate Studies. which causes a diploma to be produced. Diplomas
1. Ph.D. students must register for a minimum of are available in the Office of Degree Requirements
Students have a maximum of three years from the 27 hours of dissertation (603) credits before gradu-
completion of comprehensive examinations to (104 Neuberger Hall) approximately one full term
ation; Ed.D. students must register for a minimum after the degree is awarded. (Please note that com-
advancement to candidacy. of 18 hours of dissertation (603) credits before mencement is not the same as graduation. Doctoral
8. After passing the comprehensive examination graduation. A minimum continuing enrollment of students must be certified by OGS in order to par-
and identifying a dissertation topic, a dissertation one graduate credit is required through the term a ticipate in the PSU Spring and Summer
committee is appointed and the student must pass student graduates. Doctoral programs may set Commencement ceremonies.)
Key to course descriptions

   
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.
 
 Course prefix/Subject. These letters indicate the department or aca-

demic unit which offers the course.
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,
 Course numbering system. Courses throughout the Oregon University Independent Study; 403 Honors Thesis; 503 Thesis/603 Dissertation;
System (OUS) are numbered as follows: 404, 504, 604, 804, Cooperative Education/Internship; 405, 505, 605,
0-99 Noncredit courses or credit courses of a remedial, terminal, 805, Reading and Conference; 406, 506, 606, 806, Problems/Projects;
or semiprofessional nature not applicable toward degree requirements. 407, 507, 607, 807, Seminar; 408, 508, 608, 808, Workshop; 409,
509, 609, 809, Practicum; and 410, 510, 610, 810, Selected Topics.
100-299 Courses on the lower-division level.
Other repeating numbers are assigned to activity courses, such as art,
300-499 Courses on the upper-division level. music, and physical education. Certain senior level courses are taught
concurrently with their graduate-level counterparts. Hence this course
4xx/5xx Master’s level graduate courses which are also offered as
may be offered for either graduate or undergraduate credit. (See quarter-
courses for undergraduates.
ly Schedule of Classes for specific offering.) In the graduate credit
5xx Graduate courses offered in support of master’s degree level course, additional work appropriate to the graduate level of study will
instructional programs. Ordinarily employed for units whose be assigned.
majors have access to master’s programs or for courses popu-
lated by master’s students.
 Course title. The official title of the course is listed next to the course
5xx/6xx Graduate courses offered in support of doctoral degree level number. A subtitle may be used as part of an omnibus course title.
instructional programs which are also offered as courses for  Credits. The numeral or words in parentheses indicate the number of
master’s level students.
credits granted for one term of study in a particular course. Where
6xx Graduate courses offered in support of doctoral degree level approved departmental combinations of courses are listed together, the
instructional programs. Ordinarily employed for units whose first number in parentheses refers to the first course number and so on
majors have access to doctorate programs or for courses pop- respectively. Example: Art 373, 374, 375 Creative Sculpture (3, 3, 3).
ulated by doctorate students.

7xx Postbaccalaureate courses which may not be applied toward Maximum credits. This designation, which appears in descriptions of
an academic degree. activity courses, such as art, music, and physical education, means that
students may continue to earn credit in this course for more than one
8xx In-service courses with limited application toward advanced
term up to specified limits.
degrees and no application toward undergraduate degrees.
 Prerequisites. Students are responsible for making sure prerequisites
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 have been met. Prerequisites are automatically enforced in departments
foundation courses in the liberal arts and sciences in the disciplines cov- at the time of registration. Recommended prerequisites are at the discre-
ered. The following numbered courses are repeating courses (they may tion of the instructor.
University Housing
If you have any questions about on-campus housing, contact the University Housing Office.
Location The Broadway Building, Suite 210

625 SW Jackson Street
Call 503-725-4375
Email housing@pdx.edu
Web www.pdx.edu.housing
Hours 9:00am-5:00pm, Mon., Tues., Wed., Fri.
10:00am-5:00pm Thurs.
HOUSING OPTIONS
University Housing offers ten different building options. Units include traditional furnished double-occupancy residence halls, sleepers, studios, and a very
limited number of one- and two-bedroom apartments.
UNIT DEFINITIONS
Sleeper: a small single room with a community bath and community kitchen.
Studio: an efficiency apartment with its own kitchen and bath.
Two-bedroom: limited and only available to families with children.
Suites: double or single occupancy, furnished rooms that share kitchen and bath space with the adjacent unit.
Furnished double: a majority of our units; they are usually a one-room unit furnished with 2 sets of beds, desks, desk chairs and dressers and are occupied by
roommates assigned to each other by the University Housing office.
UTILITIES
The rates for University Housing include all utilities, plus high speed internet and telephone service in all of our buildings. Most buildings also include cable
service.
FINE PRINT
PSU students must take a minimum number of credit hours to be eligible for housing (8 for undergraduate, 4 for graduate). The University Housing
Contract is a legally binding agreement; please read the contract Terms and Conditions before signing anything. You can find the contract, as well as the
Terms and Conditions on the University Housing website. Once you’ve determined that University Housing is the right fit for you submit your contract as
quickly as possible. Assignment priority is based on date of contract receipt.
RESIDENCE LIFE
University Housing and Residence Life work together to further students’ personal growth and academic development. We have three Living Learning
Communities that explore individual values while encouraging appreciation for interpersonal skills and social responsibility. All LLC contracts are Academic
Year (9 month) contracts.
RUSSIAN IMMERSION
The Russian Immersion program on the fifth floor of Stephen Epler Hall is an intensive Living Learning Community open to all students who are intermedi-
ate to advanced speakers of Russian (approximately third-year level Russian or above). Residence here is also very appropriate for students from Russian fami-
lies and native speakers. It is a small community of students whose goals are to expand their opportunities to speak Russian beyond the classroom and to share
in related activities that are coordinated by the participants with the Russian-speaking Teaching Assistant and Resident Assistant.
University Housing
UNIVERSITY HOUSING BUILDING DESCRIPTIONS ROOM TYPES AND PROPOSED 2010-2011 RATE RANGES
(Housing fees are charged to your PSU student account at the beginning
of each academic term.) Rates may change without notice.
Blackstone Sleepers $1,410-2,090
(Built in 1931)This historic, five-story structure offers 13 sleepers, 14 studios, 20 Studios $2,135-2,175
one-bedroom and six two-bedroom units. It is located on the Park Blocks. One- and two-bedrooms $1,360-3,770
Broadway
(Built in 2004) Unfurnished single- and double-occupancy studios $2,425, $1,565
This environmentally friendly modern building has 282 non-smoking, double Furnished single- and double-occupancy studios $2,525, $1,655
occupancy furnished and unfurnished studios, a large computer lab and retail out-
lets at street level.
BROADWAY: FIRST YEAR EXPERIENCE (FYE)
The First Year Experience is a Living Learning Community (LLC) that offers FYE single- and double-occupancy studios $3,115, $4,110
social and academic programming, along with a meal plan. FYE residents live in
furnished, double occupancy studios with a private kitchenette and bathroom.
Joseph C. Blumel Hall
Single- and double-occupancy one-bedrooms $2,705, $1,620
(Built in 1986)
Single-, double-, and triple-occupancy extended one-bedrooms $2,855,
This nine story, L-shaped building offers 189 double occupancy, unfurnished
$1,715
one-bedroom units.
King Albert
(Built in 1931) Studios $1,825-2,155
This historic building has 64 generously sized studios and is home to The Meetro,
an on-campus coffee house. (Single occupancy only.)
Montgomery Court
(Built in 1916) Sleepers $1,295-1,650
Located centrally on campus, this historic building was the first all-women’s resi-
dence in Portland. Today, it houses the Women’s Resource Center, Resident
Housing Association, Housing Facilities and a large student lounge. Floors 2-4 are
furnished sleeper units that include mini-fridges.
Ondine
(Built in 1969)
This landmark building includes 287 furnished double- and single-occupancy stu- Single- and double-occupancy studio suites $1,930, $1,250
dio suites, recently renovated lounge space and a cafeteria on the ground floor.
ONDINE: FIRST YEAR EXPERIENCE (FYE)
The First Year Experience is a Living Learning Community (LLC) that offers social First Year Experience single- and double-occupancy studios
and academic programming, along with a meal plan. FYE residents live in furnished, $2,680/$3,485
double occupancy studio or studio suites with a private bathroom and kitchenette.
Parkway
Sleeper $1,330/$1,440
(Built in 1932)
Studios $2,020
This historic building is a five story structure, also located on the Park Blocks.
One- and two-bedrooms $1,385/$3,770
It offers 13 sleepers, 10 studios, 24 one-bedroom and seven two-bedroom units.
Sleepers share a community kitchen and community bathroom..
St. Helens
(Built in 1928) Studio $2,110/$2,190
This residence facility is directly across from the King Albert. It includes 35 stu- One-bedrooms $2,805/$1,870
dios, and 15 one-bedroom units.
Stephen Epler
(Built in 2003) Unfurnished single- and double-occupancy studios $2,425, $1,565
This modern, environmentally friendly building is made up of 130 studios with a Furnished single- and double-occupancy studios $1,840 (double,
private bathroom and kitchenette. The first level contains classrooms and office no singles)
space.
STEPHEN EPLER: GLOBAL VILLAGE (GV)
This dynamic Living Learning community is located on the sixth floor.
Students from around the world share an interest in community involvement Global Village double-occupancy studios
and leadership. GV residents live in furnished, double-occupancy studios Russian Immersion double-occupancy studios
with a private bathroom and kitchenette.
Stratford
(Built in 1927)
This historic building includes 21 studios and ten one-bedroom units. Studios $2,090/$2,170
One-bedrooms $2,770/$1,385
For more specific and up-to-date information about buildings, rates, and eligibility check us out on the Web at www.housing.pdx.edu. Rates may change
without notice.
Welcome to
Portland State
University
Engaged with the community Distinguished programs and faculty

Portland State University is a nationally rec- Many of Portland State’s disciplinary
ognized leader in community engagement, programs are nationally ranked in the top 20
combining academic rigor in the classroom in the United States, and U.S. News & World
with community-based learning. With a stu- Report has ranked Portland State’s
dent body of 28,000, Portland State is curriculum among the best in the nation for
selected by more students than any other the past eight years. The innovative
Oregon University. The university’s urban University Studies program, a four-year
setting and focus on community partner- general education program which promotes
ships, acts as a “living laboratory” that suc- community-based learning, interdisciplinary
cessfully prepares tomorrow’s forward think- teaching and learning and engagement in
ing leaders with the experience needed to real world problems, has established
succeed. Portland State as a national model for other
colleges and universities, seeking to adapt
Vision, Mission, Values and Priorities

Our vision is to be an internationally recognized urban university known for excellence in
student learning, innovative research, and community engagement that contributes to the
economic vitality, environmental sustainability, and quality of life in the Portland region
and beyond.
The mission of Portland State University is to enhance the intellectual, social, cultural,
and economic qualities of urban life by providing access throughout the life span to a
quality liberal education for undergraduates and an appropriate array of professional and
graduate programs especially relevant to metropolitan areas. The University conducts
research and community service that support a high quality educational environment and
reflect issues important to the region. It actively promotes the development of a network
of educational institutions to serve the community.
Portland State values learning and discovery, access to learning, a climate of mutual
respect, openness and reflection, and community and civic engagement. Engagement
among faculty, students and the community contributes to learning and scholarship that
is globally relevant and regionally focused. Sustainability is an important programmatic
focus.
The following themes guide our efforts and direct our resources:
 Provide Civic Leadership through Partnerships.
 Improve Student Success.
 Achieve Global Excellence.
 Enhance Educational Opportunity.
 Expand Resources and Improve Effectiveness.
their curriculum to better engage with their Silver certification. The new buildings include Roger N. Edgington (interim president),
own communities. such sustainable design features as ecoroofs, 1988 to 1990; Judith A. Ramaley, 1990 to
Portland State professors are prized for rainwater harvesting, and geothermal heating 1997; Daniel O. Bernstine, 1997 to 2007;
their knowledge, research, achievements, and cooling systems. Michael F. Reardon (interim president),
and, ability to engage students. Faculty Working with like-minded sustainable 2007 to 2008; and Wim Wiewel, 2008 to
come to Portland State from colleges and businesses, individuals, and organizations, present.
universities around the world. Though faculty and students are performing valuable
diverse in culture, background, language, research on alternative energy sources such Accreditation
and ethnicity, they come to Portland unified as solar panels; aggressive waste reduction
Portland State University is accredited by
in their commitment to be part of the and recycling programs; sustainable building
the Northwest Commission on Colleges and
University’s exceptional approach to learn- practices; and much more. Many of the
Universities, the official accrediting agency
ing, engagement, and research. University’s 213 bachelor’s, master’s, and
for the region.
PSU’s motto, “Let knowledge serve the doctoral degrees encourage students to con-
Various schools and departments within
city,” inspires faculty research locally and sider issues that integrate economic, social,
the University also are accredited by special
around the world. Many professors conduct and environmental viewpoints. Armed with
agencies. The undergraduate and graduate
research that addresses some of society’s most this knowledge and experience, they will
programs and the accounting program of
perplexing challenges—providing students join a generation of leaders building a more
the School of Business Administration are
with firsthand knowledge and opportunities sustainable world, one idea at a time.
accredited by The Association to Advance
for involvement and collaboration in their
Portland: The community is our Collegiate Schools of Business International.
communities. Faculty use their expertise to
The Graduate School of Education teacher
serve the region through their work with campus education programs are accredited by the
businesses, not-for-profits, and governmental
Portland State University’s prized location in National Council for Accreditation of
agencies and by holding key posts in profes-
the middle of a major city guarantees students Teacher Education and by the Oregon
sional, cultural, and civic groups.
are always within easy reach of something Teacher Standards and Practices
Research: Globally relevant, exciting. Parks, museums, cafes, theaters, Commission. The counseling program is
shopping, acclaimed restaurants, and profes- accredited by the Council for Accreditation
regionally focused of Counseling and Related Educational
sional sports are all close by.
With stellar professors, increased funding, Since its establishment in 1946 to meet the Programs.
and new and renovated facilities, research at educational needs of GIs home from World The School of Social Work program is
PSU continues to expand. Funding for War II battlefields, Portland State found its accredited by the Council on Social Work
research projects has increased 160% over the first home in Vanport, a former federal hous- Education. The Maseeh College of
past decade, and with grants from agencies ing project along the Columbia River. The Engineering and Computer Science under-
such as the National Science Foundation, as campus moved to Lincoln Hall in Portland’s graduate programs in civil, computer, elec-
well as federal, state and private sources, fac- South Park Blocks in 1952 and now encom- trical, and mechanical engineering are
ulty are continuing to gain prominence for passes 50 city blocks, yet still retains a park- accredited by the Engineering Accreditation
their expertise in sustainability, engineering like beauty within its urban setting. Commission of ABET, 111 Market Place,
and nanotechnology. The Park Blocks, a natural gathering area Suite 1050, Baltimore, MD 21202-4012 -
Professors at Portland State are researching for students and faculty, provide a place to telephone: (410) 347-7700. The computer
and developing tools and techniques that are talk or study. West of the Park Blocks, PSU’s science program is accredited by the
globally relevant, having applications ranging Urban Center stands at the busiest public Computing Accreditation Commission of
from the healthy integration of human and transportation hub in the city. It’s the only ABET.
natural systems, to medicine, energy genera- location in the city where TriMet’s bus sys- In the College of Liberal Arts and Sciences,
tion, and new computer architectures. This tem, Portland Streetcar, and, in 2009, its the Department of Communication training
research helps foster partnerships around the MAX light rail line come together. Bicycling program in speech pathology is accredited by
world and turn students into globally ready to campus is not considered an alternative the Education and Training Board, American
citizens. transportation method, but a main way stu- Board of Examiners, through the American
dents get to campus. With Portland State’s Speech-Language-Hearing Association. The
Green: It’s more than our school new Initiative for Bicycle and Pedestrian speech and hearing clinics have accreditation
color Innovation, along with research and design in both speech pathology and audiology by
integrating safer bike paths in urban cities, the Professional Service Board, American
At Portland State University, students have
Portland State continues to meet the educa- Board of Examiners, in speech pathology and
the opportunity to do more than study sus-
tional and sustainable needs of the Portland audiology through the American Speech-
tainability, they engage directly with the
metropolitan region. Language-Hearing Association. The
community to make sustainability real.
With urban sophistication, small town Department of Chemistry is accredited by
Portland State strives to harness the
accessibility, and the many outdoor activi- the American Chemical Society.
strengths of the university—with new ideas,
ties, Portland and Portland State offer a In the College of Urban and Public Affairs,
innovative partnerships, and academic
great living and learning experience. the Master of Urban and Regional Planning
rigor—moving closer toward solving the
degree is accredited by the Planning
environmental, social, and economic prob- Leadership Accreditation Board; the Master of Public
lems of our time.
Presidents who have served the University Administration degree is accredited by the
Green school spirit can also be seen on the
are John F. Cramer, 1955 to 1958; Branford National Association of Schools of Public
campus itself. Each new building or major
P. Millar, 1959 to 1968; Gregory B. Wolfe, Affairs and Administration; and the Master of
renovation on campus over the past eight
1968 to 1974; Joseph C. Blumel, 1974 to Public Health degree is accredited by the
years, has received at least a Leadership in
1986; Natale A. Sicuro, 1986 to 1988; Council on Education for Public Health.
Energy and Environmental Design (LEED)
We l c o m e t o P o r t l a n d S t at e U n i v e r s i t y 19
In the School of Fine and Performing Arts Music. Programs in the Department of Art Theater are accredited by the National
the Department of Music is accredited by are accredited by the National Association of Association of Schools of Theater.
the National Association of Schools of Schools of Art and Design. Programs in
Tuition, fees, and aid

Tuition and fees financial obligation in the form of an
accounts receivable. The financial obligation
graduate and residency status. The level of
courses in which students enroll is immateri-
Student status. Entering and continuing is the maximum load enrolled after the start al.
students at Portland State University should of the term. Self-support, Extended Studies, and
plan their study programs and work loads All tuition and fees may be paid at the noncredit. Enrollment in these courses may
with a knowledge of the fee and tuition Cashier Windows located in Neuberger Hall not be combined with regular PSU credit
schedules of the institution. The Oregon lobby, or in accordance with the instructions courses for fee calculations. Self-support
State Board of Higher Education reserves received with the monthly billing statement. courses have fees that are assessed in addi-
the right to change the schedule of tuition Specific deadlines are available at www.pdx. tion to any other tuition paid to the
and fees without notice. Additionally, cer- edu. Tuition and fees must be paid in full University.
tain charges set by the University are also each term; however, students may elect to Senior citizen fee schedule. Senior citi-
subject to change. However, no change pay in installments by making a one-third zens are defined as persons age 65 or older
made after a term begins will become effec- payment at the beginning of the term with who do not wish to earn course credit.
tive within that term. the balance due by the term’s end (Revolving Senior citizens who are Oregon residents are
Most laboratory and class materials are Charge Account Plan). First-time partici- authorized to attend classes on a space-avail-
included in the tuition and fees payment, pants must sign an agreement which is available basis without payment of tuition.
but certain classes do require special deposit able on the Web at www.pdx.edu/bao/form- Charges for special materials, if any, must be
charges, surcharges, or costs to cover materi- paid.
spolicies.
als. These charges are listed on the web at Incidental and Health Service fee privileges
Tuition and fee schedules/Regular
www.pdx.edu. are not provided and the University does not
tuition schedule. Note: The 2010-2011
maintain any records of enrollment. The
A regular student is defined as a resident tuition and fee schedules have not been set
registration receipt may be used to obtain a
or nonresident undergraduate, postbaccalau- by the Oregon State Board of Higher
library card.
reate, or graduate student enrolled for 9 Education. Students should consult the
Late fees. Late payment fees apply on the
credits or more. A regular student is entitled tuition and fee listing at www.pdx.edu for
last day of the term. A late fee of $100 is
to use the resources of the University, up-to-date information and applicable
charged the last Saturday of finals week to
including the Library, the Health Service, tuition and fees.
accounts with unpaid current term tuition.
and use of the student recreation center. A Students who enroll incur an accounts
Other special fees. Special fees and fines
regular student is also entitled to admission receivable obligation and are financially
are subject to change. Up-to-date informa-
to PSU home athletic events (with the responsible for all classes and credits in which
tion on special fees and clarification of
exception of playoff games and social events) they are registered on or after the first day of
charges can be obtained from the Student
and coverage by a basic health insurance the term. All classes dropped are subject to
Accounts Department, 179 Neuberger Hall,
plan. No reduction in the total charge is the refund schedule. Students are required to
503-725-3440.
made to those students who do not intend pay for any tuition, fees and charges remain-
Revolving Charge Account Plan (RCAP).
to use specific resources or services. All regu- ing on their account.
An installment payment option is available
lar students are required to be currently Tuition and fee calculation (Non-
(except to students who owe the University
admitted to the University and will be admitted)—8 credits or fewer. Non-
money from previous terms or who are
assessed tuition and fees based on student admitted part-time students enrolling in receiving financial aid).
level. courses numbered 499 or below pay under- Students may elect to pay installments on
All non-admitted part-time students, tak- graduate tuition and fees. Students enrolling their account balance. The balance is subject
ing 1 to 8 credits pay tuition and fees in courses numbered 500 and above pay to interest at the rate of 12 percent per
according to the level of the course(s) in graduate tuition and fees. annum. First-time participants must sign an
which they enroll. Courses numbered 499 For students enrolling in classes both for agreement which is available at the Student
undergraduate and graduate credit, the instruc- Accounts Window, Neuberger Hall lobby or
or below are assessed at the undergraduate
tional fee for each is combined and added to on the Web at www.pdx.edu/bao/formspoli-
rate; courses numbered 500 and above are
the single building, technology, and incidental cies.
assessed at the graduate rate. Part-time stu- fee to arrive at the total charge.
dents enrolled in 4 or less hours are not In the event of withdrawal, any refunds due
When courses are added, tuition is calcu- are applied to the outstanding balance, and
entitled to health services or insurance; how- lated upon the difference between the origi-
ever, students taking 5-8 hours will be billed any remaining balance due remains payable.
nal credit-hour payment and total credits. Failure to pay in full may also result in denial
health services and insurance as part of their When credits exceed 8, tuition policy for 9
tuition and fees. Residency and admission of registration, graduation, and transcripts as
credits or more applies. well as additional assessment for collection
requirements are waived for students in this Tuition and fee calculation (Admitted) –
category. charges and attorney’s fees.
One credit or more. Admitted students tak- Basic Health Insurance. The nonrefund-
All students registered for coursework on ing one credit or more are assessed tuition
or after the first day of the term have a able basic health insurance will be deducted
and fees according to their undergraduate/ before calculating the refund amount.
Graduate Assistants. Graduate assistants of a term, will be identified. Financial aid initial official tuition and fees figure and the
(GAs) are fully admitted graduate students staff will use the federal Return of Title IV figure applicable to the reduced load.
appointed to assistantships while working Funds formula to calculate the percentage of
toward an advanced degree. Appointments financial aid earned versus the percentage of
must be for at least .15 FTE per quarter. aid that must be returned to federal aid pro- Financial aid
GAs are exempt from the payment of the gram accounts. In some cases, the Return of
Neuberger Hall Lobby
instruction fee on the first 9 credit hours per Title IV Funds calculation may take all of a
503-725-3461
quarter. (Employing department will provide student’s tuition refund to repay federal aid e-mail: askfa@pdx.edu
a tuition credit.) All GAs must register for a accounts. In addition, students may be www.pdx.edu/finaid
minimum of 9 graduate credits. Hours in responsible for repayment of federal financial
excess of 9 per quarter are assessed at the aid program funds. Funds are returned to the The professional staff in the Office of Student
normal rate and must be approved by the financial aid programs from which they were Financial Aid is ready to help students to
department head and dean of Graduate awarded, starting with the loan programs. determine the level of their financial need and
Studies. GAs are responsible for paying the Students who are considering withdrawing to plan for the most efficient use of their finan-
from a term should contact staff in the cial resources for education.
Building, Health, Incidental, and
Technology fees. Office of Admissions, Registration and
This schedule of tuition and fees is deter- Records. Eligibility
mined by the Oregon State Board of Higher 2. Unofficial withdrawals. Students who To assist the student in financial planning
Education. No reduction in the total charge stop attending without officially with- and in determining eligibility for assistance,
is made to those students who do not intend drawing from Portland State University the following expenses are taken into consid-
to use specific resources or services. Fees are are considered to have unofficially with- eration: tuition and fees, books and supplies,
subject to change. drawn. Students who unofficially with- room and board, transportation, child care
draw may receive all X or M grades at the costs and personal/miscellaneous expenses.
Self-support courses have fees that are
end of a term. A grade of X is defined as Specific allowable student expense budgets
assessed in addition to any other tuition
no basis for grade or non-attendance. A are shown at www.pdx.edu/finaid under
paid to the University.
grade of M designates a missing grade. Applying for Financial Aid. Note: All tuition
Students may access their individual finan- and fee costs are subject to change by the
cial account balances on the Web at www. Students who receive financial aid for a
term and unofficially withdraw are identi- Oregon State Board of Higher Education.
pdx.edu. The Office of Student Financial Aid pro-
fied at the end of each term. Each student
Withdrawals and fee refunds. Complete vides qualified students with financial aid in
receiving financial aid who has unofficially
withdrawal or dropping one or more classes the form of loans, grants, and employment.
withdrawn must provide proof of attendance
can be accomplished before classes begin via for the term(s). Students who provide proof In order to make the best use of available
Web access with a 100 percent reversal of of attendance may be subject to the Return funds, awards normally consist of a “pack-
charges. After classes begin, withdrawals and of Title IV Funds policy. Students who fail age” of two or more of these forms of finan-
class drops are accomplished via Web access, to provide proof of attendance will have all cial aid.
or Special Registration Form at the financial aid received repaid to federal Underlying the awarding of financial aid at
Registration windows in the Neuberger Hall accounts (including PLUS loans) and a uni- PSU is the nationally accepted philosophy
lobby, with the applicable tuition percentage versity accounts receivable will be estab- that parents are the primary source responsi-
charge remaining due and payable. Refund lished. ble for helping dependent students to meet
consideration is automatic; no special Refund calculations are based on total educational costs. The amount of the contri-
request is necessary. tuition and fees. Special fees are nonrefund- bution expected from parents is related
Fees for the purchase of a student health able. Refunds are computed from the date of directly to a family’s financial strength as
insurance plan are nonrefundable. Refunds official withdrawal or drop; they are not reflected by adjusted gross income, number
of special course fees must be approved by based on when attendance in class ceased. of dependents, allowable expenses, and
departments. Art, speech, and music special Students who are delayed in withdrawal pro- assets. Both dependent and independent stu-
activity course fee refunds are subject to the cess for reasons beyond their control may dents also have a responsibility to make a
schedule for complete withdrawal listed on petition for an earlier drop date via a reasonable contribution toward their costs
this page. Deadline Appeals petition obtained at the from earnings and savings. Financial aid
Complete withdrawal or dropping course- resources serve to supplement these primary
Registration window. Allow four to six weeks
work does not cancel a student’s obligation resources. Aid eligibility is determined
between withdrawal/ drop and receipt of
to pay a student loan, balance of Revolving through a federally established formula.
refund. Action cannot begin until the two-
Charge Account Plan (RCAP), or any other Students should apply annually using the
financial obligation owed the University. week Add period has passed.
Free Application for Federal Student Aid
Students with such outstanding obligations Refund schedule for complete or partial withdrawal
(FAFSA). The FAFSA can be filed on-line at
Prior to the second week of the term, students
will have any refund due them applied receive a 100 percent refund; www.fafsa.ed.gov. FAFSA on the Web
against the obligation. in the second week of the term, students receive a Worksheets are available at high schools or
1. Official withdrawals. Students receiving 70 percent refund; at college financial aid offices. PSU’s federal
financial aid who need to completely in the third week of the term, students receive a
school code to be used on the FAFSA is
40 percent refund; and
withdraw from classes during a term in the fourth week of the term, students receive a 003216.
should officially withdraw (see the instruc- 20 percent refund.
tions in the Schedule of Classes). By using There is no refund after the close of the Applications for aid. Applications for
the official withdrawal procedures, stu- 28th calendar day following the start of class- financial aid must be submitted annually for
dents will have tuition refunds calculated es. This schedule applies to all students, the academic year and/or summer aid.
by the Student Accounts Department. whether making a complete withdrawal or Applications are accepted by the Office of
Students receiving financial aid who com- just reducing hours. The appropriate percent- Student Financial Aid at any time during the
pletely withdraw up to the 60 percent point age is applied to the difference between the year, with priority given to admitted appli-
We l c o m e t o Po rt l a n d S tat e U n i v e r s i t y 21
cants who submit their FAFSA in January delivered via U.S. mail, an electronic deposit their aid reversed, based upon a formula pre-
and February and who provide all requested to an existing bank account, or disbursement scribed by the U.S. Department of
information promptly. It is recommended to the optional OneAccount, an FDIC Education. These students will have any
that students apply by January 15th each insured bank account that allows students to unearned portion of their aid charged back
year. It is not necessary to wait for formal use their PSU OneCard as a debit card. to their PSU account, and may owe repay-
admission to the University before submit- Federal Work-Study is earned on a month- ment directly to the U.S. Department of
ting the financial aid application; however, ly basis and paychecks are issued at the end Education of any overpaid Federal grants.
students must be admitted before processing of each month. Students may authorize a Students receiving state or federal aid who
of the application for financial aid will direct deposit of their Work-Study pay to receive all X, M, NP, W, or F grades for a
occur. their bank account, or pick up their pay- term will be required to provide the Office of
In order to be eligible to receive state or checks from the cashier window in Student Financial Aid with proof of atten-
federal financial aid, students must remain Neuberger Hall lobby. dance. Students who do not submit proof of
in good academic standing as defined in the Aid Disbursement Policy. Financial aid attendance by the specified deadline are sub-
University Scholastic Standards Policy. can be disbursed to a student’s account as ject to a return of funds calculation and some
Students also must meet the Satisfactory early as ten days prior to the start of a term. financial aid funds for that term will be can-
Academic Progress Policy requirements Our ability to disburse aid prior to the celled and pulled back.
described at the end of the Financial Aid beginning of a term means that we must
section. The student must be in a degree or have a “census date” that corresponds to a Award sources
certificate program and must be a U.S. citi- student’s official aid eligibility for a term. Additional details on the federal aid pro-
zen or be an eligible non-citizen. Census dates for the 2010-11 aid year and grams are available in The Funding
Undergraduate students. Undergraduate minimum enrollment requirements for the Education Beyond High School Guide, pub-
students may receive consideration for finan- various sources of aid can be found on the lished annually by the U.S. Department of
cial assistance through the Federal Pell Grant, Education. Students can also find the
Office of Student Financial Aid Web site at
Federal Supplemental Educational Financial Aid Guide at www.pdx.edu/finaid
www.pdx.edu/finaid under Eligibility for
Opportunity Grant (SEOG), Federal Perkins under Forms and Publications. This guide
Aid, and then Disbursement.
loan, Federal Work-Study, and Federal Stafford
Financial aid for a term is adjusted to gives a detailed explanation of the condi-
Loan programs. Oregon resident students may
reflect the student’s enrolled credits as of the tions for receiving aid, student rights and
also be eligible for the Oregon Opportunity
Grant and the Oregon University System census date. When a reduction in aid is responsibilities, and other information of
Supplemental Tuition Grant programs. Parents required due to a student’s enrollment level which aid applicants should be aware.
of students who apply as dependent students on the census date, the reduction usually
EDUCATIONAL GRANTS
may borrow through the Federal PLUS Loan creates a balance due on the student’s PSU
Federal Pell Grants. This federally funded
program, described in the Educational Loans account. If there is a tuition refund because grant program is designed to provide assis-
section. of dropped credits, the tuition refund will be tance to eligible undergraduate students.
Post-baccalaureate students. Post- used to reduce the balance due on the stu- The amount of the grant is determined by
baccalaureate students may receive consider- dent’s account. the federal government with the University
ation for financial assistance through the A student whose census date enrollment is acting as the disbursing agent. Eligibility is
Federal Stafford Loan programs. Parents of less than half-time is not eligible for any fed- based upon financial need.
post-baccalaureate students who apply as eral student loans. In these cases, the entire
loan amount for the term will be returned to Federal Supplemental Educational
dependent students may borrow through the
Opportunity Grants. This is a federally
Federal PLUS Loan program, described in the lender. The return of loan funds to the
funded grant program under which eligible
the Educational Loans section. lender creates a bill on the student’s PSU
applicants are selected for awards by Portland
Graduate students. Graduate students account, but also reduces the outstanding State University. Eligibility is based upon
may receive consideration for financial assis- principal balance due on the student loan. exceptional financial need and awards are lim-
tance through the Federal Perkins Loan, Any current term aid disbursed after the ited to undergraduate students only.
Federal Work-Study, and Federal Stafford census date will be based on the student’s
Loan and Federal Graduate PLUS Loan enrollment on the census date, or their actu- Academic Competitiveness Grant (ACG).
Programs. al number of credits enrolled at the time of This federally funded grant program is avail-
International students. International stu- disbursement, whichever is less. Credits able to select first and second year under-
dents are not eligible to participate in federal added after the census date cannot be used graduates. A student must be a Pell eligible
financial aid programs. to increase aid eligibility. undergraduate, must have a high school
Retroactive aid (aid for a term that has graduation date after January 1, 2005, and
Award notification ended prior to disbursement) must be dis- must have completed a rigorous high school
Applicants will be advised of the decision bursed based on completed grades/credits, or curriculum. The second-year ACG grant has
on their financial aid application by an census date registration, whichever is less. the additional requirement of a minimum
Award Notification. Award amounts will be This includes retroactive grants and loans. 3.0 cumulative GPA at the end of the first
displayed on the PSU Web site Grades that are considered “complete” for year of college. The ACG grant is available
www.pdx.edu/finaid, and students will disbursement purposes are: A, B, C, D, P, I for a maximum of 3 terms at the first-year
accept or decline their aid offer online. or IP. level ($750/yr max) and a maximum of 3
Delivery of aid. Available financial aid will Withdrawals—Official/Unofficial. Please terms at the second-year level ($1300/yr
be automatically credited to pay tuition and see the annual Registration Guide or visit max). To be considered for these grants, a
other PSU charges. Excess financial aid and www.pdx.edu/registration for the university student must be a first-year student (0-45
other refunds are disbursed through Higher policy regarding dropping classes and tuition credits) or a second-year student (46-90
One. To ensure timely receipt of refunds, stu- refunds. credits). Awards are prorated for half time
dents should activate their PSU OneCard Students who withdraw completely during and three quarter time enrollment.
upon receipt of the card and select one of the the term and are receiving federal and/or National Science and Mathematics Access
three disbursement methods: a paper check state financial aid may have a percentage of to Retain Talent Grant (SMART). This fed-
erally funded grant program is available to process. Each coach will then consider the school, or the interest will be added to the
third and fourth year undergraduates. A stu- prospective student’s athletic ability, eligibility, loan balance.
dent must be a Pell eligible undergraduate finances available, and the need of that partic- The interest rate for the Federal Direct
and must have a cumulative GPA of 3.0 and ular sport. An athletic grant-in-aid request is Unsubsidized Stafford Loan is fixed at 6.8
a declared major in one of the following then submitted to the director of Athletics for percent. The student must pay the interest
fields of study: Computer Science or award to the prospective student. that accrues during in-school, grace, and
Technology; Engineering; Life Sciences or authorized deferment periods.
Physical Sciences; Mathematics; specific EDUCATIONAL LOANS
The federal government has set loan limits:
Foreign Languages or specific Federal Direct Loan (DL). Portland State
$2,000–$5,500 for the first academic year of
Multidisciplinary Studies. The SMART grant University participates in direct lending.
undergraduate study (up to 44 credits);
is available for a maximum of 3 terms at the Under this program, capital for student
$2,000–$6,500 for the second academic year
third-year level and a maximum of 3 terms at loans is provided by the federal government
(45–89 credits); and $2,000–$7,500 an aca-
the fourth-year level (both $4000/yr max). through colleges rather than by banks.
demic year for the remaining years of under-
To be considered for these grants, a student When loans are due, borrowers repay them
graduate study. A student’s financial need
must be a third-year student (90-134 credits) directly to the federal government through
determines the amount of the loan offered.
or a fourth-year student (135-180 credits). the servicer. Borrowers are charged a loan fee
Graduates may borrow up to $20,500 a
Awards are prorated for half time and three of .5 percent of the principal.
year depending on their financial need.
quarter time enrollment. Loans are available to students and parents
Generally, the cumulative amount a stu-
of dependent students through the Direct
Oregon Opportunity Grants (Oregon dent can borrow from all Federal Direct
Loan program. Undergraduate and post-bac-
residents). All Oregon resident undergraduate Stafford Loans is as follows: $31,000 (only
calaureate students can borrow the Stafford
students needing financial aid will be consid- 23,000 may be subsidized) as a dependent
loan; graduate students can borrow the
ered for the Oregon Opportunity Grant undergraduate; $57,500 as an independent
Stafford loan and the Graduate PLUS loan;
awarded by the Oregon Student Assistance undergraduate (only $23,000 of this amount
and parents of dependent students can bor-
Commission. Awards are based upon financial may be subsidized); $138,500 as a graduate
row the Parent PLUS loan. Graduate stu-
need. Details about eligibility can be found at or professional student (only $65,500 of this
dents and parents will apply for the
www.GetCollegeFunds.org. Awards are may be subsidized).
Graduate PLUS or the Parent PLUS loan on
renewable for 12 terms provided satisfactory Additional Federal Direct Unsubsidized
our website, www.pdx.edu/finaid.
academic progress and financial need contin- Stafford Loans. Independent undergraduate
Students will apply for the Stafford loans
ue. students and dependent undergraduate stu-
online at www.dlenote.ed.gov.
dents whose parents are denied access to the
The Teacher Education Assistance for Federal Direct Subsidized Stafford Loans.
Federal Direct Parent Loan for
College and Higher Education (TEACH) Subsidized loan eligibility is based upon the
Undergraduate Students program may be
Grant Program. This grant provides up to demonstration of financial need and in con-
eligible for additional Federal Direct
$4,000 per year in grants for graduate and junction with other sources of student assis-
Unsubsidized Stafford Loan money. Students
undergraduate students who intend to teach tance. The federal government pays the
with fewer than 90 credits may borrow a
full-time as a highly qualified teacher in high- interest on this loan while the student is in
maximum of $4,000 a year in additional
need subject areas for at least four years at school, and enrolled at least half time. The
funds above the maximum Federal Direct
schools that serve students from low-income student is responsible for interest on the
Stafford Loan limits. Students who have
families. Graduate students are eligible for loans once repayment begins.
earned 90 credits or more may borrow a
$4,000 per year ($8,000 total). The university determines the amount the
maximum of an additional $5,000 a year.
Undergraduate students may receive up to student may borrow. The federal govern-
Not all applicants qualify for the maxi-
$16,000 for undergraduate study and/or up ment has set loan limits: $3,500 for the first
mums. The Federal Direct Unsubsidized
to $8,000 for graduate study. Part-time stu- academic year of undergraduate study (up to
Stafford Loan may be used to replace expect-
dents are eligible, but the maximum grant 44 credits); $4,500 for the second academic
ed family contribution, but total direct loan
will be reduced. year (45–89 credits); and $5,500 an aca-
(subsidized and unsubsidized) borrowing
Notice: If a student fails to complete the four-year demic year for the remaining years of under-
cannot exceed the cost of education.
teaching obligation, they must repay the grant graduate study. Graduate and law students
Federal Direct Parent PLUS Loans (PLUS).
with interest. are limited to $8,500 at the maximum per
This program provides loans to parents of
year. Not all students are eligible for the
Oregon University System Supplemental dependent undergraduate students. Parents
maximums.
Tuition Grants. This is a state-funded pro- may borrow up to an annual amount that is
Student borrowers must be enrolled in
gram that provides tuition assistance to eligi- equal to the cost of education minus any
good standing at least half time and have
ble Oregon resident undergraduates. estimated financial assistance the student
been accepted for admission to a program
Athletic grants-in-aid and scholarships. receives during the periods of enrollment.
leading to a degree or certificate. Once
Athletic grants-in-aid and scholarships are The borrower may use the amount of the
repayment begins, borrowers are charged a
administered by the institution’s financial aid Federal Direct PLUS to replace the expected
fixed interest rate of 4.5 percent.
and athletic departments. Each head coach is family contribution for the loan period.
Federal Direct Unsubsidized Stafford
responsible for selecting recipients based The Federal Direct PLUS is limited to par-
Loans. This program provides unsubsidized ents who do not have an adverse credit his-
upon eligibility and athletic ability. The federal direct loans to students who do not
National Collegiate Athletic Association sets tory or who have obtained an endorser who
qualify, in whole or in part, for the subsi- does not have an adverse credit history. A
forth the eligibility and financial aid require- dized Federal Direct Stafford Loan.
ments for Portland State University men’s and direct loan program servicer, contracted by
Unsubsidized loans are not eligible for the the federal government, performs the
women’s athletic teams.
Any prospective PSU student should con- federal government payment of interest required credit check. The interest on the
tact the coach of the desired sport about while the student is in school. The student Federal Direct PLUS is fixed at 7.9 percent.
availability of scholarships and the recruiting may make interest-only payments while in Borrowers are charged a 4 percent fee.
Parents interested in participating in the Federal Perkins Loans. This federally fund- SATISFACTORY ACADEMIC
Federal Direct PLUS program can obtain ed loan program is available to undergradu- PROGRESS AND FINANCIAL AID
application information from the Office of ate and graduate students who demonstrate In accordance with the Higher Education
Student Financial Aid and on its website. exceptional financial need and who are Act of 1965, as amended by Congress,
Federal PLUS Loans for Graduate and enrolled at least half time. This is a long- Portland State University has established a
Professional Students (Graduate PLUS). term, low-interest loan for which repayment satisfactory academic progress (SAP) policy
This program is offered to qualified students commences nine months after the student is for students.
with or without financial need, but the stu- no longer enrolled on at least a half-time All students who wish to receive federal
dent must have financial aid eligibility. Like basis. student aid funds must make satisfactory
the Direct Stafford loans for students, the Alternative Loans. Privately funded loans progress toward completion of their pro-
U.S. Department of Education is the direct are not based on need, and no federal for- gram of study. Portland State University
mula is applied to determine eligibility. monitors the following for all students:
lender of the Graduate PLUS. Typically,
However, the amount borrowed cannot  completion rate - the percentage of
repayment must begin within sixty days exceed the cost of education minus other credits taken at PSU which have passing
after the Graduate PLUS is disbursed. financial aid. Interest rates and repayment grades
However, an in-school deferment may be terms vary, but are generally less favorable  grade point average for PSU courses,
obtained from the U.S. Department of than those provided through the federal according to student level
Education by students that meet their direct lending program. Private loans are  maximum time frame (PSU courses plus
requirements. Interest begins to accrue at used to supplement the federal programs accepted transfer credits). The maxi-
the time the first disbursement is made at a when the cost of education minus federal mum time frame for undergraduate stu-
fixed rate of 7.9 percent. aid still leaves unmet need. dents is 150% of the credits required to
Loan Repayment. Repayment of Federal complete the degree being sought. The
Direct Stafford Loans (subsidized and Federal Work-Study maximum time frame for post-baccalau-
The Federal Work-Study Program is a need- reate and graduate students is estab-
unsubsidized) begins six months after termi-
based program in which the federal govern- lished according to the degree or certifi-
nation of at least half-time enrollment or
ment pays from 50 to 100 percent of student cate being sought.
graduation. Repayment of Federal PLUS
wages and the employer pays the remainder. Graduate students must take courses appli-
loans begins within sixty days of the last dis-
Work-Study is available to undergraduate and cable to their degree or certificate. At least
bursement. Borrowers have the right to pre-
graduate students. Employment opportunities 67% of all credits enrolled in during each
pay their loans without penalty.
are on-campus and off-campus. On-campus academic year must be graduate level cours-
Entrance and Exit Counseling. First-time
jobs are with nearly every academic and es.
Federal Direct Stafford Loan (subsidized and
administrative department. Off-campus jobs In addition, financial aid recipients who
unsubsidized) borrowers must receive
are with government agencies and non-profit withdraw from all classes twice within the
Entrance counseling. This enables students
groups; many are community service jobs school year are placed in Suspended eligibili-
to become educated on their rights and
that involve directly serving the community, ty status after the second total withdrawal.
responsibilities of borrowing loans.
while providing good work experience. The Students who do not meet all require-
Shortly before graduating from or termi-
America Reads program which tutors young ments of the Satisfactory Academic Progress
nating enrollment at the Portland State
children in public schools is one of these pro- policy will have their eligibility for financial
University, borrowers must receive exit loan
grams. The Career Center lists openings for aid suspended. Students whose eligibility is
counseling. The Office of Student Financial
on-campus and off-campus jobs at suspended may submit a written appeal.
Aid collects information about the borrow-
www.pdx.edu/careers/. The full policy is on-line at
er’s permanent address, references, expected
www.pdx.edu/finaid/ under Eligibility for Aid.
employment, and driver’s license number Scholarships and awards Printed copies can be found at the Office of
through Exit counseling. This information is Portland State University has a number of Student Financial Aid in Neuberger Hall
forwarded to the servicer of the student’s scholarships and awards which are adminis- lobby.
federal direct loan. tered by individual academic departments, the
Debt Management and Default Scholarship Committee, or special committees
Reduction. Portland State University is developed for specific scholarships.
committed to helping students achieve Scholarships generally are awarded on the basis
sound financial planning and debt manage- of academic achievement, promise, and finan-
ment. Information about loans, repayment cial need. Additional information is available
options, and debt management strategies is on the Web at www.pdx.edu/scholarships/.
available in the Office of Student Financial
Aid.
Campus services
Accessibility complaint procedures, contact the office by Campus Public Safety Office
phone at 503-725-4417, TTY 503-725-
www.transportation.pdx.edu 6503. The Affirmative Action and Equal (CPSO)
Accessibility is the keynote of Portland State: Opportunity Office is located in 122 Shattuck Hall - 1914 SW Park, Suite 148
the campus is on the edge of downtown Cramer Hall and is open Mondays through 503-725-4407 (for non-emergencies)
Portland and within the freeway loop. Fridays from 8 a.m. to 5 p.m. 503-725-4404 (for emergencies)
TriMet, the local transit agency, serves the Email: cpso@pdx.edu
three counties—Multnomah, Washington, Alumni Relations Web site: www.pdx.edu/cpso
and Clackamas—which make up metropoli- 503-725-4948 CPSO is open year-round, 24 hours a day
tan Portland. TriMet tickets and passes are 1803 SW Park The Public Safety Office (CPSO) is respon-
available at Transportation and Parking Simon Benson House sible for the safety and security of persons,
Services and at numerous other locations www.alumni.pdx.edu buildings, vehicles, and equipment on the
throughout the city. Park and Ride Stations, psualum@pdx.edu campus. Their goal is to provide a safe envi-
located throughout the suburban areas, allow ronment on the University campus to facili-
commuters to park their cars and ride the The Office of Alumni Relations enables
Portland State’s 120,000 alumni to maintain tate the educational mission of the
bus or light rail train into the city. The cam- University. Public Safety strongly believes
pus is within Free Rail Zone, a large section a strong and continuing relationship with
the University. The office works with the all- everyone has an important role in providing
of downtown Portland within which light a safe learning environment. To accomplish
rail and streetcar travel are free. volunteer Alumni Board of Directors to run
the PSU Alumni Association, a 501c3 not- this goal, everyone is responsible for using
Wheelchair and bicycle paths, and parking common sense, precautions and for practic-
areas for bicycles, are located throughout the for profit corporation that benefits alumni
and the University. While all PSU alumni are ing crime prevention strategies to reduce
campus. Automobile parking is also available vulnerability and the opportunity for crimi-
in various locations throughout campus. considered members of the Alumni
Association, a new membership program nal activity around us.
For more detailed information on trans-
portation, parking, or securing a permit, provides extra benefits to alumni and sup- Services Provided
inquire at the Transportation and Parking port to the Association. The Association Campus Public Safety provides a variety of
membership offers communications with services to the community; investigate
Office, 503-725-3442. alumni, special on-campus and community crimes, enforce University rules and regula-
benefits, and advance notice and discounts
Affirmative Action and Equal to events. Program offerings for all alumni
tions, city ordinances, state and federal laws,
assist in processing criminal complaints and
Opportunity Office include educational travel; PSU Weekend filing of police reports, respond to medical
(an educational offering in the fall); the PSU emergencies, 24 hours public assistance,
503-725-4417 Advocates program, which supports the
www.afm.pdx.edu bicycle registration, responds to crimes in
University through advocacy; Outstanding progress, crime report processing, 24 hour
afm@pdx.edu Alumni awards program and PSU Salutes escort, blue light emergency phone, after
It is the mission of the Affirmative Action event; young alumni events and offerings; an hours building access, monitoring and
and Equal Opportunity Office to: (1) pro- endowed alumni scholarship; and a variety of responding to fire and burglary alarms,
mote a campus environment that supports arts, cultural and athletic events. medical assistance, crime prevention and
and celebrates the diversity of the PSU com- security presentations, and lost and found
munity; (2) ensure good faith affirmative
action efforts in all aspects of employment; Box Office/Ticketmaster Lost and found
(3) ensure equal opportunity and non-dis- The Campus Public Safety Office strives to
crimination in all aspects of employment, 503-725-3307 return lost items to their owners in a timely
education, housing and use of facilities; and The Box Office is located at the Broadway and efficient manner. In order to achieve
(4) ensure fair and equitable treatment for entrance to Smith Memorial Student Union. this goal, they have developed a lost and
all PSU community members. Tickets are for sale to PSU cultural events found program which is searchable on their
To advance this mission, the Office offers and activities, as well as to intercollegiate Web site, www.pdx.edu/cpso
various services such as (1) consultation for athletic home events. This office also serves
issues regarding legally prohibited discrimi- as a Ticketmaster outlet where tickets to Information Center/Hub
nation or harassment and reasonable accom- most major events and performances occur- 1825 SW Broadway
modations for disabilities covered by the ring in the metropolitan area may be pur- 503-725-4402
ADA; (2) discrimination complaint investi- chased. For information on current events
gation and resolution; (3) guidance for con- on sale check the Box office website, Located in the lobby of the Smith Memorial
ducting unclassified faculty and staff recruit- www.boxoffice.pdx.edu or call 503-725- Student Union, the Information Desk pro-
ments; and (4) workshops, classes and train- 3307. vides both visitors and the campus commu-
ings on anti-discrimination, anti-harassment nity with answers to all kinds of questions.
and ADA issues. The “Info Hub” can provide class, building
For more detailed information about our and event schedules. They have access to
functions, anti-discrimination policies, and contact information for all campus buildings,
programs and professors, as well as campus ment, coordination & oversight of inter- fidential, impartial, independent, and infor-
maps. The Hub is your one-stop specialty building & intrabuilding cabling/wiring mal alternative for the purpose of resolving
center on virtually all phases of community infrastructure; and IT procurement/con- university related problems and concerns. It
life at Portland State University. The operat- tracts officer review & approval services. provides a safe and private place for every
ing hours are Monday–Friday, 8 a.m. to 5 Enterprise Information Technology voice at PSU to be heard. The Ombuds
p.m. during class sessions. Systems (suite 83, Fourth Avenue Office also serves the campus community by
Building) develops and supports those recommending revisions and reassessments of
Information Technologies applications utilized campus-wide. Systems policies, practices, rules, and procedures which
include the full suite of SungardHE Banner are unfair or unclear. The Ombuds Office is
503-725-HELP
software (financial, human resources, stu- located in 169 Cramer Hall, with an auxiliary
www.oit.pdx.edu
dent, and financial aid), myPSU portal, data location in Smith Memorial Student Union
help@pdx.edu
warehouse, space and event scheduling, doc- M314, 3rd floor mezzanine. Also see
The Office of Information Technologies ument imaging, degree audit and advising, www.ombuds.pdx.edu for additional informa-
provides support for computing, voice and and other Web applications. tion.
data communications, multimedia, labs,
classrooms, and audiovisual services. The Library resources Smith Memorial
office of the Chief Information Officer is
located in room 18J, Smith Memorial 503-725-5874 Student Union
Student Union. The office of the Associate www.library.pdx.edu 503-725-4522
Chief Information Officer for technical The Portland State University Library (Millar www.aux.pdx.edu
infrastructure services is found in suite 82, Library) is located on the west side of the Smith Union, 1825 SW Broadway, serves as
Fourth Avenue Building. park blocks, across from Neuberger Hall and the campus focal point for students, faculty,
User Support Services (Help Desk) adjacent to the Stott Center. More than staff, and the University community. It is a
(room 18 Smith Memorial Student Union) 1,500,000 volumes and over 35,000 elec- gathering place for students to meet and
provides technical assistance for all faculty, tronic resources including databases and the plan activities, take advantage of recreational
staff, and students in the use of hardware full text of journals, conference proceedings and social areas, attend events, seek help or
and software. USS can issue accounts for and other published material are available. information, or just relax and get food and
internet access, email, and MyPSU, as well Teaching and learning underscore the refreshment.
as help troubleshoot virus-infected comput- library’s information services. A variety of class- The Smith Union ballroom and other
ers. Computer accounts are available to all es and seminars on library research and infor- meeting and conference rooms host a variety
employees and currently enrolled students mation usage are available for students and fac- of activities, including conferences, lectures,
upon request. USS staff also provides sup- ulty. Librarians are also available to collaborate meetings, dances, concerts, and other events
port for the technical needs of University with faculty to create customized classes, involving the University and the metropoli-
labs. For more information, please check enhancing the student learning experience. tan community. Most campus activities,
www.oit.pdx.edu. Research consultations with a subject spe- other than credit classes, are scheduled by
Instructional Technology Services cialist are available for students who need the Campus Event Scheduling Office, locat-
(room 1 Smith Memorial Student Union) assistance with a project, thesis, or disserta- ed in the 116 Smith Memorial Student
provides support for classroom technologies, tion. Go to the Library Web site for more Union.
which are available in over 100 classrooms information and to make an appointment. Smith Union is home to many student
on campus, or through check-out equip- For reference assistance, go to the Research organizations, including Associated Students
ment available in SMSU room 1. Academic and Learning Center on the second floor (503- of Portland State University (ASPSU), stu-
computing labs are available to students 725-5874). Please see the library Web site for dent publications, and a variety of other stu-
with a current PSU computer account; sup- scheduled research assistance hours. dent clubs and boards. It also houses the
ported labs and classrooms (along with Ask-A-Librarian, a virtual reference service, is Student Resource Center, Multicultural
hours) can be found at http://oit.pdx.edu/ also available via the library’s Web site. Center, the Offices of Student Affairs and
labs. ITS also operates the PSU Distance Books and Reserve materials may be Student Activities and Leadership Programs,
Learning Center, which provides recording checked out at the Circulation area on the 1st IASC, disability, legal, and child care.
and streaming in distance education class- floor. A valid PSU photo identification card Smith Union provides diverse services and
rooms, along with Video Production or other PSU borrower’s card is needed to amenities to enhance campus life—Portland
Services available campus wide. check out materials. Electronic Reserves are Teacher’s Credit Union, Littman and White
Computer Infrastructure Services (suite also available via the library’s Web site. Galleries, Viking Bowl and Billiards (includ-
90, Fourth Avenue Building) provides sup- Student group study rooms and a student ing video games), Parkway Commons, and
port for the academic and administrative practice presentation room are available on a University Market. Parkway Commons,
functions of the University, including gener- first-come, first-served basis. Keys may be Smith Union’s food court, features Starbucks
al and specialized applications and services checked out at the circulation desk. Coffee, Subway, Noah’s Bagels, the Food For
by operating and maintaining all centralized The library’s hours vary throughout the Thought Cafe, and others. University
computer systems, servers, and Web plat- academic year. Check the library’s Web site Market, located on the ground floor near the
forms. This includes the operation of the for current hours or call 503-725-3065. SW Montgomery Street entrance, stocks
OIT data center, which also provides co- sundries, reading materials, and PSU memo-
location services. Ombuds Office rabilia. Smith Union also offers areas for stu-
Networking and Telecommunication dents to study or simply relax and admire the
503-725-5901 and 503-725-5902
Services (suite 84, Fourth Avenue Park Blocks.
www.ombuds.pdx.edu
Building) provides all campus telecommu-
nications services; wired and wireless data The PSU Ombuds Office advocates for fair-
network services; Internet access; telecom ness and respectful treatment in the campus
applications consulting & analysis; manage- community. The Ombuds Office offers a con-
Transportation and at a discount. Additionally, PSU is served by Daily and hourly parking is available in
excellent bicycle routes from all over PSU parking structures, lots and on most
Parking Services Portland. Bike parking is available outside all streets throughout campus.
503-725-3442 buildings on campus and two Bike Garages If you have any questions regarding trans-
www.transportation.pdx.edu offer secure, covered parking. The PSU Bike portation options, please call the office at
Transportation and Parking Services oversees Hub, located at the ASRC, is an on campus 503-725-3442 or visit
transit programs, bicycle programs and bike shop where students and staff can learn www.transportation.pdx.edu.
access to parking on campus. Visit to service their own bikes, buy accessories
Transportation and Parking Services for
University Place
and repair parts, and drop off their bike for
transit passes, parking permits, bike garage professional service. 503-221-0140
permits, trip planning, and information on Transit passes are sold at a discount to cur- 310 SW Lincoln
carsharing. The office is located at 1812 SW rent PSU students and employees. Passes can University Place Hotel and Conference
6th Ave., in the ASRC between be purchased in person at the Transportation Center, located at 310 SW Lincoln, pro-
Montgomery and Harrison Streets. & Parking Services office. Annual parking vides 8,000 square feet of conference and
PSU has many bus, light-rail train and permits are available to employees and term meeting facilities plus 235 guest rooms.
streetcar stops on campus, making public parking permits are available to students and Please call 503-221-0140 for more informa-
transportation a convenient option for get- temporary staff. Term parking permits tion or visit http://www.pdx.edu/cegs/
ting to and from campus. Zipcar, Portland’s should be purchased in advance approxi- university-place-hotel-conference-center.
largest carsharing company, has over 20 mately four weeks prior to the start of the
vehicles in the university district, and PSU term. Permits may be purchased online at
students and employees can join this service my.pdx.edu and are then sent by mail before
the term begins.
School of
Extended Studies
Michael Burton, Vice Provost and Extended Studies and to PSU units to design,  Project management/advanced project
Executive Director develop, deliver, and manage online courses management†
Market Square Building and programs. This unit extends the reach of  Seminars (business communication and
1515 S.W. Market St., 1st floor & 10th the University through a variety of programs management)
floor (Suite 1050) such as Independent Study, Extended  Supervision and performance
503-725-3276 Campus, and online degree programs. management†
Registration: 503-725-4832  Tax practitioners institute
Accounts Payable/Receivable: Extended Campus Programs
503-725-4819  Healthcare management certificate
www.extended.pdx.edu 800-547-8887, x4822
†Indicates a certificate of completion offered.
The School of Extended Studies manages
Portland State University through the School off-site degree programs which offer students
of Extended Studies offers a wide range of access to degrees at four sites in the evening, Summer Session
continuing education and special learning weekends, or you may earn your degree fully 503-725-8500
activities, including the following: off-campus online. PSU’s four Extended Campuses are Approximately 1,200 courses are offered June-
programs and courses for credit, degree com- located at: August for academic credit through the more
pletion programs, distance learning courses PSU at Mt. Hood 503-491-7190 than 40 departments that comprise PSU.
and programs, noncredit community pro- PSU at Rock Creek 503-614-7011 Formal admission is not required for Summer
grams, relicensure, certifications, and in-ser- PSU Salem 503-315-4281 Session and all students are charged in-state
vice programs for professionals in a range of tuition, except non-residents taking 9 credit
fields, workshops, short courses, institutes, and Independent Study hours or more.
summer programs. 503-725-4865 Summer Session offers the greatest possible
Off-campus and other special educational University and high school credit courses are flexibility in scheduling, with classes starting
programs operate through a number of offered through correspondence and online. throughout the summer in formats that
departments across campus, reaching out to Start courses anytime and take between one include two-day workshops through one-,
locations throughout the metropolitan area, and 18 months to finish. Catalog online: two-, four-, and 11-week courses. Sequential
state, region, country, and internationally. www.istudy.pdx.edu or call 503-725-4865 courses are offered to enable students to
Programs use a range of formats, incorporat- complete a full year of courses (languages,
ing different degrees of face-to-face, distance Professional Development Center science) in one term.
delivery, and online participation. (PDC) In addition to on-campus courses, there
Off-campus and other special educational are several programs offered off campus and
programs directly support Portland State’s 503-725-4820
www.pdc.pdx.edu abroad. Students can choose from a variety
presidential initiatives, which focus attention of special events, including concerts, recitals,
on collaboration and community connec- PDC offers programs developed to meet the
needs of the business and professional com- and lectures. Summer Session highlights
tions, internationalization, growth, and include:
diversity. The School of Extended Studies, munity. The center serves over 5,000 clients
from over 600 companies and offers 250  Chamber Music for Strings
along with outreach conducted by other  Chamber Winds
units on campus, has accomplished hun- individual courses to private, public, non-
profit, and profit entities. Offerings include  Deutsche Sommershule am Pazifik
dreds of collaborations and community con-  Programs in the Arts and Sciences
nections. Improved delivery capacity certificate programs, evening courses, day-
time seminars, and customized in-house  International Visiting Professors
through a greater number of locations and  Kodaly Certificate of Completion
through online delivery has substantially training. Courses and seminars are taught
from a practical perspective and scheduled Program
increased enrollment at Portland State, The Summer Session is part of Extended
drawing in students who would not have during times convenient for most working
professionals. Studies and is located in the Market Square
been able to attend a traditionally scheduled Building, 1515 S.W. Market St., Portland,
program. Special programs have also Programs include:
 Business management† Oregon - 1st floor & 10th floor (Suite
increased diversity on campus and the ability 1050). Open weekdays 8:00 a.m. to 5:00
for students and faculty to work with diverse  Contract/customized in-house training
 Corporate and executive education p.m. throughout the year. A PSU Summer
populations. Session catalog is issued in early April. To
 Human resource management/compre-
hensive human resource management† obtain a copy contact the PSU Bookstore,
Distance Learning/Online Program visit www.pdx.edu/summer, or write to: PSU
Services  IT certification training†
 Internet strategy workshop series† Summer Session P.O. Box 1491 Portland,
503-725-8936  Macromedia authorized training† Oregon 97207.
Distance Learning provides support to  Multimedia professional program†
Office of
International Affairs
Gil Latz, Vice Provost resources and expertise with the community. certs, dance performances, films, and art
101 East Hall MESC also serves as a regional information exhibits
503-725-4094 center providing support to business, media,  Collaborating with educational organiza-
www.intl.pdx.edu and educational institutions throughout the tions and institutions and community
The Office of International Affairs houses Northwest. groups on special events and projects.
Education Abroad, International Student MESC works with PSU’s Contemporary
and Scholar Services, International Special Turkish Studies Program and the Harold IE3: Global Internships
Programs, the Institute for Asian Studies, the Schnitzer Family Program in Judaic Studies. 207 East Hall, 503-725-8256
Confucius Institute, the Middle East Studies Nationally, MESC belongs to Middle East-
related organizations that expand opportuni- The IE3 Global Internship program, admin-
Center, and the Waseda-Oregon istered by the Oregon University System
Transnational Program. It is the former ties for faculty and students.
Academic options in Middle East Studies: enables PSU students to acquire internation-
administrative office for the International al experience for credit as part of their
Studies Bachelor of Arts Program of the  Bachelor of Arts degree in international
studies with a concentration in the degree.
College of Liberal Arts and Sciences. An IE3 Global Internship is a supervised,
Information on International Studies can be Middle East.
 Certificates in Middle East Studies and practical, international work experience.
found on page 159. Ranging from 10 weeks to nine months of
Contemporary Turkish Studies comple-
full-time work, the internship integrates aca-
Institute for Asian Studies ment a Bachelor of Science or Arts
demic credit on the home campus with on-
degree in any other PSU degree
Acting Director: Mel Gurtov program. the-job experience, allowing students to gain
306 East Hall, 503-725-8576  Minors in Arabic language, Turkish lan- valuable skills while working toward their
www.oia.pdx.edu/ias guage and Judaic Studies. degrees.
The mission of the Institute is to contribute  Study of Arabic, Hebrew, Persian, and The benefits gained from an international
to the internationalization objectives of PSU Turkish languages. internship are numerous: personal growth, a
by: promoting research, training, teaching,  Study abroad in Egypt, Israel, Jordan, better understanding of world affairs, com-
curricular development, and public aware- Morocco, Tunisia, and Turkey. petitive advantage in the job market, profi-
ness on all parts of Asia; guiding students Branford Price Millar Library’s largest spe- ciency in a foreign language, an understand-
who hope to make a career in Asian Studies; cialized collection is the substantial Middle ing of foreign cultures, knowledge of profes-
collaborating with other units of the East vernacular holdings, a nationally recog- sional practices in another country, maturity
University, and with other educational organized resource owing its existence to the fed- and confidence, and professional contacts for
nizations in Oregon, to promote better eral Foreign Language and Area Studies future career development.
understanding of Asia, past and present; Acquisition Program, augmented through IE3 offers internships throughout the
sponsoring conferences, speakers training private donations over the years. The collec- world in private-sector companies, govern-
programs, and other Asia-focused activities; tion includes a number of rare books and is ment agencies, and non-profit organizations.
and working with PSU administration and available to the public through local and The latest information on available intern-
faculty to develop strategies for increasing Internet online access. ships can be found on the IE3 Web site:
the coherence and effectiveness of the Several scholarships are available to stu- http://ie3global.ous.edu.
University’s Asia programs and its profile in dents in support of Middle East language
Asia. and area studies, including: the Elizabeth
International Student and
Ducey Scholarship Fund, the Patricia and Scholar Services
Middle East Gary Leiser Scholarship in Middle Eastern
Director: Judy Van Dyck
Studies Center Languages, the Noury Al-Khaledy
Assistant Director: Christina Luther
Scholarship in Arabic Studies, and the John
Director: Peter Bechtold 101 East Hall, 503-725-4094
Damis Middle East Studies Scholarship.
322 East Hall, 503-725-4074 International Student and Scholar Services
www.oia.pdx.edu/mesc Community outreach staff work with admitted international stu-
The Middle East Studies Center (MESC) was MESC supports PSU’s mission as an urban dents, visiting scholars, and international
the first federally supported undergraduate university with a strong commitment to faculty. The office is a central source of
program in the United States for Arabic lan- community outreach, through: information on the services and programs
guage and area studies. Dating from 1959,  Educator workshops on teaching about available to these groups. The office works
the center’s mandate today is to support the the Middle East at the precollegiate level closely with sponsoring agencies, diplomatic
academic study of the Middle East at PSU  Free, public lending library of educa- missions, and other government agencies to
and to provide Oregon’s community with tional resources resolve academic, financial, and immigration
information on the peoples, cultures, lan-  Referral of speakers for schools and issues.
guages, and religions of the region in an open community groups Services and programs offered to interna-
and objective atmosphere. MESC is one of  Sponsorship of public lectures, confer- tional students, scholars and faculty include:
PSU’s oldest institutional centers, sharing its ences, and cultural events including con-  An intensive orientation program for all
incoming international students and national faculty in fixed term, tenure- East Hall, 503-725-4088 or www.ielp.pdx.
faculty. track and tenured positions requiring edu.
 Provision of technical immigration assis- H-1B work visas as well as nonresident
tance for students, visiting scholars, aliens in other visa categories International
exchange students and scholars.  Preparation of Labor Certification appli- Special Programs
 Assistance to various departments at cations to the U.S. Department of
PSU in meeting the legal requirements Labor and employment and permanent Director: Judy Van Dyck
for employment for visiting scholars and residence petitions to U.S. Citizenship 503-725-4878
faculty. and Immigration Services on behalf of Provides training and education programs
 Opportunities to live in American international faculty for professional and student groups, custom-
homes and visit with American families  Advising of international faculty (and designed for specific international organiza-
through a host family network. their dependents) on regulations and tions/agencies/institutions, which draw on
 Three scholarship programs specifically procedures for maintaining legal status, resources and expertise of PSU faculty and
for international students. travel, employment authorization, and the Portland community to provide special-
 Sponsorship of a wide variety of educa- other issues. ized instruction.
tional and social events for international  Administration of the summer ISP provides administrative, logistical, and
students and scholars with University International Visiting Professor (IVP) curricular support services to provide for a
and community groups, including a program. custom-designed group package experience
mentoring program which matches new For more information about staff and ser- which includes instruction, extra-/co-curric-
international students with returning vices, please visit our websites: ular activities, transportation, housing and
students. www.oia.pdx.edu/intl_students and meals. ISP hosts 25-30 groups a year. For
 Weekly or quarterly workshops on issues www.oia.pdx.edu/scholars. more information visit our website at
affecting internationals, such as insur- For information about international stu- www.isp.pdx.edu.
ance, work permission, taxes, etc. dent admissions, call the Office of
 A weekly International Coffee Hour Admissions, International Student
open to all PSU students, staff, and fac- Admissions, 503-725-3511.
ulty. For information about English as a Second
 Advising for faculty and staff regarding Language (ESL), contact the Intensive
the invitation and employment of inter- English Language Program in the
Department of Applied Linguistics, 122
Education Abroad Kenya, Nicaragua, Mexico, Italy, Guatemala, Opportunities Abroad for Teachers. The
Suriname, India, and Costa Rica. As these U.S. Department of State sponsors teaching
Director: Ron L. Witczak programs vary from year to year, please con- positions abroad and summer seminars for
101 East Hall, 503-725-4094 tact the Office of International Affairs for teachers and professors through its
The Office of International Affairs sponsors a more information. Opportunities Abroad for Teachers program.
wide variety of education abroad programs Education Abroad opportunities are subject Interested persons should apply by October
for PSU students year-round. The University to change throughout the year. For the most 15 directly to the following website: www.
administers some of these programs directly, current listing of programs available, please fulbrightteacherexchange.org. Interviews for
while others are conducted in cooperation visit our Web site at www.oia.pdx.edu, or Oregon-area applicants are arranged by the
with the Oregon University System (OUS), come to our office in East Hall, room 101. Fulbright adviser at PSU and are held on
universities offering programs abroad jointly, campus in early December.
such as the Northwest Council on Study Fulbright Program
Abroad (NCSA), and educational associations Adviser: Debra Z. Clemans
Boren Programs
such as the Council on International 101 East Hall David L. Boren Scholarships (NSEP)
Educational Exchange (CIEE), School for clemansd@pdx.edu Adviser: Debra Clemans
International Training (SIT), and IFSA-
Portland State participates in the 101 East Hall
Butler.
International Educational Exchange clemansd@pdx.edu
The office also seeks to facilitate teaching
and other opportunities abroad for faculty Program authorized by the Fulbright-Hays Scholarships to undergraduate and graduate
and to develop bilateral exchanges with uni- Act. Awards available include those offered students are available through this federally
versities abroad which will provide exchange by the U.S. government, foreign govern- funded program for the purpose of helping
opportunities for both faculty and students. ments, universities, and private donors. more Americans learn the languages and
The University supports a long-standing Grants are available to qualified graduating cultures of countries and regions that are
tradition that study of other cultures and seniors and graduate students for advanced deemed critical to U.S. national security. It
places is an essential component of modern research, to qualified faculty for lecturing aims to build a base of future leaders and
education. and research, and to teachers for teacher professionals who can help the United States
Advisers in the Office of International exchange programs. make sound decisions and deal effectively
Affairs provide guidance and assistance for Grants for Graduate Study Abroad. with global issues and to enhance and
students who seek to enrich their university Fulbright opportunities are announced increase the faculty who can educate U.S.
education through education abroad. PSU annually about May 1, and applications citizens toward achievement of these goals.
offers over 100 programs in more than 40 should be prepared as soon as possible. The This scholarship includes a service require-
countries. Because these programs offer resi- deadline for submission of application mate- ment once a student has completed his or
dence credit and home campus registration, rials to the Fulbright adviser is September 8, her degree. Applications are due early in
participating students who are eligible for 2010 for the 2011-2012 academic year. The winter term each year. Interviews are held
financial aid at PSU may apply it, in most Fulbright program adviser disseminates on the PSU campus prior to Boren dead-
cases, to these study programs. information about grant opportunities and lines. Those interested should contact the
PSU has been working with its own faculty assists in processing grant applications. Boren adviser listed above for more informa-
to develop a variety of short-term overseas University Lecturing/Advanced tion on requirements and application
experiences for students. The length of these Research. The Office of International details.
programs ranges from two weeks to five Affairs provides information to faculty on
weeks, and they are offered throughout the grants for university lecturing or advanced
academic year. PSU faculty members have research. Application deadline for most pro-
taken students to the Caribbean, Ghana, grams is August 1.
Student Services
Division of and the larger urban community; and to

provide services that facilitate student transi-
tion to the University and remove barriers to
Student student success.
Within the unique setting of PSU as the
Affairs major metropolitan university in Oregon,

student service programs, organizations, and
activities serve as focal points for student
success, personal growth and development,
multicultural understanding, community
345 CRAMER HALL service, and leadership opportunities, as well
503-725-5249 as support the University’s teaching,
www.pdx.edu/studentaffairs research, and public service mission.
The personnel in the Division of Student
Affairs provide support and assistance to stu-
dents dealing with the administration, facul- Advising and
ty, staff, and other students. The Division of
Student Affairs is comprised of five align-
Career Resources
ment groups: Academic and Career Services
(ACES); Admissions, Records and Career Center
Registration (ARR); Diversity and 402 University Services Building
Multicultural Student Services (DMSS); 503-725-4613
Dean of Student Life (DOSL), and Student www.pdx.edu/careers
Health and Counseling Center (SHAC).
The alignment leaders report directly to the The Career Center offers assistance to
Portland State University students (who are
Office of the Vice Provost for Student
formally admitted and registered for classes)
Affairs. The Vice Provost for Student Affairs
and alumni. Services and resources include:
serves as the administrator of the numerous  Individual career counseling.
student services and activities that make up  Workshops and individual assistance on
the alignment groups (see below). career decisions, resume writing, inter-
The mission of Student Affairs is threefold: viewing, and job search strategies.
to provide programs that facilitate and  An extensive career library and home
enhance student learning through intention- page with information on careers,
ally connecting parts of the student experi- internships, employers, and job-search
ence into a meaningful whole through col- resources.
laborative partnerships with faculty and  An on-campus recruiting program in
other institutional agents and by bridging which students interview with employ-
organizational boundaries; to enrich and ers.
complement student learning by providing  PSU CareerConnect, an on-line jobs
opportunities for involvement in meaningful database, with full-time professional
activities within the University community level positions, internships, and part-
time jobs for students (both on and off dents who have not chosen a major or who
campus). Disability Resource Center want to change their major and with students
 Four annual career days or job fairs: 116 Smith Memorial Student Union who are struggling academically. Beginning
Career Information Day in February, Phone: 503-725-4150, in fall 2010, all freshmen (e.g. undergradu-
On-campus Job Fair in September, and TTY or Relay: 503-725-6504 ates with 0-44 credits) who have not selected
Non-Profit Career Fair in October. drc@pdx.edu a major are required to receive advising from
 Peace Corps office. www.drc.pdx.edu the UASC in order to register for courses for
The Career Center provides referrals to The mission of the Disability Resource their second year. Students with declared
internships and part-time, temporary, and Center is to collaborate with and empower majors are proved referrals to the advising
summer jobs off campus, and on-campus Portland State University students with dis- available in their academic department.
Federal Work-Study or student wage jobs. abilities in order to coordinate support servic-
Many employment opportunities are es and programs that enable equal access to Academic Support Program
degree-related and most jobs offer flexible an education and university life. To accom- 425 Smith Memorial Student Union
hours, often within walking distance from plish this goal, the DRC provides pre-admis- 503-725-4005
campus. Referrals may be obtained by using sion and disability counseling, advocacy, edu- asp@pdx.edu
PSU CareerConnect, an online career and cational training, and a variety of accommo- www.pdx.edu/uasc/academic-support-
job information service, or by stopping by dations for equal access to the educational program
the Student Employment office during process and campus at Portland State
The Academic Support Program (ASP) pro-
office hours. Check PSU CareerConnect University.
vides eligible PSU students who are strug-
regularly, as job postings and employer The DRC serves students with temporary
gling academically with additional support,
interview schedules change daily. as well as permanent disabilities. Students
mentoring and advising. The program offers
Workshops are offered regularly to assist who have disabilities that impact their ability
a three-credit College Success course, educa-
students with career decision making, to function in the classroom and want to use
tional planning, and referrals to other PSU
resume writing, interview preparation, and the services offered through the DRC must
campus resources. The ASP also offers
effective job seeking techniques. Individual identify themselves to the DRC office. This
“ROADS to Success”, a program for condi-
counseling is available for students seeking is a requirement of the Americans with
tionally admitted freshmen designed to assist
assistance with career/major choice, resume Disabilities Act (ADA).
in the transition to university life and the
writing and graduate school applications. Accommodations provided for students are
academic rigor of college.
Practice interviews with video-taped feed- determined on a case-by-case basis and
back may be scheduled. depend on the nature of the disability and Community College Relations
The Career Center library contains career the documentation provided. For additional
information please check our website or con- 425 Smith Memorial Student Union
information as well as information on
employers in both the public and private tact the DRC. 503-725-9546
sectors. Also available are employer directo- cctransfer@pdx.edu
ries, information concerning employment Undergraduate Advising www.pdx.edu/uasc/community-college-
relations
trends, and job-seeking techniques. and Support Center (UASC)
For further information, contact the The Community College Relations (CCR)
425 Smith Memorial Student Union
Career Center or visit the Web site: www. office responds to the needs of students trans-
503-725-4005
pdx.edu/careers. ferring to PSU from community colleges by
askuasc@pdx.edu
providing advising and transition assistance.
Student employment www.pdx.edu/uasc
The office also acts as a liaison for communi-
The Undergraduate Advising and Support ty college personnel, providing information,
402F University Services Building Center (UASC) provides educational plan-
503-725-4958 updates, and assistance in the development of
ning services and referrals to students to aid collaborative educational opportunities. CCR
www.pdx.edu/careers
in the University’s advising and retention advisers provide advising at both Portland
Student Employment provides referrals to efforts. Specific components are offered to State and the local community college cam-
internships and part-time, temporary, and meet the various needs of students. puses, as well as via email and phone.
summer jobs off campus, and on-campus
Co-admission programs, currently in place
Federal Work-Study or student wage jobs. Advising and Referral with Chemeketa, Clackamas, Clark, Clatsop,
Many employment opportunities are degree-
askuasc@pdx.edu Mt. Hood, and Portland Community
related and most jobs offer flexible hours,
www.pdx.edu/uasc/uasc_advising Colleges, help ease the transition from com-
often within walking distance from campus.
Referrals may be obtained by using PSU Undergraduate Advising and Support Center munity college to the University.
CareerConnect, an online career and job (UASC) advisers assist students with Co-admitted students have access to PSU
information service, or by stopping by the University, general education (University academic advising, library privileges, and, if
Student Employment office during office Studies), and degree (B.A. and B.S.) require- qualified, financial aid for both PSU and
hours. Check PSU CareerConnect regularly, ments. All new students, both freshmen and community college courses.
as job postings and employer interview transfer students, are required to attend a
schedules change daily. New Student Orientation: Advising & Veterans' Services
Registration session where they will first learn 503-725-3876
about the PSU curriculum and meet with veteransservices@pdx.edu
academic advisers. UASC advisers are avail- www.pdx.edu/veterans/
able to assist students with understanding Veterans Services at PSU is a collaborative
their transfer evaluations and degree audits initiative led by Student Affairs to support
(DARS) after they have attending one of student-veterans at the University. The fol-
these sessions. Advisers also work with stu- lowing services are available:
S t u d e n t S e r v i c e s 33
The Veterans Certification Office processes Students who need tutorial assistance or formal event held in the Rose Garden arena
all enrollment verifications to ensure that stu- who are interested in becoming a tutor are with approximately 2,000 students partici-
dents receiving VA educational benefits are encouraged to contact the program’s staff. pating. As their names are read, each student
certified each term. The office also processes crosses the stage to receive University-wide
military transcripts to grant any college level recognition and his or her diploma folder.
equivalency. 104 Neuberger Hall, 503-725- Campus Life Official diplomas are available later in the
summer. The ceremony lasts approximately
5523, www.pdx.edu/registration/veteran-cer-
tification two and a half hours and is a ticketed event.
Dean of Student Life Students receive up to four tickets at no
The Campus Veterans Service Officer, an
employee of the Oregon Dept. of Veterans’ 433 Smith Memorial Student Union charge. Additional tickets may be purchased
Affairs, provides advocacy to veterans, their 503-725-4422 for $7.00. Students can register for the cere-
dependants and survivors in obtaining bene- askdos@pdx.edu mony at www.pdx.edu/commencement.
fits entitled to them through Federal, State www.pdx.edu/dos
Summer Ceremony
and local programs to include compensation, The mission of the Office of the Dean of The Summer Commencement Ceremony is
pension, health care and VA educational pro- Student Life is to foster and celebrate stu- an informal event held in the Park Blocks.
grams. 104 Neuberger Hall, 503-725-5524 dent engagement, learning and success by The ceremony lasts about 90 minutes.
The UASC Veterans Services liaison provid-  Helping students navigate Portland State Students are encouraged to wear regalia and
ed academic advising & referral services to University; can register to attend the ceremony at www.
veterans utilizing or planning to utilize their  Cultivating student responsibility and pdx.edu/commencement.
VA educational benefits and liaisons with leadership;
other campus and community programs that  Promoting a diverse and respectful The difference between Commencement
support student-veterans. 425 Smith learning community; and Graduation
Memorial Student Union, 503-725-3876  Providing leadership for specific pro- “Graduation” and “Commencement” are
grams and services; and terms of art at PSU. “Graduation” means
Peer Tutoring and Learning  Advocating on behalf of all students. actually fulfilling your degree requirements
resulting in a diploma. In other words,
Center The Office is responsible for the oversight of
“Graduation” is the technical obtainment of
the following campus life programs and ser-
439 Smith Memorial Student Union credits to receive a degree.
vices:
503-725-4448 “Commencement” is the symbolic ceremo-
www.pdx.edu/tutoring
 Assisting students to resolve problems
and make connections with University ny marking the closing of your academic
The Peer Tutoring and Learning Center processes or services and advising facul- career where you receive commendation for
(PTLC) provides a variety of supportive ty/staff as they assist students in these your hard work at PSU. It is an opportunity
instructional and tutorial services for stu- efforts for you, your family, friends, and the PSU
dents, including:  Partnering and collaborating with others community to celebrate your accomplish-
 Free one-on-one and group peer tutor- across the University to advance initia- ment.
ing for PSU students who desire indi- tives to enhance the student experience Diploma. Student transcripts (official and
vidualized academic assistance. We tutor  Student conduct unofficial) display PSU degree information
in lower-division courses in math and  Student Ambassador Program once the graduation certification process is
statistics, the sciences, and world lan-  Commencement complete (four to six weeks after final grades
guages.  Academic Awards of Excellence and are posted). Note that this is prior to the
 Supplemental Instruction in designated Commendation diploma being prepared. All degree
courses. SI provides facilitated group  Fall and Winter Welcome Week recipients are notified by mail of diploma
learning opportunities for traditionally  Virtual Viking (electronic newsletter) availability (either by picking it up in the
difficult courses.  Advising ASPSU Student Fee Degree Requirements Office or by having it
 Workshops and individual appointments Committee mailed). Diplomas are usually available at
covering study strategies, graphing cal-  National Student Employment Week the end of the term following the graduation
culator usage, software applications, and  Campus Recreation term.
other valuable skills that college students  Residence Life and Housing
should master.  Student Activities and Leadership Student Ambassador
Tutoring services are designed to assist stu- Programs
dents who wish to build on their current aca-  Student Legal Services Program
demic skills. Our services are used by fresh-  Women's Resource Center 503-725-8240
men through graduate students. ambassadors@pdx.edu
Those who wish to become tutors and meet Commencement www.pdx.edu/dos/student-ambassadors
certain requirements may apply at the center. Student Ambassadors serve as representatives
commencement@pdx.edu
This is a competitive process. All tutors are of the University and the student body with
www.pdx.edu/commencement
provided with training; the PTLC is certified visiting speakers, educators, and dignitaries,
by the College Reading and Learning Portland State University has two com-
mencement ceremonies each year: a formal conducting campus tours, acting as liaisons
Association. between students, faculty, and administra-
The PTLC strives to help PSU students cap and gown ceremony at the end of the
spring term and an informal ceremony held tors, performing volunteer community
become more academically successful. It pres- work, and serving as hosts and hostesses at
ents a valuable opportunity for students to at the end of the Summer Session.
official functions and VIP events.
become involved in one another’s intellectual Spring Ceremony Ambassadors are selected on the basis of
growth and social development. The Spring Commencement Ceremony is a their academic excellence, strong written and
communication skills, a commitment to student-run recreation club, provide both access to staff for help with the smallest to
problem solving, their ability to be a posi- structured and informal opportunities to the most complicated of issues.
tive, productive team member, and demon- participate in recreational activities.
stration of strong leadership skills within the Subsidized by student-fees, students with University Housing Office
University setting as well as in the commu- valid identification can access most of these The Broadway Building, Suite 210
nity. programs for free or a very nominal fee. 625 SW Jackson Street
Any student taking 1 credit or more has 503-725-4375
access to these programs with a valid housing@pdx.edu
Student Conduct Portland State ID. www.housing.pdx.edu
433 Smith Memorial Student Union The University Housing Office (UHO) pro-
503-725-4422 Student Rec Center vides information about on-campus hous-
conduct@pdx.edu 1800 SW 6th Ave. ing, housing contracts, building mainte-
http://www.pdx.edu/dos/codeofconduct Urban Plaza nance and housing charges for prospective
The policies of the University governing the 503-725-5127 and current residents. University Housing
rights, freedoms, responsibilities and con- campusrec@pdx.edu Office staff members also lead housing tours
duct of students are set forth in the The Student Rec Center, home to the Monday through Friday. The tour begins at
Portland State University Code of Student Campus Rec program, is located on the 1:30 pm in Neuberger Hall room 131.
Conduct and Responsibility which has Urban Plaza in the heart of campus and a The goal of the University Housing Office
been issued by the president under authority great resource to meet friends and get is to provide safe and desirable housing for
of the Administrative Rules of the Oregon healthy - two ways to help you succeed in students. A wide variety of living styles are
State Board of Higher Education. Students the classroom. available, including furnished single-occu-
may consult these documents by visiting our Designed with sustainability and accessi- pancy sleepers, double-occupancy studios
website at: http://www.pdx.edu/dos/codeof- bility in mind, the facility includes a two- and one-bedrooms, and two-bedroom units
conduct. Observance of these rules, policies, court gymnasium, a 1/11 mile indoor run- for families with children.
and procedures helps the University to oper- ning track, a synthetic floor gymnasium There are many benefits to living on an
ate in a climate of free inquiry and expres- equipped with dasher boards for floor hock- urban campus. Portland State students liv-
sion and assists it in protecting its academic ey and indoor soccer, a large cardiovascular ing on campus experience everything
environment and educational purpose. and weight training facility featuring over Portland has to offer, whether they’re buying
100 pieces of the newest exercise equipment, fresh veggies at the Farmer’s Market, study-
Academic honesty
2 multi-purpose group fitness suites, a 6 ing in the Park Blocks or riding the streetcar
The policy governing academic honesty is
part of the Code of Student Conduct and lane lap pool and 10 person whirlpool spa, to Powell’s City of Books. Residents can par-
Responsibility. Academic honesty is a cor- new locker rooms, a 32 foot climbing wall, ticipate in the Residence Housing
nerstone of any meaningful education and a and working space for student clubs. The Association, grow their own food in the
reflection of each student's maturity and Outdoor Program office and gear rental pro- community garden and utilize student ser-
integrity. The Code of Student Conduct and gram are located in Suite 180, located on vices at their convenience.
Responsibility, which applies to all students, the Southeast corner of the Student Rec The Broadway Building and Stephen Epler
prohibits all forms of academic cheating, Center. Hall are the newest additions to the on-
fraud, and dishonesty. These acts include, Campus Rec provides the activities in the campus housing options. These structures
but are not limited to: plagiarism, buying Student Rec Center including group fitness have been awarded for their environmentally
and selling of course assignments and classes, intramurals, 30+ rec clubs, the friendly construction and sustainability
research papers, performing academic Outdoor Program, aquatics, and adaptive practices..
assignments (including tests and examina- sports. First-year college students age 19 and
tions) for other persons, unauthorized dis- Any student taking 1 credit or more has younger who choose to live on campus their
closure and receipt of academic information, access to this new campus resource with a first year are required to participate in the
and other practices commonly understood valid Portland State ID. First Year Experience program, the Global
to be academically dishonest.
Village program, or the Russian Immersion
Residence Life program. First Year Experience residents live
The Broadway Building, Suite 230
Campus Rec 625 SW Jackson Street
on floors 3–7 in the Broadway Building or
floors 3–8 in the Ondine Building. Global
1800 SW 6th Ave. 503-725-2450 Village residents live on the 6th floor of
Urban Plaza reslife@pdx.edu Stephen Epler Hall. Russian Immersion resi-
503-725-5127 Residence Life staff steward the daily man- dents live on the 5th floor of the Stephen
campusrec@pdx.edu agement of housing facilities and foster a Epler Hall.
www.campusrec.pdx.edu healthy, safe living environment that inspires These Living Learning Communities
Campus Rec, located in the Student Rec academic achievement, personal growth, (LLCs) are designed as intentional and sup-
Center, provides recreation, sport, exercise, civic leadership and personal responsibility. portive living communities for students who
and adventure programs to support the Residence Life cultivates a rich living-learn- are experiencing their first year of university
health and engagement of Portland State ing environment in collaboration with the life. The First Year Experience program is
students, faculty, staff and alumni. approximately 2,000 students who reside in more specifically tailored to the needs of
All programs, including, aquatics, climb- University-owned facilities. first-year students, while the Global Village
ing center, GroupX fitness classes and per- The Residence Life staff is a group of pro- and Russian Immersion programs focus on
sonal training, intramural leagues and tour- fessionals that take an active role in creating cultural awareness and are not restricted
activities and attending to each individual solely to freshmen.
naments, outdoor program trips and gear need as it arises. Combined with student
rentals, adaptive sports, and over 30 unique Living Learning Communities are a large
Resident Assistants, residents have 24-hour
part of University Housing’s effort to create Student organizations Student Legal Services
a well-rounded educational environment.
The University Housing Office works with PSU is home to over 100 student organiza-
tions which offer many opportunities for M340 Smith Memorial Student Union
the department of Residence Life to create 503-725-4556
and maintain these communities. involvement related to students’ interest
http://www.pdx.edu/sls/
area. Some organizations have existed for
slms@pdx.edu
many years and receive substantial funding
each year. Other organizations develop SLS is a full service law firm serving eligible
Portland State University students. The mis-
Student Activities annually. All recognized organizations can
be contacted via the Student Activities and sion of SLS is to encourage students to fully
and Leadership Leadership Programs office. participate in and complete their academic
endeavors by helping to alleviate legal obsta-
Programs Women’s Resource Center cles to degree or program completion. To
119 Smith Memorial Student Union Montgomery Hall Courtyard this end SLS provides advocacy and assis-
503-725-4452 503-725-5672 tance, including legal advice and representa-
leadership@pdx.edu wrc@pdx.edu tion in some instances, to eligible credit car-
www.salp.pdx.edu www.pdx.edu/wrc rying students. SLS offers limited mediation
services specializing in family law matters in
Student Activities and Leadership Programs The Portland State University Women's cooperation with the Student Center for
(SALP) provides student with the opportu- Resource Center advocates for the best edu- Dispute Resolution (SCDR). SLS also seeks
nity to join, create, and/or participate in cational and campus experience for all mem- inform and educate students on pertinent
student organizations. SALP facilitates cross- bers of our community. We accomplish this legal topics and is available to give presenta-
campus leadership trainings and conferenc- by advancing social justice, ensuring access tions to classes and groups.
es. SALP supports the Portland State to personal empowerment for all self-identi-
Programming Board, the student-run pro- fied women, and by working toward a safe
gram which organizes large-scale, traditional
campus events.
and healthy campus.
The Women’s Resource Center is open to
Diversity Resources
SALP formally recognizes over 150 stu- students of all genders. The center is a great
dent organizations ranging in a diverse array place to stop by, check-out the library, find Diversity and Multicultural
of interest areas, including academic, honor- out about resources on campus, discuss cur- Student Services
ary, arts and industry, Greek life, multicul- rent events, study, and meet new people.
425 Smith Memorial Student Union
tural, political, service and advocacy, spiritu- We offer three programs: 503-725-4457
al and student government. Participating in  The Leadership In Action program sup- www.pdx.edu/dmss
a student organization is the perfect way to ports volunteers interested in engaging
gain out-of-class experience, to apply aca- in the work of the WRC. The Office of Diversity and Multicultural
demic learning, and to connect to campus. Opportunities are available for students Student Services (DMSS) provides compre-
For a complete listing of recognized organi- at a variety of commitment levels. We hensive academic support services for specif-
zation and what they are doing, please visit offer internships working in our lounge, ic populations of students. Students from
the SALP Web site. Staff is available to help planning our events, working with our populations traditionally under-represented
students find ways to connect, to help create action teams around specific issues, and in higher education, first generation stu-
new student organizations, and to provide taking on special projects. dents, and students from diverse back-
resources, advising, and training to current  The Empowerment Project provides sup- grounds may participate in programs that
student leaders. port, classes, mentoring, and informa- support students from entry into the univer-
tion to non-traditional women stu- sity through graduation. This office admin-
Student government— dents: women of color, non-traditional- isters scholarship programs, provides general
ly aged students, and veterans. The advising, advocacy, and counseling for eth-
ASPSU program is a resource for women both nically diverse students. Programs include
www.aspsu.pdx.edu at the undergraduate and graduate level. the following TRiO programs: Student
aspsu@pdx.edu  The Interpersonal Violence Program Support Services, Upward Bound, and
All students registered for at least one credit supports students who are dealing with Educational Talent Search. Students are also
are members of the Associated Students of domestic or sexual violence in their own served through the Diversity Scholarship
Portland State University (ASPSU). The or their friend’s life. The IPV Program Programs, African American Student
ASPSU advocates for students’ interests, also offers prevention programs, out- Services, Latino Student Services, Native
officially represents students before internal reach and education. American/Alaskan Native Student Services,
and external bodies, and is the vehicle  The Community offers a comfortable the Native American Student and
through which students may participate in lounge and library for students to use Community Center (NASCC), and the
the governance of the University. Students for meeting, discussing, socializing, or Multicultural Center (MCC).
may run for office, serving on the Student studying. We host a number of events
Senate or as president, vice president, or as a like weekly knitting circles, our much Diversity Scholarship
member of the Student Fee Committee. loved, Faculty Favorite Lecture Series, Programs
Students may also volunteer to work on spe- film screenings, and more.
cific-issue task forces or be appointed to a 425 Smith Memorial Student Union
University-wide committee to represent the www.eeps.pdx.edu/drs.html
student body. Students admitted to PSU who are recipi-
ents of the Diversity Scholarships are pro-
vided tuition waivers and support services
through a special advising component of the
Educational Equity Programs and Services activities that further understanding among and high school, Educational Talent Search
unit. Applications are accepted in February people of different cultures. The center offers serves over 600 students at Cleveland,
for first-time freshmen and transfer or con- a program space for events that promote Franklin, Jefferson, Benson and Madison
tinuing college students with 30 or more appreciation for cultural diversity and serves high schools and Hosford, Lane, Ockley-
college credits. Applications may be accept- as an informal gathering place for all mem- Green, and Tubman Leadership Academy
ed throughout the year, depending on the bers of the University’s extended family. for Young Women in the Portland Public
availability of funds. Student organizations, academic units, and School District. The program also provides
The recipients receive academic advising, community groups collaborate to offer a rich services to students at Century, Glencoe,
advocacy, priority registration, one-on-one array of educational and cultural activities Liberty and Hillsboro high schools. The
counseling, mentoring, and may participate open to all. program is designed to increase the number
in informational and social group activities. of first-generation and income disadvan-
In addition, the students’ academic progress Native American Student taged students continuing in, and graduat-
is monitored from term-to-term to promote Services ing from, middle and secondary schools. It
academic success. 503-725-5348 seeks to increase the number of these stu-
www.pdx.edu/nativestudents dents enrolling in postsecondary education.
Student Support Services Students in Project PLUS will have access to
The Native American Student Services
(SSS) Program provides support for Native
free services provided by professional role
models and educational advisers in the areas
458 Smith Memorial Student Union, American and Alaskan Native students of motivation, career and college informa-
503-725-3815 through advising, guidance, advocacy and tion, leadership skills, technology skills,
www.sss-eop.pdx.edu referrals to appropriate campus-based and mentoring, and tutoring as needed. Students
Student Support Services is Portland State Portland Metro resources, especially services are assisted with the preparation of forms
University’s federally funded academic and for Native American people. The program for college admissions and financial aid.
personal support services TRIO program for also connects students to opportunities for
college students. It is designed to provide Native American cultural enrichment and Upward Bound Program
special assistance to those who have tradi- social activities, both on campus and in the
633 S.W. Montgomery
tionally had limited access to a college edu- community. The coordinator serves as a liai-
503-725-4010
cation. Specifically, students who are low- son to Tribes, Native American organiza-
www.pdx.edu/ubets
income, who have a disability, or whose par- tions, and educational institutions for indi-
ents did not graduate from college can vidual students and the University. The PSU Upward Bound Program supports
receive assistance from SSS if they have a student academic success in high school and
need for academic support. The program Native American Student develops the skills and motivation necessary
for entry into post-secondary study among
provides counseling, skill development and Community Center low-income and potential first-generation
courses, and tutoring that is designed to
help the student achieve his or her educa- 710 S.W. Jackson college students who are enrolled in high
tional goals. 503-725-9695 school.
The program’s goal is to provide support www.pdx.edu/nativecenter To be eligible, students must:
services that will facilitate an increase in the The Native American Student and  Be enrolled in 9th through 11th grade
Community Center, opened in October of at Franklin, Grant, Jefferson, Madison,
retention and graduation rates of program
Marshall, or Benson High School in
eligible students who, historically, have a 2003, is located at the south end of campus
Portland.
higher attrition rate than most students. at SW Jackson and Broadway. Its unique  Come from a low-income family in
Students should consider applying for the architecture and collection of artwork by which the parents did not graduate from
Student Support Services/Educational local Native American artists serve as an a four-year college.
Opportunity Program if they feel they will inviting venue for many educational pro-  Be in need of academic assistance.
benefit from the additional academic and grams and cultural activities sponsored by  Have a desire to pursue higher
personal support the program provides. campus and community groups. Student education.
Only admitted PSU students can apply for groups, academic departments, and pro-
participation in SSS. Applicants will be grams on campus partner with local, region- PSU’s Upward Bound Program offers:
selected on the basis of their need for the al, and national Native American and non-  Preparation for postsecondary education
educational services SSS provides and their Native people to create an environment in  Assistance from tutors during the aca-
desire to fully participate in the program’s the Center that is educationally and cultur- demic year; instruction in math, science,
activities. Students interested in SSS are ally enriching for the entire campus. and English language
invited to contact the SSS office. Student In addition to space available for lease (see  Individual and group counseling
Support Services is a U.S. Department of website for leasing information), the build-  An intensive six-week nonresidential
Education Title IV TRIO program. ing houses NA/AN student organizations, summer program (one week is a residen-
the Native Studies Program, a small com- tial Outdoor Learning Lab)
Multicultural Center puter lab, and a classroom where classes are  Assistance in completing college admis-
taught each term by Native American sions and financial aid applications
228 Smith Memorial Student Union  Special workshops, field trips and col-
503-725-5342 Studies faculty.
lege visits
multicul@pdx.edu 
www.culture.pdx.edu Educational Talent Search Incentives: internships, awards, bus tick-
ets, high school credit
The Multicultural Center (MCC) is a 633 S.W. Montgomery
uniquely central place on campus that wel- 503-725-4458
comes all students, faculty, staff, and com- www.pdx.edu/ubets
munity members to share in dialogue and A TRIO Program for students in middle
Ronald E. McNair Scholars valid for one calendar year. application, intended major, etc.
Program 2. Admission validation. To validate admis-
sion, the student must register for classes Admission Requirements—Entering
M302 Smith Memorial Student Union during the initial term of admission. If Freshmen
503-725-9740 the student does not register for this To be admitted as freshmen, students need
The Ronald E. McNair Scholars Program at term, the application can be updated to to fulfill each of the requirements (or alter-
Portland State University works with under- one of the next three consecutive terms natives to each) as specified in items 1-4
graduates who want to pursue PhDs. It without repaying the fee. After this time below.
introduces juniors and seniors who are first period the student must submit a new
1. High school graduation requirement.
generation and low-income or members of application along with another $50 fee.
Must have graduated from a standard or
under-represented groups to academic 3. Official transcripts. Transcripts must be
accredited high school. Students who have
research and to effective preparation and submitted directly from each high school
not graduated from high school or from a
strategies for getting into and graduating or college attended. Transfer students who
standard or accredited high school may meet
from PhD programs. have earned fewer than 30 credits of col-
entry requirements through alternative test-
The McNair Scholars Program has aca- lege transfer coursework are also required
ing. Alternative testing includes successful
demic-year activities and a full-time summer to submit official high school transcripts.
completion of the Test of General Education
research internship. Scholars take academic To be considered “official,” transcripts
Development (GED) with a minimum over-
and skills-building seminars and workshops must be received by PSU in the sealed
all score of 580 and a minimum score of
during the year, and each scholar works original envelope or through approved
410 on each of the five sub-tests (if taken
closely with a faculty mentor on original electronic means from the issuing school.
before January 2001, an average score of 46
research in the summer. Scholars present Since all official transcripts submitted
and a minimum score of 40 on each subject
their research findings at the McNair become the property of PSU and cannot
test is required). Students from non-accred-
Summer Symposium and at other confer- be copied or returned to the student, stu-
ited or non-standard high schools, or home-
ences, and are encouraged to publish their dents are encouraged to obtain unofficial
school students may meet the high school
papers in the McNair Journal and other copies of their transcripts from prior insti-
graduation requirement with a minimum
scholarly publications. tutions for advising or personal purposes.
score of 1,000 on the critical reading and
The Ronald E. McNair Post-baccalaureate 4. Official scores of College Board
math portions of the Scholastic Aptitude
Achievement Program was established in Scholastic Aptitude Test or American
Test (SAT) or 21 on the American College
1986 by the U.S. Department of Education College Test. Freshman applicants who
Test (ACT) and an average of 470 or above
and named in honor of Challenger Space have graduated from an accredited and/or
(940 total) on two College Board SAT
Shuttle astronaut Dr. Ronald E. McNair. standard high school within three years of
Subject Tests (Math Level I or IIc, and one
Portland State enrollment must submit
additional subject test of the student’s
scores on the College Board Scholastic
choice). An examination in a second lan-
Enrollment Aptitude Test (SAT) or American College
Test (ACT) that include a standardized
guage is strongly recommended to qualify
the applicant for admission by meeting the
Services writing examination. Similarly, transfer
applicants with fewer than 30 earned
language proficiency requirements. Students
who do not take an SAT Subject test in a
credits must also submit standardized test
second language must prove language profi-
scores. Portland State requires the writing
Admission portion of either ACT or SAT I as part of
ciency through another approved process.
Requirements its admission process. The applicant is

responsible for seeing that test scores are
2. Subject requirements. Applicants must
satisfactorily (grade of C- or above) com-
submitted directly to PSU from the test- plete at least 14 units (one year equal to one
U.S. Citizens and Immigrants ing board. For more information on these unit) of college preparatory work in the fol-
(Domestic Applicants) examinations, contact the College Board, lowing areas.
1947 Center Street, Berkeley, CA 94704; a. English (4 units). Shall include the
Application The American College Testing Program, study of the English language, literature,
Iowa City, IA 52240; or PSU Testing speaking and listening, and writing, with
Domestic students must submit the follow- emphasis on and frequent practice in
ing information to the Office of Admissions, Services, 310 UCB, 503-725-5301, www.
testing.pdx.edu. Note: High school gradu- writing expository prose during all four
Registration and Records. years.
1. Application form and nonrefundable ates before 1975 are not required to pro-
vide the ACT or SAT. b. Mathematics (3 units). Shall include
fee. Students may apply online, or obtain first-year algebra and two additional years
the application form at www.pdx.edu/ 5. Altered transcripts and falsified applica-
tions. Students who knowingly submit of college preparatory mathematics select-
admissions/apply. The application may also ed from geometry (deductive or descrip-
be obtained from the PSU Office of altered transcripts or falsified applications
jeopardize their admission status and may tive); advanced topics in algebra (through
Admissions, Registration and Records and Algebra II), trigonometry, analytical
at the counseling offices in most Oregon have their admission rescinded and/or their
registration canceled. All records submitted, geometry, finite mathematics, advanced
high schools and community colleges. To applications, calculus, and probability and
assure consideration for admission, the filed, and accumulated in the Office of
Admissions, Registration and Records statistics, or courses that integrate topics
application should be submitted by the from two or more of these areas. One
priority filing dates listed and must be become the property of the University. The
number of students admitted for any unit is strongly recommended in the
accompanied by a nonrefundable $50 senior year. (Algebra and geometry taken
application fee (fees subject to change term is subject to the availability of space.
When space is limited, selection may be prior to ninth grade will be accepted if
without notice). The application and the posted on HS transcript.)
nonrefundable $50 application fee are based on grade point average, date of
c. Science (2 units). Shall include a year
each in two fields of inquiry based college school and achieve a passing grade. Note: International Students
preparatory science such as biology, chem- Satisfactory completion of Math 95 or its
istry, physics, or earth and physical sci- equivalent (Intermediate Algebra) fulfills
ence. Science courses that are “inquiry
Application
in total the subject requirement in math-
based” provide students the opportunity ematics. Applicants who are not U.S. citizens or
to apply scientific reasoning and critical immigrants are considered for admission as
3. Grade point average requirement. international students. Candidates for
thinking to support conclusions or expla-
High school students with a cumulative admission are given priority if complete
nations with evidence from their investi-
grade point average of at least 3.00 in all applications are filed by:
gations. It is strongly recommended that
one year be taken as a laboratory science graded subjects taken toward high school  March 1 for fall term
and that a total of three years of science be graduation. Students who do not meet the  July 1 for winter term
taken. 3.00 GPA or 1000 SAT/21 ACT require-  November 1 for spring term
d. Social Studies (3 units). Shall include ment may be admitted based on a combina-  February 1 for summer term
analysis of societal issues and events. It is tion of GPA and test scores, as seen on this Applications will be considered for all
strongly recommended that study website: www.pdx.edu/admissions/mini- terms subject to department and/or
includes knowledge and use of geographic mum-admission-requirements-freshman. University restrictions and/or course avail-
information, patterns of United States 4. Writing Component of SAT/ACT. ability. Graduate-level applicants should
history, patterns of human history, struc- Students must take and submit scores for contact the appropriate academic depart-
tures and systems of US Government, the writing component of the SAT and/or ment for specific departmental application
and analysis of economic systems. ACT. No minimum score is required. information.
e. Second Language (2 units). Shall International applicants should submit the
include demonstrated proficiency equiva- Admission Requirements—Transfer following information to the Office of
lent to two years of the same high school- Students Admissions, Registration and Records. All
level second language. Students may dem- documents submitted become the property
To be admitted as a transfer student, appli-
onstrate proficiency by meeting one of of PSU and cannot be photocopied,
cants must have a minimum GPA of 2.25 in
the following options: returned, or forwarded to third parties.
30 quarter credit hours of transferable col-
 Pass with a C- or better, two years of lege work. Applicants who present a trans- 1. Application form and $50 nonrefund-
the same high school-level second lan- able application fee. The application and
ferable associate’s degree or an Oregon
guage nonrefundable application fee are valid
Transfer Module (OTM) will be admitted
 Pass with a C- or better, the third year with a minimum cumulative GPA of 2.00. for one academic year only. The $50 fee
of a high school-level second language cannot be waived.
Students who have accumulated fewer than
 Pass with a D- or better two quarters 30 transferable credits of college work must 2. Admission validation. To validate admis-
or two semesters of college-level second sion, the student must register for classes
also meet the freshman admission require-
language during the initial term of admission. If
ments.
 Pass an approved proficiency exam Writing proficiency requirement. the student does not register for this
**American Sign Language qualifies as a Beginning fall 2010, to be admitted as a term, the application can be updated to
second language. transfer student, applicants must satisfactori- one of the next three consecutive terms
Students failing to meet the Second ly complete Writing 121 or the equivalent without repaying the fee. After this time
Language Proficiency requirement at the with a C- or better. period, the student must submit a new
time of admission may be admitted, but will Second language proficiency require- application along with another $50 fee.
not be able to earn an undergraduate degree ment. All students must meet the second 3. Official transcripts. To be considered offi-
at Portland State University until the second language proficiency requirement described cial, transcripts must arrive in the Office of
language requirement has been completed. above in 2e. Admission, Registration and Records in a
Students must provide official high school Transfer evaluations. A copy of the trans- sealed envelope from the issuing school.
or college transcripts to demonstrate the fer evaluation is enclosed with the admission Applicants whose admission will be based
Second Language Proficiency Requirement notification. Transfer evaluations are not on high school/secondary school gradua-
has been met. provided to postbaccalaureate students or to tion should submit official transcripts of
The second language requirement only students who have not submitted official their final four years of high school/sec-
applies to applicants graduating from high transcripts. ondary school study. Transfer students
school in 1997 or later. Academic probation/disqualification must submit official transcripts from each
For a complete list of proficiency options from other institutions. Academic proba- college or university attended, regardless of
available for meeting the second language tion/disqualification will not affect the whether or not they feel their prior aca-
requirements, please contact the University’s admissibility of a student whose complete demic study may be relevant to their PSU
Office of Admission, Registration & academic record meets the minimum admis- study. Transfer students with fewer than 30
Records, or view the OUS Second Language sion requirements in effect at the time of quarter credits of college/university course-
policy at www.ous.edu/stucoun/prospstu/ application. work are also required to submit tran-
files/lang02.pdf. Disciplinary disqualification. A student scripts from their final four years of high
Alternatives to the subject requirements. who has been disqualified from another school/secondary school. Credits from
(Any one of the following.) institution for disciplinary reasons must be accredited schools outside the U.S. will be
I. Score an average of 470 or above (1410 eligible to re-enroll at that institution to be transferred to PSU according to established
total) on the SAT II subject exams considered for admission to Portland State international transfer credit guidelines and
(English Composition, Math Level I or University. Students with extenuating cir- policies. See Academic Credit section of
IIc, and a third test of the student’s cumstances may petition for a waiver of this this Bulletin for more information.
choice). policy. Students who knowingly submit altered or
II. Take make-up coursework for specific falsified academic records or other applica-
subject requirements missed in high tion documents jeopardize their admission
status and may have their admission English language proficiency requirements Undergraduate
rescinded and/or registration canceled. may be found at http://www.pdx.edu/admis-
4. Proof of English language proficiency sions/english-language-proficiency-require- students returning to PSU
(as described below). ments-undergraduate. after an absence
5. Evidence of adequate financial resourc- Information on the international TOEFL Former Portland State University students
es for educational and living expenses. is available at www.toefl.org. Information on who have attended another college or univer-
(International applicants residing in the the PSU institutional TOEFL is available at sity since leaving PSU and who wish to enroll
United States on visas other than F-1 or www.pdx.edu/admissions/portland-state-insti- after an absence must submit an Admission
J-1 student visas are not required to sub- tutional-toefl-exams. Update Request form found at the Office of
mit proof of financial resources.) Admissions, Registration and Records.
6. Proof of current immigration status (if Residency Classification Official transcripts must be submitted from
already residing in the United States). each institution attended since leaving PSU.
7. Intensive English Language Program. In Oregon, as in all other states, tuition at
Persons seeking English language training publicly supported four-year universities is
only, who do not wish to continue toward higher for nonresident students than for res- Transfer credit policies
university-level academic study, may apply ident students. The rules used in determin-
ing residency seek to ensure that only bona Accredited colleges and universities. The
for admission to the Intensive English
fide Oregon residents are assessed the resi- Office of Admissions, Registration and
Language Program (IELP). However, per-
dent fee. Those rules—Oregon Records evaluates credits from accredited col-
sons who want to study English before
Administrative Rules, Chapter 580, Division leges and universities. Portland State
beginning academic study are eligible for
10 - Board of Higher Education—appear in University accepts college-level credits earned
conditional undergraduate or postbacca-
“Notice to Nonresidents of the State of in academic degree programs at colleges and
laureate admission without minimum
Oregon” at http://www.ous.edu/stucoun/prosp- universities accredited by regional accrediting
English language proficiency test scores.
stu/files/residencepolicies.pdf. associations and as recommended in Transfer
The IELP provides non-credit classes only;
Only duly authorized residency officers Credit Practices of Designated Educational
therefore, no university-level academic credit
have authority to apply and interpret these Institutions. All courses are evaluated to be
will be offered. Students must have earned
rules and procedures. No other indication or either equivalent or parallel to PSU courses.
the equivalent to a U.S. high school diplo-
determination of residency by any other Equivalent means that the catalog course
ma for admission consideration. Prospective
institutional office, department, program, or description is substantially equal to that in the
students must be in legal U.S. immigration
staff represents the official institutional Portland State University Bulletin. Parallel
status at the time of application.
determination of residency. means that the course is in a discipline which
Contact the Department of Applied
is offered by Portland State, even though PSU
Linguistics, 503-725-4088 or www.ielp.pdx. Residency Classification Appeals does not offer the specific course.
edu, for additional IELP requirements. Any person may appeal an institutional resi- Unaccredited institutions and foreign
dency classification decision within ten (10) colleges and universities. Departmental
Admission Requirements for days of the date of mailing or other notifica- representatives, working through the Office
International Students tion of the decision. The appeal to the OUS of Admission, Registration and Records, are
Applicants must demonstrate an appropriate Interinstitutional Residency Committee authorized to evaluate credits transferred
level of academic preparation. (IRC) must be in writing and filed with the from unaccredited institutions or foreign col-
Freshman: completion of U.S. academic institutional residency officer. leges and universities after a student has been
(university preparatory) high school or sec- The decision of the IRC may be appealed admitted to PSU. For specific course equiva-
ondary school equivalent as determined by to the Chancellor for Academic Affairs in lency, students may be asked to provide cata-
the Office of Admission, Registration and writing within ten (10) days of notification log descriptions and/or documents certifying
Records with a minimum 3.00 GPA. of the IRC decision. The decision of the course content. Work from unaccredited
Transfer: completion of 30 transferable col- Chancellor is final. schools is evaluated in accordance with the
lege quarter credits, excluding ESL courses, institutions and policies listed in Transfer
with a 2.25 GPA or higher at a U.S. region- Further Information
Credit Practices, published by the American
ally accredited college/university or equiva- Persons interested in further information on
Association of Collegiate Registrars and
lent as determined by the Office of or assistance with residency classification
Admissions Officers. Credit given for a par-
Admission, Registration and Records. should contact the institutional residency
ticular course will not exceed credit given for
Transfer students who present a transferable officer at the institution where residency
the equivalent or corresponding PSU course.
associate’s degree or an Oregon Transfer classification is sought. At PSU: http://www.
Co-admission programs. Portland State
Module (OTM) will be admitted with a pdx.edu/sites/www.pdx.edu.registration/files/
University has established co-admission pro-
minimum cumulative 2.00 GPA. media_assets/residence_affidavit.pdf.
grams with Chemeketa Community College,
English language proficiency require-
Admission to professional Clackamas Community College, Clark
ment. Admitted students who meet the
College, Clatsop Community College, Mt.
English language proficiency requirement may programs and schools Hood Community College, and Portland
enroll in academic classes. Those who do not Community College. Each co-admission pro-
Admission to Portland State University does
meet this requirement will be restricted to gram allows students to concurrently enroll at
not automatically admit students to its pro-
ESL classes until the requirement has been both PSU and the community college cam-
fessional programs and schools. Standards
met. Applicants may demonstrate English lan- pus. In addition, the program provides for
for admission and evaluation of transfer
guage proficiency by submitting qualifying PSU academic advising and, if qualified,
credits often exceed general University
TOEFL or IELTS scores. See minimum qual- financial aid for both PSU and the commu-
requirements. Students should check this
ifying scores below. nity college courses. Applicants should con-
catalog under the appropriate academic unit
Test of English as a Foreign Language tact Clackamas Community College at 503-
to determine if a unit has special admission
(TOEFL). 657-6958, ext. 2763, Clark College at 360-
requirements.
992-2107, Clatsop Community College at indicated in Transfer Credit Practices. The mation sessions, open houses, and social
503-338-2411, Mt. Hood Community health science students may not receive a events in which new students are invited to
College at 503-491-6442, Portland bachelor’s degree from PSU and from the attend and encouraged to participate. For
Community College–Sylvania at 503-977- professional school when both degrees are further information write to orientation@
4519, Chemeketa Community College at based essentially on the same credits com- pdx.edu or view the Web site at www.pdx.
503-399-5006, or the Office of Admissions, pleted by the student. The residence credit edu/orientation.
Registration and Records at 503-725-3511 requirement is satisfied by completing 45 of
for more information. the last 60 credits at PSU, after admission to
Associate degree transfers. Students who PSU and prior to formal enrollment in the Student Records,
upon admission have completed an Associate qualifying professional program. The student
of Arts-Oregon Transfer (AAOT) degree at must be within 48 credits of receiving a Registration and
an accredited Oregon community college or
another PSU-approved associate degree, have
bachelor’s degree from PSU at the time of
matriculation into the professional program.
Enrollment
met all lower-division general education
requirements. The student must still fulfill Postbaccalaureate status Student Records
any outstanding upper-division general edu- Students seeking admission who have earned The University Student Records Policy, in
cation requirements. The transfer A.A. may an accredited baccalaureate degree, who have accordance with the federal Family
not satisfy all requirements for admission to not been admitted to a graduate degree pro- Educational Rights and Privacy Act of 1974
professional schools. Please check with each gram may be admitted and enroll at the post as Amended, governs the collection, use, and
school for specific admission requirements. baccalaureate level. These students are disclosure of student records with the goal of
Vocational and technical schools. admitted to Portland State to earn a second ensuring their privacy. Generally it provides
Portland State University grants up to 12 bachelor’s degree, certificate, complete pre- the right to nonrelease of confidential infor-
credits for courses which are deemed voca- requisites for admission to graduate school, mation except as directed by the student in a
tional-technical. These credits are transferred or take other academic credit. PSU students transcript request, or as provided by law; the
to PSU as general elective credits. who have completed an undergraduate right to inspect educational records main-
Oregon Transfer Module (OTM) degree who wish to complete a second tained by the University; the right to correc-
Consistent with OUS transfer policy, stu- undergraduate degree or take 9 or more tion of errors, a hearing if necessary, and the
dents may earn an OTM at Portland State. credits during fall, winter or spring terms right to file a complaint with the U.S.
Transfer students who present an earned must be admitted to postbaccalaureate status. Department of Education. Copies of the full
OTM from another Oregon institution will Postbaccalaureate students are subject to all Student Records Policy are available from the
be granted a minimum of 45 quarter credit academic policies. Office of Student Affairs and the Office of
hours toward their general education gradu- Admissions, Registration and Records or
ation requirements. See www.pdx.edu/admis- Student orientation online at www.pdx.edu/registration/student-
sions/otm. records-privacy.
Correspondence credit. A maximum of
programs Retention of student documents. All doc-
60 correspondence credits is acceptable in 503-725-5555 uments submitted to PSU become the prop-
transfer from schools recognized as institu- www.pdx.edu/orientation erty of the University and may not be copied
tions of higher education. The Office of Admission, Registration and or returned to a student. Transcripts from
Community and junior colleges. The Records coordinates an orientation program other institutions cannot be copied.
number of lower-division credits to be for all undergraduate students new to PSU. Release of student information. Please
accepted in transfer from regionally accredit- All newly admitted undergraduate students note: The privacy laws do not permit the
ed junior colleges and the Oregon commu- are required to attend a new student orienta- University to discuss a student’s academic or
nity colleges is limited to 124. tion session prior to registering for courses. University information with anyone other
National Student Exchange Program. After admission to PSU, each undergradu- than the applicant. All inquiries must origi-
Portland State is a member of the National ate student must participate in a one-day nate with the applicant.
Student Exchange Program, which enables orientation session prior to the beginning of
sophomores, juniors, and seniors to attend his or her first term. An advance tuition
Part-time students/non-
one of 174 institutions in other areas of the deposit of $200 is required to register for degree students
nation for up to one academic year. Students new student orientation in the fall term.
pay in-state tuition at host school or current Part-time and non-degree students are subject
Orientation provides students with the to the same rules as full-time students with
PSU tuition. Call 503-725-3511 or go opportunity to meet with current PSU fac-
online to www.pdx.admissions/nse for infor- regard to Academic Standards (academic
ulty, professional staff, and students in order warning, probation, dismissal) and registra-
mation. to:
College courses completed before high tion deadlines (drop, add, tuition refunds,
 Understand academic requirements of a grade option changes etc.). Tuition payment
school graduation. College courses taken baccalaureate degree
before a high school diploma is received are is required by published deadlines. The
 Successfully develop an academic plan Online Class Schedule is available at www.
accepted in transfer provided the student and register for courses
receives grades of D- or above in the courses sa.pdx.edu/soc.
 Access programs and services available to Part-time status is defined as enrollment in
and the grades are posted on a college tran- PSU students
script. fewer than 12 credit hours for undergradu-
 Facilitate the academic and social transi- ates, and fewer than 9 credits for graduate
Health science professions. Students who tion to the University community
have completed preprofessional programs at students. Credit work taken as a part-time
New Student Week is part of the orienta- student is acceptable in most degree pro-
PSU may transfer up to 48 credits of their tion program that takes place the week prior
professional health science work from schools grams, subject to University regulations. A
to the start of fall term during the month of fully admitted student may earn most
accredited by a regional association and/or as September. This is a week of activities, infor- University degrees as a part-time student and
some degrees may be earned by taking cours- not wish to attend, the University reserves Rationale: Portland State University recog-
es exclusively at night. Part-time students the right to drop students who do not attend nizes that students carry many responsibili-
should meet regularly with an adviser for aca- classes or do not have the proper prerequi- ties with them into the classroom, which
demic planning and information on up-to- sites. Non-attendance does not cancel the both enrich their educational experience and
date requirements and University policies. tuition charges nor prevent the course and make it more challenging. These include
A student may take a maximum of 8 cred- grade (F, NP, X, or M) from appearing on university-sanctioned activities in which the
its in fall, winter and spring terms without the student’s academic record. Note: student serves as a representative to the uni-
applying for formal admission. A Non- Students receiving state or federal aid who versity such as student congress, athletics,
Degree Entry form is used to add the stu- receive all X, M, NP, W, or F grades for a drama, and academic meetings.
dent to the registration system. There is a term will be required to provide the Applicability:
one time, nonrefundable fee. Non-degree Financial Aid Office with proof of atten-  Undergraduate students involved in uni-
students do not qualify for financial aid nor dance. Students who do not submit proof of versity sanctioned or other legitimate
do they receive transfer evaluations. Non- attendance within the specified period of activities, such as illness and family
degree students are allowed to preregister time are subject to having all of their federal emergency.
after admitted students. Students may apply and state funds returned.  Activity program directors.
online, or obtain a Non-Degree Entry form
Academic Advising  Instructors of students who participate
at www.pdx.edu/admissions/apply.
in university-sanctioned activities,
Students who wish to take 9 or more cred-
All new undergraduates, both freshmen and including faculty, academic profession-
its in fall, winter, or spring terms must be
transfer students, are required to attend a als, administrative staff, and teaching
formally admitted to the University.
New Student orientation: Advising & assistants.
Students who plan to earn a degree at PSU
Registration session (see page 40) to learn
should be admitted formally as soon as pos- Policy: It is the responsibility of each
about the Portland State University and its
sible. instructor to determine and publish the class
academic curriculum and to meet with aca-
demic advisers. attendance policy in the course syllabus and
Enrollment process distribute to the enrolled students at the
Freshman Advising Requirement: beginning of the quarter. The instructor’s
Registration. Students who have been for- Beginning fall 2010, all freshmen (e.g.,
mally admitted or who have filed a Non- class attendance policy supersedes request
undergraduates with 0-44 completed cred- for approved absences. It is the responsibility
Degree Entry form may register for classes its) are required to receive academic advising
online at www.my.pdx.edu during the prereg- of the student to inform the instructor of
from their major department during their absences due to university-sanctioned events
istration period for a given term. first year in order to register for the follow-
Registration dates are determined by student or personal responsibilities in writing at the
ing fall term. During the 2010-11 academic earliest possible opportunity. If a student
class level and admissions status and are list- year freshmen must receive advising from
ed under the term Priority Registration must miss class due to an unforeseen event,
their department, based on the department's the student must inform the instructor of
Schedule. A current, detailed listing of term specific advising plan, in order to be able to
course offerings can be found in the online the reason for the absence. Absences not
register in May 2011 for the following fall cleared with an instructor before the specific
Class Schedule at www.sa.pdx.edu/soc. term.
Detailed instructions for registration, priori- class event (exam, presentation, assignment
Freshmen who have not chosen a major due) may require a document from the rele-
ty registration dates, drop and add deadlines will be advised by the Undergraduate
and academic calendar can be found online vant authority (e.g., coach, employer). If
Advising and Support Center (UASC). the instructor decides that the absence is
at www.pdx.edu/registration/academic-calen- Students in pre-professional programs (e.g.
dar or in the current Registration Guide, justifiable, then he/she should attempt to
education, medicine, nursing) may receive provide opportunities for equivalent work.
available at the PSU Bookstore or University their advising from either the major depart-
Market. The schedule is available approxi- When absences are approved beforehand by
ment or the College of Liberal Arts and the student and instructor, the instructor
mately six weeks before the beginning of Sciences Advising Center. Freshmen should
classes for winter and spring, and available in will allow students to make up missed work
contact their major department, their col- and/or give an option to attain attendance
May for the following fall term. lege or school advising center or the
The academic regulations which govern points. When there is a dispute between stu-
Undergraduate Advising and Support dents and instructors over the opportunity
drops and withdrawals are described in Center to clarify their advising options.
detail under “Grading System for under- to make up work or attendances, the issue
graduates” on page 45. The academic calen- Advising for Other Undergraduates: All will be adjudicated by the chair of the
dar, contains deadlines related to adding and other undergraduates are encouraged to seek department and then (only if needed) the
dropping classes, making grade changes, academic advising from their major depart- dean of that school or his/her designee. The
withdrawing from classes, and refund per- ment as soon as possible. Those who have student may not place any undue burden on
centages. These deadline dates are important not chosen a major can seek advising from the instructor to provide opportunities to
as they determine the extent of financial the Undergraduate Advising & Support make up course work due to excused
obligations incurred by registration activity Center (UASC). absences.
and they determine if and how a course reg-
istration will be recorded on a student’s
Missed Class Policy Senior citizen enrollment
transcript. Students who withdraw or drop Purpose: This policy is to provide under- Oregon residents who are senior citizens
may be entitled to certain refunds of fees graduate students who miss class or exami- (aged 65 or older) may audit courses and
paid. See the online Class Schedule at www. nations a process to make up examinations receive a tuition waiver under certain condi-
sa.pdx.edu/soc or the Registration Guide for or other graded in-class work, unless it can tions. The tuition waiver will apply if the stu-
more information. be shown that such an accommodation dent is not enrolled as a regular, admitted,
Non-attendance. Although it is the stu- would constitute an unreasonable burden on degree-seeking student; space is available in
dent’s responsibility to drop courses they do the instructor. the course after degree seeking students have
registered; the department and instructor accounting, revitalizing endangered indige- cation to PSU.
approve; the senior student is registered for nous languages, teaching English as a second Satisfactory progress standards. In order
eight or fewer credits; and the course is not a language, teaching Japanese as a foreign lan- to maintain satisfactory progress, the stu-
self-support course. One time administrative guage, or women’s studies. A certificate pro- dent veteran must complete the following
fees and other course fees for materials and gram is only available upon graduation or as a credits:
online access may apply. Contact the Senior postbaccalaureate. Certified for: Undergraduate: Graduate:
Adult Learning Center, 113A Urban and A minor in advertising management, aging Full time 12 credits 9 credits
Public Affairs Building for more information services, anthropology, arabic, architecture, Three-quarter time 9 credits 7 credits
on eligibility and enrollment. art history, biology, black studies, business One-half time 6 credits 5 credits
administration, chemistry, Chinese, civic The cumulative GPA at Portland State
Undergraduate programs leadership, classical studies, communication University required to maintain satisfactory
studies, community development, communi- progress is 2.00. One hundred and eighty
Portland State University is committed to
ty health, computer applications, computer (180) credits are required to graduate with a
providing for its students maximum opportu-
science, creative industries studies, criminolo- baccalaureate degree (the total is greater in
nities for intellectual and creative develop-
gy and criminal justice, dance, design man- some programs). Incompletes, No Pass,
ment within the context of its urban and
agement, drawing/painting/printmaking, eco- withdrawals, and audits do not count
international mission. Students earning a bac-
nomics, electrical engineering, elementary toward credits completed and may result in
calaureate degree will complete a rigorous
education, English, environmental engineer- a VA overpayment.
program of study leading to mastery of the
ing, environmental geology, environmental For reporting purposes, the last date of
chosen field of study at the undergraduate
studies, film studies, French, geographic attendance is the same as the date of official
level. In addition, Portland State University is
information systems/sciences, geography, withdrawal from class or classes, date of stu-
committed to providing the foundation for
geology, German, graphic design, history, his- dent notification of a change in credits to
continued learning after completing the bac-
tory and philosophy of science, international the Veterans’ certification office, or the date
calaureate degree. This foundation includes
economics, international studies, Italian, of determination of unsatisfactory progress,
the capacity to engage in inquiry and critical
Japanese, jazz studies, judaic studies, law and whichever is earliest. This date determines
thinking, to use various forms of communi-
legal studies, linguistics, mathematics, mathe- the amount of overpayment, if any, incurred
cation for learning and expression, to gain an
matics for middle school teachers, music, by a student not maintaining satisfactory
awareness of the broader human experience
music history, Native American studies, phi- progress standards.
and its environment (local, national, and
losophy, photography, physics, political econ- Courses may be dropped during the drop
international), along with an ability to appre-
omy, political science, psychology, real estate periods, but student veterans are still
ciate the responsibilities of individuals to
development, Russian, sculpture, secondary responsible for reporting any changes in
themselves, each other, and community.
education, sexuality gender and queer stud- credits which affect the rate of VA certifica-
Undergraduate students at Portland State
ies, sociology, space and planetary science, tion. The number of credits completed is
University may work toward a Bachelor of
Spanish, special education, sustainability, sus- checked against the number of credits for
Arts, a Bachelor of Science, a Bachelor of Fine
tainable urban development, theater arts, which the veteran is certified each term by
Arts, or a Bachelor of Music degree with one
time arts, Turkish, women’s studies, and writ- the Veterans’ certification office.
or more majors. See the “Programs of Study”
ing. A minor is only granted with a baccalau- Failure to maintain satisfactory progress
chart on page 7 for majors leading to a bacca-
reate degree. standards at Portland State University will
laureate degree.
A nondegree preprofessional program in result in the termination of G.I. benefits.
Students working toward a bachelor’s
chiropractic, clinical laboratory science, dental Please contact Veterans’ Services, 503-725-
degree must complete the (1) University
hygiene, dentistry, law, medicine, naturopathic 3876, 425 Smith Memorial Student Union,
requirements, (2) University Studies (general
medicine, nursing, occupational therapy, for more information.
education) requirement, (3) Bachelor of Arts,
optometry, pharmacy, physical therapy, physi-
Bachelor of Fine Arts, Bachelor of Music, or
cian assistant, podiatry, radiation therapy,
Bachelor of Science requirements, and (4)
requirements for a major. Students majoring
teacher education, and veterinary medicine. Degree
in Liberal Studies or completing the Honors
Program do not need to meet the general
Veterans’ certification Requirements
education requirement. Specific requirements requirements To earn a baccalaureate degree a student
for a baccalaureate degree are detailed on 503-725-5523 must complete (1) University requirements,
page 43. Students pursuing supplementary (2) University Studies (general education)
programs must complete additional require- Most programs at Portland State University requirements, (3) specific requirements for
ments as specified in the curricula of these are approved for the training of veterans. the Bachelor of Arts, Bachelor of Fine Arts,
programs. Veterans considering entrance to PSU are Bachelor of Music, or Bachelor of Science
Students working toward a bachelor’s expected to meet admission requirements. Degree, and (4) requirements for a major.
degree may wish to supplement their major (Please see Veterans’ Services under Student Students bear final responsibility for ensuring
coursework with: Services for instruction in how to apply.) that the courses taken are applicable toward
A certificate program, a concentration of Academic credit. After admission, credit satisfying their degree requirements.
courses in one of the following specialty may be granted for some types of military
fields: advanced proficiency in Russian, black service courses on the college level where
equivalency to Portland State courses can be 1. University Requirements
studies, Canadian studies, Chicano/Latino
shown. Veterans should provide transcripts  Minimum number of credits (lower-
studies, contemporary Turkish studies, crimi-
from appropriate military schools and a division plus upper-division): ..........180
nology and criminal justice, European studies,
food industry management, international copy of VA form DD214 to the veteran’s (some programs require more than 180
business studies, Latin American studies, certification section of Admissions, credits)
Middle East studies, post baccalaureate Registration and Records office upon appli-  Minimum number of upper-division
credits (300- and 400-level):...............72 of 12 credits ments if they conform to the regular qualifi-
 Minimum cumulative grade point aver- UnSt 200-level)........................12 credits cation for those requirements.
age: 2.00 on all residence work and 2.00  Upper-Division Cluster (Junior and  For the Bachelor of Arts degree:
on all courses, no matter where taken, Senior Years). Students are required to Students must complete 28 credits to
in major field (some departments select three courses (for a total of 12 include a minimum of 12 credits in the
require a GPA greater than 2.00 in the credits) from one upper-division cluster arts and letters academic distribution
major). (300 to 400-level courses designated area, with a minimum of 4 credits in
 Residence credit: (excluding credit by with a U) which is directly linked to one the area of fine and performing arts; a
examination) of the final 60 or 165 of of the three Sophomore Inquiry classes minimum of 12 credits in the science
the total credits presented. Restriction: they have taken previously........12 credits and/or social science distribution areas,
At least 25 of the last 45 credits must be Note: Students may not use any course to satis- with a minimum of 4 credits in the sci-
for differentiated grades . ..................45. fy both cluster and major requirements. Cluster ence distribution area; and 4 credits in a
 Maximum number of credits transferred courses must be taken outside of the major foreign language numbered 203 or
from regionally accredited two-year department. This includes courses that might higher (conducted in the target lan-
institutions:......................................124 be cross-listed elsewhere with the major prefix. guage). See foreign language require-
 Senior Capstone. This 6-credit capstone ments listed below.
 Maximum number of correspondence  Foreign language requirement. The B.A.
credits (transferred from schools recog- course (UnSt 421) is the culminating
general education course for seniors. language requirement is not defined in
nized as institutions of higher credits, but in terms of competence: for
learning):............................................60 Students join an interdisciplinary team,
develop a strategy to address a problem graduation, a student must demonstrate
 Maximum number of credits graded P competence equivalent to that normally
(pass) that may be counted for gradua- or concern in the community, and
implement this strategy over one, two, attained after two years of college study.
tion:....................................................45 Students with no previous knowledge of
or three quarters of work.......... 6 credits
Note: this 45 credit maximum does not a foreign language are advised to com-
include credits with P grades accepted for ATTENTION TRANSFER STUDENTS: plete two years in a language.
transfer from colleges or universities that do The following placement within University  Students who already possess sufficient
not offer differentiated grades. Studies is based on total credits accepted at competence (or who wish to prepare
 Maximum number of Physical term of admission to PSU. themselves outside of formal classes)
Education activity credits that may be  Transfer students who have earned fewer may meet the B.A. language require-
counted for graduation:......................12 than 30 quarter credits of transfer work ment in any of the following ways: (1)
are required to complete all of the Completion in any foreign language of
 Maximum number of Cooperative University Studies program require-
Education credits that may be applied 203 or its equivalent with a passing
ments, including the entire sequence of grade; (2) completion in any foreign
toward degree requirements:...............12 Freshman Inquiry. language of a course that has 203 or
 Transfer students who have earned higher as a prerequisite; (3)
2. University Studies (General 30-89 quarter credits of transfer work Demonstration of proficiency in a for-
Education Requirement. Not are required to complete the University eign language equivalent to that attained
required for Liberal Studies or Studies program beginning with after two years of college study. There
the Honors Program.) Sophomore Inquiry as follows: 30-64 are three ways to demonstrate equiva-
The purpose of the general education pro- credits, three courses; 65-74 credits, two lency proficiency: a) in French, German,
gram at Portland State University is to courses; and 75-89 credits, one course. or Spanish, by passing the CLEP exami-
enable students to acquire and develop the (The upper-division cluster must be nation with a score high enough for sec-
knowledge, abilities, and attitudes which linked to one of these Sophomore ond-year level credit (see page 48); b) in
form a foundation for lifelong learning. This Inquiry classes.) other languages regularly taught by the
foundation includes the capacity and the  Transfer students who have earned 90 or Department of World Languages and
propensity to engage in inquiry and critical more credits of transfer work are Literatures, by passing a departmental
thinking, to use various forms of communi- required to complete the University examination with a score high enough
cation for learning and expression, to gain Studies program beginning with an for second-year level credit; c) in any
an awareness of the broader human experi- Upper-Division Cluster. It is recom- language for which the Department of
ence and its environment, and appreciate mended that they complete the World Languages and Literatures has a
the responsibilities of persons to themselves, Sophomore Inquiry course directly qualified tester, by passing a non-credit
to each other, and to community. linked to the Upper-Division Cluster departmental examination. English sat-
To accomplish this purpose all freshmen they choose. isfies the B.A. language requirement for
entering with fewer than 30 prior university ATTENTION CO-ADMITTED STUDENTS: students whose official transcripts dem-
credits are required to complete the follow- Contact the Community College Relations onstrate that their secondary education
ing program (See current Registration Guide Office, 503-725-8387, for placement rules was completed in a language other than
or www.pdx.edu/unst/ for course descrip- regarding University Studies. English. Such students may not enroll
tions and capstone offerings): in first- or second-year courses in the
 Freshman Inquiry. One year-long language in which they received their
3. Requirements for Bachelor of secondary education. (See page 303).
course which must be taken in sequence
(UnSt 100-level).......................15 credits
Arts, Bachelor of Fine Arts,  For the Bachelor of Fine Arts degree:
Bachelor of Music, Bachelor of Students must complete the program of
 Sophomore Inquiry. Students are
required to choose three Sophomore
Science Degrees art practices as prescribed by the
Courses taken to satisfy BA/BS requirements Department of Art.
Inquiry courses, each linked to a differ-
may also be used to meet any other require-  For the Bachelor of Music degree:
ent University Studies cluster for a total
Students must complete the program of was from another college or university Britain, Ireland, Australia, or New
music and applied music as prescribed accredited by a recognized regional associ- Zealand must satisfy the Wr 323
by the Department of Music. ation, 45 credits. Restriction: At least 25 requirements before completion of a
 For the Bachelor of Science degree: of the 45 credits must be for differentiat- certificate program.
Students must complete 28 credits to ed grades (A-F).
include a minimum of 12 credits in the 2a. Bachelor of Arts degree: if the first Catalog eligibility and
science academic distribution area degree was not a B.A., students must degree requirements
(excluding mathematical sciences/statis- complete 28 credits to include:
tics) a minimum of 12 credits in the  12 credits in arts and letters distribution To earn an undergraduate degree, a student
arts and letters and/or the social sciences area with minimum of 4 in fine and must meet the degree and major require-
distribution areas, and 4 credits in performing arts ments published in an annual PSU Bulletin
mathematical sciences/statistics. A mini-  12 credits in science and/or social sci- (catalog) for which the student is eligible
mum of 8 of the 12 credits in the science distribution area with minimum of and which is still valid at the time of the
ence distribution area must be in 4 in science student’s graduation. This applies to a first
coursework with its integrated or associ-  Four credits in a foreign language num- bachelor’s degree, subsequent bachelor’s
ated laboratory or field work. Unless bered 203 or higher. degrees and to certificates earned by under-
otherwise specified, only courses within b. Bachelor of Music degree: if the first graduate and postbaccaluareate students.
the science distribution area that have degree was not a B.M., students must Catalog eligibility rules: Students may
an explicit indication of lab or field complete program in music and applied select the requirements of the PSU catalog
work as part of the catalog description music as prescribed by the Department of in effect during the year they first enrolled
will satisfy the B.S. degree requirement Music at any accredited, postsecondary institution,
for lab/field work. c. Bachelor of Science degree: if the first or any subsequent year, regardless of wheth-
degree was not a B.S., students must er the student was enrolled or not, as long as
ACADEMIC DISTRIBUTION AREAS the student graduates within seven years of
 The arts and letters academic distribu- complete 28 credits to include:
 Minimum 12 credits science including the year selected.
tion area consists of undergraduate Seven-year rule: The requirements in any
courses from the following: Applied 8 with lab (excluding math/statistics)
 Minimum 12 credits arts and letters Bulletin (catalog) are valid for seven years.
Linguistics, Architecture, Art, Arts and Specifically, a catalog is valid through the
Letters, Black Studies (BSt 221, 351, and/or social science
summer term following the seventh academ-
352, 353, 421, 424, 425, 426, 427  Minimum 4 credits math/statistics
ic year after issuance of the catalog.
only), Communication Studies, Conflict d. Bachelor of Fine Arts degree: if the first
Example: The 2010-2011 catalog require-
Resolution, English, World Languages degree was not a B.F.A. students must
ments will expire at the end for summer
and Literatures, Music, Philosophy, complete program in art practices as pre- term 2017.
Speech and Hearing Sciences, Theater scribed by the department.
Arts, Writing. 3. Requirements for a major: Courses taken Double major
 The science academic distribution area as a postbaccalaureate student or as part
of the first degree program count toward Students with two or more majors must sat-
consists of undergraduate courses from isfy the University Studies general education
the following: Biology, Chemistry, the major. Students do not need to meet
the general education requirement. requirements for the first major only. When
Environmental Studies, Geology, a double major includes a liberal studies
Mathematics/Statistics, Physics, Science. major, the University Studies general educa-
 The social science academic distribution Admitted postbaccalaureate students must
maintain a cumulative GPA of 2.00 on all tion requirements are to be satisfied for the
area consists of undergraduate courses departmental major.
from the following: Anthropology, Black work taken at PSU. Failure to do so will
result in academic warning, probation, or
Studies (except BSt 221, 351, 352, 353,
dismissal.
Assessment
421, 424, 425, 426, 427), Chicano/
Latino Studies, Child and Family Postbaccalaureate students who do not Students at Portland State University partici-
Studies, Criminal Justice (CCJ 220 and hold a degree from a university in the U.S., pate in assessment activities within their
330 only), Economics, Geography, English-speaking Canada, Great Britain, programs of study. Assessment activities may
History, International Studies, Native Ireland, Australia, or New Zealand must sat- include standardized testing, placement
American Studies, Political Science, isfy the Wr 323 requirements before gradua- tests, surveys, portfolios of student work,
tion from PSU. group or individual interviews, or classroom
Psychology, Social Science, Sociology,
Certificate candidates holding a bacca- research. Results are used to inform the pro-
Urban Studies and Planning, Women’s
laureate degree. A candidate for a certificate cess of teaching and learning, the design and
Studies. implementation of programs and curricula,
holding a baccalaureate degree must com-
plete the following: and efforts to describe and improve the stu-
4. Major Requirements dent experience at Portland State University.
For major program requirements see  If the first degree is from Portland State
University, credits in residence needed Incoming students to PSU may be
description in individual department sec- required to take a writing assessment and,
tions. to complete the certificate requirements.
 If the first degree is from another based on the results of that assessment, take
an assigned writing course.
Postbaccalaureate studies accredited college or university, 30 cred-
its in residence at Portland State Academic credit
Second baccalaureate degree. A candidate
University, including that work needed
for a second baccalaureate degree must com-
to complete the certificate requirements. A credit is the basic unit of measurement of
plete the following:
Postbaccalaureate students who do not educational accomplishment. One credit
1. Residence credit after earning first degree: normally connotes 10 hours of lecture-reci-
hold a degree from a university in the
if the first degree was from Portland State tation or 20 or more hours of laboratory,
U.S., English-speaking Canada, Great
University, 36 credits; if the first degree
studio, or activity work. The majority of A—Excellent The instructor may set a shorter deadline
courses at Portland State University involve B—Good which shall be binding. An agreement to a
three or four hours per week of lecture-reci- C—Satisfactory longer period must be by petition to the
tation. PSU is on the quarter-system calen- D—Inferior Scholastic Standards Committee.
dar. Semester credits transferred from other F—Failure Failure to make up the incomplete by the
accredited United States schools may be P—Pass end of one calendar year will result in the
converted to PSU’s credits by multiplying NP—No pass mark of I automatically changing to a grade
by 1.5. of F or NP, depending on the grading
The following marks are also used:
The 1.5 multiplication rules apply only to option chosen by the student at registration.
semester credits transferred from U.S. I—Incomplete The instructor, department chair, or dean
schools. Semester credits transferred from IP—In Progress (UnSt 421 only) may set earlier deadlines.
accredited schools outside the United States W—Withdrawal For graduating students, incompletes
will be converted according to established Au—Audit awarded in fall term 2006 or later will be
international transfer credit guidelines and X—No basis for grade automatically changed to a grade of F or NP
policies. M—Missing grade/No grade received prior to conferral of the degree. The faculty
A student should enroll for an average of Pass/No Pass Grading Options. The of record must file supplemental grade
15 credits per term in order to be graduated online Class Schedule identifies courses as changes no later than 30 days after the degree
within the normal 12 terms. Employed stu- offered under the differentiated or undiffer- is awarded. Grades of F or NP will remain on
dents should make sure they are not over- entiated option. Students electing the undif-
loading themselves. They may want to plan the academic record after the degree is award-
ferentiated grade option when it is offered ed and cannot be removed.
to spend more than 12 terms to complete
are graded pass or no pass. In the majority of In cases where a student’s inability to com-
degree requirements. Undergraduate stu-
dents desiring to take more than 21 credits instances, a pass grade is equated to a C- plete the work by the deadline is due to
must obtain approval as follows: grade or better (some departments accept extraordinary circumstances such as cata-
22-25 credits: Obtain approval of adviser
only C or better). Please check with the strophic injury or illness, petition can be
on Consent for Overload form online at department. Pass/No Pass grades are not used made to the Scholastic Standards
www.pdx.edu/registration/forms or from the in computing a student’s GPA. A maximum Committee who will review the case to
Registration window, Neuberger Hall of 45 credits graded P may be applied toward determine appropriate action.
lobby. Portland State’s baccalaureate degree. Drops and withdrawals. The student
26 or more credits: Petition to Academic
Students elect grade options for specific must initiate drop/withdrawals from a
Requirements Committee. Forms are courses during the registration period. course. It is the student’s responsibility to
available online at www.pdx.edu/registra- Grading options may not be changed after withdraw properly by the deadline dates
tion/forms or from the registration window, the seventh week of the term. The undiffer- published in the online Class Schedule. To
Neuberger Hall lobby. Such petitions must entiated grade option may not be used to avoid having to pay special deposit fees, stu-
be submitted by the last day to pay with- repeat a course previously taken for differen- dents should refer to departmental policies.
out a late fee. tiated grade or for major requirements in A student may drop with no record of the
some departments. course on the transcript up to the end of the
Class standing. Class standing is based on Incompletes. A student may be assigned a second week of the term. As a courtesy, stu-
the number of credits a student has complet- mark of I by an instructor when all of the dents are advised to notify the instructor
ed, according to the following schedule: following four criteria apply: concerned of the intended drop.
Acceptable status Credits completed Quality of work in the course up to that A student may withdraw for any reason
Freshman 1-44
point is C- level or above. before the end of the seventh week. A stu-
Sophomore 45-89
Upper-division standing 90 or more
Essential work remains to be done. dent withdrawing in the third through the
Junior 90-134 “Essential” means that a grade for the course seventh week will have a “W” recorded on
Senior 135 or more could not be assigned without dropping one the transcript.
Postbaccalaureate Hold a degree from an or more grade points below the level achiev- A student cannot withdraw after the sev-
accredited college
or university able upon completion of the work. enth week without approval of the Deadline
Reasons for assigning an I must be accept- Appeals Committee. A “W” is recorded if
Grading System for able to the instructor. The student does not the petition is allowed.
have the right to demand an I. The circum- Deadline dates for drops and withdrawals
Undergraduates stances must be unforeseen or be beyond the are found in the academic calendar pub-
The undergraduate grading system applies control of the student. An instructor is enti- lished online at www.pdx.edu/registration/
only to undergraduate courses. tled to insist on appropriate medical or academic-calendar or in the annual
The undergraduate grading system gives other documentation. Registration Guide. Date of withdrawal is the
students the choice of taking certain courses Consultation must have occurred and a date it is received by Registration.
designated by departments for either differ- formal agreement must be reached between No Basis for Grade. If a student, to the
entiated (A, B, C, D, F) or undifferentiated instructor and student. best of the instructor’s knowledge, has never
(pass or no pass) grades. A written record of the remaining work attended class, the name on the grading reg-
The following grading scale is employed at and its completion date should be kept by ister may be assigned an X grade. An auditor
the undergraduate level: both instructor and student. The instructor may also be assigned an X for insufficient
A = 4.00 B- = 2.67 D+ = 1.33 may specify the highest grade that may be attendance only.
A- = 3.67 C+ = 2.33 D = 1.00 earned. This should not exceed the level of Non-Completion of Course. A student
B+ = 3.33 C = 2.00 D- = 0.67 achievement displayed during the normal who has participated in a course but who has
B = 3.00 C- = 1.67 F = 0.00 course period. failed to complete essential work or attend
Evaluation of a student’s performance is The deadline for completion of an examinations, and who has not communicat-
determined by the following grades: Incomplete can be no longer than one year. ed with the instructor, will be assigned a D, F,
NP, or whatever grade the work has earned. or Dean’s List (3.75-3.99 GPA) if both of the to an academic record cannot be made.
Students who withdraw from all courses in following conditions are met:
any given term must notify the Office of  A minimum of three part-time terms Academic standing
Financial Aid on or before the date of com- must be completed in succession, with-
plete withdrawal. out interruption by either a term of full- Undergraduate and
Grade Point Average (GPA). The Office time enrollment or the awarding of Postbaccalaureate Undergraduate
of Admissions, Registration and Records Dean’s List or President’s List Students
computes current and cumulative GPAs on  At least 12 credits (excluding AU and P/ The faculty Scholastic Standards Committee
student grade reports and transcripts, NP credits) must be earned over the
(SSC) has the authority to place on
according to the following scale: A = 4, combined part-time terms and the stu-
Academic Warning, Probation or Dismissal
B = 3, C = 2, D = 1, F = 0. A plus grade dent must have an average GPA of 4.00
any student according to the following stan-
increases the points by 0.33, a minus (President’s List) or 3.75-3.99 (Dean’s
dards:
decreases it by 0.33 (e.g., B- = 2.67). List) over the combined terms
Academic Warning - Any student with 12
Cumulative grade point averages include all
Latin honors at graduation or more attempted credits (including PSU
credits and points earned at PSU. Separate
and transfer work) whose cumulative PSU
GPAs are calculated for undergraduate Latin honors designations are conferred at GPA falls below 2.00 will be placed on aca-
courses and for graduate courses. For further the baccalaureate level to students who have demic warning. A registration hold will also
details on academic standing, see the quar- earned the requisite PSU GPA and who be applied to the student record until he/she
terly Schedule of Classes. have earned a minimum of 72 credits from has attended a mandatory workshop facili-
GPA repeat policy. This policy only PSU, with at least 60 of those credits taken tated by the Undergraduate Advising and
applies to undergraduate duplicate courses. for differentiated grades (A-F). The GPA
Credit and GPA are retained on the first A, Support Center (UASC).
calculation is based on PSU credit and uti-
A-, B+, B, B-, C+, C, C-, and all grades in Academic Probation - Students on aca-
lizes the current PSU repeat policy. The
subsequent attempts count in GPA. The first demic warning will be placed on academic
award levels are as follows:
PSU grade of D or F may be forgiven if probation if they do not meet at least one of
summa cum laude—3.90-4.00 the following requirements:
repeated at PSU for a differentiated grade
magna cum laude—3.80-3.89 1. Raise the cumulative PSU GPA to 2.00,
(not P/NP). In this case, credit is retained
cum laude—3.67-3.79 thereby returning to good standing
on the last grade received. Both grades are
retained on the transcript. If repeated more Latin honors are noted on academic tran- or
than once, each subsequent grade will be scripts, inscribed on diplomas, and honors 2. Earn a GPA for the given term of 2.25 or
retained on the transcript and counted in candidates are identified in the commence- above, thereby remaining on academic
the GPA. ment program. warning and subject to the same require-
Grade requirements for graduation. In ments in the next term.
President's List and Dean's order to earn a bachelor’s degree, a student Academic Dismissal - Students on aca-
must earn 180 credits (more required in demic probation will be dismissed if they do
List Awards some programs) with grades of A, B, C, D, not meet at last one of the following require-
Portland State University recognizes and or P. ments:
honors the academic accomplishments of our A student must earn at least a 2.00 GPA on 1. Raise the cumulative PSU GPA to 2.00,
undergraduate students each term by award- residence credit, that is, credit taken at PSU. thereby returning to good standing
ing placement on the Dean’s List and the A student must earn at least a 2.00 GPA on or
President’s List. High achieving students, as all courses taken in the student’s major field. 2. Earn a GPA for the given term of 2.25 or
indicated by grade point averages, are placed As some departments have additional condi- above, thereby remaining on academic
on the Dean’s or the President’s List accord- tions, check Requirements for Major in the probation and subject to the same
ing to the criteria established by the Council major department description in the Bulletin requirements for the next term.
of Deans. Dean’s List and President’s List to determine the minimum GPA required for Notes
awards are only given to undergraduate stu- your major and whether D or P grades may 1. Grade changes or removal of Incomplete
dents who have not yet earned a baccalaure- be counted toward the major. grades do not change academic standing
ate degree. The awards are given at the end A student completing a minor must meet status.
of each term and are not recalculated based the GPA prescribed in the description of the 2. Academic standing status in the current
on grade changes or the removal of incom- minor. term may be changed by engaging the
plete grades. The award is acknowledged A maximum of 45 credits graded P may be repeat policy, however repreating courses
through a letter from the respective dean’s counted toward the 180 credits required for will not retroactively change the status of
office and with a notation on the student’s graduation. At least 25 of the last 45 credits a past term.
academic transcript. must be taken for differentiated grades. P/ 3. Students who are academically dismissed
Full-time. Students who have a term GPA NP credits transferred from institutions out- from PSU are not permitted to register
of 4.00 are placed on the President’s List, side the United States are not included in the either full-time or part-time (including
and students who have a term GPA of 3.75- 45-credit maximum. 1-8 credits)
3.99 are placed on the Dean’s List. 4. When evaluating undergraduate academic
Students on both lists must be admitted Academic Record Sealed standing, only PSU undergraduate credit
undergraduate students with a cumulative
GPA of 3.50 or better, carrying 12 credits or
After Degree Earned is considered.
5. Students on academic warning or aca-
more (excluding AU and P/NP credits). Portland State University academic records
demic probation who receive only grades
Part-time. Admitted undergraduate students are sealed thirty days after the conferral of a
of I, X and/or NP will lose academic
with a cumulative GPA of 3.50 or better, car- degree. After this date, changes to majors
standing.
rying fewer than 12 credits for a given term and minors, addition of departmental hon-
Reinstatement. A student who is dis-
may qualify for the President’s List (4.00 GPA) ors, removal of incompletes, grade changes,
missed may be readmitted to the University
changes to degree posting, or other changes
upon petition to, and approval by, the student, or entiated grade, from A (excellent) to F (fail-
Scholastic Standards Committee. Petitions b. Is more elementary, as determined by ing).
for current term reinstatement must be departmental, college, or school regula- 8. Credit by examination does not count
returned to the Office or Admissions, tions, than a course in which the student toward residence credit.
Registration, and Records by the end of the has already received credit. 9. Credit by examination is not governed by
second week of the term. If reinstatement is 5. A student may attempt to acquire credit the GPA Repeat Policy.
approved, the student will be reinstated to
Credit for CLEP Examinations is awarded as follows:
probation status.
Graduate Students and CLEP Examinations Approved at Portland State University

Postbaccalaureate EXAMINATION CREDITS APPROVED PASSING NOTES
Graduate Students SCORE
Graduate Academic Standing is adminis- Humanities Fulfils 9 credits of non- 50 Closed to students with
tered by the Office of Graduate Studies and major requirements or 9 more than 90 credit hours
lower division credits
Research, 600 Unitus Building. Refer to the
current PSU Bulletin for information. Natural Science Fulfills 9 credits of non- 50 Closed to students with
major requirements more than 90 credits
Credit by examination Social Science/ Fulfills 9 credits of non- 50 Closed to students with more
History major requirements or 9 than 90 credits
Undergraduate students may obtain Credit lower division credits
by Examination in four basic ways:
SUBJECT/EXAMINATION
 Examinations in Portland State
University courses approved for Credit Arts and Letters
by Examination and administered by French 12 50 Satisfies FR 101, 102, 103†
Portland State departments or schools.
French 12 59 Satisfies FR 201, 202, 203†
 Examinations approved by Portland State
and available through the College-Level German 12 50 Satisfies Ger 101, 102, 103†
Examination Program (CLEP). German 12 60 Satisfies Ger 201, 202, 203†
 Advanced Placement Program. Spanish 12 50 Satisfies Span 101, 102, 103†
 International Baccalaureate
Spanish 12 63 Satisfies Span 201, 202, 203*†
CREDIT BY EXAMINATION Science
I. Portland State University Courses Biology 0 49 Waives Bi 251, 252, 253

Calculus 8 50 Satisfies 251, 252
Prerequisites for Credit by Examination
(PSU courses) College Algebra 4 50 Satisfies Math 111
1. Students must be formally admitted to Pre-Calculus 4 50 Satisfies Math 112
Portland State, and
General Chemistry 12 50 Satisfies Ch 201, 202, 203 or Ch
2. Be currently registered or have completed 221, 222, 223
one Portland State course.
Social Science
Guidelines governing Credit by American 8 50 Satisfies PS 101, 102
Examination (PSU courses) Government
1. Not all courses in all departments are Introductory 8 50 Satisfies Psy 200, 204
open to challenge. Each academic unit Psychology
decides which of its courses are available Introductory 4 50 Satisfies Ec 201
to undergraduates for credit by examina- Microeconomics
tion. The determination by the depart- Sociology 0 50 Waives prerequisite for upper
ment is final. No courses numbered 199, division courses
299, 399, or 401 to 410 inclusive are eli- † Language Exam credit is limited to either First or Second year, depending on score.
gible for credit by examination. NOTE: Credits and course equivalencies in the table may change.
2. Students should contact the appropriate
departments, college, or schools to deter- Application for Credit by Examination
mine the availability of particular courses by examination only once for any course.
6. A student who has taken but not passed a (PSU courses) and cost
for credit by examination. 1. Students wishing to take examinations for
3. The examinations administered vary course may subsequently attempt credit
in that course by examination. Only one Portland State courses may obtain an
according to the departments, college, or application with detailed instructions
schools which administer them, and may such attempt is permitted. In the event of
failure, results will not be recorded on a from the Office of Admissions,
include midterm and/or final examina- Registration and Records (Neuberger Hall
tions in current courses or special exami- student’s academic record. Should an
examination not be passed, credit can be lobby).
nations designed for students “challeng- 2. The fee for credit by examination is cur-
ing” courses whether or not the courses obtained by repeating the course.
7. In assigning grades for credit by examina- rently $80 per course examination. Fee
are currently being offered. subject to change.
4. Credit earned by examination may not be tion, the departments, college, or schools
received in a course which: determine whether to use an undifferentiat- II. CLEP Examinations
a. Duplicates credit previously earned by a ed (P for pass or NP for no pass) or a differ- CLEP (College-Level Examination Program)
AP Exam Exam Score PSU Credit Offered* Courses Satisfied*

English
English Language & Composition 3+ 4 WR 121
English Literature & Composition 3+ 4 ENG 100
Foreign Languages
French, German, Italian or Spanish 3 12 A score of 3 in French, German, Italian or Spanish confers 12
4 12 credits for the first year sequence (101, 102, 103); a score of 4 in
5 12 French, German, Italian or Spanish confers 12 credits for the
second-year sequence (201, 202, 203); and a score of 5 in
Latin: Vergil 3+ 12 French, German, Italian or Spanish confers 12 credits of upper
division elective credits.
A score of 3 or higher in Latin: Vergil confers 12 credits for the

second- year Latin sequence (201,202,203).
Chinese or Japanese 3 15
4 15 A score of 3 in Chinese or Japanese confers 15 credits for the
first-years sequence (101,102,103); a score of 4 in Chinese or
5 15 Japanese confers 15 credits for the second-year sequence
(201,202,203); and a score of 5 in Chinese or Japanese confers
12 upper-division elective credits.
Foreign Literatures
French Literature 3+ 4 upper division French credits (unassigned)
Latin Literature 3+ 4 LAT 202
Spanish Literature 3+ 4 upper division Spanish credits (unassigned)
History & Social Sciences
Human Geography 3+ 4 GEOG 230
Government & Politics: United States 4+ 4 PS 101
Government & Politics: Comparative 4+ 4 PS 204
History (European) 3+ 8 HST 101,102
History (US) 3+ 8 HST 201, 202
History (World) 3+ 8 lower division history (unassigned)
Macroeconomics 3+ 4 EC 202
Microeconomics 3+ 4 EC 201
Psychology 3+ 4 lower division psychology, unassigned
Science & Mathematics
Biology 4+ 12 lower division biology, unassigned
Calculus AB 3 4 MTH 251
4+ 8 MTH 251, 252
Calculus BC 3 8 MTH 251, 252
4+ 12 MTH 251, 252, 253
Chemistry 4+ 15 CH 221,222,223, 227,228,229
Computer Science A 4+ 4 lower division CS, unassigned
Computer Science AB 3 4 lower division CS, unassigned
4+ 8 lower division CS, unassigned
Environmental Science 3+ 4 lower division ESR, unassigned
Physics B 4+ 15 PH 201,202,203,214,215,216
Physics C – Electricity & Magnetism 4+ 4 PH 222,215
Physics C – Mechanics 4+ 4 PH 221,214
Statistics 4+ 4 STAT 243
Humanities
Art History 4+ 8 ARH 205, 206
Music Theory 4+ 8 MUS 111,112,114,115
Studio Art: 2-D Design 4+ 4 ART 115
Studio Art: 3-D Design 4+ 4 ART 199
Studio Art: Drawing 4+ 4 ART 131
*Credits and course equivalencies are subject to

change.
includes nationally normed examinations. the Advanced Placement Program, PO Box Psychology 8 Psychology 200,
CLEP has (1) subject matter examinations, 6671, Princeton, NJ 08541-6671. 204
and (2) general examinations. Credit awarded for Advanced Placement. *Credits and course equivalencies in this
Eligibility for CLEP. CLEP subject or gen- The amount of credit a student may receive table may change.
eral examinations may be taken prior to enter- for Advanced Placement Examinations and
ing the University. If the individual passes a the scores required for the award of credit Graduation &
CLEP examination, the University accepts the vary according to department as described
amount of credit indicated in the CLEP table, on page 48 under individual department Commencement Application
but only after admission is granted and the headings. The amount of credit awarded is Process
student is (or has been) enrolled in Portland governed by the Oregon University System,
State courses. and the exact course equivalency is deter- Graduation means that a student has been
Qualifications for CLEP Transfer. Students mined by the PSU department. Important: certified by the University as having met all
who have taken CLEP examinations prior to Any student with a score of four or five (or degree requirements. Certification occurs
entering Portland State may transfer such cred- three in mathematics) must arrange an approximately 4-6 weeks after final term
it provided they have passed the examination interview with the department chair for pur- grades are posted. At that time the degree is
with scores at or above the minimum accepted poses of further guidance. entered on the graduate’s transcript. The
by PSU and provided the University has degree statement on the transcript serves as
approved the examinations for credit. IV. International Baccalaureate evidence of degree awards.
Application for credit before coming to Portland State recognizes IB achievement Receiving Diplomas. Diplomas are gener-
PSU. Students may request an official tran- by awarding credit to student who score 5 ally available at the end of the term following
script be sent to Portland State University, or above on either a standard level or a high the graduation term. All degree recipients are
Office of Admissions, Registration and level exam. notified by mail when diplomas are available,
Records. The request should be sent to College  Submit an official IB transcript directly either for office pick-up or mailing.
Examinations Entrance Board, Attention: from IB North America, 475 Riverside All financial obligations to the University
CLEP Transcript Service, Princeton, NJ Dr., 16th floor, New York, NY, 10115. must be met before a diploma or official
08540. The transcript request should include Additional student records, where need- transcript can be released.
Social Security number, date and place of test ed, will be requested.
and fee. Fees are set by the Educational Testing Credit for International Baccalaureate (IB) Filing an Application for Degree
Services and are subject to change. Phone examinations is awarded only for a score of 503-725-3511
request number is (609) 771-7865. 5 or higher, as follows: To earn a degree, students must be admitted
Where to apply for CLEP Examinations. IB Exam Credit* PSU Course to PSU and file an application for degree
Admitted students planning to take CLEP Equivalency* with the Degree Requirements unit within
examinations should apply for them at least Arts-Visual 8 Art 115, 131 the Office of Admission, Registration &
one month in advance with the Testing Records. The undergraduate degree applica-
Biology 15 Biology 251, 252,
Office of PSU’s Student Health and 253 tion form is online at www.pdx.edu/registra-
Counseling Center or with other recognized tion/forms. The deadline to file the under-
Chemistry 12 Chemistry (LD)
CLEP testing centers. The Testing Office graduate degree application is at the end of
supplies descriptive brochures and other Economics 8 Economics 201, 202 the first week of the term immediately pre-
information on CLEP examinations. Geography 4 Geography 230 ceding the graduation term. Example: If
The PSU Testing Office also supplies graduating at the end of spring term, the
History of 4 History (LD)
information and administers CLEP exami- Africa undergraduate application must be submit-
nations to nonadmitted or nonenrolled stu- ted by the end of the first week of winter
dents (www.testing.pdx.edu/clep.php). Fees the Americas term. The deadline to submit a graduate
for CLEP examinations are set by the degree application is at the end of the first
Educational Testing Services and are subject East Asia & week of the graduation term.
to change. Middle East Students are encouraged to meet with their
Relation between CLEP and Advanced History of 4 History 103 academic advisers to review their progress
Placement (AP) Program. Students cannot Europe towards a degree prior to submitting a
acquire duplicate credit through CLEP in History of 4 History (LD) degree application. General University
the subjects for which they have acquired Southeast degree requirements are certified by the
Advanced Placement credit. To the extent Asia Degree Requirements unit in the Office of
that a student’s high school does not offer Lang. A: 15 Wr 121; Eng 104, Admission, Registration & Records, 104
Advanced Placement work, CLEP becomes English 105, 106 Neuberger Hall. Final approval of the
a supplement or substitute for Advanced Lang. B: 15 Wr 121; Eng 104, requirements for the major rests with the
Placement credit. English 105, 106 department, college, or school offering the
Lang. A: 3 Foreign Language major program. Students bear final responsi-
III. Advanced Placement Program Other bility for ensuring that they have taken all
Students who complete college-level work in courses required to complete their degree/
Lang B: 15 First Year
high school under the Advanced Placement Other Language major requirements. All University degree,
Program sponsored by the College Entrance general education, and major requirements
Mathematics 12 Mathematics 251,
Examination Board and who receive credit- 252, 253 must be satisfied before a degree will be
able scores in examinations administered by awarded.
Music 5 Music (LD)
that board may, after admission to PSU, be Commencement is a ceremony. It is an
granted credit toward a bachelor’s degree in Physics 12 Physics 201, 202,
opportunity for students, along with their
203
comparable college courses. Students may family, friends, and the PSU community to
request their official transcript by writing to
celebrate their accomplishments. Except for further information students may call counseling, and contraception. Specialized
doctoral students (who must be graduated 503-725-3511. men’s health care is also available. Other ser-
to participate), the commencement cere- vices include x-ray, immunizations, and dis-
monies are open to all students who have Scholastic Standards Committee pensary services to support the comprehen-
applied for degree clearance and have regis- This committee develops and recommends sive delivery of primary care.
tered for the commencement ceremony academic standards with a view to maintain- The Health Service also provides an after-
within the specified deadlines. Participation ing the reputation of the undergraduate pro- hours nurse advice line for students. That
in commencement does not mean that a gram of the University. It advises the Office number is published on the Web site. For
student has graduated, nor do students of Admissions, Registration and Records in that and other information visit us at www.
receive diplomas on that day. academic matters concerning transfer stu- pdx.edu/shac/health-services-home.
Portland State has two commencement dents or students seeking readmission after
ceremonies each year: a formal cap-and- having had scholastic deficiencies. It assists Dental Services
gown ceremony at the end of spring term undergraduate students who are having diffi-
culty with scholastic regulations and adjudi- The PSU dental service’s licensed profession-
and an informal (no keynote speaker) cere-
cates student petitions that request the waiv- als provide dental care with the student’s
mony held at the end of summer session in
ing of regulations on suspensions (academic comfort and health in mind. Students who
the park blocks.
readmission). have paid the student health fee, are eligible
To register for the commencement ceremo-
to be seen. Typical services include: compre-
nies go to www.pdx.edu/commencement. An
hensive and emergency exams, teeth clean-
application for degree must be filed with the
Office of Admission, Registration & Records Health Resources ing, periodontal screening, sealants, fillings
(amalgam and white), crowns, bridges, night
prior to registering for the ceremony.
guards, veneers, bleaching trays, extractions,
Appeals and grievances Center for Student Health root canal therapy, and nitrous oxide.
Grievances and requests for exceptions to
and Counseling Emergency time is held daily in the sched-
ules to treat students with acute dental pain,
University policies and requirements may be University Center Building swelling, or excessive bleeding.
filed with committees which deal with spe- 1800 SW 6th Avenue The dental clinic provides dental treatment
cific student concerns. 503-725-2800 at greatly reduced rates for PSU students. If
Testing: 503-725-5301/ a student purchases the extended health
Academic Appeals Board Dental: 503-725-2611
This board hears appeals from students who insurance, it does not cover treatment done
www.pdx.edu/shac at the PSU dental clinic. If the dental service
claim to have received prejudiced or capri-
cious academic evaluation and makes recom- The Center for Student Health and is unable to provide a student with care, we
mendations on cases to the Provost. In such Counseling (SHAC) provides high quality, will refer them to a community dental ser-
cases the student should first consult with accessible health and mental health services vice or provider where the student will be
the instructor. If the grievance is not to students through four primary units: responsible for any fees incurred. If a stu-
resolved, the student should then contact Student Health Service, Counseling and dent has private dental insurance, the clinic
the department chair, then the dean of the Psychological Services, Dental Services and will assist you in filling insurance forms out.
college or school. If the grievance is still not the Testing Service. Each offers a range of However, the clinic is in no way responsible
resolved, the student may then appeal by services to students. for the determination of the insurance com-
writing a letter to the Academic Appeals Payment of the health fee automatically pany in these matters, nor will we be able to
Board. Appeals may be filed in the Office of enrolls students in a basic health insurance contact them on behalf of the student.
plan that provides partial payment for hospi- For further information, please visit our
Student Affairs, 433 Smith Memorial
talization, office visits, diagnostic work, Web site at: www.pdx.edu/shac/dental-ser-
Student Union.
ambulance service, surgeries, and pregnancy vices.
Academic Requirements Committee expenses. An optional supplementary insur-
This committee develops policies and adju- ance can be purchased to cover major medi- Counseling and
dicates petitions regarding academic regula- cal care.
Students who are not enrolled for Summer
Psychological Services
tions such as credit loads, transfer credit,
and graduation requirements for all under- Session may purchase basic or basic and Counseling and Psychological Services pro-
graduate degree programs. It also develops extended insurance if the student was eligi- vides assistance to students in the following
and recommends policies and adjudicates ble the preceding spring term. In addition, if areas:
student petitions regarding initial under- the student plans to return in fall term, he  Crisis counseling
graduate admissions, including entering or she may use center services on a fee-for-  Brief individual or group counseling
freshmen. service basis during the summer term.  Psychiatric assessment and treatment
Further information about all SHAC pro-  Career counseling including testing
Deadline Appeals Board grams, including printable insurance claim  Assessment for learning disabilities
A student may petition this board to be forms and measles forms, is available at  Alcohol and other drug use assessment,
exempted from published registration dead- www.pdx.edu/shac education, and referral
lines for the current term. Petitions may be
submitted before or after the deadline date Student Health Service THE TESTING SERVICE which coordi-
and must include documentation of the rea- nates national tests (LSAT, Praxis, MCAT,
The Student Health Service is staffed by
son for missing the deadline. GRE, TOEFL), administers classroom
physicians and nurses who are available for
Petition forms may be obtained online at make-up exams and accommodated testing,
diagnosis, treatment, consultation, and refer-
www.pdx.edu/registration/forms or from the and administers other admissions, career,
rals for illnesses and injuries. Women’s
Office of Admissions, Registration and learning disability, and specialty tests. In
health care is available for annual gynecolog-
Records in the Neuberger Hall lobby. For addition, the Testing Service contracts with
ical exams, pap smears, family planning
companies to administer licensure exams.
The service is available to PSU students and, for children (12 months to 9 years of age) Collegiate Athletic Association (NCAA) and
in many instances, members of the larger of students, staff, and faculty on a part- competes at the Division I level. The
community. There are fees for testing that time, flexibly scheduled basis. This facility Vikings are a member of the Big Sky
vary depending on the test. is for short-hour care, and time may be Conference in all sports except softball,
For more information, please visit the scheduled in blocks of four hours or more which is a member of the Pacific Coast
Testing Web site: http://www.pdx.edu/shac/ per day. The Children’s Center is fully Softball Conference (PCSC).
testing/. licensed and staffed by professionals. Call Football games will be played at Hillsboro
In addition to the above services, a Health 503-725-CARE for information and enroll- Stadium in Hillsboro, OR for the 2010 sea-
Promotion and Education unit provides ment procedures. son while PGE Park is being renovated. Erv
health and mental health related programs Lind Stadium is the home venue for PSU
and activities for PSU students. These Student Parent Services softball and PCC Rock Creek is the home
include lectures and workshops; health and venue for soccer. Home basketball and vol-
124 Smith Memorial Student Union leyball games are played at the Peter W.
mental health related screening programs; an 503-725-5655
e-mail mental health advice service Stott Center on the campus of Portland
www.sps.pdx.edu
(shrinkrap@pdx.edu); and consultation ser- State University.
vices for faculty, students, and staff. Student Parent Services (SPS) is a resource Students who hold a valid student ID card
Programs are widely advertised across cam- and referral, networking and educational receive free admission to all regular season
pus. center designed to help student parents home sporting events.
For further information, please visit our manage their roles and responsibilities as
both parents and students. SPS services Student-Athlete Advising
Web site at: www.pdx.edu/shac/counseling-
include parent education, child care infor- 224 Peter Stott Center, 503-725-2387
services.
mation, education and referral, childcare
financial assistance, and community resource Student athletes coming to PSU will be able
referral. SPS also provides individual consul- to work directly with an adviser to assist them
Other Student tation. SPS is funded through Incidental in academic advising and scheduling.
Services on Campus Fees and there is no charge for direct servic-
es. Student parents can use SPS by calling
Referral, advocacy, problem solving, and
monitoring of progress for those with aca-
503-725-5655 or dropping by the SPS demic difficulty are also available.
office in room 124 SMSU.
Child care resources
Helen Gordon Child Campus activities Music
Development Center Campus-centered activities, supported by the Many musical organizations contribute to
changing resources of the city, make for the cultural life of the University communi-
1609 SW 12th Avenue dynamic and contemporary choices for the ty. They include the PSU Piano Recital
503-725-3092 Portland State student. Most students plan Series, the Florestan Trio (artists-in-residence
www.hgcdc.pdx.edu their schedules to allow time to take advan- at PSU), and Ensemble Viento (faculty
cdc@pdx.edu tage of the numerous opportunities, which woodwind quintet); the PSU Orchestra,
The Helen Gordon Child Development may include organized cultural affairs, out- Symphonic Band, and Jazz lab bands;
Center is a University-operated service that door activities, or a multitude of other expe- University Chorus and Chamber Choir;
provides a quality educational laboratory pre- riences available on campus or in the com- Opera Workshop; and several chamber
school/extended day program for children 6 munity. A visit to the Littman Gallery on groups. Each year they provide a rich experi-
months to six years of age. The center is campus, with its local and traveling exhibits, ence of music in performance during free
accredited by the National Academy of Early a lunch hour listening to free-form jazz at a noon concerts as well as occasional evening
Childhood Programs, a division of the noon concert, a presentation at the programs for the benefit of music scholar-
National Association for the Education of Lunchbox Theater, or an impromptu forum ships at the University.
Young Children. The center is open from in the Park Blocks are among the options The Music Committee works closely with
7:30 a.m. to 5:30 p.m. daily. Children of open to PSU students. the Department of Music to present weekly
PSU students, faculty, and staff are eligible Opportunities exist for all levels of student noon concerts. These Tuesday and Thursday
for enrollment in the program. Enrollment is involvement at PSU. Below is a sampling of programs are free and open to all. They fea-
based on the date of application. currently active programs and groups. New ture exceptional student and professional
As a laboratory preschool/extended day activities are initiated continuously accord- performers in a variety of solo and ensemble
program, the center enables students from ing to student interests. literature. Each Wednesday and Friday at
education, psychology, and related fields to noon the Popular Music Board sponsors free
complete course requirements through Athletics performances by the Northwest’s finest rock
observation, practicum, or research activities www.goviks.com and jazz musicians and hosts national musi-
at the center. Interested students should email@goviks.com cal acts as well.
contact the center’s office. Student rates are available for many other
The Department of Athletics sponsors 14 concerts, including those of the Friends of
intercollegiate varsity athletic programs, six Chamber Music, Portland Symphonic Choir,
ASPSU for men and nine for women. Men and Oregon Symphony Orchestra, and Portland
Children’s Center women compete in basketball, cross country, Opera Association.
and indoor and outdoor track and field. The In short, music is a vital force at Portland
126 Smith Memorial Student Union men also compete in football while the
503-725-2273 State, providing extensive opportunities for
women compete exclusively in golf, soccer, participation to student performers and to
www.aspsucc.pdx.edu softball and volleyball. all listeners.
The Children’s Center provides child care Portland State is a member of the National
Publications Special events ary and professional organizations. Contact

the department or school for current infor-
Student publications include the Vanguard, Conferences and programs bring noted mation on affiliated chapters.
the daily student newspaper; the Rearguard authors, actors, and political figures to cam-
and The Spectator, alternative student press; pus to lecture and/or participate in group Theater
and The Portland State University Review, discussions. These events are organized by
the campus literary magazine. These publica- students and faculty working together and Opportunities for extensive performance
tions strive to provide a service to the are open to the entire metropolitan commu- and production experience are available to
University community and to provide an nity. students through productions by the
opportunity to students to learn about the Student committees, often with faculty Portland State Theater Arts Department.
publications business. consultation, plan and present continuing Studio theater, graduate theses, and Playbox
programs in film, poetry, photography, art Theater (short pieces offered at noon and on
exhibitions, and music. Student organiza- weekend evenings) are student-directed.
All students, not just theater arts majors,
Religious activities tions provide a variety of co-curricular ser-
are invited to audition for any departmental
vices. Film programs feature classics and
The Campus Christian Ministry represents new forms of expression, showing a caliber production. Tryouts are announced regularly
eight faiths: Baptist, Christian (Disciples of of excellence not often seen in popular the- on the department’s email list and web page.
Christ), Episcopal, Lutheran, Methodist, aters.
Presbyterian, Roman Catholic, and United Special committees arrange for such events
Faculty boards and
Church of Christ. There are also a variety of committees
as foreign language theater and other pro-
religious student organizations that invite
grams in the performing arts which visit Students are encouraged to share in the policy-
participation in educational events.
The Center for the Study of Religion Portland State. PSU students work with rep- making processes of the University by becom-
(CSR) arranges PSU classes, as well as lec- resentatives of the other Portland-area col- ing members of University boards and com-
tures, symposia, and forums to increase pub- leges and universities to bring the finest in mittees. Students should contact the Office of
lic knowledge and understanding of the reli- cultural events to the community. Student Affairs which solicits names of inter-
gious traditions of the world, while also sup- ested persons, or ASPSU for more information
porting inter-faith dialogue in the quest for Honorary, professional, regarding the nomination process.
meaning and wisdom. social affiliations
Portland State has chapters of many honor-
Undergraduate
Studies
OFFICE OF ACADEMIC AFFAIRS
850 MARKET CENTER BUILDING
503-725-3422
www.pdx.edu/oaa
University Studies Students are required to complete 12 credits

from one of these clusters. Finally, all stu-
dents are required to complete a capstone
117 Cramer Hall course which consists of teams of students
725-5890 from different majors working together to
www.pdx.edu/unst complete a project addressing an issue in the
askunst@pdx.edu Portland metropolitan community.
Please see page 43 for University Studies University Studies courses transfer to other
(general education) baccalaureate requirements. institutions. For more information or assis-
The faculty of PSU have designed a four- tance visit the University Studies Office in
year program of study required of all stu- 117 Cramer Hall or call
dents (not required for Liberal Studies or 503-725-5818.
Honors Program) planning to graduate from
PSU. This nationally recognized program Freshman Inquiry
offers students a clear opportunity to acquire
the foundation for the academic and prob- See Web or current Class Schedule for
course descriptions.
lem solving skills needed to succeed in the
21st century. University Studies offers stu- Freshman Inquiry consists of a year-long
dents a program of connected educational course developed by a team of faculty from
opportunities. different disciplines. Freshman Inquiry has a
The purpose of the University Studies pro- maximum class size of 40 students. Each
gram is to facilitate the acquisition of the class is also divided into three small-group,
knowledge, abilities, and attitudes that will peer mentor sessions led by specially selected
form a foundation for lifelong learning upper-division students. Class material is
among its students. This foundation introduced and explored during the full class
includes the capacity and the propensity to sessions and then assignments are developed
engage in critical thinking, to use various and discussed in the peer mentor sessions.
forms of communication for learning and While the themes and content of the
expression, to gain an awareness of the Freshman Inquiry courses differ, the overall
broader human experience and its environ- objectives are the same. Each of these classes
ment, and to appreciate the responsibilities builds a foundation of communication skills
of persons to themselves, each other, and for learning and expression. Writing is the
their communities. core, but communication also includes
University Studies begins with Freshman emphasis on improving oral, quantitative rea-
Inquiry, a year-long course introducing stu- soning, and graphic/visual modes of commu-
dents to different modes of inquiry and pro- nication. Freshman Inquiry is also designed
viding them with the tools to succeed in to help students learn and effectively use cur-
advanced studies and their majors. At the rent information technologies. Students will
sophomore level, students choose three dif- also learn how disciplines from the sciences,
ferent courses, each of which leads into a social sciences, humanities, and professional
thematically linked, interdisciplinary cluster schools approach problems in different ways
of courses at the upper-division level. and how they work together to improve
understanding of complex issues. cluster to complement their major area of Program. Honors Program classes are small,
When students complete Freshman study. In either event, Upper-Division and students work closely with advisers both in
Inquiry they will be expected to be able to Cluster courses may not be used to fulfill a the program and in the academic departments
apply writing, quantitative reasoning, student’s major requirement. In addition, of the University to plan their work toward the
speech, and visual/graphic skills to problems students cannot take cluster courses in their degree.
requiring analysis and discovery. Freshman major or courses cross listed with their Students may major in any undergraduate
Inquiry will expand awareness of academic majors. degree program offered at Portland State.
potential and prepare students to move on Requirements for majors are set by depart-
to increasingly rigorous and sophisticated ments; students meet general education
levels of inquiry. Senior Capstone requirements through their work in the
Honors Program.
The culmination of the University Studies
Eligibility and admission. The program
Sophomore Inquiry program is the Capstone course require-
ment. This 6-credit, community-based
seeks students who will strive for academic
excellence. Students who have combined
See the University Studies Program website (www. learning course is designed to provide stu-
SAT scores (CR and MTH) of 1200 or
pdx.edu/unst) or online schedule of courses for course dents with the opportunity to apply, in a
more and whose high school grade point
descriptions. team context, what they have learned in the
averages were 3.50 or better are eligible to
At the sophomore level, students complete major and in their other university studies
apply. The qualities sought in Honors
12 credits of coursework in Sophomore courses to a real challenge emanating from
Program students, however, are not always
Inquiry. Students select three Sophomore the metropolitan community.
reflected in test scores; GPAs, transcripts
Inquiry classes. Sophomore Inquiry classes Interdisciplinary teams of students address
and other factors, including letters of rec-
are structured similarly to those in these challenges and produce a summation
ommendation, a writing sample, and an
Freshman Inquiry with a main class and product in a University Studies approved
interview are also considered.
smaller mentor inquiry workshops, except at Capstone course under the instruction of a
Part-time students, transfer students, and
this level the mentor classes are led by grad- PSU faculty member. Many Capstone
students returning after an absence from
uate students. Mentor inquiry workshops courses take place over two terms. Students
formal education also may apply. However,
focus on weekly learning modules on study need to plan their schedules accordingly.
because of the program’s own curricular
skills, writing, technology training, group The Capstone’s purpose is to further
structure and the unique directions that
dynamics, ePortfolio presentation and enhance student learning while cultivating
most degree programs take, students who
speech and oral communication. critical life abilities that are important both
have completed more than 60 quarter hours
Sophomore Inquiry classes maintain an academically and professionally: establishing
of college work are not usually considered
interdisciplinary approach to their individu- connections within the larger community,
for admission.
al topics, and continue to emphasize the developing strategies for analyzing and
Graduation requirements. Honors
four University Studies goals of inquiry and addressing problems, and working with oth-
Program students are graduated after com-
critical thinking, communication, the diver- ers trained in fields different from one’s own.
pleting requirements for their majors, the
sity of human experience, and ethics and Independent volunteering, work experi-
liberal and general education requirements
social responsibility. Each Sophomore ence, by arrangement credits, internships
of the Honors Program, and the specific
Inquiry class also provides an introduction and practica cannot fulfill the Capstone
requirement. Students must have completed requirements of their individualized pro-
to important concepts, questions, and con- grams.
cerns that will be explored in greater depth 90 credit hours before registering for their
Capstone course. Students complete a core component of
in the upper-division cluster courses to work in the Honors Program, typically
which it is linked. around 45 credit hours, which satisfies their
general and liberal education requirements.
Upper-Division University Honors While individual core programs will vary to

some extent, students will complete 10
Cluster Honors Program Building
1632 SW 12th
courses in Honors. These will include the
core course, “Studies,” at least two courses
See the University Studies Program website (www. 503-725-4928 designated as colloquia, and the two-quarter
pdx.edu/unst) for descriptions of upper-division clus- www.honors.pdx.edu thesis project (8 credit hours).
ters and lists of approved cluster courses. Studies. A foundation course in the theo-
After their Sophomore Inquiry coursework, B.A. or B.S.—any University major ry and methods of the social sciences,
students select one of three clusters repre- The University Honors Program is intended humanities, and sciences. “Studies” exam-
sented in their Sophomore Inquiry classes. for those students who plan to go on to grad- ines the politics, art, ideas, and scientific
From a list of courses approved for the uate or professional school; it therefore gives practice of major periods in Western cul-
selected cluster, students pursue a program highly motivated applicants the chance to ture, beginning with the period that has
of 12 upper-division credits offered by vari- develop undergraduate degree programs that been called the “foundation of the natural
ous departments across campus. These class- reflect their particular interests. sciences,” the 17th century. Originally
es allow students to explore an aspect of the Limited to 200 participants, the Honors developed under a grant from the National
cluster’s theme in greater depth, while con- Program offers a foundation course in the the- Endowment for the Humanities, the course
tinuing to investigate the four University ory and methods of the human, natural, and remains open to all Portland State students.
Studies goals in relation to the cluster topic. social sciences, opportunities for independent In the second year of “Studies” students
Students might choose a cluster to broad- study, honors colloquia and the production of work together with Program faculty to exam-
en their perspective, allowing them the a baccalaureate thesis. Students are also allowed ine the organization of knowledge in three
opportunity to take classes of interest out- the chance to take part in the Washington, periods—the ancient Greek, the early mod-
side their major, or students can choose a D.C., internship program provided by the ern, and the 19th and 20th centuries, exam-
U n d e r g r a d u at e S t u d i e s 55
ining ways in which knowledge is deeply the study of techniques, psychology, and filling academic requirements for a baccalau-
rooted in the social and political movements practice used with the training of officers and reate degree.
of its contemporary surround. Throughout soldiers. Military Science encompasses six Basic Course. The Basic Course is com-
the year students continue the development major branches as follows: prised of 100 and 200-level lower division
of the writing and research tools fundamental Military Organizations – Develops opti- courses, is usually taken in your freshman
to the later baccalaureate thesis. mal methods for the administration and and sophomore years, and is open to any
Professors of classical studies, science stud- organization of military units, as well as the student enrolled at PSU. Your participation
ies, history, humanities, and interdisciplinary military as a whole. in this course is completely voluntary and
social science serve as faculty, and written Military Education and Training – requires no military commitment.
work focuses on primary texts studied in the Studies the methodology and practices Instruction is oriented on adventurous out-
course. Students are encouraged to form involved in training soldiers, NCOs (non- door activities that give you insight into the
study groups to supplement their classroom commissioned officers, i.e. sergeants), and military service, basic soldiering, and leader-
work. officers. ship.
Further information and course descrip- Military History – Military activity has You also get to learn about the citizen-sol-
tions are available from the Honors Program been a constant process over thousands of dier and his or her social contributions,
Office, located in the Honors Program years, and the essential tactics, strategy, and duties, and responsibilities. Through your
Building, 1632 S.W. 12th Avenue. goals of military operations have been personal involvement, you get to see whether
Departmental honors. Some departments unchanging throughout history. this role appeals to you.
throughout the University offer a depart- Military Geography – Military geography Advanced Course. The Advanced Course
mental honors option. Students should con- encompasses much more than protestation is a two-year pre-commissioning phase that
tact their major department to find out if to take the high ground, it studies the obvi- integrates classroom instruction, military
this option is available and, if so, what the ous, the geography of theatres, also the addi- training, and practical experience to progres-
requirements are. tional characteristics of politics, economics, sively develop your leader skills, qualities, and
and other natural features of locations. character. Further leadership development
Military Technology and Equipment – will occur in 300/400 level Military Science
Courses Military technology is not just the study of and Army Physical Fitness classes. We will
various technologies and applicable physical continuously assess your performance and
Courses with an asterisk (*) are not offered every year. sciences used to increase military power. It provide you the essential feedback and rein-
Hon 199 may also extend to the study of production forcement you need to become a leader in
Studies I-VI
(5, 5, 5; 4, 4, 4) methods of military equipment, and ways to business, the community, and the Army
Studies I-III comprise 15 credits (12 hours lec- improve performance and reduce material National Guard.
ture, 3 hours recitation); Studies IV-VI comprise and/or technological requirements for its Eligibility For The Basic Course. This
12 credits (lecture only, no recitation). production. course is open to any student enrolled at PSU.
Hon 199 Military Strategy and Doctrine – Eligibility For The Advanced Course.
Special Studies (Credit to be arranged.) Military strategy is in many ways the center- You must meet these requirements to be
Consent of instructor. piece of military science. It studies the spe- accepted into the Advanced Course:
Hon 399 cifics of combat, and attempts to reduce the  Be between 18 and 30 years old. Age
Special Studies (Credit to be arranged.) many factors to a set of principles that gov- wavier may be granted up to age 35 by
Hon 401 ern all interactions of the field of battle. the Adjutant General or Commanding
Research (Credit to be arranged.) Portland State University and the Oregon General of the State or Territory you
Consent of instructor.
Army National Guard offer a unique leader- reside in. (NGB-ARH Memo #06-11)
Hon 403 ship development program specifically for  Be a U.S. citizen.
Thesis (Credit to be arranged.)
Hon 404
the civilian career-minded student. This  Be a member of the Army National
Cooperative Education/Internship (Credit to program, Guard Officer Leadership Guard, Army Reserves or completed MS
be arranged.) Development or GOLD/ROTC provides 100/200 level classes or attended LTC
Hon 405 motivated young men and women with (Leadership Training Course) during the
Reading and Conference (Credit to be exciting and valuable instruction in a variety summer of your sophomore year.
arranged.) of areas such as decision-making, goal-set-  Be in good health as evidence by a cur-
ting, team-building, and small-group leader- rent Chapter II or DODMERB physi-
Hon 407 ship. Classroom and outdoor activities are cal.
Seminar (Credit to be arranged.)
Consent of instructor. Reading and discussion of
designed to physically, mentally, and emo-  Be of good moral character and
an area to be chosen by instructor, with a seminar tionally challenge you, build your self-confi- behavior.
paper required. dence, and develop your leadership skills. If  If you are currently in the Army
Hon 410 you qualify, you could earn a commission as National Guard or Reserves you do not
Selected Topics (Credit to be arranged.) an Army officer upon graduation in the have to participate in the Basic Course
Consent of instructor. Oregon Army National Guard. to enter the Advanced Course, but it is
encouraged.
Program
Military Science GOLD/ROTC is a four-year program that

provides on-campus military science instruc-
tion in two parts: the Basic Course and the
Courses
1433 SW 6th Ave. Clay Building Advanced Course. For this training, you are Basic Courses (Freshman - MS I)
503-725-3215 paid as a Sergeant (E-5). Both Courses are
http://www.armygold.pdx.edu MS 111
fully accredited and applicable towards ful- Basic Leadership Skills Credits: (1)
The department of military science entails Teaches basic leadership skills based on military
training doctrine. Students will be introduced to MS 312 students who have demonstrated substantial
the BE-KNOW-DO method of leadership and Military Operations (3) academic achievement. Students may enroll
learn how to apply it to small group leadership The course studies the principles of war and the
for a maximum of two classes per quarter.
situations. employment of military forces in accordance with
US Army doctrine, organization, equipment, and The Challenge Program currently offers
MS 112 introductory college courses in English, for-
Roles of the Army (1) training.
A study of the Total Army, its’ concept and role in MS 313 eign languages, history, and mathematics.
society. Examines missions, organization, person- Small Unit Tactics (3) Course content is identical to that offered to
nel, and history of the Regular Army, National The course studies the fundamentals, techniques, Portland State University students on the
Guard, and Reserves. and procedures of a light infantry squad and pla- home campus. College-level texts and mate-
MS 113 toon tactics. Develops leadership skills in plan- rials are used.
Adventure Training (1) ning, organizing, and conducting small unit oper- Students who successfully complete their
The examination and practical application of ations.
Challenge Program coursework are entitled
Basic Rifle Marksmanship, rappelling, mountain Advanced Courses (Senior - MS IV) to a regular Portland State University tran-
climbing, and basic first aid. An optional once a script. The credit earned by the student can
MS 409
month field trip is offered for more extensive Practical Field Experiences (1-6)
experience. be transferred to many colleges and universi-
This course covers the summer practical experi- ties regionally and nationally.
MS 121 ences at either at the Leadership Training Course
Leadership Lab (0) (LTC) or Leadership Development and
More information is available at http://
Provides practical experience in selected military Assessment Course (LDAC). www.pdx.edu/challenge-link.
skills and drill and ceremonies. Permits the exer-
MS 411 PSU LINK
cise and evaluation of leadership skills in a con- Army Training Management (3)
trolled situation. Taken in conjunction with MS The course studies both the Army’s training phi- 503-725-3430
classes. losophy and it’s training system. The class focuses Sally Hudson, Coordinator
MS 131 on the Junior Officer’s role and responsibilities in
Army Physical Fitness Training (1) the process of battle planning, establishment of Portland State University is committed to
The course is designed to introduce students to unit training programs, and execution of military serving the needs of the metropolitan area
the basics of physical fitness training as designed instruction. by providing an academic environment for
by the Army. It is instructed by an Army Master MS 412 intellectually gifted students. The Leap Into
Physical Fitness Instructor. Participants will train Military Law & Administration (3) New Knowledge (LINK) Program provides
to pass (score of 180 or above) the Army Physical The course focuses on Military Justice, Army a scholarship and support for selected gifted
Fitness Test, which is a combination of push-ups, Personnel Management, and Army Logistics and
sit-ups, and a 2-mile run. high school students to attend the
Supply. Students study the Junior Officer’s role and University for part-time advanced study in a
Basic Courses (Sophomore - MS II) responsibilities in military law enforcement, officer
and enlisted personnel management, resource man-
particular academic discipline. The program
MS 211 is designed to serve those students who have
Land Navigation (2) agement, and service support.
exhausted all coursework in a particular dis-
Teaches basic topographic map reading skills and MS 413
land navigation using a lensatic compass and ter- Personal Affairs and Career Development (3) cipline at their high schools. To qualify for
rain association. Includes practical exercises. An in-depth examination of the Second the program, students must be recommend-
MS 212
Lieutenant on the Total Army and preparation for ed to the University by their school and
Leadership and Management (2) officer commissioning in the Army National must successfully complete the LINK
Introduction to fundamental leadership and man- Guard. This course will help to provide students admissions process. First opportunity goes
agement including problem analysis, decision- with the critical information on various topics. to high school seniors. If there is space avail-
making, planning, management control, and These topics include, but are not limited to, offi-
cer specialty selection, unit assignment, promo- able after seniors have been accommodated,
interpersonal skills. topics such as professional other qualified applicants may be accepted
ethics, team development, and oral communication and mobilization, career planning, and pro-
fessional development. into the program. Applications are due May
tion skills.
31 for the next academic year. More infor-
MS 213
Basic Military Skills (2)
The course teaches basic military skills in first aid,
Pre-college mation and applications are available at
http://www.pdx.edu/challenge-link..
wireless communications, land navigation, weap-
ons systems, and small group leadership tech-
niques.
programs
Challenge Program
Advanced Courses (Junior - MS III) 503-725-3430
MS 309 Sally Hudson, Coordinator
Introduction to American Military History (3) The Challenge Program is a cooperative
The course covers the American Army’s history
from its birth in 1775 to the eve of World War I.
program between Portland State University
and metropolitan area high schools. It pro-
MS 310 vides high school seniors an opportunity to
American Military History (3)
The course builds on the introduction to take regular college courses on their own
American Military History covering World War I campuses.
to the Global War on Terror. Expected prepara- Students who have a cumulative grade
tion: MS 309 point average of 3.00 or above after the
MS 311 completion of six high school semesters (or
Military Leadership (3) the equivalent in high school credits) are eli-
This course studies Army Command and Control gible to enroll in the Challenge Program.
along with small unit leadership fundamentals. School district staff members review tran-
The Junior Officer’s role and responsibilities in
the leadership process are fully examined. scripts of high school students who wish to
enroll in Challenge courses and select those
Graduate
Studies
WILLIAM H. FEYERHERM,
VICE PROVOST FOR RESEARCH AND DEAN OF GRADUATE STUDIES
6th Floor, Unitus Building, 503-725-8410
Portland State University graduate programs the regulation or of the assertion that the
offer a variety of opportunities for advanced student was not informed by the adviser or
study and research, including preparation for other authority. The student should be
academic or other professional careers, con- familiar with information published in the
tinuation and improvement of skills for in- Portland State University Bulletin, including
service professionals, personal intellectual the section on Graduate Studies and the sec-
enrichment, and professional development. tion listing the requirements for the degree
More than 5,000 graduate students are and the offerings and requirements of the
enrolled in the University’s colleges and major department. The department chair
schools, and over 1,500 graduate degrees are appoints a faculty adviser for each graduate
awarded annually in the more than 70 mas- student to assist in developing the course of
ter’s and the 18 doctoral programs. study, determining deficiencies, planning the
The Office of Graduate Studies oversees program, and clarifying special regulations.
the University’s graduate programs in the Departments can be expected to have addi-
interest of ensuring quality instruction and tional degree requirements beyond those list-
research and promoting the highest achieve- ed in the Bulletin.
ment of graduate students. It is the principal A graduate student may petition the
resource concerning advanced degree Graduate Council for the waiver of a
requirements, degree status, petition proce- University graduate academic regulation or
dures, thesis or dissertation preparation, and degree requirement. The petition process is
final oral examinations. an option in unusual cases with extenuating
Graduate governance. All matters of circumstances. A petition is not a remedy for
graduate study are subject to the policies and poor advising on the part of an academic
procedures established by the Faculty Senate unit or poor planning by the student. The
upon recommendation of the Graduate responsibility of initiating the petition rests
Council. The Graduate Council develops with the student. Petition forms are available
and recommends University policies and from the Office of Graduate Studies and on
regulations for graduate studies, recom- the OGS web site. The decision of the
mends standards for graduate courses and Graduate Council is final.
programs, and adjudicates petitions regard- The University reserves the right to require
ing graduate policies. The dean of Graduate the withdrawal of any student who fails to
Studies is responsible for conducting the accept responsibilities, as evidenced by con-
affairs of the Office of Graduate Studies and duct or scholastic achievement.
for certifying to the registrar candidates who
have fulfilled the requirements for advanced
degrees.
Application
Domestic application documents. In order
Student responsibility. The student is to expedite the graduate admission process
responsible for knowing all regulations and for domestic applicants, Portland State
procedures required by the University and University requires that the applicant send
the advanced degree program being pursued. two complete (but different) application
In no case will a regulation be waived or an packets, one packet to the Admissions Office
exception granted because of ignorance of and the other directly to the department.
Complete application materials are available 2. Official transcripts and/or degree certifi- tries. This program comprises approximate-
from the individual academic departments. cates from all colleges and universities ly one year of academic study intended to
The University application, as well as some attended. An official transcript and/or bridge the differences between the appli-
departmental applications, are also available degree certificate is a verification of an cant’s degree and a four-year U.S. baccalau-
in online format. Incomplete packets sent applicant’s academic record issued in the reate degree. Students are invited to partici-
either to the Admissions Office or to the original language directly from the origi- pate in this program only if they have been
department will seriously delay completion nal, issuing source. These documents must recommended for admission by their depart-
of the graduate admission process. arrive at the Office of Admissions in an ments.
Questions about the admission process unopened envelope sealed at the originat- Funds for graduate assistantships and fel-
should be directed to the department. Once ing institution with the university stamp lowships are limited, and the chances of a
the department recommendation for admis- or signature on the closed envelope flap. foreign student obtaining such aid during
sion has been received, a student may call An official translation must be submitted the first year of residence are minimal.
the PSU Office of Admissions at 725-3511 for any official transcript and/or degree Students from other countries are expected
to determine the status of the University certificate that is in a language other than to carry a full academic load of 9 credits
admission application. English. For additional information about during the regular school year and are cau-
1. The application packet sent to the official transcripts, degree certificates, and tioned not to plan to supplement funds by
Admissions Office must include: translations, contact International part-time off-campus employment during
a. the University application form; Admissions in Neuberger Hall at 503-725- this period.
b. the application fee; 3511. Application deadlines for foreign students
c. one official transcript from every college or 3. A minimum score on the Test of English are fixed. Applications for admission and
university attended (except PSU), includ- as a Foreign Language, which is adminis- complete credentials should reach the Office
ing junior colleges and community colleg- tered by the Educational Testing Service of Admissions at least 6 months prior to the
es; at testing centers established throughout opening of the term. Please note that the
d. the measles immunization form. the world. Students who cannot obtain a application must be accompanied by a $50
2. The application packet sent to the depart- TOEFL bulletin and registration form (U.S.) nonrefundable application fee.
ment must include: locally should write, well in advance, to:
a. the departmental application form; Test of English as a Foreign Language, Admissions
b. a copy of each transcript (or official tran-
scripts, if required by the department);
Box 899, Princeton, NJ 08540. The min- requirements
imum acceptable TOEFL scores are 550
c. other departmental requirements, which for the Paper-based test or sub-scores of University requirements for admission to
may include recommendations, resume, 18 reading, 18 listening, 16 speaking, and graduate certificates or degrees. To be
personal statement, essay, test scores, 16 writing for the Internet-based test. admitted to Portland State University for
portfolio, and/or departmental checklist. The International English Language the purpose of pursuing graduate work,
The department evaluates the file and rec- Testing System exam (IELTS) may be applicants must satisfy minimum University
ommends admission or denial of the appli- substituted for the TOEFL; the minimum requirements and be accepted by the depart-
cant to the Office of Admissions. Some requirement is an overall band score of ment in which the graduate work is pro-
departments evaluate admission applications 6.5 and minimum bands of 6.5 in read- posed. University graduate admission eligi-
periodically, and other departments wait until ing and writing. Native speakers of bility is based on having been awarded a
the application deadline before evaluating all English are not required to take the baccalaureate degree from a regionally
applications. TOEFL exam. Foreign applicants who accredited institution, having achieved a
Upon admission, the student will be have received a baccalaureate, master’s, or minimal accepted GPA, and recommenda-
assigned to a departmental or school faculty doctoral degree from a regionally accred- tion from the appropriate department. Any
adviser. ited U.S. institution or an equivalently applicant whose native language is not
The University application form and the accredited non-U.S. institution in English and who has not received a bacca-
non-refundable application fee are valid for Australia, English-speaking Canada, laureate, master’s, or doctoral degree from a
one calendar year. To validate admission, a Ireland, New Zealand, or the United regionally accredited U.S. institution or an
student must register and pay for at least Kingdom are not required by the equivalently accredited institution in
one credit at PSU in the term for which University to take the TOEFL exam but Australia, English-speaking Canada, Ireland,
she/he was admitted. If the student does not departments and programs may require it. New Zealand, or the United Kingdom must
validate admission for the admission term, The applicant must have earned the equiva- pass the Test of English as a Foreign
that admission will be cancelled unless the lent of a U.S. bachelor’s degree, with first-class Language (TOEFL); the International
student contacts the Admissions Office and marks, from an institution approved by the English Language Testing System exam
requests that the admission be updated to (IELTS) may be substituted for the TOEFL.
Ministry of Education in that institution’s
another term within the year. If the student Portland State University will not confer
country. The applicant must present certifica-
does not validate admission within one cal- active admission status to any graduate stu-
tion of the availability of sufficient funds to
endar year, the admission will be cancelled, dent pending an expected baccalaureate
meet all costs while studying at the University.
and the student must submit a new applica- degree without formal written notification
Contact the Admissions Office for an estimate
tion and new application fee. from the Registrar of the conferring institu-
of expenses.
The Three-Year Bridge Program is an tion confirming that all requirements for the
Foreign application documents. All degree have been met and stating the date
alternate method of meeting graduate
applicants who have attended schools out- the degree will be conferred. If admitted on
admission requirements. It is designed for
side the United States must present the fol- this basis, an official transcript showing the
lowing: international students coming from non-
Bologna-compliant three-year baccalaureate degree will be required during the term of
1. A complete and accurate chronological admission or the admission will be canceled.
outline of all previous university-level degree programs recognized by the
education. Ministries of Education in their home coun-
G r a d u at e S t u d i e s 59
Three-Year Bridge Program. This pro- Department Conditional status may be (not a student).
gram is an alternate method of meeting imposed on a student who has a deficiency Exceptional admission procedures for
graduate admission requirements. It is in departmental requirements. These condi- foreign students. In situations beyond the
designed for international students coming tions may include GPA requirements or control of a foreign applicant, when tran-
from non-Bologna-compliant three-year additional coursework and may be more rig- scripts and documents are not available to
baccalaureate degree programs recognized by orous than University Conditional status or confirm completion of a baccalaureate
the Ministries of Education in their home other University standards. Department degree in a foreign university, the dean of
countries. This program comprises approxi- Conditional status can only be removed by Graduate Studies may employ a special
mately one year of academic study intended the department with a Request for Change admissions procedure. Upon referral by the
to bridge the differences between the appli- of Status form (GO-7). Students who do Admissions staff responsible for foreign stu-
cant’s degree and a four-year U.S. baccalau- not fulfill the requirements of their dent admission and recommendation of the
reate degree. Students are invited to partici- Department Conditional status can have admitting department, a special panel con-
pate in this program only if they have been their admission canceled by the department. sisting of three faculty may be appointed to
recommended for admission by their depart- A student who has Departmental review the materials available and interview
ments. Conditional status is eligible to be a gradu- the applicant. The panel shall consist of one
Departmental requirements. A depart- ate assistant. member of the admitting department, one
ment may have additional admission Both University Conditional and member of the Graduate Council, and a
requirements based on previous academic Department Conditional status. Students representative of the Office of Graduate
achievement, scores on Graduate Record who have both University Conditional sta- Studies. The panel will evaluate the educa-
Examinations or other tests, letters of rec- tus and Department Conditional status are tional background and preparation of the
ommendation, a portfolio, or an autobio- subject to all of the policies stated above. applicant and review documents including
graphical statement. Information regarding University Conditional status and letters and written testimony of persons who
departmental requirements can only be Department Conditional status are convert- serve as references or are cognizant of the
obtained directly from the specific depart- ed to Regular status independent of each circumstances of the applicant’s situation.
ment. Admission is selective and meeting other, and usually not at the same time. A The panel may determine that an equivalen-
minimum requirements does not guarantee student who has both University cy of a baccalaureate degree was earned and,
admission. The number of students admit- Conditional status and Department if so, may recommend that the student be
ted to a particular program is limited to the Conditional status is not eligible to be a admissible in regular or conditional status;
resources available. graduate assistant. or it may determine that an equivalency of a
baccalaureate degree was not earned, and, if
Admission Statuses Other Admission Categories so, it may recommend that specific addi-
All admitted graduate certificate and degree Certificate. All students working in a tional preparation be required in order to
students will be assigned one of the follow- planned program leading only to a postbac- meet the admission standard. The Dean of
ing admission statuses: calaureate (not graduate) certificate are given Graduate Studies shall make a final determi-
Regular status. Students who meet the certificate admission. Certificate students nation based upon the recommendation and
University requirements and are recom- may be admitted to other categories of grad- the evidence presented.
mended for admission by their departments uate study and concurrently pursue a post-
as potential degree candidates are given baccalaureate certificate. Enrollment
Regular status. To be considered for admis- Postbaccalaureate. Students not currently
sion with Regular status, the applicant must working toward a degree but who wish to Validation of Admission. Students must
have a cumulative undergraduate GPA of register for more than 8 graduate credits register for a minimum of 1 credit during
2.75 or higher. Applicants who have already may be admitted to postbaccalaureate status. their term of admission; failure to do so will
earned 9 or more letter-graded graduate A postbaccalaureate student may find result in cancellation of admission.
credits must have a cumulative graduate departmental enrollment limitations on Graduate grading system. The following
GPA of 3.00 or higher; this GPA supersedes many courses. grading scale is employed at the graduate
the undergraduate GPA. A student who has A postbaccalaureate student wishing to be level:
Regular status is eligible to be a graduate admitted to a graduate certificate or degree A = 4.00 B- = 2.67 D+ = 1.33
assistant. program must apply in the same way as any A- = 3.67 C+ = 2.33 D = 1.00
University Conditional status. Students other applicant, meet the general University B+ = 3.33 C = 2.00 D- = 0.67
who do not meet GPA requirements for requirements, and be recommended for B = 3.00 C- = 1.67 F = 0.00
Regular status are given University admission by the department. Courses com- The grading system at the graduate level is
Conditional status if they are recommended pleted in a postbaccalaureate status are not defined as follows:
for admission by their departments and have automatically applied toward a graduate A—Excellent
a cumulative undergraduate GPA between degree; each course must be evaluated and B—Satisfactory
2.50 and 2.74. After completing 9 letter- recommended by the department and is C—Below graduate standard
graded graduate credits with a GPA of 3.00 considered pre-admission credit to which all D—Failure
or higher, students with University pre-admission limits and requirements F—Failure
Conditional status will automatically be apply. (See section on pre-admission and The following marks are also used:
given Regular status. Students admitted on transfer credit, page 61.) P—Satisfactory completion (B- or better)
University Conditional status who do not Departmental Request for Special NP—No credit, unsatisfactory
achieve a GPA of 3.00 or higher after com- Admission. In cases when a student does I—Incomplete
pleting 9 letter-graded graduate credits will not meet minimum University admission IP—In progress
have their admission canceled. A student requirements, departments may choose to W—Withdrawn
who has University Conditional status is not submit a Graduate Admission – Special X—No basis for grade
eligible to be a graduate assistant. Approval Request (GO-20 form). This pro- M—Missing grade
Department Conditional status. cess may only be initiated by a department AU—Audit
Incompletes. A student may be assigned weeks requires instructor approval. During the add-drop period a student regis-
an I grade by an instructor when all of the A student wishing to withdraw after the tered for a course for audit may change to
following four criteria apply: seventh week must petition the Deadline credit status or vice versa through the offi-
1. Quality of work in the course up to that Appeals Board. A W is recorded if the peti- cial methods; thereafter the change cannot
point is C level or above. tion is approved. Reasons for withdrawal be made.
2. Essential work remains to be done. beyond the seventh week must be beyond Academic Record Sealed After Degree
“Essential” means that a grade for the the student’s control, and medical reasons Earned. Portland State University academic
course could not be assigned without drop- must be documented. Instructor’s comments records are sealed thirty days after the con-
ping one or more grade points below the are required on the petition. ferral of a degree. After this date no changes
level achievable upon completion of the Refunds are automatic and are calculated can be made to the academic record, such as
work. from the date of official course load reduc- removal of Incompletes or grade changes.
3. Reasons for assigning an I must be tion. The refund is 100 percent only if with- Correspondence credit. Under no cir-
acceptable to the instructor. The student drawal occurs within the first week of the cumstance will graduate credit earned
does not have the right to demand an I. term. through correspondence study be acceptable
The circumstances must be unforeseen or The above deadlines refer to Fall, Winter toward an advanced degree.
be beyond the control of the student. An and Spring terms. For deadlines during Academic load. Full-time enrollment for
instructor is entitled to insist on appro- Summer Session, consult the Summer graduate students is 9-16 credits. Graduate
priate medical or other documentation. Session website at http://www.summer.pdx. students must seek approval of registration
In no case is an “Incomplete” grade given edu. in excess of 16 credits. A student registering
to enable a student to do additional work No Basis for Grade. If a student, to the for 17 to 19 credits must obtain the approv-
to raise a deficient grade. best of the instructor’s knowledge, has never al of the department chair or faculty adviser.
4. A written agreement, signed by both the attended class, the name on the grading reg- A student registering for 20 credits or more
student and the instructor, should include ister may be assigned an X grade (no basis must obtain the approval of the department
a statement of the remaining work to be for grade). An auditor may also be assigned chair and the Dean of Graduate Studies. A
done to remove the I grade, and the date, an X for insufficient attendance. graduate assistant registering for more than
not to exceed one year from the end of Non-Completion of Course. A student 16 credits must obtain approval from the
the term of enrollment for the course, by who has participated in a course but has department chair and the Dean of Graduate
which work must be completed in order failed to complete essential work or attend Studies. Overload approval forms may be
to earn credit toward the degree. The examinations, and who has not communi- obtained from the departments or the
instructor may specify the highest grade cated with the instructor, will be assigned Office of Graduate Studies.
which may be awarded upon completion; the appropriate grade based on coursework Minimum enrollment. The University
the grade awarded should not exceed the completed. requires that graduate students who are
level of achievement attained during the Missing Grade. A student will not be cer- involved in activities requiring faculty time
regular course period. tified for graduation who has any M or the use of University facilities register
To remove an Incomplete, the instructor (Missing) grades in PSU graduate courses every term, including those working on any
must file a supplementary grade report with that could potentially be letter graded, even aspects of research, project, thesis, or disser-
Registration and Records within one year if the courses are not applied to the student’s tation.
(e.g., by the end of fall 2010 for a course degree. A minimum of one graduate credit is
registered for fall 2009). Repeat of graduate courses. If a graduate required when taking any comprehensive or
An Incomplete grade becomes part of the course is repeated, the grades awarded both final examination. A minimum of one grad-
permanent transcript record after the one- times are included in the GPA; however, uate credit of registration is required when
year deadline expires, unless a waiver is credit toward the number of credits required engaged in any phase of research, such as
approved by petition to the Graduate for the degree is counted only once. developing or collecting data, or any aspects
Council. Repeating courses with the sole intent of of a project, thesis or dissertation until its
Non-attendance. It is the student’s raising the GPA is not acceptable. final approval by the Office of Graduate
responsibility to drop courses they do not If a course offered as a 400/500 level Studies.
wish to attend. Non-attendance does not course is taken at the 400 level, the same The student’s department can require
cancel the tuition charges nor prevent the course cannot be taken again for credit at additional registration in any given term in
course and grade (F, NP, X, or M) from the 500 level. relation to the amount of time required of
appearing on the student’s academic record. Audit. Graduate students may take any faculty or the use of University facilities dur-
Withdrawals. Withdrawal from a course course for which they have the prerequisites ing the term.
must be initiated by the student. It is the and which is open to them on the basis of Residency requirements. Residence credit
student’s responsibility to withdraw properly their admission category on an audit (no- is defined as credit taken at PSU after for-
by the published deadlines dates. credit) basis. The tuition and fees for audit- mal admission to a graduate degree pro-
A student may withdraw with no record ing courses are the same as for taking the gram. Residency requirements are intended
on the transcript up to the end of the sec- courses for credit, but a student’s load (total to ensure that students work in close associ-
ond week of the term. As a courtesy, stu- credit hours) does not include audit enroll- ation with other graduate scholars in the
dents are advised to notify the instructor ments. Audited courses cannot be used to intellectual environment of PSU.
concerned of the intended or completed meet any requirement for degrees or certifi- In a master’s program, to meet the residen-
withdrawal. cates, for required registration for graduate cy requirement a student must earn a mini-
A student who withdraws after the second assistants, or for scholarship students. mum of two-thirds of the credits applied to
week will have a W recorded on the tran- Students cannot receive financial aid for the degree after formal admission to a mas-
script. A student may withdraw for any rea- audited courses. ter’s degree program at PSU.
son during the third or fourth week, but Courses taken more than once on an audit In a doctoral program, to meet the resi-
withdrawing between the fifth and seventh basis cannot be repeated for graduate credit. dency requirement a student must register
for and satisfactorily complete a minimum Pre-admission and transfer credit. For doctoral degrees, pre-admission and
of three consecutive terms in full-time resi- Courses taken at any institution, including transfer limits are at the discretion of the
dence (minimum 9 graduate credits applica- PSU, before the term of formal admission to individual doctoral programs. Pre-admission
ble to the degree program each term) after a PSU graduate degree program are pre- and transfer courses approved for use by the
admission to the doctoral program at PSU. admission credits. Courses taken at any doctoral program are added to the student’s
Credit distribution and limitations. other institution at any time are transfer doctoral program of study.
Courses applied to any graduate certificate credits. For all graduate certificate and Approved graduate transfer courses from
or degree program must be at the 500 or degree programs, pre-admission and transfer other institutions are not entered on PSU
600 level. Courses at the 700 and 800 level credits must be graduate credit taken at a transcripts and are not considered in the
are not acceptable in any graduate certificate regionally accredited institution and applica- computation of PSU cumulative graduate
or degree programs, with the exception of ble to a graduate degree program without GPA. However, transfer courses are included
800-level courses in the master’s degree pro- qualification at the originating institution. in the approved program of study for all
grams in the Graduate School of Education Pre-admission and transfer credits cannot be graduate certificate and degree programs and
as well as some M.A.T./M.S.T. programs; correspondence credit. are used to calculate the program GPA,
these programs may allow a maximum of 6 A master’s student must earn a minimum which must be 3.0 or higher in order to grad-
credits at the 800 level. of two-thirds of the credits applied to the uate.
Students who take 400/500 courses at the degree after formal admission to the gradu- Pre-admission and transfer credits from for-
500 level must complete additional work ate degree program at PSU and must earn a eign institutions are subject to the same
beyond the requirements for the 400-level minimum of two-thirds of the credits requirements and limitations. Requests for
section. With the exception of coursework applied to the degree at PSU. Departments foreign pre-admission and transfer credits
reserved for graduate credit (see below), may have stricter limitations. Pre-admission must include additional documentation to
graduate tuition is charged for all graduate- and transfer credits for master’s degrees must facilitate verification of eligibility; contact the
level coursework. meet all the following requirements: must Office of Graduate Studies for details.
At the master’s level, a minimum of 12 be letter-graded B- or higher (pass or similar Reservation of coursework for graduate
credits in a 45-credit program must be taken grading methods are not acceptable); must credit. Graduate-level course work taken
in residence in 500, 500/600, or 600 course not be used for any other degree at any while working toward a student’s first bache-
level categories. The remainder of the institution; must be no older than seven lor’s degree can be reserved for use in a PSU
required credits may be 400/500 courses years old at the time the master’s degree is graduate program. Only credits earned at
taken at the 500 level. awarded; and must total no more than one PSU can be reserved for graduate credit.
Limitations are placed on the number of third of the required credits for a master' Reserved graduate credit is limited to 12
501, 502, 503, 504, 505, 508, and 509 degree program. For master’s degrees, the completed graduate credits letter-graded B-
credits that can be applied to master’s application of eligible pre-admission and/or or higher earned within the last 45 credits
degrees. In a 45-credit program, the limits transfer credits must be approved by the stu- prior to awarding of the student’s first bache-
are as follows: a maximum of 12 credits in dent’s department and the Office of lor’s degree and not used to fulfill the require-
501, 502, and 505 combined; a maximum Graduate Studies using the GO-21 form. It ments for any bachelor’s degree. Such courses
of 9 credits in 504, 508, and 509 combined; is strongly suggested that this form be sub- are pre-admission credits and subject to all
a range of 6 to 9 credits in 503. Courses mitted early in the student’s program, but it pre-admission requirements and limitations.
numbered 60x are included in these limita- must be submitted before the Office of Departments may have stricter limitations.
tions. Graduate Studies can review the Graduate Reserved credits must be approved by the
Joint Campus courses. Graduate students Degree Program form (GO-12), which is student’s department, Degree Requirements,
at PSU may take graduate courses at other due in the first week of the anticipated term and the Office of Graduate Studies using a
institutions in the Oregon University of graduation. (The M.S.W. program has GO-10 form. It is strongly suggested that
System and register for these courses specific transfer credit allowances resulting this form be submitted before awarding of
through the PSU Office of Admission, from accreditation requirements and inter- the bachelor’s degree, but it must be submit-
Registration and Records. These courses are institutional agreements, but a minimum of ted before the Office of Graduate Studies
recorded on the student’s PSU transcript as 36 credits applied to the M.S.W. must be can review the Graduate Degree Program
joint campus courses (JC 510/610). To reg- taken at PSU.) form (GO-12), which is due in the first
ister for joint campus courses, students must For graduate certificates, two-thirds of the week of the anticipated term of graduation.
have approval from their adviser, depart- required credits, or 15 credits, whichever is As reserved credits are by definition pre-
ment, and PSU, as well as approval from the higher, must be taken at PSU. Individual admission credits, a GO-21 form must also
course instructor at the OUS institution at programs may set higher minimums. be submitted.
which the course is being offered. The stu- Transfer credits for graduate certificates must Dual master’s degrees. A graduate student
dent must be a matriculated graduate stu- be letter-graded B- or higher (pass or similar may work concurrently toward the comple-
dent in a PSU graduate certificate or degree grading methods are not acceptable) and tion of the requirements for two PSU mas-
program and be registered for PSU credit must be no older than seven years old at the ter’s degrees in complementary disciplines.
during the same term the JC 510/610 time the graduate certificate is awarded. Dual master’s degrees allow for an overlap of
course is taken. Joint campus courses are Transfer credits from other institutions must the credits required for two master’s degrees.
considered transfer credits for which all be approved by the graduate certificate pro- The credits to be accepted for both degrees
transfer credit limitations apply (see below). gram and the Office of Graduate Studies must be approved by the departments
Forms for joint campus courses are available using a GO-11GC form. Although pre- involved and may not exceed one-third of
in the Office of Admissions, Registration admission limits do not apply, reserved credit the required credits for a degree. If the two
and Records in the lobby of Neuberger Hall. limits do apply (see below). Students are master’s programs have different total credit
Self-support courses and courses offered by encouraged to apply for and be admitted to requirements, the one-third limit is deter-
Extended Studies and Summer Session are graduate certificate programs as early as mined by the smaller total credit
ineligible for this program. possible. requirement.
Students working toward dual master’s approval is required from the department ate GPA of 2.67 or higher (based on 6 or
degrees must be admitted to the second chair or program director and graduate more graduate credits) during each term of
degree program no later than the term prior committee of the college or school as well as enrollment. All graduate students, especially
to the term in which the student graduates the Office of Graduate Studies. Students those in a conditional admission status, are
from the first degree program. Overlapping who have not enrolled for three terms expected to keep in close communication
credits used in dual master’s degrees must be (excluding summer) must submit a re- with their departments and to avail them-
approved by the student’s departments and enrollment request. selves of departmental advising.
the Office of Graduate Studies with a Re-enrollment. Admitted graduate stu- Academic probation. An admitted gradu-
GO-14 (Dual Degree Form) before the students who fail to enroll for credits for con- ate student is placed on probation if:
dent graduates from the first master’s degree secutive three terms (excluding summer) 1. The student’s cumulative graduate GPA
program. Students are limited to one use of must submit a Graduate Re-Enrollment at Portland State University, based on the
the dual master’s degree allowance at PSU. Request to their department; if this request completion of 9 letter-graded graduate
Course Overlap between Degrees and is supported by their department, the credits after admission to the graduate
Certificates. In specific circumstances, request is signed and forwarded to the level at PSU, is below 3.00 at the end of
coursework (not a project, thesis/disserta- Office of Graduate Studies for processing. A any term, or
tion, or other culminating activity) can be GPA of at least 3.00 in all graduate work 2. The student’s term graduate GPA, based
shared between programs. There are limits taken subsequent to admission to the PSU on a minimum of 6 letter-graded graduate
on the use of eligible graduate courses graduate program is a prerequisite for re- credits, is below 2.67 for a given term.
between graduate programs. enrollment. While on academic probation the student
 A graduate course that has been used to Students submitting the Graduate will not be permitted to 1) graduate, 2)
meet the requirements for a bachelor’s Re-Enrollment Request who have enrolled receive or continue to hold a graduate assis-
degree or any undergraduate program in coursework elsewhere since PSU admis- tantship, 3) change majors (GO-19 form),
cannot be applied to any graduate pro- sion must also submit one sealed, official 4) be advanced to doctoral candidacy, 5)
gram (degree or certificate). transcript to the Office of Admissions from receive approval of the master’s degree pro-
 Graduate courses can be applied to two each institution attended subsequent to PSU gram (GO-12 form), or 6) register for more
master’s degrees only under the Dual graduate admission. than a total of 9 credits in any term.
Degree option (see above). To ensure timely registration, the complet- Removal of academic probation occurs if the
 Graduate courses can be applied to a ed Graduate Re-Enrollment Request should cumulative graduate GPA is brought to 3.00
master’s degree and a doctoral degree. be received by the Office of Graduate within the next 9 graduate credits in letter-
 Graduate courses can be applied to a Studies no later than three weeks prior to graded courses in the case of probation due
master’s degree and a graduate registration. to a low cumulative GPA, or both cumula-
certificate. Cancellation of admission to graduate tive and term GPA of 3.00 or above in the
 Graduate courses can be applied to a program. If a student does not validate case of probation due to a low term GPA.
doctoral degree and a graduate admission by registering and paying for at Academic Disqualification. Academic
certificate. least one credit at PSU in the term of disqualification occurs if:
 Graduate courses cannot be applied to admission, that admission will be cancelled 1. The student on academic probation for
two graduate certificates. unless the student contacts the Admissions low cumulative GPA fails to achieve a
 Graduate courses can be applied to more Office and requests that the admission be cumulative graduate GPA of 3.00 or
than one doctoral program (at the discre- updated to another term within a one-year higher within the next 9 graduate credits
tion of both doctoral programs), but the period. If the student does not validate in letter-graded courses; or
following items must be completed at admission within a one-year period, the 2. The student on probation for a term
Portland State for each doctoral degree: admission will be cancelled and the student GPA below 2.67 does not receive at least
comprehensive exams, residency, propos- must submit a new application and a new a 3.00 term GPA and does not achieve a
al, advancement to candidacy, and disser- application fee. 3.00 cumulative GPA within the next 9
tation research. A student with validated admission to a credits of letter-graded graduate course-
Leave of absence. A student admitted to a graduate certificate or degree program who work; or
graduate program and in good standing may during a one-year period (1) does not have an 3. The student becomes subject to academic
petition for leave of absence for up to one approved leave of absence and (2) does not probation for a second time.
calendar year. Leave of absence status assures successfully complete a graduate course in the A student who is disqualified may not reg-
the student a continuation of the student’s approved program of study for the degree or ister for any graduate courses at PSU.
admission in the program during the period does not make satisfactory progress toward Readmission after disqualification.
of the leave of absence. Application for leave the degree (as determined by the department) Readmission for a student on academic dis-
of absence, endorsed by the department may have admission to the degree program qualification is not automatic. A student
chair or program director, must be filed in canceled. For further information, students may request readmission after a mandatory
the Office of Graduate Studies not later are urged to contact individual departments disqualification period of one calendar year
than the Friday of the second week of the for departmental policies and practices. by filing a graduate petition for readmission
term for which the application is made. A to the Graduate Council through the Office
leave of absence is granted only to graduate Academic Standing of Graduate Studies. To be readmitted, the
All admitted graduate certificate and degree
students in good standing and does not con- student must meet all current admission
students are expected to maintain good aca-
stitute a waiver of the time limit for comple- requirements, with the exception of the
demic standing during the course of their
tion of the graduate degree at PSU, nor does graduate GPA.
graduate program at PSU. Good academic
it extend the regular one-year limit for com- If the student’s graduate program has rec-
standing is defined as maintaining a cumu-
pletion of a course. ommended readmission, the Graduate
lative graduate GPA of at least 3.00 in all
A student may petition for a second leave Council may grant readmission, with or
graduate credit earned at PSU (based on 9
of absence from a graduate program, but without additional academic requirements,
or more graduate credits) and a term gradu-
or may recommend continued disqualifica- academic forms which serve as the basis graduate course. Audits (AU) cannot be
tion. If the Graduate Council approves the for admission, course study, or gradua- used to meet the 9-credit requirement.
petition for readmission, the student must tion; misrepresenting a person’s identity Graduate assistants who do not satisfacto-
raise the PSU cumulative graduate GPA to to an instructor or other University offi- rily complete 9 graduate credits in a term,
3.00 or better within the first 12 letter-grad- cial. but who 1) have a term GPA below 3.0 and
ed graduate credits after readmission. If the have no grade below a B- and are not on
student fails to raise the cumulative graduate Tuition, fees, and aid academic probation, 2) have 4 credits or
GPA to a minimum 3.00, she or he will be fewer of grades in the C range (C+, C, C-)
disqualified again. If the Graduate Council
Basic Graduate Fees and have a term GPA of 3.0 or above, or 3)
The basic fees associated with graduate
does not approve the petition for readmis- have 4 credits or fewer of Incomplete and
study at PSU are listed at www.pdx.edu.
sion, the student will remain in academic have a term GPA of 3.0 or above, qualify for
The admission application fee is required
disqualification. The decision of the Warning Status. The graduate assistant’s
and is nonrefundable. All newly admitted
Graduate Council is final. employing unit must request Warning
graduate students are assessed a one-time
Graduate courses completed at any institu- Status. If Warning Status is granted, the
graduate matriculation fee in their initial
tion while a student is under disqualification student may continue as a graduate assistant
term of admission. The graduate tuition fees
at PSU will not be applied toward a gradu- despite not satisfactorily completing 9 grad-
depend on the total number of credits in
ate program at PSU. uate credits in a term. However, if the stu-
enrolled classes, resident or nonresident sta-
dent fails to meet the requirement of satis-
Academic Honesty tus in the state of Oregon, and the student’s
factorily completing 9 graduate credits in a
Graduate policy on academic honesty and status as graduate assistant or nongraduate
term for a second time, the assistantship will
integrity. Graduate students have a primary, assistant. Further details on graduate fees are
be terminated and the student will not be
unique relationship and responsibility to the available by contacting the Office of
allowed to serve as a graduate assistant in
faculty of the academic departments, the fac- Admissions, Registration and Records in
the future.
ulty upon whose recommendations graduate Neuberger Hall.
Graduate assistants are provided a salary
degrees are awarded. A major feature of the
graduate student’s responsibilities to the fac-
Financial Assistance on a regular periodic basis as compensation
Graduate assistantships. The University for the service provided and receive a partial
ulty is the adherence to academic honesty.
offers graduate assistantships for teaching, remission of the instructional fee portion of
The Graduate Policy on Academic Honesty
research, and administrative support on a tuition each term of appointment. Students
and Integrity assumes that the student is
competitive basis for students working wishing to apply for graduate assistantships
honest, that all coursework and examinations
toward graduate degrees at PSU. To qualify must correspond directly with the appropri-
represent the student’s own work, and that
and to remain eligible for an appointment, a ate academic department. The Office of
all documents supporting the student’s
student must be admitted with Regular or Graduate Studies does not award graduate
admission and graduation are accurate and
Department Conditional status and be in assistantships.
complete. Academic honesty is a require-
good academic standing in a graduate degree PSU Laurels. The PSU Laurels Graduate
ment for all graduate activities. Any violation
program at PSU. (Students admitted only to Tuition Remission Program provides remis-
of academic honesty and integrity is grounds
a graduate certificate program are not eligi- sion of the instructional fees at in-state rates
for academic action. In addition, a student
ble for a graduate assistantship.) Graduate to academically qualified students on a com-
found in violation of this policy may be sub-
assistants must be registered for and satisfac- petitive basis with preference given to
ject to disciplinary sanction as provided in
torily complete a minimum of 9 graduate Oregon residents. The tuition remissions are
the University Student Conduct Code.
academic credits applicable to the degree available to admitted graduate students,
Violations of the policy include but are
each term the assistantship is in effect, both full time and part time, at Portland
not limited to:
except Summer Session, with term and State University. The PSU Laurels is a merit
1. Cheating in examinations and course
cumulative GPAs of 3.00 or higher, and program; financial need is also a consider-
assignments. The willful use or provision ation for some of the awards. Information is
must show satisfactory academic progress in
to others of unauthorized materials in
fulfilling the requirements of the degree pro- available from the Office of Graduate
written or oral examinations or in course
gram. The student’s department chair or Studies.
assignments.
graduate coordinator may allow up to 4 Scholarships. Portland State University
2. Plagiarism. The appropriation of lan-
undergraduate credits within the 9 credits if has a limited number of scholarships avail-
guage, ideas, and products of another
the undergraduate credits are needed as pre- able to graduate students. Scholarships are
author or artist and representation of
requisites for graduate courses or are impor- awarded to students in attendance at the
them as one’s own original work; failure
tant to the student’s plan of study. Any University on the basis of academic achieve-
to provide proper identification of source
request for a student to take more than 4 ment, promise, and financial need.
data; use of purchased or borrowed papers
undergraduate credits per term must be A computerized data base of scholarships,
in graduate courses without complete
approved by the Office of Graduate Studies. both national and local, is available on the
identification of the source.
Graduate assistants who do not meet con- second floor of the library. Requests for
3. Selling or offering to sell course assign-
tinuation requirements (i.e. satisfactory information on scholarships related to spe-
ment materials. Selling or offering to sell
completion of a minimum of 9 graduate cific departments should be made to the
material to another person; knowing, or
academic credits applicable to the degree, department involved.
under circumstances having reason to
with term and cumulative GPAs of 3.00 or Educational loans and work. Graduate
know, that the whole or a substantial part
higher) will have their assistantship canceled students may apply for educational loans
of the material is intended to be submitted
by the Office of Graduate Studies. through the Federal Perkins Student Loan
in fulfillment of a course requirement.
Satisfactory completion of a graduate course program, the Federal Direct Stafford Loan
4. Academic fraud. Furnishing false or
is defined as a letter grade of B- or higher, P, program, the Federal Unsubsidized Stafford
incomplete information to the University
or IP. Grades of C+ and below, NP, I, X, W, Loan program, and the federal College
with the intent to deceive; forging, alter-
and M are not successful completion of a Work-Study Program. Details and applica-
ing, or misusing University documents or
tion materials are available from the Office end of any term when the requirements Engineering and Computer Science); and
of Student Financial Aid in the lobby of have been met. Students must apply for Urban Design (College of Urban and Public
Neuberger Hall. Priority consideration for award of the certificate in the Office of Affairs and School of Fine and Performing
Federal Perkins Student Loan and federal Graduate Studies no later than the first week Arts).
College Work-Study will be given to those of the term in which completion is expect- Application materials and program
who have completed the application process ed. requirements are available from the depart-
earliest, while funds are available. Courses completed up to seven years prior ments offering these programs.
WICHE. Under the Western Interstate to the certificate award date may be used to
satisfy graduate certificate requirements (i.e., MASTER OF ARTS AND MASTER OF
Commission for Higher Education SCIENCE (M.A. AND M.S.)
(WICHE) Regional Graduate Program a course started in the fall term of 2004 will
be beyond the seven-year limitation at the The University offers programs leading to
agreement, residents of Alaska, Hawaii, the Master of Arts and the Master of
Idaho, Montana, Nevada, New Mexico, close of fall term 2011).
A student cannot graduate with a graduate Science. These programs are designed to
Utah, Washington, and Wyoming admitted develop a mastery of subject matter in a
to the following programs pay resident fees: certificate who has an M (Missing) grade in
a PSU graduate course that could potential- chosen discipline and to provide training
the master’s and doctoral programs in envi- and experience in research.
ronmental sciences and resources; the mas- ly be letter graded, even if the course is not
applied to the program of study. Candidates for the Master of Arts and
ter’s program in education: special education Master of Science degrees must earn a mini-
For graduate certificates only, transfer
with a focus in visually impaired learners; mum of 45 credits in approved graduate
credit is defined as any eligible letter-graded
master’s and doctoral programs in urban (B- or higher) graduate course taken at courses; many programs have higher mini-
studies; or the doctoral program in public another accredited institution. Two-thirds of mums, up to 90 credits. A thesis may be
administration and policy. Applications for the credits required for a graduate certifi- required, depending on the program. The
the WICHE program are available through cate, or 15 credits, whichever is higher, must Master of Arts degree requires a demonstrat-
the Office of Graduate Studies. be taken at PSU. Individual programs may ed proficiency in a second language. Second
set higher minimums. See the section on language proficiency is not required for the
Course Overlap between Degrees and Master of Science degree.
Graduate programs Certificates (see page 62) for use of course- To be admitted to a M.A. or M.S. degree,
work in certificate programs. students must meet all departmental and
The graduate programs offered by Portland The following graduate certificate pro- University admission requirements (see page
State University are listed below. grams are currently offered: Applied 58). For further information on admission, as
GRADUATE CERTIFICATES Statistics; Earth and Space Sciences for K-12 well as other aspects of a specific degree pro-
A graduate certificate program is a linked Educators; Engineering Geology; gram, the appropriate department should be
series of approved graduate-level courses Environmental and Resource Economics; contacted directly.
which constitute a coherent body of study Environmental Geology; Geographic The following M.A and M.S. degrees are
with a specific defined focus within a disci- Information Systems; Hydro-Geology; currently offered: Anthropology (M.A.
pline. It is designed for a postbaccalaureate Mathematics for Middle School only); Biology; Chemistry; Civil and
participant and reflects the educational mis- Mathematics Teachers (College of Liberal Environmental Engineering; Computer
sion of the University. Each graduate certifi- Arts and Sciences); Addictions Counseling; Science (M.S. only); Communication;
cate program is approved by the Graduate Children’s and Young Adult Literature; Conflict Resolution; Criminology and
Council and the Faculty Senate with a mini- Infant/Toddler Mental Health; Marriage, Criminal Justice (M.S. only); Economics;
mum number of credits and a specific set of Couples, and Family Counseling; Student Education (with options in Counseling;
courses which must be completed; a final Affairs in Higher Education; Teaching Adult Curriculum and Instruction; Educational
project or portfolio may be required to pro- Learners (Graduate School of Education); Policy, Foundations, and Administrative
vide for integration of the sequence of Gerontology; Public Management; Real Studies; Media/Librarianship; Special
course materials. Estate Development (College of Urban and Education); Electrical and Computer
Public Affairs); Analog and Microwave Engineering (M.S. only); Engineering and
To be admitted to a graduate certificate
Circuit Design; Communication Systems; Technology Management (M.S. only);
program, students must meet all departmen-
Computer Architecture and Design; Environmental Sciences and Resources
tal and University admission requirements
Computer Security; Design Automation; (M.S. only); English (M.A. only); Financial
(see page 58). For further information on Analysis (M.S. only); World Languages
admission, as well as other aspects of a spe- Digital Design; Digital Signal Processing;
Energy Systems; Image Processing; (M.A. only) with options in French,
cific graduate certificate program, the appro- German, Spanish, and Japanese; Foreign
priate department should be contacted Integrated Circuit Test, Verification, and
Validation; Lasers and Optoelectronics; Literature and Language (M.A. only);
directly. Geography; Geology (with an option in
Management of New Product Development;
Graduate certificate students must remain Geohydrology); Health Studies; History
Software Engineering; Systems Engineering
in good academic standing (see page 62) and (M.A. only); Interdisciplinary Studies;
Fundamentals; Technological
must achieve a cumulative GPA of 3.00 or Mathematics; Materials Science and
Entrepreneurship (Maseeh College of
higher in all courses to be used for the grad- Engineering; Mechanical Engineering;
Engineering and Computer Scence); Food
uate certificate. Courses numbered 510/610 Music; Physics; Political Science;
Marketing and Logistics (School of Business
cannot be applied to the requirements for a Psychology; Sociology; Speech and Hearing
Administration); Computational
graduate certificate. Sciences; Statistics; Systems Science (M.S.
Intelligence; Computer Modeling and
Although grades of C+, C, and C- are only); TESOL (M.A. only); Theater Arts;
Simulation; Sustainability (Interdisciplinary
below the graduate standard, they may be Writing (Technical and Professional, Book
Studies); Hydrology (College of Liberal Arts
counted as credit toward a graduate certifi- Publishing).
and Sciences and Maseeh College of
cate with the specific written approval of the
Engineering and Computer Science);
program. Grades of D or F indicate clearly
Transportation (College of Urban and
unacceptable work and carry no graduate
Public Affairs and Maseeh College of
credit. Certificates may be awarded at the
MASTER OF ARTS IN TEACHING AND Arch.); Master of Business Administration Psychology, and Sociology); Technology
MASTER OF SCIENCE IN TEACHING (M.B.A.), in Health Care Management and Management; and Urban Studies.
(M.A.T. AND M.S.T.) Business Administration with options in
The Master of Arts in Teaching and Master Management of Innovation and Technology, DOCTOR OF EDUCATION (ED.D)
of Science in Teaching degrees are designed Finance, and International Business; Master The Doctor of Education degree is granted
to combine coursework in the major disci- of Education (M.Ed.); Master of in recognition of mastery of theory, practice,
pline with coursework in education. To this Engineering (M.Eng.), in Civil and and research in education. The Ed.D. in
end, the programs are developed and admin- Environmental Engineering, Civil educational leadership program prepares
istered within flexible guidelines to match Engineering Management, Electrical and highly qualified professional educators for
the needs of students with varying back- Computer Engineering, Manufacturing positions in teaching, supervision, and
grounds and professional plans. All M.A.T. Engineering, Mechanical Engineering, administration in elementary and secondary
degrees require a demonstrated proficiency Project Management, Systems Engineering, education, in community and four-year col-
in a second language. Second language pro- Technology Management; Master of leges and universities, and in other educa-
ficiency is not required for the M.S.T. Environmental Management (M.E.M.); tional institutions, both public and private.
degree. Master of Fine Arts (M.F.A.), in To be admitted to the Ed.D. program, stu-
A minimum of 45 graduate credits is Contemporary Art Practices and Creative dents must meet all departmental and
required. The program of study includes the Writing; Master of International University admission requirements (see page
following: Management (M.I.M.); Master of Music 58). For further information on admission, as
1. At least 24 graduate credits must be (M.M.), with options in Performance, well as other aspects of a specific degree pro-
devoted to selected courses in academic Conducting, and Jazz Studies; Master of gram, the Graduate School of Education
fields which strengthen the candidate’s Public Administration (M.P.A.), with an should be contacted directly.
scholarship in a teaching field and related option in Health Administration; Executive The following Ed.D. degrees are currently
area. This minimum may be higher at the Master of Public Administration (M.P.A.E.); offered: Educational Leadership:
department’s discretion. At least 12 cred- Master of Public Health (M.P.H.), a joint Administration; Postsecondary Education;
its in residence at PSU at the 500, program with Oregon Health Sciences Curriculum and Instruction; Special and
500/600, or 600 level must be completed University and Oregon State University, Counselor Education.
successfully. The remainder of the with options in Health Promotion and
required courses may be 400/500 courses Health Management and Policy; Oregon
Degree requirements
taken for the 500-level number. Master of Software Engineering (M.S.E);
MASTER’S DEGREE
2. At least 9 credits of courses in education Master of Social Work (M.S.W.); Master of
Language requirement. The language
are required. Urban and Regional Planning (M.U.R.P.);
requirement for M.A. and M.A.T. students
3. A final written examination covering the Master of Urban Studies (M.U.S.).
must be met before the student’s program
academic teaching field and professional
DOCTOR OF PHILOSOPHY (PH.D.) (GO-12) or committee can be approved and
education courses is required.
The Doctor of Philosophy degree is awarded before final exams can be taken.
4. A final oral examination is required of all
for scholastic achievement based upon the Options for mreeting the graduate sec-
students except in music and math
candidate’s proven comprehensive knowl- ond language requirement for M.A. and
To be admitted to a M.A.T. or M.S.T.
edge in a specialized field of study and for M.A.T. students. The Department of
degree, students must meet all departmental
creative scholarship through independent World Languages and Literatures has deter-
and University admission requirements (see
research. Judgment of such attainments is mined that the graduate second language
page 58). For further information on admis-
based upon evaluation of a dissertation requirement can be met in the following
sion, as well as other aspects of a specific
grounded in independent research and the ways:
degree program, the appropriate department
passing of prescribed written and oral exam- 1. Equivalent coursework: Students who
should be contacted directly.
inations. have passed a course equivalent to PSU level
The following M.A.T. and M.S.T. degrees
To be admitted to a Ph.D. program, stu- 203 or higher in a second language will be
are currently offered: General Arts and
dents must meet all departmental and deemed to have met the language require-
Letters; Environmental Science; World
University admission requirements (see page ment. The Office of Graduate Studies will
Languages (French, German, and Spanish);
58). For further information on admission, as certify completion upon evaluation of the
Science; General Social Science;
well as other aspects of a specific degree pro- student’s academic record if the requirement
Mathematics; and Music.
gram, the appropriate department should be was completed at PSU. If the requirement
PROFESSIONAL DEGREES contacted directly. was completed at a different institution, the
PSU offers a variety of degrees which are The following Ph.D. degrees are currently Department of World Languages and
designed to prepare students for work in offered: Applied Physics; Applied Literatures will issue a certificate of comple-
professional fields. The programs are Psychology; Biology; Chemistry; Civil and tion. M.A. and M.A.T. students are respon-
designed to develop a mastery of the subject Environmental Engineering; Computer sible for making their academic records
matter in a chosen discipline and to provide Science; Electrical and Computer available in the first term of admission and
practical training and experience in the field. Engineering; Environmental Sciences and requesting evaluation and certification.
To be admitted to a professional degree Resources; Mathematics Education; 2. Students who do not meet the require-
program, students must meet all departmen- Mathematical Sciences; Mechanical ment under 1. above should make an
tal and University admission requirements Engineering; Public Administration and appointment with the Department of World
(see page 58). For further information on Policy; Social Work and Social Research; Languages and Literatures during the first
admission, as well as other aspects of a spe- Sociology and Social Inequality; Systems term after their admission to make an indi-
cific degree program, the appropriate Science (with options in Anthropology, vidualized plan for the completion of their
department should be contacted directly. Business Administration, Civil Engineering, language requirement. Options include pre-
The following professional degrees are cur- Economics, Engineering Management, paring for and passing one of these evalua-
rently offered: Master of Architecture (M. Mathematics, Mechanical Engineering, tions:
a. Oral proficiency interview (mandatory A student must be in Regular status in prior to the awarding of the degree (e.g., a
for M.A. TESOL students if they do not order to have a program of study approved course started in the fall term of 2004 will
take a course at level 203 or above) (GO-12 form) or to have a thesis committee be beyond the seven-year limitation at the
b. A written test (mandatory for M.A. appointed (GO-16M form). A University close of fall term 2011).
TESOL students if they do not take a Conditional status will be automatically The final program of study (GO-12 form)
course at level 203 or above), such as converted for Regular status upon the com- must be received in the Office of Graduate
i. The Graduate Student Foreign Language pletion of 9 letter-graded graduate credits Studies no later than the first week of the
Test with a GPA of 3.00 or higher after admis- anticipated term of graduation. For specific
ii. The CLEP exam sion. Department Conditional status can deadlines dates, see the Office of Graduate
iii. A special exam, administered by the only be removed by the academic depart- Studies website.
Department of World Languages and ment with a Request for Change of Status Degree application. Students must file an
Literatures form (GO-7). For detailed information Application for Awarding of Master’s or
c. Coursework after admission: taking a about Regular, University Conditional, and Doctoral Degree with the Office of
course at level 203 or above in residence or Departmental Conditional statuses, see page Graduate Studies by the first Friday of the
abroad 59. anticipated term of graduation. The applica-
d. Special reading courses, if available. Pre-admission and transfer credits must be tion is available on the Graduate Studies
The Department of World Languages and approved with a GO-21 form, and reserved website. A $20 charge will be applied to the
Literatures will teach and test only in lan- credits must be approved with a GO-10 student’s PSU account after the application
guages in which it has expertise. However, form, before these credits can be applied to is processed by the Office of Graduate
off-campus arrangements may be possible a master’s degree program of study (GO-12 Studies. A student with any M (Missing)
with the cooperation of other institutions form). For detailed information about pre- grades in PSU graduate courses that could
and the approval of the chair of the PSU admission, transfer, and reserved credits, see potentially be letter graded will not be certi-
Department of World Languages and page 61. fied for graduation, even if the courses are
Literatures. Certification of having passed a A student must have a B average (3.00 not applied to the student’s degree program.
second language examination from an insti- GPA) on the courses applied to the program Validation of out-of-date graduate cred-
tution other than Portland State University of study (i.e. courses listed on the GO-12 it. A PSU course more than seven years old
must be approved by the Department Chair form), as well as a minimum 3.00 GPA in at the time of graduation, but no more than
of World Languages and Literatures at all graduate-level courses taken at PSU. ten years old at the time of graduation, may
Portland State University prior to acceptance Departments may establish a more rigorous be used toward master’s degree requirements
as fulfillment of the University’s master’s standard. Although grades of C+, C, and C- after a successful validation exam (for exam-
degree second language competency require- are below the graduate standard, they may ple, a course taken in fall 2001 may be vali-
ment. be counted as credit toward a master’s dated for a graduation term no later than
A student whose native language is not degree with the specific written approval of fall 2011). A separate validation examina-
English may meet the second language the department if taken at PSU after the tion must be given for each course, in accor-
requirement in English, except for students term of formal admission to the graduate dance with the full requirements listed on
in the M.A. in Foreign Literature and program. Grades of D or F indicate clearly the GO-15 form, available in the Office of
Language, who are required to demonstrate unacceptable work and carry no graduate Graduate Studies. Departments are expected
fluency in two foreign languages other than credit. The grades of P/NP are used by only to limit validation examinations to those
English at the time of admission and are not a limited number of departments which courses that are current and relevant in the
required to demonstrate additional compe- have received special authorization and may discipline and meet the current require-
tency except as necessary to complete their be counted as credit toward a graduate ments of the master’s degree program.
degree requirements. degree in resident credit only. Audited Validated courses are limited to one third of
For M.A. TESOL students only, a student courses cannot be used to meet any require- the program requirements (i.e., 15 credits
whose native language is not English will ment for master’s degrees. total in a 45-credit program). Each examina-
meet the written requirement (2.b., above) A grade of IP (In Progress) may be used tion attempted, regardless of result, has a fee
by achieving a TOEFL score of 600 or high- for 501 Research and for 506 Project when of $50.00, which will be credited to the
er and will meet the oral requirement (2.a., a student is progressing in an acceptable department giving the exam. Payment must
above) by passing a LING 500-level course manner toward completion of the work; be arranged in advance of the exam through
with a grade of B or better. final grades for 501 and 506 credits are the Office of Graduate Studies and Cashiers.
Coursework and program of study. Prior assigned by the instructor with a In very unusual cases, with the specific
to the completion of 18 credits, the student Supplemental Grade Report. An IP grade agreement of both the student’s department
prepares a program of study in consultation must be used for 503 Thesis when a student and the department most equivalent to the
with the faculty adviser. The purpose of the is progressing in an acceptable manner; final original course department, a student may
planned program of study is to present an grades for 503 credits are assigned by the validate a graduate course from another
organized, individualized plan for course- instructor on the Recommendation for the regionally accredited institution, in accor-
work, practica, and research activities consis- Degree form (GO-17) and posted to the dance with the full requirements listed on
tent with the requirements for the proposed student’s transcript after approval of the the- the GO-15 form.
degree and approved by the faculty adviser. sis and certification for graduation by the Human Subjects Research Review
Successful completion of the program of Office of Graduate Studies. Committee. All research involving human
study should demonstrate a high level of All coursework submitted for the master’s subjects conducted by faculty, staff, or stu-
academic and professional performance degree program approved by the department dents in any program at PSU must have
required in the graduate specialization. must be completed within the seven years prior approval of the Human Subjects
Research Review Committee (HSRRC). must be completed by the end of the sixth additional committee member with specific
This policy, established by the Office of the week of Summer Session). expertise not available among PSU faculty, a
President of Portland State University, Passing of the final oral examination CV for that proposed member must be pre-
applies to all research under the auspices of requires a majority approval. In case of fail- sented with the GO-16M form; that mem-
the University, including surveys and ques- ure of the final oral examination, the depart- ber must be in addition to the required
tionnaires, whether supported by grant, con- ment has the option of disqualifying the three PSU faculty members. All committee
tract, gift, University, or personal funds. student from the master’s program or per- members must have master’s degrees or
Even if a student’s research is exempt from mitting the student to appear for re-exami- higher.
full HSRRC review, the student must still nation after a period of at least three Students must be registered for at least one
file an application with the HSRRC. The months. The result of the second examina- graduate credit in every term in which they
decision to waive review is made by the tion is final. are working on any phase of their thesis,
HSRRC chair or a designated member of Written examinations. If a final written including data development or collection,
that committee. HSRRC applications may examination is required, it must be sched- writing, revision, defense, and finalization
be obtained from the Office of Research and uled only during the regular academic through approval by the Office of Graduate
Sponsored Projects. The student should terms; for summer term, this applies to the Studies. Students must register for at least 6
allow a minimum of six weeks for the regular eight-week Summer Session dates. to 9 credit of 503 Thesis in their depart-
approval process. A student cannot have a The student must pass all sections of the ment. (Since students must be continuously
thesis committee appointed until HSRRC examination. If the student fails the entire enrolled while working on the thesis, they
approval is granted. examination or any section thereof, the frequently accumulate more than 9 credits
Final examination. If a final examination department may dismiss the student from of 503 Thesis. However, a maximum of 9
is required by the student’s department, it the degree program, or permit the student credit of 503 Thesis may be applied to the
shall be taken after successful completion of to repeat the entire examination, or the sec- program of study.) IP (In Progress) is the
any required second language examination tion that was failed, after a minimum of interim grade reported until the thesis is
and after at least 30 credits have been com- three months. The result of the second defended and approved by the student’s the-
pleted. The examination is not a re-exami- examination is final. sis committee. Final grades for thesis credits
nation over coursework but rather a test of Thesis. The presentation of a thesis as par- are not recorded until the thesis has been
the candidate’s ability to integrate material tial fulfillment of the requirements for the approved by the Office of Graduate Studies.
in the major and related fields, including the master’s degree is required in certain depart- A thesis defense may be scheduled only
work in any thesis or research project. A ments and is an option in others. Each during the regular academic terms, no later
minimum of one graduate credit of registra- school, college, and department defines the than five weeks prior to the close of the
tion is required when taking any final oral nature of research and scholarship accepted term of application for graduation in which
or written examination. for a thesis, but in all cases a high level of the degree will be granted (i.e., must be
Oral examinations. In the case of a non- resourcefulness, productivity, and mature completed four weeks before the beginning
thesis oral examination, the committee shall perception of the discipline is expected. The of finals week). For summer term gradua-
consist of at least two members of the stu- quality of the culminating work must meet tion, deadlines apply to the regular eight-
dent’s department, including the student’s University standards and reflect those of week Summer Session dates. Later comple-
adviser. At the discretion of the department, other leading universities. Although the tion will result in graduation in a subse-
a faculty member from another department thesis is not required to show original quent term. The student must deliver a final
may be added; that member would be results, it must reveal independent investiga- draft of the thesis to all members of the
selected by the adviser, the department tion, including the knowledge and applica- approved committee no fewer than 14 days
chair, or the departmental graduate commit- tion of the accepted methods of scholarship before the thesis defense.
tee chair, according to department policy. and research methodology. The thesis repre- All committee members (approved by the
For M.A.T. and M.S.T. students, one addi- sents the independent work of the student GO-16M form) or alternates approved in
tional member of the committee is required and must be developed under the direction advance by the Office of Graduate Studies
to be a faculty member from the Graduate of the thesis adviser. must be present for the thesis defense; one
School of Education or a faculty member The thesis committee must be approved committee member (not the Chair) may
with pedagogical expertise in the student’s by the Office of Graduate Studies using the participate via speaker phone. The student’s
discipline. GO-16M form in advance of the thesis oral presentation should not exceed 60 min-
Non-thesis final oral examinations (includ- defense. The committee must consist of at utes. The thesis defense is open to the
ing final project presentations) may be least three and not more than five faculty University faculty and may be open to the
scheduled only during the regular academic members. The chair of the thesis committee public at the department’s discretion.
terms and no fewer than two weeks before must be regular, full-time PSU instructional Passing of the thesis defense requires a
the close of the term of application for grad- faculty, tenured or tenure-track, assistant majority approval. In case of failure of the
uation (i.e., must be completed one full professor or higher in rank; the other com- thesis defense, the department has the
week before the beginning of finals week). mittee members may be adjunct or fixed- option of disqualifying the student from the
With approval of the examination commit- term faculty. Two of the committee mem- master’s program or permitting the student
tee and the department, oral exams may be bers (the committee chair and one other to appear for re-examination after a period
scheduled during the last two weeks of the member) must be from the student’s depart- of at least three months. The result of the
term, but this will result in graduation in a ment; the third member may be from the second defense is final.
subsequent term. For summer term gradua- student’s department or may be PSU faculty The final thesis must be submitted to the
tion, deadlines apply to the regular eight- from another department or OHSU faculty. Office of Graduate Studies not later than
week Summer Session dates (i.e., oral exams If it is necessary to go off campus for one three weeks prior to the close of the term of
application for graduation. For details degrees. result in cancellation of admission to the
about thesis formatting, submission, and For doctoral degrees, pre-admission and doctoral program.
specific deadlines, see the Office of transfer limits are at the discretion of the Comprehensive examination. Before
Graduate Studies website. individual doctoral programs. Pre- advancement to candidacy and not less than
Thesis in absentia. With the written admission and transfer courses approved for one academic year before all requirements
approval of the department or program use by the doctoral program are added to for the doctoral degree are expected to be
chair, the Dean of Graduate Studies may the student’s doctoral program of study. completed, the student must pass a series of
authorize the thesis to be prepared in absen- While potentially all coursework for the comprehensive examinations in the field of
tia. The student must register for at least degree can be transferred from another insti- specialization. The examinations may be
tution, the following items must be com- written, oral, or both. The comprehensive
one graduate credit at PSU at the beginning
pleted at PSU: comprehensive exams, resi- examinations may not be taken until the
of each term and conduct the research under
dency, proposal, advancement to candidacy, language requirement, if any, and substan-
the direction of the thesis adviser. and dissertation research. tially all the coursework for the degree have
DOCTORAL DEGREE A student must have a B average (3.00 been completed. If the student fails the
Preliminary examination. Early in the doc- GPA) on the courses applied to the program entire comprehensive exam or any section
toral program the student may be required of study, as well as a minimum 3.00 GPA in thereof, the doctoral program may dismiss
to take preliminary examinations. The scope all graduate-level courses taken at PSU. the student from the degree program or per-
and content of the examination, and the Doctoral programs may establish a more rig- mit the student to repeat the entire exami-
standard of performance, shall be deter- orous standard. Although grades of C+, C, nation, or the section that was failed, after a
mined by the doctoral program. and C- are below the graduate standard, minimum of three months. The results of
Advisory committee. An advisory com- they may be counted as credit toward a doc- the second examination are final.
mittee for the doctoral degree student must toral degree with the specific written A maximum of three years will be allowed
consist of at least three faculty members rep- approval of the doctoral program if taken at from the completion of comprehensive
resentative of the student’s field of study. PSU after the term of formal admission. examinations to advancement to candidacy.
When a student enters the doctoral pro- Grades of D or F indicate clearly unaccept- Failure to meet this time limit will result in
gram, a faculty adviser will be designated by able work and carry no graduate credit. The cancellation of admission to the doctoral
the program director to advise the student grades of P/NP are used by only a limited program.
and to meet in regular consultation concern- number of departments which have received Dissertation proposal. After passing the
ing the program of study and research. The special authorization and may be counted as comprehensive examination and identifying
additional members of the advisory commit- credit toward a graduate degree if taken after a dissertation topic, a dissertation committee
tee will be appointed after successful com- admission to the doctoral program. Audited is appointed and the student must pass a
pletion of 9 credits and not later than six courses cannot be used to meet any require- proposal defense. The dissertation commit-
months prior to the completion of the comment for doctoral degrees. tee will take the place of the advisory com-
prehensive examinations. A grade of IP (In Progress) may be used mittee and the faculty adviser is superseded
Language requirement. For the Ph.D. for 601 Research and for 606 Project when by the dissertation adviser. The dissertation
degree, the student may be required to dem- a student is progressing in an acceptable committee must be approved by the Office
onstrate competency in at least one second manner toward completion of the work; of Graduate Studies using the Appointment
language. This requirement is determined by final grades for 601 and 606 credits are of Doctoral Dissertation Committee form
the governing unit of the student’s program, assigned by the instructor with a (GO-16D).
department, or school. Any second language Supplemental Grade Report. An IP grade A doctoral student must be in Regular sta-
requirement must be completed before the must be used for 603 Dissertation when a tus in order to have a dissertation committee
comprehensive examinations. student is progressing in an acceptable man- appointed. A University Conditional status
Residency requirement. A minimum of ner; final grades for 603 Dissertation credits will be automatically converted for Regular
three consecutive terms must be spent in are assigned by the instructor on the status upon the completion of 9 letter-grad-
full-time residence, with registration for and Recommendation for the Degree form ed graduate credits with a GPA of 3.00 or
successful completion of 9 or more graduate (GO-17D) and posted to the student’s tran- higher after admission. Department
credits applicable to the degree each term, script after approval of the dissertation and Conditional status can only be removed by
after admission to the doctoral program at certification for graduation by the Office of the doctoral program with a Request for
PSU. Summer term may be included (i.e., Graduate Studies. Change of Status form (GO-7). For
spring, summer, fall 2010) or excluded (i.e., All coursework on the program of study, detailed information about Regular,
spring 2010, fall 2010, winter 2011) in cal- with the possible exception of seminar and University Conditional, and Departmental
culating consecutive terms. internships, must be completed before a stu- Conditional statuses, see page 59.
Coursework and doctoral program of dent can be advanced to doctoral candidacy. The dissertation committee must consist
study. The doctoral program of study All coursework on the program of study of five to seven PSU faculty members: the
includes coursework, research, internships, must be completed before graduation. dissertation adviser, a minimum of three
and/or seminar credits according to the For students entering a doctoral program and a maximum of five regular members,
requirements of the individual doctoral pro- with a master’s degree, a maximum of five and the Graduate Office Representative.
gram. A minimum 27 credits of 603 years will be allowed from admission to The chair of the dissertation committee and
Dissertation is required for all Ph.D. stu- completion of all required comprehensive the Graduate Office Representative must be
dents; a minimum of 18 credits of 603 examinations. For students entering with a regular, full-time PSU instructional faculty,
Dissertation is required for all Ed.D. stu- bachelor’s degree, a maximum of two addi- tenured or tenure-track, assistant professor
dents,. A minimum of three academic years tional years will be added to this limit, for a or higher in rank; the other three to five
of satisfactory graduate study beyond the maximum of seven years from admission to committee members may include adjunct or
bachelor’s degree is required (equivalent to completion of all comprehensive examina- fixed-term faculty and/or one member of
81 quarter credits minimum) for all doctoral tions. Failure to meet this time limit will the OHSU faculty. If it is necessary to go
off-campus for one committee member with naires, whether supported by grant, con- Degree application. Students must file an
specific expertise not available among PSU tract, gift, University, or personal funds. Application for Awarding of Master’s or
faculty, a curriculum vitae (CV) for that Even if a student’s research is exempt from Doctoral Degree with the Office of
proposed member must be presented with full Human Subjects Research Review Graduate Studies by the first Friday of the
the GO-16D form. This off-campus mem- Committee review, the student must still file anticipated term of graduation. The applica-
ber may substitute for one of the three to an application with the HSRRC. The deci- tion is available on the Graduate Studies
five regular committee members. All com- sion to waive review is made by the HSRRC website. A $20 charge will be applied to the
mittee members must have doctoral degrees. chair or a designated member of the student’s PSU account after the application
No proposal defense shall be valid without HSRRC. is processed by the Office of Graduate
a dissertation committee approved by the Advancement to Candidacy. A student is Studies. A student with any M (Missing)
Office of Graduate Studies. The GO-16D advanced to candidacy after successful grades in PSU graduate courses that could
form should be submitted to the Office of defense of the dissertation proposal and the potentially be letter graded will not be certi-
Graduate Studies a minimum of six weeks recommendation of the doctoral program fied for graduation, even if the courses are
in advance of the estimated date of the dis- and after HSRRC approval has been grant- not applied to the student’s degree program.
sertation proposal meeting. The student ed. If the student has not satisfied the resi- Dissertation defense. After preparation of
must deliver a draft of the dissertation pro- dency requirement by the time of advance- the written dissertation, the candidate’s dis-
posal to all members of the approved comment to candidacy, a plan for doctoral resi- sertation committee will conduct a disserta-
mittee no fewer than 14 days before the dency must accompany the program’s rection defense. A dissertation defense may be
proposal defense. ommendation for advancement. The Dean scheduled only during the regular academic
All appointed committee members, or of Graduate Studies retains final approval terms, no later than five weeks prior to the
alternates approved in advance by the Office authority for advancement to candidacy. close of the term of application for gradua-
of Graduate Studies, must be present for the A doctoral candidate has a minimum of tion in which the degree will be granted
proposal defense; one regular committee four months and a maximum of five years (i.e., must be completed four weeks before
member (not the Chair or Graduate Office from the effective date of advancement to the beginning of finals week). For summer
Representative) may participate via speaker candidacy to complete all requirements for term graduation, deadlines apply to the reg-
phone. The proposal defense must be a for- graduation, including defense of the disser- ular eight-week Summer Session dates. Later
mal meeting of the entire approved disserta- tation and its final approval by the Office of completion will result in graduation in a
tion committee at which the student will Graduate Studies (doctoral programs may subsequent term. The student must deliver a
make an oral presentation of the written have stricter requirements). Candidates must final draft of the dissertation to all members
proposal for discussion, evaluation, and sug- be continuously enrolled during that period. of the approved committee no fewer than
gested modification. The final proposal sub- Failure to meet the five-year limitation will 14 days before the dissertation defense.
mitted to the committee for approval should invalidate passing of the comprehensive The dissertation defense, which is open to
be sufficiently detailed and clear to provide examinations and remove the student from the public, is the culminating experience in
a blueprint for the study to follow. The pro- candidacy. Advancement to a second period the doctoral studies. The candidate is expect-
posal is expected to include the following: of candidacy requires the passing of the reg- ed to prepare an oral presentation on the
1. General nature and present status of ular, or a special, comprehensive examina- research methodology and results. The oral
knowledge of the problem. tion. Approvals for a second period of can- presentation should not exceed 60 minutes.
2. The theoretical and empirical frame- didacy are required from the doctoral pro- Following the oral presentation, the candidate
work within which the proposed problem gram and the Dean of Graduate Studies; the must defend the dissertation as a worthy con-
exists. maximum time limit (which will be less tribution to knowledge in its field and must
3. The significance of the proposed than five years) will be determined by the demonstrate a mastery of the field of special-
research and its likely contributions. doctoral program and the Dean of Graduate ization as it is related to the dissertation. The
4. The research methodology to be used. Studies. questioning and discussion are for the pur-
The doctoral program recommends the Dissertation preparation. With guidance pose of: (1) further enlightenment of the can-
student for advancement to candidacy once of the dissertation committee, the candidate didate and the committee of the significance
the dissertation proposal has been approved. presents a dissertation setting forth the and limitations of the research, and (2) dem-
Human Subjects Research Review results of original and independent investi- onstration that the candidate has met the
Committee. After proposal approval, the gation. The dissertation must constitute a high expectations of the University for the
student submits a Human Subjects Research contribution to knowledge, significantly awarding of the doctoral degree.
Review Committee (HSRRC) application to enlarging, modifying, or reinterpreting what All committee members or alternates
the Office of Research and Sponsored was previously known. Until the degree is approved in advance by the Dean of
Projects if human subjects are involved in granted, the student enrolls for the number Graduate Studies must be present for the
the research in any way. A student cannot of credits appropriate to the amount of dissertation defense; one regular committee
be advanced to candidacy until HSRRC University services utilized, as determined member (not the Chair or Graduate Office
approval is granted. The student should by the dissertation adviser, with a minimum Representative) may participate via speaker
allow a minimum of six weeks for the of one credit each term. Ph.D. students phone. For dissertation approval, there may
approval process. All research involving must register for a minimum of 27 credits be no more than one dissenting vote on the
human subjects conducted by faculty, staff of 603 Dissertation before graduation; dissertation defense. If the dissertation
or students in any program at PSU must Ed.D. students must register for a minimum defense is not satisfactory, the advisory com-
have prior approval of the Human Subjects of 18 credits of 603 Dissertation before mittee may recommend that the Dean of
Research Review Committee. This policy, graduation. Continuous enrollment of a Graduate Studies permit the candidate to
established by the Office of the President of minimum 1 graduate credit is required have a second defense after a minimum of
Portland State University, applies to all through the term a student graduates, even three months. The results of the second
research under the auspices of the if this results in more than 27 (18) credits of defense are final.
University, including surveys and question- 603 Dissertation at the time of graduation. The final dissertation must be submitted
to the Office of Graduate Studies not later humanities, sciences, social sciences, and the of the two or three intended departments,
than three weeks prior to the close of the professional schools are combined to create a indicating willingness to serve on the stu-
term of application for graduation. For cohesive program not otherwise available on dent’s advisory and final examination com-
details about formatting, submission, and campus. Such a program will involve a mini- mittee and acceptance of the general plan of
specific deadlines, as well as information mum of two and a maximum of three aca- study and intended outcome. One of these
about microfilming and copyright of the demic disciplines. faculty members will be designated as chair.
dissertation, see the Office of Graduate The program is also designed to respond One faculty adviser (in a two-department
Studies website. to faculty-driven initiatives in emerging program) or two faculty advisers (in a three-
Time limitations. For students entering a fields of study, providing an avenue for fac- department program) should have experi-
doctoral program with a master’s degree, a ulty from different disciplines to collaborate ence as chair of a master’s or doctoral com-
maximum of five years will be allowed from in graduate education in areas of intellectual mittee in which the degree was granted
admission to completion of all required interest where specific graduate programs do within the past three years. Each faculty
comprehensive examinations. For students not yet exist. member may chair only two M.A./M.S.
entering with a bachelor’s degree, a maxi- Admission to the program. Admission interdisciplinary studies committees at any
mum of two additional years will be added applications are available in the Office of one time.
to this limit, for a maximum of seven years Graduate Studies. Students must meet all Admission decisions will be made by a
from admission to completion of all com- requirements for regular University admis- committee composed of the coordinator of
prehensive examinations. Failure to meet sion. Admission will be selective, based on Graduate Studies, the senior academic adviser
this time limit will result in cancellation of completed graduate coursework (if applica- in Liberal Arts and Sciences, and a represen-
admission to the doctoral program. ble), appropriate undergraduate coursework, tative from each of the departments or pro-
A maximum of three years will be allowed grades, particular departmental require- grams (not the proposed adviser), designated
from the completion of comprehensive ments, letters of recommendation, and a by the department chair. This committee
examinations to advancement to candidacy. statement of purpose regarding the intended may choose to include additional departmen-
Failure to meet this time limit will result in fields of study. In addition, each student tal or Graduate Council members in assess-
cancellation of admission to the doctoral must obtain the consent of an eligible ten- ment of individual application files, if appro-
program. ured or tenure-track faculty adviser in each priate.
A doctoral candidate has a minimum of
four months and a maximum of five years
from the effective date of advancement to
candidacy to complete all requirements for
graduation, including defense of the disser-
tation and its final approval by the Office of
Graduate Studies (within this time frame,
doctoral programs may have stricter require-
ments). Candidates must be continuously
enrolled during that period. Failure to meet
the five-year limitation will invalidate pass-
ing of the comprehensive examinations and
remove the student from candidacy.
Advancement to a second period of candida-
cy requires the passing of the regular, or a
special, comprehensive examination.
Approvals for a second period of candidacy
are required from the doctoral program and
the Dean of Graduate Studies; the maxi-
mum time limit (which will be less than five
years) will be determined by the doctoral
program and the Dean of Graduate Studies.
Dissertation in absentia. With the writ-

ten approval of the doctoral program chair,
the Dean of Graduate Studies may authorize
the dissertation to be prepared in absentia.
The student must register at PSU at the
beginning of each term and conduct the
research under the direction of the disserta-
tion adviser.
MASTER OF ARTS, MASTER OF
SCIENCE PROGRAM IN
INTERDISCIPLINARY STUDIES
This program is designed to provide highly
motivated students the opportunity to devel-
op, with an advising committee, an individu-
alized, interdisciplinary program for graduate
study, in which approved courses in the
Degree requirements. The degree is

intended to allow students, in collaboration
with graduate advisers, to structure a coher-
Systems Science research that incorporates systems ideas and
methods. This option has historically been
available in the College of Liberal Arts and
ent program from the approved graduate Harder House Sciences, the Maseeh College of Engineering
courses of at least two, and no more than 1604 SW 10th Avenue and Computer Science, and the School of
three, separate academic disciplines. 503-725-4960 Business Administration.
Changes to the advising committee or the www.sysc.pdx.edu/ Both of the options facilitate the design of
plan of study after admission must be curricula which are individually tailored to
approved in advance by the Office of M.S. the needs and interests of the students.
Graduate Studies. Ph.D. Master of Science in systems science.
The program requires 54 approved gradu- Systems science is the study and application The Systems Science M.S. program empha-
ate credits and a culminating activity (thesis of general methods of problem solving and sizes the systems theories and methodologies
or project). If two departments or programs general principles governing systems of taught in the current Systems Science Ph.D.
participate, 48 credits are required in the widely differing types. Systems concepts and program. Students choose a combination of
two programs with a minimum of 20 in techniques are used extensively for both systems science courses plus approved cours-
each, and an additional 6 credits of Thesis applied and research purposes. In industry es in associated disciplines. Concentration
(ISt 503) or Project (ISt 506). If three and government, considerable demand exists areas include (but are not limited to) the
departments or programs participate, 48 for professionals who are skilled in modern faculty research areas described in the docu-
credits are required in the three programs methods of decision making and systems ment entitled Systems Science Research at
with a minimum of 15 in each, and an design and who are capable of managing PSU. Upon completion of the program, stu-
additional 6 credits of Thesis (ISt 503) or complex social and technical systems. In dents will understand a wide variety of sys-
Project (ISt 506). mathematics, engineering, business adminis- tems ideas, be able to use them in modeling
The following additional requirements tration, and the natural and social sciences, and analysis, be able to tap methods and
apply to both options: systems theorists continue to make impor- ideas from a variety of disciplines, and will
 All university requirements apply. tant contributions to the growth of knowl- gain expertise in problem solving and in
 All courses in each department must be edge within academic disciplines and to the being integrative thinkers.
approved by the faculty adviser in that application of knowledge across disciplinary
department. boundaries. Indeed, the most exciting Graduate certificates
 All credits must be 500- or 600-level. research in science and engineering today is
The Systems Science program offers gradu-
 Students earning the M.A. degree must outside the boundaries of traditional disci-
ate certificates in two specialty areas: com-
meet the current Second Language plines and is done at centers and institutes
putational intelligence and computer model-
Requirement for M.A./M.A.T. students that study systems described as complex,
ing and simulation. Please see the Graduate
before any final examination can be artificial, adaptive, nonlinear, or intelligent.
Studies section on for graduate certificate
given and before a Graduate Office Such research can be viewed as the continu-
requirements.
Representative for the thesis/project ation and contemporary form of systems sci-
committee can be approved. ence, which crystallized after World War II
around general systems theory, cybernetics,
Admission requirements
 Of the 54 credits applied to the degree,
students must take a minimum of 36 operations research, systems dynamics, sys- Master of Science in systems science.
credits at Portland State after admission tems engineering, and systems analysis. Admission is based on the applicant’s aca-
to the graduate degree program. The core curriculum includes courses in demic transcript, two letters of recommen-
 A maximum of 12 credits total of 501 artificial life, computer simulation, discrete dation, a statement of interests and objec-
(Research), 502 (Independent Study), multivariate modeling, dynamical systems, tives, and other background material consid-
and 505 (Reading and Conference) game theory, information theory, neural net- ered individually by an admissions commit-
combined may be applied toward the 54 works, systems approach, system dynamics, tee, in line with general University admis-
required credits. No 508 (Workshop) or systems theory, and other areas. sion policies. GRE scores are recommended
Doctor of Philosophy in systems sci- but not required. Students admitted to the
510 (Experimental) credits can be
ence. There are two options for the Ph.D. Ph.D. program (either option) need not
applied to the degree. A maximum of 6
in systems science. apply separately for admission to the mas-
credits of 509 (Practicum) and/or 504
Core option: The student pursues inter- ter’s program, but must complete and sub-
(Internship) combined may be applied
disciplinary studies with a strong emphasis mit a GO-19D form to the program.
toward the degree. A total of 16 credits
on systems coursework. Examples of study Doctor of Philosophy in systems sci-
of 501, 502, 504, 505, and 509 com-
topics appropriate for inclusion in such a ence. Students with high academic standing
bined may be applied toward the degree.
program are: intelligent systems; informa- and with a baccalaureate and/or master’s
(Courses numbered at the 600-level still
tion, structure and dynamics; organization, degree may apply for admission to the doctor-
must fit within these limits.)
decision making and optimization; model- al program. D. Applicants should have a com-
 All students will be required to pass a ing and simulation; systems philosophy; sys- bined GRE score of at least 1150 (quantita-
final oral examination. For both thesis
tems approach; and related topics in the tive plus verbal) taken within the last five
and project students, this will be a pre-
study of complex systems. To accommodate years. (This is used to indicate student’s
sentation of an oral examination on the
broader student interests, the Core option national ranking.) For applicants to the
thesis or project, in keeping with
includes a Multidisciplinary track as well SYSC: SBA departmental option, a GMAT
University requirements for master’s
(see Program documents on web). score of at least 550 may be submitted instead
final oral examinations. Before the final
Departmental option: The student of a GRE score. The Admissions Committee
oral examination is scheduled, a faculty
undertakes advanced academic preparation will consider exceptions to the five-year
member from the Office of Graduate
primarily in a single department or school. requirement if the GMAT score or both GRE
Studies will be added to the student's
Discipline-oriented studies, augmented by scores are in the 90th percentile or higher.
committee.
systems coursework, lead to dissertation In considering an applicant for admission,
the admissions committee for Systems Systems Science courses (numbered as ulty from Systems Science and participating
Science seeks evidence of demonstrated above) and/or approved courses from departments, and the topics covered illustrate
intellectual capacity, undergraduate and/or other departments (see document enti- specific applications of systems concepts.
graduate training in an appropriate disci- tled, Approved Resource Courses for the Additional coursework requirements.
pline (or disciplines), adequate preparation Master of Science Program in Systems Beyond the systems component described
in mathematics (including calculus, statis- Science); and 9 thesis credits. A student above, additional graduate courses are
tics, and computer programming), and the selecting the thesis option must form a required to meet the 72 credit hour program
potential to pursue advanced study and thesis committee of at least three faculty minimum for advancement to candidacy.
research for the Ph.D. Students are admitted members (one of whom must be a Participating departments may have addi-
to the program in Fall, Winter, and Spring tional or more specific requirements. Core
Systems Science core faculty), and pass an
terms. Prospective applicants should call or option students are required to take 3 cred-
oral thesis defense.
email the Systems Science Program for the
Non-Thesis option: An additional 21 credits of SySc 507 (offered at 1 credit per term)
information packet. It is also available
its of Systems Science courses (numbered and an additional 9 credits in Systems
online at www.sysc.pdx.edu. The Office of
as above) and/or approved courses from Science beyond the 16 credit core require-
Admissions must receive: (1) the completed
Application to Doctoral Program form, (2) other departments (see document enti- ment cited earlier. Design of the student’s
the application fee, tled, Approved Resource Courses for the comprehensive exam and anticipated disser-
(3) one copy of all undergraduate and grad- Master of Science Program in Systems tation research should guide course selec-
uate transcripts to be sent by the institutions Science). Up to 4 credits of Systems tion.
to Portland State University, and (4) TOEFL Science by-arrangement credits may be Courses taken to satisfy the systems core
if a foreign student. The applicant must used to satisfy this requirement. and additional coursework requirements
arrange for Systems Science to receive: (1) A student selecting the non-thesis option must be at the 500 or 600 level. Credit for
the completed Application to Doctoral will be required to pass two written compre- graduate work done elsewhere (with a grade
Program form, (2) one copy of all under- hensive exams, each of which covers a mini- of B or better) may also be approved.
graduate and graduate transcripts to be sent mum of 16 credit hours of coursework. The However, at least 27 credits of coursework
by the institutions, (3) GRE aptitude or comprehensive exam requirement is to be (not including dissertation credits) must be
GMAT scores, (4) three letters of recom- successfully completed within 5 years of taken at Portland State University.
mendation from faculty and/or professionals admission to the master’s program. One of Decisions to transfer credits for core
acquainted with the applicant’s abilities and the examiners must be a Systems Science option students are made by the program
record, (5) statement of the student’s expec- core faculty member. Students admitted to director upon recommendation of the stu-
tations of the program, and (6) TOEFL the Ph.D. program who pass their compre- dent’s adviser(s); decisions for departmental
score of 575 or other evidence of English hensive exams meet this requirement auto- option students are made by the depart-
competency if a foreign student. matically. Ph.D. students who do not pass
ment/school. There is no specific time limi-
Each applicant who has received formal their comprehensive exams meet this
tation on when courses were taken; however,
notice of admission to the Systems Science requirement if they pass at least two of their
written exams, one of which must be a core the student is expected to be familiar with,
Doctoral Program should contact the
Program office for initial advising. Adviser(s) systems science exam. and may be examined on, material being
will be appointed to assist and consult with Doctor of Philosophy in systems sci- given in current courses equivalent to those
the admitted student regularly in planning the ence. A discussion of general requirements included in the comprehensive examination
program of study and research. A comprehen- for doctoral degrees is on page 69. proposal.
sive examination committee is appointed for Minimum requirements specific to the Enrollment. Students are required to be
each student to give required oral and written Ph.D. in systems science include 72 course enrolled continuously, except if a leave of
examinations. A dissertation committee super- credit hours, organized as follows: absence is formally requested and approved
vises the research and preparation of the dis- Systems component. Students in both the by the Program director. Failure to take
sertation. core and departmental options are required to courses for a year, or failure to maintain
complete 16 credits of systems science course- continued progress after coursework is com-
Degree requirements work as the minimum systems component of pleted will result in a student being dropped
the program. All students must satisfy the first from the program.
Master of Science in systems science. A 8 credits by taking two of the following cours-
discussion of general requirements for mas- Language requirement. Foreign language
es: SySc 511, SySc 512, SySc 513, SySc 514. competency may be required of departmental
ter’s degrees is on page 67. In addition, stu- Any combination of two of the courses, except
dents must meet the requirements below and option students in some departments which
SySc 512 and 514 is acceptable. SySc 511 and
submit the necessary Graduate Studies also determine the level of competency and
512 explore systems concepts in more mathe-
Office forms. All students will be required to matical terms than SySc 513 and 514. testing procedures. (Consult the appropriate
complete 24 credits of graded courses (pass/ Consequently students taking SySc 511 and department for further information.) There is
no pass are not applicable) listed under 512 should have stronger mathematical back- no foreign language requirement for the core
Systems Science in the PSU catalog num- ground.. option. If required, the foreign language
bered SySc 510-599 or SySc 610-699. Up to To fulfill the remaining 8 credits of the sys- examination must be successfully completed
3 credits of SySc 507 (with a Pass grade) tems component, students must take two before the student is allowed to take the com-
may be included to satisfy the 45 credit hour systems science courses numbered 515 prehensive examinations.
requirement. Note: There is a seven-year limit through 599 or 610 and above, or approved Comprehensive examinations. Written
on courses for the master’s degree. This is not 510 courses. These elective courses are either and oral comprehensive examinations are
true for the Ph.D. The master’s program has advanced systems science courses or integra- required in appropriate areas to demonstrate
two options: tive courses. The integrative courses have the breadth and depth of the student’s aca-
emerged from the interdisciplinary nature of demic competence and expertise in research
Thesis option: An additional 12 credits of
the program. They are taught jointly by fac-
techniques pertinent to his/her intended dis- four to five years of full-time study beyond presentation of progress and final reports.
sertation area. Written exams cover four dis- the baccalaureate degree in order to satisfy SySc 508
tinct areas, each including a minimum of 16 the program requirements. Detailed addi- Workshop (Credit to be arranged.)
course credit hours. See the Systems Science tional information on requirements and SySc 510 Selected Topics (Credit to be
Ph.D. Program Supplemental Rules for procedures are contained in the document, arranged.)
more details (available on the web). “Systems Science Ph.D. Program SySc 511
Systems Theory (4)
Advancement to candidacy. All students Supplemental Rules,” and should be
Surveys fundamental systems concepts and central
must establish competency in appropriate obtained by visiting our Web site: www.sysc. aspects of systems theory. The course begins with
research methodology before beginning their pdx.edu or contacting the Systems Science an overview of the systems paradigm and the sys-
dissertation research. After this and all other Ph.D. Program. tems field as a whole. Topics then include intro-
requirements have been met, the student ductions to set and information-theoretic multivar-
prepares a proposal for independent research iate relations and structures, discrete dynamic sys-
leading to a significant and original contri- Courses tems; model representation and simulation; deci-
bution to knowledge in the systems field. Courses with an asterisk (*) are not offered every year.
sion analysis, optimization, game theory; artificial
When the proposal is accepted, the student intelligence, complex adaptive systems. Readings
SySc 501
drawn from mathematics, the natural and social
is advanced to candidacy, and then focuses Research (Credit to be arranged.)
Research which is normally not part of the thesis. sciences, and the professional disciplines (e.g.,
exclusively on research. Students must regis- engineering, business). Course content derives
ter for at least 27 credits of dissertation SySc 503 both from “classical” general systems theory, cyber-
research after advancement to candidacy. Thesis (Credit to be arranged.) netics, and operations research as well as from con-
Dissertation. Completed research is pre- All aspects of the thesis including research and its temporary systems research, which is organized
sented in a dissertation which must be writing. around the themes of nonlinear dynamics, com-
approved and successfully defended in a SySc 505 plexity, and adaptation. Prerequisites: graduate
final oral examination. After Advancement Reading and Conference (Credit to be standing, calculus, probability, computer program-
to Candidacy, but prior to this examination, arranged.) ming.
core students are required to present their Scholarly examination of literature including dis-
cussion between student and professor. SySc 512
research at the SySc 507 Seminar, a pre- Quantitative Methods of Systems Science (4)
announced 50-minute formal presentation. SySc 507 An introduction to the quantitative representation
The student can anticipate approximately Seminar (Credit to be arranged.) and investigation of systems with a focus that
Discussion of recent and current research and/or
emphasizes tools more than applications. Topics crete system simulation to real world problems SySc 553/653
include linear dynamics, optimization, and uncer- using the Arena simulation language. The mathe- Manufacturing Systems Simulation (4)
tainty. The level of presentation assumes familiarity matical basis for discrete system simulation is Application of discrete systems simulation to
and facility with calculus. Notions from linear alge- probability theory and queuing theory. It is used manufacturing processes, including production
bra unify the topics and those notions will be pre- extensively in the fields of operations research, cells, assembly operations, materials handling, and
civil engineering, and industrial engineering. scheduling. Students also learn general systems
sented. Required coursework includes both calcula-
Students apply the tools to projects within their modeling concepts, such as how to model random
tions to be done on a computer and calculations to fields of interest. Prerequisite: graduate standing processes and probabilistic events, and how to use
be done by hand. Prerequisites: one year of calculus, or consent of the instructor. a specific simulation package that features realistic
probability and familiarity with computers, graduate animation of the system under study.
standing. SySc 529/629
Business Process Modeling and Simulation (4) Prerequisites: basic knowledge of probability and
SySc 513 The primary focus is on the application of system statistics, and some exposure to manufacturing
Systems Approach (4) simulation to process flow problems. Extend, a processes and terminology. This course is the
Provides practitioner-oriented definition of sys- special-purpose computer simulation language, is same as ETM 553/653; course may only be taken
tems, including: importance of observer depen- used to develop models to describe and analyze once for credit.
dence and context, and ideas of meta-systems, both continuous and discrete flow processes in SySc 557/657
subsystems; notion of value system and associated order to better understand bottlenecks and how Artificial Life (4)
optimization/sub-optimization; aspects of life- to alleviate them. Such models are used to study, Artificial life (ALife) encompasses mathematical
cycle project management; the underlying notions for example, manufacturing systems, business sys- and computational studies of phenomena such as
of inquiring systems; and key aspects of learning tems, and engineering systems. Students apply the replication, metabolism, morphogenesis, learning,
(human) organizations. Qualitative tools for the concepts to projects within their fields of interest. adaptation, and evolution. Situated at the inter-
system’s practitioner, including graphical tools, Prerequisite: graduate standing or consent of the section of computer science and biology (also
basic ideas of modeling/simulation and structural instructor. physics and chemistry) and focused on abstract,
modeling. Also, the multiple perspectives aspect materiality-independent aspects of life, its purpose
of the systems approach. Prerequisite: graduate SySc 541/641
is two-fold: to understand biological phenomena
standing. Dynamic Systems I (4)
and to develop computational technologies. ALife
The fundamental concepts of modeling time
SySc 514 bears significantly also on the social sciences and
dependent deterministic systems, including appli-
System Dynamics (4) philosophy. It is part of the research program into
cations of dynamic models to various types of sys-
Introduces concepts and a methodology for ana- “complex adaptive systems”. Emphasizes (1) cellu-
tems including electrical, mechanical, economic,
lyzing the behavioral dynamics of systems that lar automata (and other discrete dynamical mod-
and ecological. Computer methods are used as
consist of complex “webs” of feedback loops. els), (2) ecological and evolutionary simulations,
illustrations and as tools for analysis. Prerequisites:
Primary emphasis is on building computer mod- and (3) genetic algorithm optimization and adap-
familiarity with high-level computer languages,
els of these systems and using these models to tation. Other topics include artificial chemistry
applied linear algebra, differential equations, and
enhance understanding, make predictions, and (metabolism and origins of life) and philosophical
multivariable calculus.
find ways to improve the performance of systems issues. Prerequisites: graduate standing, calculus,
and processes. Models are defined in terms of a SySc 545/645 probability, computer programming.
set of “rate” equations that are numerically inte- Information Theory I (4)
SySc 575
grated to simulate behavior over time. The pro- Establishes theoretical limits on the performance
AI: Neural Networks I (4)
cess of applying this methodology to real world of techniques for compression or error correction
Introduces approach for developing computing
situations is discussed in detail. Prerequisite: grad- of signals. This course focuses on communications
devices whose design is based on models taken
uate standing. applications, specifically source coding and chan-
from neurobiology and on notion of “learning.” A
nel coding for discrete signals. Topics will include:
SySc 521/621 variety of NN architectures and associated com-
Entropy and Mutual Information, Asymptotic
Systems Philosophy (4) putational algorithms for accomplishing the learn-
Equipartition (the Ergodic Theorem of
A study of ideas central to systems theory and phi- ing are studied. Experiments with various avail-
Information Theory), Entropy Rates of
losophy. The course focuses on concepts rather than able architectures are performed via a simulation
Information Sources, Data Compression, and
mathematics, and organizes systems ideas around package. Students do a major project on the sim-
Channel Capacity.
the theme of the fundamental “difficulties” (prob- ulator or a special programming project.
SySc 551/651 Prerequisite: graduate standing.
lems, imperfections, modes of failure) encountered
by systems of widely differing types. Though these Discrete Multivariate Modeling (4)
SySc 576
systems ideas often come from the natural sciences This course focuses on information theory as a AI: Neural Networks II (4)
and engineering, they are significant also for the tool for modeling and multivariate analysis and as Focuses on applications. Topics in fuzzy set theo-
social sciences, the professional fields, and even the a general framework for the study of structure ry, control theory, and pattern recognition are
arts and humanities. and organization. The course examines the use of studied and incorporated in considering neural
set- and information-theoretic techniques for the networks. A design project (using NN simulator)
SySc 525/625 analysis of constraints in qualitative, as well as
Agent Based Simulation (4) in selected application area is done by each stu-
quantitative, data. Also covered are software dent. Prerequisite: SySc 575.
Introduction to simulation methods that impart implementations, relations to log-linear methods,
simple rules to collections of “agents” that interact and applications in the natural and social sciences SySc 601
within an environment represented as a spatial and the arts. Prerequisite: SySc 511/611 or con- Research (Credit to be arranged.)
grid. The properties of the agents and the envi- sent of instructor. SySc 603
ronment vary dynamically, and often result in Dissertation (Credit to be arranged.)
behavior patterns that are complex in ways that SySc 552/652 SySc 605
are not readily apparent from an examination of Game Theory (4) Reading and Conference (Credit to be
the rules that generated the behavior. Such behav- Study of cooperation, competition, and conflict arranged.)
ior is often referred to as emergent, with examples in social systems and associated issues of rationali-
ty. Emphasis is on game-theoretic models, partic- SySc 607
including flocks of birds, traffic jams, ant colo- Seminar (Credit to be arranged.)
nies, crowd phenomena, etc. Of particular interest ularly of dilemmas of collective action, their pos-
sible solutions, and their applications to social, SySc 608
is the fact that such phenomena occur without Workshop (Credit to be arranged.)
centralized control. This approach is often used to economic, and political phenomena. Also covered
study social systems, but may be used to study a are social choice theory, and other systems-theo- SySc 610
variety of natural and non-natural systems. retic approaches to cooperation, competition and Selected Topics (Credit to be arranged.)
conflict. Prerequisite: SySc 511/611 or consent of
SySc 527/627 instructor.
Discrete System Simulation (4)
The primary focus is on the application of dis-
School of Business
Administration
SCOTT A. DAWSON, DEAN
SCOTT MARSHALL, ASSOCIATE DEAN GRADUATE PROGRAMS
DARRELL BROWN, ASSOCIATE DEAN, UNDERGRADUATE PROGRAMS
UNDERGRADUATE PROGRAMS OFFICE
240 SCHOOL OF BUSINESS ADMINISTRATION BUILDING, 503-725-3712
www.sba.pdx.edu
GRADUATE PROGRAMS OFFICE
540 SCHOOL OF BUSINESS ADMINISTRATION BUILDING, 503-725-8001
www.gradbusiness.com
B.A., B.S.—Business Administration and are designed to prepare students for

Minor—Advertising (for graphic design positions in accounting, advertising, finance,
majors), Business Administration human resource management, management
Certificate in International Business Studies
and leadership, marketing, real estate
Certificate in Food Industry Management—
Undergraduate
finance, and supply and logistics manage-
Postbaccalaureate Certificate in Accounting ment. The advertising minor for graphic
M.B.A.—Master of Business Administration design majors, business minor, food indus-
M.S.—Master of Science in Financial Analysis try management certificate, and internation-
M.B.A. Healthcare— Masters of Business al business studies certificate are also avail-
Administration Healthcare able. The School of Business also offers
M.I.M.—Master of International Management study abroad opportunities at the under-
Ph.D.—Participating school in graduate -and graduate levels.
Systems Science Doctoral Program
The School of Business offers a Weekend
The undergraduate and graduate programs Business Program. Tailored for the returning
in business administration are accredited by student who is working full-time, the pro-
AACSB—Association to Advance Collegiate gram allows students to complete their
Schools of Business. In addition, the junior and senior years of the business pro-
accounting program has separate accredita- gram on Wednesday evenings and Saturdays
tion from the AACSB. AACSB sets stan- over six terms. Students enrolled in the
dards for business education in terms of cur- Weekend Business Program will complete
ricular content, quality of faculty, and ade- the full curriculum of standard business
quacy of facilities. courses required for a bachelor’s degree in
business with an option in Management and
Leadership. Admission and requirements for
Undergraduate this program are identical to the traditional
programs undergraduate program.
Student advising. Graduate academic
The undergraduate program in business and career advisers are located in 540 SBA
administration adheres to the principle that and undergraduate academic and career
in a free society the business enterprise must advisers are located in 240 SBA. Current
information about admission and degree
be responsibly and efficiently managed. The
requirements for students in the School of
undergraduate degree program includes
Business Administration is available there.
both business and nonbusiness courses. The Students should make appointments with
mission of the undergraduate program is to the advising center at least once a year to
provide students with a broad understand- ensure that requirements are being met. For
ing of business and to equip them with the program option planning and career coun-
dynamic skills required to work successfully seling, students may make an appointment
in a complex and changing global environ- with SBA career counselors, PSU career
ment. counselors, or a faculty member of their
Special emphasis options are available choice.
within the business administration major
The School of Business Administration Applications for admission are accepted Degree requirements
Web site, http://www.pdx.edu/sba, contains anytime during the term. Students currently
announcements concerning policies, upcom- taking classes at PSU or another institution Requirements for major. In addition to
ing activities, scholarships, and other infor- must wait until grades post for the current meeting the general University require-
mation vital to all business and prebusiness term before applying for admission. ments, the student in business administra-
students. Information about student organi- Application forms and deadline dates are tion must take at least 82 credits in business
zations, internships, and career opportunities available online at http://www.pdx.edu/sba/. administration courses of which at least 41
can also be found there. Retention policy. A minimum Portland must be taken at PSU. This total will
State University cumulative GPA of 2.50 include the business core (48 credit hours if
Admission requirements and a minimum GPA of 2.50 in business taken at Portland State), at least one option
administration courses taken at Portland area (20-36 credits, depending on option
Students may declare business administra- chosen), and enough business electives to
State University are required to remain in
tion as their major field of study at any time meet the minimum of 82 credits in busi-
good standing as an admitted business
after admission to Portland State University. ness. Each student in business must also
administration student and for graduation
However, students must be admitted for- take at least 90 credits outside the School of
with a degree in business administration.
mally to the School of Business Business Administration. A minimum of
In addition, students are expected to make
Administration (SBA) before they are 180 credits is required for graduation.
satisfactory progress toward graduation by
allowed to enroll in all upper-division (300 Prerequisite policy. Before enrolling in
completing a minimum of 9 credits during
or 400 level) business administration courses any business course students should read the
each academic year.
or to graduate with a business administra- course description and complete any prereq-
Failure to maintain a 2.50 PSU cumulative
tion degree. uisites that are listed. If a student completes
GPA and a 2.50 PSU business GPA will
If the number of eligible applicants for a course before completing the prerequisite
place a student on probation. The proba-
admission to any business degree program and later completes the prerequisite, credit
tionary period is defined as three terms in
exceeds that for which resources are avail- for the prerequisite will not count toward 82
which the student takes classes. In no
able, acceptance will be competitive. In the credits required in business. The instructor
instance will the period of probation extend
event selective admission becomes necessary, and/or SBA Administration have the author-
beyond three consecutive terms beginning
the GPA computed for the required courses ity to administratively drop any student who
with the first term the student is placed on
for eligibility for program admission will be has not completed the prerequisites.
probation. In the first term of probation the
used. Priority, within reasonable limits, will Students must successfully complete the
student must show progress by raising the
be given to resident students. course with a C- or better.
deficient GPA(s). By the end of the third
The following requirements must be ful- Second Degree Students. You will need
term of probation, the student must raise
filled prior to applying for admission to the to meet the requirements for your major. In
School of Business Administration: the deficient GPA(s) to the required mini-
mum. addition, you should meet with your aca-
1. Be formally admitted to Portland State demic adviser in the School of Business to
University. Students who are disqualified must reapply
for admission if they desire to complete determine if you have met the Bachelor of
2. Have a grade point average (GPA) of at Arts or Bachelor of Science requirements.
least 2.90 for each of the following: degree requirements for programs in the
School of Business Administration. You may also want to meet with an adviser
a. all accepted transfer credits to determine if any of your previous course
b. all PSU graded credits Disqualified students must wait at least one
academic term before applying for readmis- work counts towards the business major
c. all PSU graded business credits. requirements.
Students who do not meet the 2.90 GPA sion. Students applying for readmission
must meet the admission requirements in Business administration students must
requirements will be considered for complete the following courses with a C- or
admission only if the GPA for their most force at the time of reapplication. Business
better:
recent 12 graded credit hours at PSU is students are limited to only one readmission
Credits
3.00 or higher and the applicant has a to the School of Business Administration.
Core courses
Academic disqualification. If a student
minimum 2.50 cumulative PSU GPA and BA 101 Introduction to Business and World
a minimum 2.75 cumulative GPA for all who has been admitted to the School of Affairs..................................................................... 4
completed business courses at PSU. Business Administration is academically dis- BA 205 Business Communications Using
Technology............................................................. 4
3. Have completed each of the pre-business qualified by the University, that student will BA 211 Fundamentals of Financial Accounting... 4
courses with a grade of C- or better. The automatically lose School of Business BA 213 Decision Making with Accounting
pre-business courses are: Administration admitted status. If a student Information............................................................ 4
who has lost admitted status desires to com- BA 301 Research and Analysis of Business
BA 101—Introduction to Business and World Problems................................................................. 4
Affairs plete degree requirements for programs in BA 302 Organizational Behavior.......................... 4
BA 205—Business Communications Using the School of Business Administration, that BA 303 Business Finance........................................ 4
Technology student must reapply. At the time of reappli- BA 311 Marketing Management.......................... 4
BA 211—Fundamentals of Financial Accounting cation the student must: (1) be admitted by BA 325 Competing with
BA 213—Decision Making with Accounting Information Technology........................................ 4
and in good standing with the University, BA 339 Operations and Quality Management.... 4
Information
†CS 106—Computing Fundamentals II (2) have completed 24 credits following dis- BA 385 Business Environment............................... 4
Ec 201, 202—Principles of Economics qualification (these credits must be 300 and BA 495 Business Strategy...................................... 4
Stat 243, 244—Introduction to Probability and 400 level courses), (3) have a cumulative Sub-total 48
Statistics I and II (for business majors) GPA of 2.75, and (4) have a business GPA Business specialization options
(see descriptions below).................................... 20-36
Comm 220—Public Speaking of 2.75.
UnSt 101, 102, 103—Freshman Inquiry or Business options
Wr 121—College Writing
The School of Business Administration
† See Undergraduate Programs Office for course substi- offers options for those students seeking spe-
tutes approved by the SBA faculty. cialization in a subject area. Each student
S c h o o l o f B u s i n e s s A d m i n i s t r at i o n 77
must select one of these options and com- agement cannot apply more than eight common Credits
credits to each option. ISQA 429 Transportation and Logistics
plete the required courses with a C- or bet- Management............................................................. 4
Management and Leadership
ter. Option requirements are satisfied by Objective: to provide requisite knowledge and skills ISQA 439 Purchasing and Supply Chain
taking 20 to 36 upper-division credits which enable the student to meet the challenges of Management............................................................. 4
ISQA 479 Integrated Supply and Logistics
beyond the required business core. The leadership and managerial responsibilities.
Management............................................................. 4
courses specified to satisfy the option Credits Three of the following electives as approved by
requirements are: Mgmt 351 Human Resource Management............. 4 supply and logistics management faculty (at least
Mgmt 445 Organizational Design and Change...... 4 one must be ISQA from below):
Accounting Mgmt 448 Team Processes........................................ 4 ISQA 430 Transportation (4)
Objective: to enable students to acquire the neces- Mgmt 464 Contemporary Leadership Issues........... 4 ISQA 431 Transportation Regulation (4)
sary technical and professional skills for successful ISQA 440 Governmental Procurement (4)
careers in public, management, or governmental Electives..................................................................... 8
accounting. Of the 8 credits of electives, four credits must be ISQA 449 Process Control and Improvement (4)
taken within the management area at the 400 ISQA 450 Project Management (4)
Actg 335 Accounting Information Systems . ....... 4
level. ISQA 451 Business Forecasting (4)
Actg 360 Management Accounting..................... 4
The final four credits can be either: ISQA 454 Supply and Logistics Negotiations (4)
Actg 381, 382, 383 Financial Accounting and a. within the management area at the 400 level,
Reporting.............................................................. 12 ISQA 459 Production Planning and Control (4)
or b. from an approved list of courses, some of
Actg 421 Introduction to Taxation....................... 4 which will be within the SBA and some outside ISQA 458 Purchasing and Logistics within the
the SBA. Food Industry (4)
Actg 430 Governmental and Not-for-Profit......... 1
ISQA 469 Productivity Analysis (4)
Actg 492 Auditing Concepts and Practices.......... 4 Total 24
ISQA 410 Selected Topics (3-4)
Actg 495 Integrated Accounting Issues................ 4 Note: Students who wish to do a double option in Actg 360 Management Accounting (4)
One upper-division accounting course to be management and leadership and human resource
chosen from Actg 422, 460, 476, 485, 490, 493... 3 management cannot apply more than eight com- Mgmt 351 Human Resource Management (4)
mon credits to each option. Mktg 452 Business-to-Business Marketing (3)
Total 36
Other electives as approved by Supply and Logistics
Students electing accounting as an option will also Marketing faculty.
be required to take: Phl 308 Elementary Ethics or Objective: to provide educational opportunities for
Phl 309 Business Ethics; PS 101 United States those who are interested in developing expertise Total 21-24
Government and PS 102 United States Politics; and in marketing strategy and management, market- Requirements for minor in business
3 or more credits in anthropology, psychology, or ing information and technology, food and consum-
sociology. er packaged goods marketing and global market-
administration. The School of Business
Advertising management ing management. Administration offers a 24-credit minor to
Objective: to provide the knowledge and skills nec- Credits students majoring in other disciplines who
essary for students to create and execute advertis- Mktg 363 Consumer Behavior wish to add a business background to their
ing strategy within the broader context of the
marketing function.
and Customer Satisfaction........................................ 4 program of study. The minor emphasizes an
Mktg 460 Marketing Research................................. 4 applied approach to the basic functional
Credits Mktg 464 Marketing Strategy and Management . 4
Mktg 340 Advertising .............................................. 4 areas of business, including accounting and
Track required courses:............................................. 8
Mktg 363 Consumer Behavior and Students must complete eight credits from one of finance, organizational management, mar-
Customer Satisfaction .............................................. 4 the following three tracks: keting and advertising, and entrepreneur-
Mktg 441 Media Strategy ....................................... 4
Mktg 442 Creative Strategy .................................... 4
Marketing information and technology track ship. It is well-suited for the student major-
Mktg 450 Product Innovation ing in the liberal arts and sciences, architec-
Mktg 443 Advertising Campaigns or NSAC (4)*..... 4 and Management (4)
Mktg 460 Marketing Research . .............................. 4 Mktg 461 E-marketing and Relationship ture, fine and performing arts, engineering,
Total 24 Management or Mktg 462 Customer urban and public affairs, or pre-health sci-
* Note: Advertising Management Students may Information (4) ences who intends to work as an indepen-
contact the Undergraduate Programs Office at Food and consumer package
goods marketing track dent contractor or operate a small firm or
(503) 725-3712 for a referral to the professor in
charge of the National Student Advertising Mktg 375 Retailing (4) practice.
Competition (NSAC). Mktg 435 Consumer Package Coursework requirements for the minor in
Finance Goods Marketing (4) business administration are as follows. Please
Global marketing management track
Objective: to provide undergraduate students with
Mktg 376 International Business and
note that courses in the minor (except BA
the educational foundation and exposure to the
broad field of finance, enabling them to develop Trade Practices (4) 101) may not be used to satisfy business
their financial decision making skills so that they Mktg 466 International Marketing (4) major requirements.
can be successful as finance professionals in their Upper-division marketing elective(s) ...................... 8
chosen financial career path. Credits
Actg 381 Financial Accounting and Reporting I.. 4 Total 28 BA 101 Introduction to Business.............................. 4
Fin 319 Intermediate Financial Management . ... 4 Real Estate Finance BA 306 Working with Money for Business Minors.4
Fin 441 Fundamentals of Derivative Securities.... 4 Objective: to provide an understanding of the BA 316 Working with Customers for Business
impact of the real estate industry on the local Minors........................................................................ 4
Fin 449 Valuation................................................... 4
economy and the dynamics that exist between the BA 326 Working with People for Business Minors. 4
Fin 452 Investments .............................................. 4
various components of the industry. A depth of BA 336 Working with Information for Business
Fin 456 International Financial Management...... 4 Minors . ..................................................................... 4
knowledge will be developed in financial account-
Fin 465 Finance Topics and Cases.......................... 4 ing, financial instruments, real estate law, market BA 346 Working as an Entrepreneur for Business
Total 28 analysis, appraisal, and investment. Minors........................................................................ 4
Fin 319 Intermediate Corporate Finance............. 4 Total 24
Human resource management
Fin 333 Foundations of Real Estate Analysis........ 3
Objective: to provide a conceptual framework, as
Fin 360 Real Estate Finance I................................. 3
The PSU cumulative GPA and the PSU
well as the necessary knowledge, skills, and abili- business GPA must be 2.00 for a student to
ties, that allows students to understand what is USP 423 Real Estate Development and Finance.. 4
required to more effectively manage human USP 438 Real Estate Law....................................... 3 graduate with the minor.
resources within an organization. Fin 439 Real Estate Valuation I............................. 3 Requirements for advertising manage-
Credits Fin 440 Real Estate Valuation II............................ 4 ment minor for graphic design majors.
USP 448 Real Estate Market Analysis................... 3
Mgmt 351 Human Resource Management ............ 4 The advertising management minor for
Mgmt 461 Reward Systems and Performance Total 27 graphic design majors provides critical mar-
Management . .......................................................... 4 Supply and logistics management
Mgmt 471 Staffing and Employee Selection ......... 4 keting and advertising business skills to stu-
Objective: to provide students with an interdisci-
Mgmt 493 Human Resource Policies ...................... 4 plinary foundation in supply and logistics manage- dents who plan careers in the graphic design
Upper-division management courses ..................... 4 ment in preparation for careers in purchasing, field. The six courses in the minor provide
industrial distribution, logistics, transportation,
Total 20 and operations management. exposure to and understanding of advertising
Note: Students who wish to do a double option in and marketing principles, including market-
general management and human resource man-
ing’s role in business, consumer behavior,
identifying target markets, creative and media departments selected from: anthropology, geogra- ness courses with a grade of C- or better:
phy, history, political science
strategy development, and promotional cam- BA 211 Fundamentals of Financial Accounting
The area study courses will be upper-division
paign planning. (except PS 205) and must contribute to the stu-
BA 213 Decision Making
Space is limited in the advertising manage- dent’s understanding of the area of the foreign with Accounting Information
language being studied. An approved area study Stat 243, 244 Statistics I and II
ment minor. Interested students should con- course list for languages offered at PSU is available (for business majors)
tact the associate dean for undergraduate pro- in the Undergraduate Programs Office, 240 SBA.
Ec 201 Principles of Economics (micro)
Permission to take an area study course not found
grams for the School of Business on the approved list can be received from your Ec 202 Principles of Economics (macro)
Administration. Courses in the minor academic adviser. 4. Have a grade point average (GPA) of at
include: least 2.90 for each of the following:
Credits Food Industry a. all accepted transfer credits
BA 311 Marketing Management............................. 4 Management Certificate b. all PSU graded credits
Mktg 340 Advertising............................................... 4 c. all PSU graded business credits
Mktg 363 Consumer Behavior and The Food Industry Management Certificate
Customer Satisfaction............................................... 4 provides undergraduate students with an Students who do not meet the 2.90 GPA
Mktg 442 Creative Strategy..................................... 4 educational foundation in the field of food requirements will be considered for admis-
Mktg 443 Advertising Campaigns (4) or
distribution, marketing, and management. sion only if the GPA for their most recent 8
National Student Advertising Competition (8).... 4-8
Certificate requirements include the study of graded credit hours at PSU is 3.00 or higher
One 400-level Mktg elective.................................... 4
the overall competitive business marketplace and the applicant has a minimum 2.50
Total 24
of the food industry from a cross-industry cumulative PSU GPA and a minimum 2.75
perspective, consumer trends, trade relation- cumulative GPA for all completed business
courses at PSU.
Certificates ships, supply and logistics issues, retailing
and distribution, electronic commerce, and Core
Actg 335 Accounting Information Systems............. 4
industry practicum.
International Business Studies Students are required to gain admission to
Actg 360 Management Accounting......................... 4
Actg 381, 382, 383 Financial Accounting and
Certificate the School of Business Administration Reporting.................................................................. 12
The International Business Studies through the regular admission process and Actg 421 Introduction to Taxation.......................... 4
Actg 430 Governmental and Not-for-Profit
Certificate provides undergraduate students must complete degree requirements speci- Accounting................................................................ 1
with an educational foundation in the field fied for a business administration major. In Actg 492 Auditing Concepts and Practices............. 4
of international business. Certificate require- addition, students must complete all certifi- Actg 495 Integrated Accounting Issues................... 4
ments include the study of cultural, eco- cate requirements specified below: Additional credits chosen from:............................ 7-8
Actg 422 Advanced Taxation
nomic, social, and political aspects affecting Food industry management requirements
Actg 460 Advanced Managerial Accounting
business operations. Mktg 375 Retailing (4)
Actg 485 Business Law
Mktg 435 Competing in the Food Industry (4)
Students are required to gain admission to ISQA 458 Purchasing and Logistics Within the Food
Actg 490 Advanced Financial Accounting
the School of Business Administration Industry (4)
and Reporting
Actg 493 Advanced Auditing
through the regular admission process and Mktg 409 Food Industry Practicum (4)
must complete degree requirements speci- 4 hours of directed electives, selected with the fac- Total required accounting core 40-41
ulty adviser’s approval.
fied for a business administration major. In Other required credits
BA 303 Business Finance........................................... 4
addition, students must complete all certifi- Postbaccalaureate BA 325 Competing with Information Technology.. 4
cate requirements as specified below.
Accounting Certificate Total required credits 48-49
Business Administration requirements The Postbaccalaureate Accounting
It is recommended that PBAC Students take
ACTG 199 to cover debits and credits.
Business core
Certificate is a program for students who At least 30 credits required for the certifi-
BA 101, 205, 211, 213, 301, 302, 303, 311, 325, 339,
385, 495 have earned one or more baccalaureate cate and at least 27 of the credits in
International business requirements degrees and who wish to complete the accounting must be taken in residence at
Fin 456 International Financial Management coursework to prepare for a career in Portland State University. Candidates must
Mktg 376 International Business accounting. These recommendations include achieve at least a grade of C- in each course
Mktg 466 Principles of International Marketing courses in accounting providing professional presented for the certificate. Entrance and
Business option requirements preparation for public or industry account- exit GPA requirements are the same as for
Choose from: ing. In addition, courses are recommended the School of Business Administration
Accounting, Advertising Management, Finance,
Human Resource Management, Management and in law, basic business, and in other related undergraduate program. For retention in the
Leadership, Marketing, Real Estate Finance, and areas for those whose undergraduate degree program, grade point averages will be based
Supply and Logistics Management.
is not in business administration. only on coursework taken in the certificate
International Business Studies Certificate students
are encouraged to spend one or more summers in Students may bring photocopies of their program.
overseas management training work experience by undergraduate transcripts to the Postbaccalaureate students who do not
participating in the Portland State University
AIESEC exchange program for business and eco- Undergraduate Programs Office (240 SBA) hold a degree from a university where the
nomics students or other overseas internship and for an evaluation of the prerequisite courses language of instruction is English must sat-
exchange programs. Several such programs are to the program.
available through the School of Business isfy the Wr 323 requirement before comple-
Administration. Application criteria. The following tion of a certificate program.
requirements must be fulfilled prior to
Requirements outside the School of applying:
Business Administration 1. Have earned a baccalaureate degree recog-
Foreign language (two-year proficiency) nized by the PSU Office of Admissions,
Economics courses (two courses) selected from:
Registration and Records.
Ec 340, 440, 441, 442, 445, 446, 447, 450, or, with
approval, other upper-division economics courses 2. Be formally admitted as a postbaccalaure-
related to international studies ate student at PSU.
Area studies—four courses from each of two 3. Have completed the following pre-busi-
Graduate programs in order to improve care delivery and

management practices
Students may elect to complete the
M.I.M. program in either the full-time
The School of Business Administration  Manage cross-professional teams and 15-month or part-time 27-month format.
offers four programs leading to master’s lead profound change in healthcare For the most part, students are expected to
degrees. The School also participates in the organizations. progress through the program with their
System Science Doctoral Program and the The curriculum incorporates the Institute assigned cohort and follow the proposed
Oregon Executive M.B.A. (OEMBA). of Medicine’s six criteria (safe, effective, schedule of classes. Full-time students will
Master of Business Administration. efficient, patient-centered, timely, efficient, have to take some elective coursework dur-
The Master of Business Administration is an and equitable) for a 21st Century healthcare ing the evenings or weekends. Students are
integrated graduate program focused on system. It consists of 72 credits of courses admitted in fall term only. There is no
leadership, innovation and sustainability. from these thematic categories: admission in the winter, spring, or summer
Students master basic technical skills and a Understanding the Healthcare Industry, terms.
series of management competencies, and Leadership and Management in Healthcare,
apply them to real world experiences. The Financial Management in Healthcare, Admissions & Application
curriculum emphasizes innovation and sus- Operations and Quality in Healthcare Requirements
tainability values of the Northwest. It is Marketing, Business Planning, and Strategy
designed to accommodate students with Application Projects and Capstone. The entire application process can take up
business and non-business undergraduate Healthcare is thoroughly integrated to 12 weeks, so it is best to apply early, tak-
degrees and is best suited for those who have throughout the curriculum, and guest ing care to ensure everything is completed
gained at least two years of industry experi- speakers, cases, and examples will be pri- properly. An admissions coordinator will
ence prior to their admission date. marily from healthcare. However, where contact you with a confirmation once your
Students may elect to complete the M.B.A. appropriate, attention will be called to best application is received at the Graduate
program in either the full-time, part-time eve- practices in other industries that could be Business Programs Office.
ning or part-time online format. For the most beneficial in healthcare. Master of Business Administration.
part, students are expected to progress through Master of Science in Financial Analysis. Applying to the MBA+ program at Portland
the program with their assigned cohort and The Master of Science in Financial Analysis State University is a two-step process which
follow the proposed schedule of classes. Full- (M.S.) is a 49-quarter credit hour program involves applying to both Portland State
time students will have to take some elective aimed at individuals who seek graduate-level University’s Office of Admissions and
coursework during the evenings or weekends. specialization in financial analysis, but who Records and the Graduate Business
Students are admitted in fall term only. There do not wish to pursue an M.B.A. The curric- Programs Office.
is no admission in the winter, spring, or sum- ulum is designed to develop forward-thinking Dates for Fall Admission. Application
mer terms. professionals with sharp analytic minds, effec- and all supporting documents:
One of the fall cohorts is the online tive communication skills, and the necessary  November 1—Early Admission
M.B.A. All core courses can be completed vision to apply financial analysis skills in a Decisions
online and will result in the general M.B.A. wide variety of business situations.  February 1—Scholarship Eligibility
Three to four two-day, on-campus residen- Students may take courses on a full-time  May 1—Priority Admission
cies are required each year. (12 credits) or part-time (8 credits) schedule. Students entering the M.B.A. program are
Online MBA program. The PSU Online All classes are in the evening. Applicants expected to know introductory calculus and
MBA program is designed specifically for should have an undergraduate degree in be microcomputer literate (familiar with
busy professionals and for students who live business or economics. Successful comple- word processing, presentation, spread sheet,
outside of the Portland area. This program tion of a course sequence in intermediate and database software) no later than the end
combines the latest in educational and dis- accounting and an introductory course in of the first term of admission.
tance technologies with occasional on-cam- business finance is also required, and all stu- Admission to the MBA+ program is com-
pus residencies. Most of the coursework is dents should exhibit proficiency in comput- petitive, based on an applicant’s ability to
accessible via the Web. Short, intensive er applications and spreadsheet skills. M.S. meet a range of application criteria. To be
weekend residencies are required three or F.A. students are admitted fall term only. admitted to this program the student must
four times per year. Students with a non-business undergraduate complete the following:
Healthcare MBA. degree, interested in pursuing an M.S.F.A. 1. A four year undergraduate degree from an
The Healthcare MBA is a joint degree pro- will need to complete the business courses accredited institution, or its equivalent,
gram offered by Portland State University’s listed on our Web site. with a grade point average (GPA) of 2.75
School of Business and the Oregon Health Master of International Management. or higher. Typically, students with a GPA
Science University’s School of Medicine. A PSU M.I.M. degree is for those who want less than 2.75 will need to complete 9
The Healthcare MBA is only offered in a to be leaders in the international business graduate credits with a GPA of 3.00 or
part-time, three-year format. Courses are arena. The M.I.M. program provides stu- higher.
online with two required residencies per dents with international as well as general 2. A competitive GMAT Score
term. Students in this program learn the business skills, proficiency in a foreign lan- 3. A current resume reflecting a minimum
knowledge, skills, and tools to become guage, and a deep knowledge of political of two years of business or professional
effective managers in healthcare organiza- and economic environments in which global work experience is highly recommended.
tions. Specifically, graduates will be able business leaders work, all gained while work- 4. Two letters of recommendation
to: ing with a culturally diverse group of stu- 5. Essays of Intent
 Manage healthcare organizations in a dents from around the world. The M.I.M. 6. Interview
professional, business-like fashion in degree is for those who want the skills to be 7. English proficiency: All graduate students,
order to enhance compassionate care successful in the fast-paced global business including resident aliens and citizens,
 Understand the underlying processes environment and have a particular interest whose first language is not English must
and systems of health care organizations in working in the Asia Pacific region. meet the English language proficiency
requirement prior to enrollment in aca-  February 1—Scholarship Eligibility students with a GPA less than 2.75 will
demic classes. Valid proof of English lan-  April 1—Priority Admission need to complete 9 graduate credits with a
guage proficiency can be demonstrated Admission to the M.S. in Financial GPA of 3.00 or higher.
through one of the following ways: Analysis program is competitive, based on 2. A competitive GMAT Score
 Completion of a bachelors, masters or an applicant’s ability to meet a range of 3. A current resume reflecting a minimum
doctoral degree from a regionally accred- application criteria. of two years of business or professional
ited U.S. institution or an equivalently The M.S. in Financial Analysis degree is work experience is highly recommended.
accredited non-U.S. institution with for students who have already completed 4. Two letters of recommendation
instruction exclusively in English undergraduate accounting coursework. 5. Essay of Intent
 A TOEFL score of 550 (paper-based), Because this program is only 49 credits, it 6. English proficiency: All graduate stu-
213 (computer-based), 79 (internet- requires that applicants have the necessary dents, including resident aliens and citi-
based) or IELTS score of 7.0. business background that an undergraduate zens, whose first language is not English
 Test scores that are more than two years degree in business, economics or Post- must meet the English language profi-
old may be accepted only if the score Baccalaureate Accounting Certificate ciency requirement prior to enrollment in
exceeded the minimum requirement and (PBAC) would provide prior to starting the academic classes. Valid proof of English
the applicant has maintained continuous program. Applicants are also expected to be language proficiency can be demonstrated
residency in the US since the exam date. proficient in computer applications and through one of the following ways:
For further details visit www.mba.pdx.edu. spreadsheet skills.  Completion of a bachelors, masters or
All applicants need to complete the fol- doctoral degree from a regionally accred-
Master of Science in Financial Analysis.
lowing coursework prior to admission: ited U.S. institution or an equivalently
Applying to the M.S. in Financial Analysis accredited non-U.S. institution with
program at Portland State University is a  Managerial and Financial Accounting instruction exclusively in English
two-step process which involves applying to  Micro and Macro Economics  A TOEFL score of 550 (paper-based),
both Portland State University’s Office of  Statistics 213 (computer-based), 79 (internet-
Admissions and Records and the Graduate  Business Finance based) or IELTS score of 7.0.
Business Programs Office.
 Intermediate Accounting  Test scores that are more than two years
Priority Dates for Fall Admission. 1. Applicants must have a four year under- old may be accepted only if the score
Application and all supporting documents: graduate degree from an accredited institu- exceeded the minimum requirement and
 November 1—Early Admission tion, or its equivalent, with a grade point the applicant has maintained continuous
average (GPA) of 2.75 or higher. Typically, residency in the US since the exam date.
For further details visit www.msfa.pdx.edu. gram, students are able to further develop ISQA 511 Managerial Decision Making (4)
BA 531 Executive Briefings (1)
Master of International Management. expertise in an area of specialization. Visit
Admission to the MIM program is competi- Web site for details at www.mim.pdx.edu. Business disciplines. (26 credits)
tive, based on an applicant’s ability to meet a For further details visit www.mim.pdx.edu. Discipline courses build on the integrated
Only those students who have been formally foundation coursework and provide more
range of application criteria.
admitted to the M.B.A., M.I.M., M.S., or in-depth knowledge and applied skills relat-
Priority Dates for Fall Admission.
System Science Ph.D. programs may take ed to accounting, information systems,
Application and all supporting documents: finance, management, marketing, and oper-
graduate level courses in the School of
 November 1—Early Admission Business Administration. Students formally ations. The role of innovation and the glob-
 February 1—Scholarship Eligibility admitted and in good standing in other gradual environment is infused throughout these
 April 1—Priority Admission ate programs may take courses on a space courses. In addition, the student will be pro-
 June 1—Part Time Final Deadline vided the opportunity to develop their man-
available basis with the recommendation of
Applicants are admitted to the program in agerial competencies.
their program adviser of the approval of the
Actg 511 Financial Reporting (4)
fall term only and must complete the fol- associate dean of academic affairs in the School Actg 512 Managerial Accounting and Control (2)
lowing: of Business Administration. Mktg 544 Marketing Research and Strategy (4)
1. Applicants must have a four year under- Mgmt 550 Organizational Management (4)
graduate degree from an accredited insti- Degree requirements Fin 561 Financial Management (4)
tution, or its equivalent, with a grade ISQA 551 Managing Information Technology (4)
University master’s degree requirements are ISQA 552 Managing Operations and the Value
point average (GPA) of 2.75 or higher. Chain (4)
listed on page 67. In addition, the student
Typically, students with a GPA less than
must fulfill School and program require- Integrated applications. (11 credits)
2.75 will need to complete 9 graduate Application courses formally address the sys-
ments. Contact the School of Business
credits with a GPA of 3.00 or higher. tematic integration across all of the business
Administration’s Graduate Programs Office
2. Successful completion of the M.I.M. pre- disciplines. This occurs in case studies as
directly (503) 725-8001. For the most cur-
requisite courses for applicants who do well as “real world” business projects. In
rent program information, see our Web site
not have a bachelors degree in business addition the student is provided opportuni-
at www.gradbusiness.pdx.edu.
administration: ties to apply their managerial competencies.
Master of Business Administration. The
 Managerial and Financial Accounting goal of the M.B.A. program is to develop Mgmt 562 Business Strategy Capstone (4)
 Micro and Macro Economics highly effective managers and leaders. This
BA 509 Leadership Immersion (1)
BA 506 Business Project (6)
 Business Finance requires the program to develop students’
 Business Statistics expertise in the technical areas of business, Students may be eligible for waiver of
3. A competitive GMAT or GRE Score develop a student’s managerial competencies, some required courses in the MBA program.
4. A current resume reflecting a minimum and develop a student’s ability to integrate A waiver is based upon the student holding
of two years of business or professional this technical expertise with managerial com- an undergraduate major in the specific busi-
work experience is preferred, but not petencies to become an effective leader within ness discipline for which the waiver is
required. organizations. This program seeks to pro- sought. Specifically, Actg 511, Actg 512, Fin
5. Two letters of recommendation duce future business leaders with an innova- 514, Fin 561, ISQA 511, ISQA 551, ISQA
6. Essay of Intent’ tive spirit and a commitment to social, eco- 552, Mktg 544, BA 561 or Mgmt 550 may
7. English proficiency: All graduate stu- nomic and environmental stewardship. Our be considered for waiver. A student can
dents, including resident aliens and citi- program is built on three key ideas that waive a maximum of 12 credit hours from
zens, whose first language is not English reflect the values of our Portland communi- the courses listed above only, thus reducing
must meet the English language profi- ty: Leadership, Innovation, and the required number of hours in the degree
ciency requirement prior to enrollment in Sustainability. The coursework within the program to 60 credit hours.
academic classes. Valid proof of English M.B.A. program can be grouped into four Electives/Concentrations. (16 credits)
language proficiency can be demonstrated segments: foundation skills, business disci- Each student will select elective coursework
through one of the following ways: plines, integration, and specialization/elec- to complete the M.B.A. program. A maxi-
tives. mum of 8 credits of electives may be
 Completion of a bachelors, masters or 400/500 level coursework taken for graduate
doctoral degree from a regionally accred- Foundation skills. (19 credits)
The foundation segment has two compo- credit. Electives will be selected from courses
ited U.S. institution or an equivalently
accredited non-U.S. institution with nents, business perspective and leadership offered by the School of Business
instruction exclusively in English development. The business perspective pro- Administration or may, with the approval of
the director of graduate programs, be select-
 A TOEFL score of 550 (paper-based), vides students with an integrated understand-
ed from areas outside business administra-
213 (computer-based), 79 (internet- ing of the global and competitive challenges
based) or IELTS score of 7.0. facing business today. The role of innovation tion. Electives are an opportunity to develop
and creativity is emphasized. an area of concentration within the M.B.A.
 Test scores that are more than two years program.
old may be accepted only if the score Foundation: Business Perspective
Mktg 511 Pioneering Innovation (4) It is not necessary for students to select an
exceeded the minimum requirement and
the applicant has maintained continuous Fin 514 Economic Environment of the Firm (4) area of concentration. Electives may be
residency in the US since the exam date.
BA 561 Law for Managers (2) taken any time during the program, but stu-
Mgmt 560 Ethics in Organizations (2)
Students are admitted into the MIM pro- dents should plan ahead. Many electives are
gram during fall quarter only. Each year, we The leadership development component only offered one or two times per year.
provides students with the necessary back- Students may also choose to concentrate
admit one full-time and one part-time
ground and support to develop into an their electives in related fields, such as
cohort. Each cohort that begins the program effective manager and leader.
takes all of their core classes together Engineering Management, Not for Profit,
throughout the duration of the program.
Foundation: Leadership Development and Systems Science, among others.
BA 508 Leadership Development
During the final two quarters of the pro- and Assessment (2)
Finance Option Actg 542 Tax Factors in Business Decisions (4)* requirements include core program credits
Actg 551 Accounting Information Systems (4)* plus the language requirement. Furthermore,
The Finance option offered in conjunction
Actg 552 Strategic Cost Management (4)
with the MBA+ creates an opportunity to Actg 553 Financial Statement Analysis (4)
students will produce the international busi-
develop a concentrated skill set within the Actg 560 Professional Ethics ness project in their chosen area of specializa-
finance area. This option provides students and Public Interest (2) tion.
the skills to understand complex financial Fin 551 Financial Management for Financial MIM requirements. In addition to meet-
Analysts (4)
issues as well as experience in the applica- Fin 553 Financial Analysis ing the requirements for PSU and the School
tion of financial tools that facilitate problem and Business Valuation (4) of Business Administration, we also require
solving. Fin 555 Applied Econometrics applicants to complete the following prerequi-
for Financial Analysis (4)
site courses with a C or better: Managerial and
Innovation Management and Financial Analysis Electives
Financial Accounting, Micro and Macro
Select two of the following courses........................ 8
Entrepreneurship Concentration: Economics, Business Finance, Statistics
Actg 522S Advanced Taxation (4)†
The Innovation Management and Actg 525 Tax Research Methods (4)† These prerequisite courses must be com-
Entrepreneurship (IME) concentration Actg 527 Corporate Taxation (4) pleted successfully prior to enrolling in the
offers electives that address processes inside Actg 585S Business Law (4) M.I.M. program. The admissions committee
firms including the management of inven- Actg 592S Auditing Concepts and Practices (4) evaluates each student’s application to deter-
tors and creative staff, as well as processes in Actg 593S Advanced Auditing (4)
mine which courses (if any) are required.
Fin 545 Hedging and Risk Management (4)
the external environment such as market Fin 552S Investments (4) Applicants can complete these prerequisites
assessments of novel technologies. The goal Fin 556S International Financial Management (4) through the M.I.M. prerequisite program.
is to equip students interested in new prod- Fin 562 Intermediate Financial Management (4) The M.I.M. prerequisite program is a sum-
uct development, entrepreneurship, or tech- Fin 565 Cases in Corporate Financial mer program (June-August), developed for
Management (4)
nology marketing with the knowledge Fin 573 Investment Analysis and Portfolio
students with limited (or no) academic busi-
required to bring new products and services Management (4) ness background.
to market. Fin 574 Investment Analysis and Portfolio Exceptions to the above will be considered
Management (2)
on a case-by-case basis by the Master of
International Business ISQA 551 Managing Information Technology (4)
International Management Admissions
ISQA 552 Managing Operations and
Concentration: the Value Chain (4) Committee.
The International Business concentration Mktg 510 Services Marketing (4) Transfer credits and course waivers.
provides grounding in the contemporary Since the Master of International
† These courses may be replaced with elective course-
world affairs that affect business and in the work based on previous academic preparation. Management program is a cohort program,
organizational issues facing firms operating Other courses including study abroad as no transfer credits will be accepted nor will
in the global arena. approved by the director of the MSFA there be any course substitutions or waivers.
Sustainable Enterprise program. See our Web site www.gradbusi- Grading. Students must maintain a
Concentration: ness.pdx.edu. cumulative GPA of at least 3.00 for all grad-
The Sustainable Enterprise concentration Master of International Management. uate credits earned in the Master of
provides a strong foundation in how to The M.I.M. program offers a 15-month full- International Management program.
manage businesses for financial, environ- time or 27 month part-time format and an Language requirement. The language
mental, and social performance. intense learning experience reflective of component of the M.I.M. is designed to
international business today. The M.I.M. prepare participants for the international
Food Marketing & Logistics degree focuses on Asian business. A three- business environment of Asia. The goal is to
Concentration (FMLC): week field study trip to Asia is an integral create a comfort level in the target language,
Students completing this concentration will part of the program, as is the international Chinese or Japanese, such that the partici-
obtain an understanding of the macro-com- business consulting capstone project. The pant understands business etiquette and can
petitive dynamics of the industry; understand M.I.M. program strives to create a strong function socially. The primary skills empha-
the industry structure, key players and value cross-cultural learning community through sized are listening, followed by speaking,
chain; and will understand issues in customer a cohort structure that helps students to reading, and writing. The content of the
driven supply chain and purchasing. The build team skills, beginning with a four-day language focuses on business and social situ-
MBA+ required core class BA 506: Business outdoor wilderness excursion for all students ations, concentrating on relevant vocabulary.
Project offers students an opportunity to put during orientation week. Field study in China and Japan.
their skills to work in a real industry-sponsored Faculty for the M.I.M. program are drawn Students travel to China, Japan and South
practical experience. from Portland State University, University of Korea to visit companies, meet with interna-
Oregon, Oregon State University, and other tional business executives, and learn more
Real Estate Development Certificate: U.S. and foreign universities, as well as about these cultures. This trip allows stu-
A concentration centering on issues of selected business executives. Classes are held dents the opportunity to immerse them-
property development, finance and real at PSU’s main campus as well as the Oregon selves in the culture and lifestyle of different
estate, and housing economics. Executive MBA Faculty in downtown Asian countries.
Master of Science in Financial Analysis. Portland. Admissions. We have fall admission
Successful completion of the M.S. in Specialization options. To meet the only. Our application deadline is April 30.
Financial Analysis requires 11 credits of growing corporate demand for specialized Please submit all application materials to the
business, 30 credits of financial analysis and skills, the M.I.M. offers specialization tracks.
accounting, and 8 credits of electives. M.I.M. Program.
Students can acquire in-depth knowledge in
Credit one of five key management areas: global cor- Program schedule
Business................................................................... 11 porate sustainability, international corporate MIM 517: Accounting for Global Enterprises
BA 506 Business Project with finance focus (6) finance, international non-governmental orga- MIM 515: Global Marketing
BA 531 Executive Briefings (1) nization leadership, global marketing, or glob- MIM 513: Pacific Rim Economies, Trade & Financial
Mgmt 562 Business Strategy and Policy (4) Markets
al supply chain management. General M.I.M. MIM 588: Global Business Strategy (part 1)
Financial analysis core............................................ 30
MIM 576: Intercultural Competence and

Communications
Program.
There are two options for study in the sys-
Courses
MIM 558: Comparative Operations Management
MIM 511: Global Business, Society and Ecology tems science program. Both options facili- Accounting
MIM 568: Managing Information Technology tate the design of curricula which are indi-
Globally vidually tailored to the needs and interests Courses with an asterisk (*) are not offered every year.
MIM 579: 3-Week Asia Study Tour
of students. Students may earn the M.B.A. For information on the accounting option require-
MIM 516: Contemporary Pacific Rim and World
Affairs and the systems science Ph.D. concurrently ments, see page 77. All 300- and 400-level courses
MIM 564: Global Human Resource Management and should anticipate approximately four to require junior-level standing and admission to the
MIM 519: International Law and Ethics five years of full-time study beyond the bac- School of Business Administration; graduate courses
MIM 574: International Corporate Finance and require admission to the graduate programs.
Investment
calaureate degree in order to satisfy the pro-
Actg 199
MIM 577: International Business Negotiations gram requirements. Special Studies (Credit to be arranged.)
MIM 589: Global Business Strategy (part 2) Departmental option: The student Often offered as Debits and Credits, recommend-
Specialization Course undertakes advanced academic preparation ed for accounting majors.
Specialization Course primarily in a single department or school.
Specialization Course Actg 335
In the School of Business Administration,
MIM 505: Foreign Language Accounting Information Systems (4)
MIM 509: Global Business Immersion
students concentrate their coursework in Methodology used in manual and computer sys-
MIM 506: International Business Research Project one department or subject area and take tems for the accumulation, classification, process-
MIM 510: Age of Pacific Lecture Series courses from other departments as well. ing, analysis, and communication of accounting
See Web site for full list of Specializations Core option: The student pursues inter- data. Development of the accounting techniques
disciplinary studies with a stronger emphasis used in the handling of large amounts of informa-
www.mim.pdx.edu. tion; special journals and controlling accounts;
Doctor of Philosophy in systems sci- on systems coursework.
computer files for storing data; computer process-
ence—business administration. The For information relating to the Ph.D. pro- ing of data. Discussion of the problems encoun-
Systems Science Doctoral Program prepares gram in systems science, see page 71. tered in the systems for different types of organi-
students for academic or professional careers zations. Prerequisites: BA 213, BA 325.
in systems concepts and techniques. The
School of Business Administration partici-
pates in the Systems Science Doctoral
Actg 360 financial and non-financial information in deci- Actg 512

Management Accounting (4) sion making and strategic management. Cases Managerial Accounting and Control (2)
Emphasis on the development, analysis, and com- and/or simulations will be used extensively. Covers traditional managerial accounting issues,
munication of cost information relevant to the fol- Prerequisites: Actg 360 and BA 339. (BA 339 not including operational budgeting and cash flow anal-
lowing functions: planning, decision making, cost required for students in postbaccalaureate certifi- ysis. In addition, the course will consider financial
control and management, pricing, and perfor- cate in accounting program) models used in analyzing the economic viability of
mance evaluation. Prerequisite: BA 213. Actg 485/585 new product and services and emerging trends in
Actg 381, 382, 383 Business Law (4) internalizing ecological ‘externalities.’
Financial Accounting and Laws of contracts, negotiable checks, notes, and *Actg 542
Reporting I, II, III (4, 4, 4) drafts, insurance, documents of title, sales of Tax Factors in Business Decisions (4)
Comprehensive study of the principles, conven- goods, letters of credit, employees and indepen- Tax implications of common business questions
tions and postulates of financial accounting. dent contractors, agency, partnership, corpora- and transactions, including choices of business
Appropriate preparation of GAAP financial state- tions, securities, bankruptcy, security interests, entity, acquisition and sale of business assets,
ments and financial disclosures, including exposure mortgages, suretyship and bulk sales. Covers law compensation and benefits planning, and U.S.
to the judgment inherent in financial reporting. part of CPA exam. taxation of international trade. Students will be
Considers information requirements and expecta- Actg 490 exposed to the common income and estate tax
tions of users of financial statements. International Advanced Financial Accounting (3) planning strategies of individuals and families
financial accounting standards will be considered Emphasizes accounting for business combinations. engaged in business. Prerequisite: Actg 512 or
where appropriate. Specific focus on the responsi- In addition, accounting issues related to partner- admission to the Master’s of Science in financial
bility of accountants for maintaining professional ships and foreign currency translation and transac- analysis program.
accountability to the public interest in the face of tions are studied. Prerequisite: Actg 382. *Actg 550
institutional pressures. Courses must be taken in Advanced Financial Reporting (4)
sequence. Prerequisites: BA 213 for Actg 381; Actg Actg 492/592 Financial reporting for general M.B.A. student.
381 for Actg 382; Actg 382 for Actg 383. Auditing Concepts and Practices (4) Studies of the accounting valuation process,
Auditing standards and procedures observed by accounting income measurement, and financial
Actg 399 Certified Public Accountants in the examination
Special Studies (Credit to be arranged.) disclosure. Contemporary issues are examined in
of the financial statements of business and other the context of factors that shape accounting stan-
Actg 401/501 organizations. Audit standards and objectives and
Research (Credit to be arranged.) dards and current trends in financial reporting.
conceptual framework for collection of evidence Prerequisite: Actg 511.
Actg 404/504 and assessment of control risk. Short-form audit
Internship (Credit to be arranged.) report and operational auditing. Prerequisites: Actg 551
Actg 405/505 Actg 335 and 382. Accounting Information Systems (4)
Reading and Conference Study of accounting information systems for
Actg 493/593 operations with an emphasis on accounting issues.
(Credit to be arranged.) Advanced Auditing (4)
Consent of instructor. Addresses the information systems issues encoun-
Audit objectives and procedures for the collection tered by internal financial analysts. Topics may
Actg 407/507 of evidence and the assessment of control risk are include database and accounting information sys-
Seminar (Credit to be arranged.) explored. The effects of attribute and variables tem design, model building, the use of accounting
Student-selected problems in business operation sampling as well as the effects of computers and information for forecasting, and other topics asso-
and business management to be studied by the computer-control procedures on the audit process ciated with the development of information sys-
individual and discussed in group meeting under are examined. In addition, audit, compilation, tems to support financial analysis.
direction of academic staff. and review reports are important elements of this
course. Prerequisites: Actg 492. Actg 552
Actg 409/509 Strategic Cost Management (4)
Practicum (Credit to be arranged.) Actg 495 Course takes the perspective that managers should
Actg 421 Integrated Accounting Issues (4) not use information from accounting systems
Introduction to Taxation (4) Integrates topics from various accounting areas. designed to prepare external financial reports in
Introduces students to a broad range of tax con- Provides students with opportunities to see the order to make internal management decisions.
cepts, tax policies, and different types of taxpay- accounting interactions and tradeoffs that result Provides alternative approaches to developing and
ers. Students should develop an understanding of from realistic business situations. Course will using accounting information. Special emphasis
how tax laws affect most business and personal enhance students’ understanding of accounting and will be placed on understanding traditional cost
financial decisions. Tax reporting, tax planning, its influence on business, as well as the understand- systems, activity-based costing systems, and deter-
and basic tax research skills will be emphasized. ing of how business processes affect accounting mining the cost of quality. Course will rely heavi-
Prerequisite: BA 213. results, through a set of comprehensive case studies. ly on the examination of actual company situa-
Prerequisites: Actg 360, 421, 492. tions. Prerequisite: Actg 512 or admission to the
Actg 422/522
Advanced Taxation (4) Actg 503 Master’s of Science in financial analysis program.
Expands students’ knowledge of how tax laws Thesis (Credit to be arranged.) Actg 553
affect sole proprietors, partnerships, corporations, Actg 511 Financial Statement Analysis (4)
and other business entities. In addition, the tax Financial Accounting (4) Sound financial information for making business
laws applicable to estates, gifts, trusts, tax exempt An introduction to the reporting system used by decisions is obtained by an understanding of
organizations, and foreign persons are explored. businesses to convey financial information to par- accounting data from which the information is
Prerequisites: Actg 421. ties external to the enterprise. Primary emphasis is derived as well as by the application of tools of
placed on understanding the financial reports that analysis. Students will gain an increased under-
Actg 430 are the end product of this system—what they do
Governmental and standing of the properties and use of accounting
and do not tell the user about a business enter- numbers in the determination and forecasting of
Not-for-Profit Accounting (1) prise. The accounting principles, conventions,
An introduction to governmental and “fund” financial positions, results of operations, cash
and concepts underlying financial reporting are flows, the financial disclosure process, and its use
accounting. Topics include state and local govern- examined with the objective of developing the
mental funds and accounting for not-for-profit in comparing business performance. Prerequisite:
ability to read, comprehend, and perform a basic Fin 551 or 561.
hospitals, universities, and health/welfare organi- analysis of financial statements. In addition, an
zations. Prerequisite: Actg 382. introduction to corporate social responsibility and Actg 560
Actg 460 environment performance reporting will be pro- Professional Ethics and the Public Interest (2)
Advanced Managerial Accounting (4) vided. Introduces students to ethical perspectives that
Advanced development, analysis, and communi- provide the philosophical context for the study of
cation of cost information, focusing on the use of applied business ethics. Students use practical
frameworks to address complex ethical and social
issues and explore organizational processes and BA 302 can support functional areas of a business. Other
structures that can shape social performances. The Organizational Behavior (4) topics include: communication technologies to
context for this course is financial and accounting Focuses on issues that are relevant to the three support groups, productivity software and applica-
situations. levels of organizational behavior (i.e., individual, tions, designing systems for competitive advantage,
Actg 601 group, and organizational). Key topics include: and systems reengineering. Prerequisites: BA 205
Research (Credit to be arranged.) the nature and dynamics of teams, personal values and junior standing.
Actg 607 and employee job attitudes, communication, con- †BA 326
Seminar (Credit to be arranged.) flict resolution, motivation, leadership, decision Working with People for Business Minors (4)
making, employee effectiveness, and the impact of Essential topics in management and business
organizational level issues such as policies, struc-
Business Administration ture, design, and culture. Techniques used to
communications. Focuses on the management of
business organizations in an applied setting. Key
All 300- and 400-level courses require junior-level facilitate learning may include role plays, cases, topics include motivating and leading individuals
standing; all 300- and 400-level courses, except presentations, organizational simulations, team- and groups, working effectively in teams, and
business minor courses require admission to the work, and/or term research papers. Prerequisite: conflict management. In addition, students will
School of Business Administration; graduate courses BA 205 and junior standing. learn to collect, organize, and present information
require admission to the graduate programs. BA 303 in a business setting.
BA 101 Business Finance (4) † Courses in the minor may not be used to satisfy major
Introduction to Business Development and study of a decision framework requirements, except for BA 101.
and World Affairs (4) for financial management with special emphasis †BA 336
Introduction to the business firm operating in the on small- and medium-sized businesses. Topics Working with Information for
local, national, and global marketplace. Emphasizes include analysis of financial health, planning for Business Minors (4)
the integration of the various functional areas of future financial performance, evaluation of invest- Discusses the importance of information and its
business as the firm evolves from its entrepreneurial ment opportunities, and analyses of risk. support of a business organization. An under-
origins to a mature corporation. Financing of firm growth and valuation will be standing of the essential relationships among
BA 205 introduced. An integration of the concepts of information, business process, and information
Business Communications financial management into a total system approach technology. This is a survey course.
Using Technology (4) to business decision making will be facilitated with † Courses in the minor may not be used to satisfy major
Provides students with the tools that are needed the use of cases, as appropriate. Prerequisite: BA requirements, except for BA 101.
to collect, organize, and present information in a 205, 211, and junior standing.
BA 339
business environment. Students will learn how to †BA 306 Operations and Quality Management (4)
use library and Internet resources to collect infor- Working with Money for Business Minors (4) Develops an understanding of the various issues
mation. Word processing, spreadsheet, and graph- Essential topics in accounting and finance for busi- and strategies involved in the operation of a ser-
ics applications will be used to organize and pres- ness minors. Reading and interpreting income state- vice or manufacturing organization. These consid-
ent business information. Students will be intro- ments and balance sheets, especially for small busi- erations include the support by the operation’s
duced to business report writing, developing and nesses. Forecasting to determine financing require- organization of corporate strategy through design
delivering a persuasive presentation, and electron- ments. Use of techniques in time value of money to and operating decisions. Issues such as global sup-
ic-mail methods for team-based communication. determine present values, loan payments, etc. ply sources, worldwide business system influences,
Prerequisite: BA 101. Sources of business financing. continuous improvement, and total quality man-
† Courses in the minor may not be used to satisfy major agement will be discussed. Prerequisite: BA 205
BA 211
Fundamentals of Financial Accounting (4) requirements, except for BA 101. and junior standing.
Assists students in developing an understanding of BA 311 †BA 346
financial statements and the tools used by external Marketing Management (4) Working as an Entrepreneur for Business
users such as lenders, shareholders, and competi- Basic marketing concepts from the perspective of Minors (4)
tors to evaluate the performance of the firm. the marketing manager. Key focus is to examine Capstone course in the business minor. Provides
Balance sheets, income statements, statements of the marketing planning and analysis necessary to the student an opportunity to link previous course-
cash flows, and industry reports will be used to develop sound marketing plans and strategies. work in the development of business plans and
introduce topics such as: assessing risk, liquidity, Specific topics include the role of marketing with- organizations, with specific emphasis on the chal-
solvency, operating efficiency, and profitability of in the firm, analysis of marketing opportunities, lenges of small emerging organizations. Project-
the firm. Prerequisite: BA 101. selection of target markets and market segmenta- based course that provides students with a toolbox
tion, marketing strategies in a global marketplace, of applied skills. Prerequisite: BA 101.
BA 213 use of technology in marketing, and marketing † Courses in the minor may not be used to satisfy major
Decision Making with Accounting Information mix decisions. Experiential learning approaches for
(4) requirements, except for BA 101.
class participation will be used. Prerequisites: BA BA 385
Designed to aid students in developing effective 205 and junior standing.
decision making skills. Course elements include: Business Environment (4)
understanding the organization as a system, infor- †BA 316 Study and critical analysis of the role of business
mation assessment, cash management, operations Working with Customers for in its environment with special references to the
and capital budgeting, manufacturing cost sys- Business Minors (4) interrelationships of legal, technological, econom-
tems, cost control procedures, managing invento- Essential topics in marketing for business minors. ic, political, and social forces with the business
ry, problem solving, and measuring the health of Students will be introduced to the basic concepts enterprise and to the legal and ethical obligations
the organization. Prerequisite: BA 211. of marketing and customer satisfaction. Students of the business enterprise with its owners,
will explore primary considerations of the market employees, consumers, and society. Prerequisites:
BA 301 environment and marketing practices including BA 205 and junior standing.
Research and Analysis price, promotion, distribution, and product in an
of Business Problems (4) BA 407/507
applied setting. Seminar (Credit to be arranged.)
Development and use of business tools and tech- † Courses in the minor may not be used to satisfy major
niques as applied to business problems. Students Seminars in selected cross-functional and integra-
requirements, except for BA 101.
will identify business problems, articulate the tive business topics.
issues, research, develop, and evaluate solution BA 325
Competing with Information Technology (4) BA 495
alternatives relevant to the problem, and present Business Strategy (4)
the results orally and in writing. Students will Presents the key steps required to gain a competi-
tive advantage in the marketplace through the use Capstone course for the SBA; should be taken in
integrate and reinforce their skills in logical and the student’s final term. Students learn to system-
analytical processing, critical thinking, and com- of information technologies. Primary focus is to
help students understand the information systems atically analyze a firm’s internal and external envi-
munication. Prerequisite: ronments and to apply concepts and theories
BA 205 and junior standing. development lifecycle and the ways that systems
related to the formulation and implementation of
business and corporate level strategies. The influ- dent’s strengths and weaknesses. During the term BA 561
ence of other functional areas (marketing, finance, the students will be involved in various activities Law for Managers (2)
accounting, etc.) on strategic thinking is empha- to assess and develop their interpersonal, commu- Examines the legal issues that business organiza-
sized in teaching students the linkage between nication, strategic leadership, and conceptual com- tions face. A focus on small and emerging compa-
strategic problems, management interpretations, petencies. Pass/no pass course, concurrent enroll- nies will be used. Specifically, contract law, prop-
solutions, and firm performance outcomes. ment in Mktg 511 is required. erty law (including intellectual property), employ-
Prerequisites: BA 301, 302, 303, 311, 325, 339, BA 509 ment law, secured transactions law, and product
385 and admission to the School of Business. Leadership Immersion (1) liability law will be addressed. Course will also
Priority to graduating seniors who have applied A business simulation practicum designed to consider the issues with regard to choice of busi-
for graduation. assess students’ technical and leadership skills. ness entity.
BA 506 This course can only be taken as a pass/no pass
Business Project (2-6) grading option. Prerequisite: Fin 561. Finance
Under the direction of a faculty member, students BA 531
work in teams to apply M.B.A. knowledge and For information on finance option requirements, see
Executive Briefings (1) page 77. All 300- and 400-level courses require
skills to actual business problems or situations. A weekly series of presentations by local, regional, junior-level standing and admission to the School of
Students may register for six credits during a single national, and/or international business leaders on Business Administration; graduate courses require
term, or register for three credits during two concurrent business topics. This class is repeatable for admission to the graduate programs.
secutive terms. After initially meeting as a class at a maximum of two times. Fin 199
the beginning of the term, students meet periodi- Special Studies (Credit to be arranged.)
cally with an assigned faculty member to monitor BA 548
Special Topics in Business (4) Fin 218
progress on the agreed learning contract and to dis- Personal Finance (4)
cuss a variety of implementation and organizational The courses offered under this number cover a
range of specialized topics in business such as A survey of investments, budgets, real estate own-
issues. Prerequisites: For MBA; Fin 561 or Fin ership, financial institutions, consumers’ credit,
551; BA 509 (may be concurrent); Mgmt 562. Product Design and Stewardship for Global
Corporations, Sustainability Metrics in Business, social security, stock market, mutual funds, and
For MSFA; Fin 561 or Fin 553; BA 509 or Fin estate planning from the individual’s point of
Cross-Sector Partnerships for Sustainable
553 (may be concurrent); Mgmt 562 (may be view. Optional pass/no pass.
Enterprise, Global Marketing Research,
concurrent).
Marketing in Asia, Global Marketing, Global Fin 301
BA 508 Human Resource Management, etc. Only open to Stock Market (3)
Leadership Development and Assessment (2) graduate students of the School of Business Analysis of the operation of the stock market.
First stage for the development of leadership com- Administration. May be repeated with different Procedures in the buying and selling of securities.
petencies. Each student will be expected to write a topics; maximum of 12 credits may be applied to Examination of current regulatory practices.
personal development and learning plan based the master’s degree. Fin 319
upon the results of an initial assessment of the stu-
Intermediate Financial Management (4)
Second level course in financial management to Prerequisites: Fin 439: Fin 333; Fin 539: Fin 551 Fin 465
provide more depth in the study of asset pricing, or Fin 561 or USP 598. Finance Topics and Cases (4)
capital budgeting, capital structure, dividend poli- Fin 441 Case studies of financial problems in business
cy, working capital management, growth through Fundamentals of Derivative Securities (4) including working capital management, capital
mergers, and leasing. Emphasis on the develop- Options, futures, swaps, and other derivative budgeting, and financing issues. Special topics
ment of problem solving capabilities. Prerequisite: securities. Principles of pricing; uses in specula- covered will be at the discretion of the instructor.
tion, hedging, and risk management, in both Prerequisites: Fin 319 and 449.
BA 303.
securities investment and corporate finance set- Fin 473/573
Fin 333 Investment Analysis and Portfolio
tings. Real options and option-like opportunities
Foundations of Real Estate Analysis (3) Management (4)
in business. Prerequisite: Fin 319.
Surveys the legal, physical, and economic struc- A study of the application of both portfolio theo-
ture of the real estate market and the characteris- Fin 449
Valuation (4) ry and fundamental valuation techniques in secu-
tics of real estate resources. Develops basic real rity investment decisions. Students in this course
estate valuation procedures and provides an over- Principles of valuation, including valuations both
internal and external to the business entity. serve as portfolio managers to a real dollar portfo-
view of market analysis and real estate produc- lio, providing security and sector oversight to the
tion, marketing and financing methods. Financial planning, financial analysis, forecasting,
and valuation. Students undertake and present a portfolio. The implications of modern portfolio
Prerequisites: Ec 201, 202. theory for portfolio management and in portfolio
formal written valuation. Prerequisites: Actg 381,
*Fin 336 performance evaluation are emphasized. This is
Fin 319.
Principles of Risk and Insurance (3) the first course in a strongly recommended two-
A study of the principles and practices of life, fire, Fin 452/552 course sequence. Offered fall, winter, and spring
casualty, marine, and social insurance. Investments (4) terms. Prerequisites: Fin 319, Fin 449, and
Analytical study of the principles of investment in instructor approval for Fin 473; Fin 551 or Fin
Fin 360
stocks, bonds, and other security instruments. 561 for Fin 573; recommended Fin 553 at least
Real Estate Finance I (3)
Includes background study of financial markets concurrently for Fin 573.
Application of finance and economic principles to
and institutions; analysis of the investment char-
analysis of real estate finance and investments. Fin 474/574
acteristics, valuation, and market price behavior
Emphasis on the development of problem solving Portfolio Management: Issues and Performance
of bonds, stocks, and derivative securities, and the
capabilities through the use of computer applica- Assessment (2)
choice of appropriate portfolios of these securities.
tion programs. Special attention is given to risk This course is a continuation of Fin 573. Students
Also included is the study of information and
analysis, alternative mortgage instruments, hedg- will continue the responsibility of managing a real-
market efficiency, term structure and the determi-
ing techniques, and the tax effects of real estate dollar portfolio that was initiated in Fin 573. In
nation of market interest rates, and security valua-
investment. Prerequisites: Fin 333. (The course is addition, assessing and reporting on portfolio per-
tion. Prerequisites: Fin 452: BA 303, Actg 381 is
cross listed as USP 360, and may only be taken formance, and presenting a quarterly report to the
strongly recommended; Fin 552: Fin 551 or 561.
once for credit). investment community, will be an integral aspect
Fin 453 of this course. This is the second course in a two-
*Fin 363 Real Estate Finance and Investments (3)
Credit Management (3) class course sequence. Offered winter, spring, and
Application of finance and economic principles to summer terms. Prerequisites: Fin 473 for 474, Fin
Management functions performed by a credit analysis of real estate finance and investments.
department; relation to other functions of the busi- 573 for 574.
Emphasis on the development of problem solving
ness enterprise; nature of consumer credit and mer- capabilities through the use of computer applica- Fin 503
cantile credit, sources of credit information, evaluation programs. Special attention is given to risk Thesis (Credit to be arranged.)
tion of credit risks, and credit controls used in busi- analysis, alternative mortgage instruments, hedg- Fin 514
ness firms; credit policy determination. ing techniques, and the tax effects of real estate Economic Environment of the Firm (4)
Fin 399 investment. Prerequisites: BA 303 or USP 423. Examines the microeconomic foundations of the
Special Studies (Credit to be arranged.) firm and provides a broad overview of the finan-
Fin 456/556 cial markets and institution’s framework. Included
Fin 401/501 International Financial Management (4)
Research (Credit to be arranged.) is consideration of the components of the U.S.
Development and study of a framework for the and international financial system in the global
Prerequisite: BA 303. financial decisions of multinational businesses; economy, the financial institutions that facilitate
Fin 404/504 management of working capital, investment and the flow of funds, interest rate determination, and
Internship (Credit to be arranged.) financing decisions of a firm in an international how government policy affects funds flow and
Fin 405/505 environment; foreign exchange markets, exchange interest rates. Issues of demand and supply deter-
Reading and Conference risk, and international diversification. Prerequisite: mination, market structure, and resulting eco-
(Credit to be arranged.) BA 303 for Fin 456; 551 or 561 for Fin 556. nomic behavior are also considered.
Prerequisite: BA 303. Fin 459/559 Fin 545
Fin 407/507 Advanced Real Estate Valuation (3) Hedging and Risk Management (4)
Seminar (Credit to be arranged.) Applies concepts from 439/539 to examine case Futures, options, swaps, and other derivative
Student-selected problems in business operation studies in real estate appraisal and valuation. instruments, their characteristics, their uses in
and business management to be studied by the Topics include valuation for financial reporting, financial risk management, and their effects in
individual and discussed in group meeting under determining the highest and best use for a site, speculative situations; methodologies for valuation
direction of academic staff. Prerequisite: BA 303. and determination of value following a property of derivatives. Exotic options, innovations in exot-
taking or condemnation. Prerequisite: Fin ic derivatives and in the development and use of
Fin 409/509 439/539.
Practicum (Credit to be arranged.) derivatives in corporate finance and investments.
Field work involving the practice of professional Fin 460 The rapid development of derivatives in domestic
activities away from campus. Prerequisite: consent Real Estate Finance II (4) and international finance. Prerequisite: Fin 561 or
of instructor. Finance principles applied in the context of real 551.
estate investments. Financial strength analysis, Fin 551
Fin 410/510 cash flow estimation, determining the cost of cap-
Selected Topics (Credit to be arranged.) Financial Management
ital, various discounted cash flow methods. for Financial Analysts (4)
Option valuation and real options approaches. Gateway course to the Master of Science in financial
Fin 439/539 Relative valuation approaches. Applied to the val- analysis. Examines the financial concepts and prob-
Real Estate Valuation I (3) uation of Real Estate Investment Trusts and other lem-solving skills required to evaluate whether man-
Fundamentals of appraising real estate. Land utili- real estate development entities. Prerequisites for agerial decisions add value to the firm. Students will
zation. Analysis of real estate values by approaches undergraduates: Fin/USP 360 and BA 303. develop an understanding of the financial implica-
followed by governmental and private appraisers. tions of business decisions and a framework with
which to evaluate their decisions. An integral part of with special topics at the discretion of the instruc- Deals with developing sound policies and proce-
this approach requires understanding how the differ- tor. Applying theory, performing analyses, and dures in managing the supply chain. Topics
ent functional areas of a business interrelate and the making judgments are critical in this case course. include supplier selection and evaluation, compet-
supporting role that finance provides. Topics consid- Prerequisite: Fin 551 or 561. itive bidding, contract development and adminis-
ered include cash flow analysis, risk determination, Fin 599 tration, value analysis, and standardization.
valuation, working capital management, and financ- Real Estate Finance and Investments (3) Prerequisite: BA 339 or BA 311.
ing. Graduate credit cannot be earned for both Fin Application of finance and economic principles to ISQA 440
561 and 551. Prerequisite: admission to the Master analysis of real estate finance and investments. Governmental Procurement (4)
of Science in financial analysis program. Emphasis on the development of problem solving Introduction to theories and practices of govern-
Fin 553 capabilities through the use of computer applica- mental procurement. Major aspects of purchasing
Financial Analysis tion programs. Special attention is given to risk within public agencies in the United States with
and Business Valuation (4) analysis, alternative mortgage instruments, hedg- special emphasis on the Oregon statutes and
Financial analysis of the performance of the busi- ing techniques, and the tax effects of real estate administrative rules. Differences between public
ness or parts of the business such as product or investment. Prerequisites: Fin 551 or Fin 561 or and private purchasing processes. Federal purchas-
projects. Tools and techniques of financial state- USP 598 or equivalent. This course may only be ing processes. Prerequisite: BA 339.
ment analysis from the perspective of investors and taken once for credit.
ISQA 449
creditors; development of models for determining Process Control and Improvement (4)
and forecasting the profitability and financial posi-
tion of the firm. Business valuation techniques,
Information Systems Study of the principles of quality management
including statistical quality control, total quality
emphasizing cash flow projections. Some issues in ISQA 399
Special Studies (Credit to be arranged.) management, and the quality tools especially as
costs and risk management. Theoretical principles they apply to supply and logistics processes.
and practical approaches of valuation of a business ISQA 401 Prerequisite: BA 339.
or business interest; valuation strategies for specific Research (Credit to be arranged.)
purposes such as valuation for mergers, acquisi- ISQA 404 ISQA 450
tions, and corporate restructuring, multibusiness Internship (Credit to be arranged.) Project Management (4)
valuation, valuation of international businesses. Develops a basic understanding of principles and
ISQA 405 tools of project management. Covering the phases
Prerequisite: Fin 551 or 561; competency with Reading and Conference
electronic spreadsheets. and activities of projects, as well as the manage-
(Credit to be arranged.)
ment tools used to create project plans, manage-
Fin 555 Prerequisite: consent of instructor.
ment, including the impacts of organizational strat-
Applied Econometrics ISQA 407 egy, structure and culture on the development and
for Financial Analysis (4) Seminar (Credit to be arranged.) execution of projects. Prerequisites: Upper division
Theory and application of empirical methods, Student-selected problems in information sys- standing in the SBA.
including model development, experimental tems, quantitative analysis, or operations and
design, and statistical analysis, applied to issues in ISQA 451
materials management to be studied by the indi-
business, particularly the areas of accounting and Business Forecasting (4)
vidual and discussed in group meeting under
finance. Construction and testing of hypotheses, Focuses on the use of various forecasting tools to
direction of academic staff.
analysis of variance, multiple regression, methods aid in making managerial decisions. Examination
ISQA 409 of the various forecasting models and methods in
for dealing with problems in the distribution of
Practicum (Credit to be arranged.) a core activity. Understanding the abilities of the
data, time series, forecasting, and performance
evaluation. Publicly available data will be Field work involving the practice of professional forecasting tools will be examined. Students will
obtained and used by students. Prerequisite: Fin activities away from campus. Prerequisite: consent analyze data using many of the tools and assess
551 or Fin 561. of instructor. and evaluate the validity of each. Prerequisites:
ISQA 410 BA 339.
Fin 561
Financial Management (4) Selected Topics (Credit to be arranged.) ISQA 454
Examines the financial concepts and problem- ISQA 429/529 Supply and Logistics Negotiations (4)
solving skills required to evaluate whether mana- Transportation and Logistics Management (4) An introduction to commercial negotiation.
gerial decisions add value to the firm. Students Overview of logistics including transportation, Includes applications both within and outside an
will develop an understanding of the financial warehouse location and layout, inventory policies, organization, such as negotiating with peers and
implications of business decisions and a frame- distribution operations, and information systems. other employees as well as with suppliers of mate-
work with which to evaluate their decisions. An Prerequisite: BA 339 or BA 311. rials and services. Negotiation planning, tools and
integral part of this approach requires understand- ISQA 430 tactics, and the conduct of a negotiation are stud-
ing how the different functional areas of a busi- Industrial Transportation and Freight (4) ied. Extensive hands-on negotiation practice is
ness interrelate and the supporting role that Develops an understanding of various modes of included. Prerequisite: BA 339.
finance can provide. Topics considered include transportation, primarily focused on business ISQA 458/558
cash flow analysis, risk determination, valuation, applications and the movement of freight. Purchasing and Logistics within
working capital management, and financing. Operational characteristics of the modes are eval- the Food Industry (4)
Prerequisites: Fin 514, Actg 511. uated, freight rate derivation and analyses are Explores the rapid transition of food industry
Fin 562 understood, and organizational evaluations of operations through an in-depth look at food com-
Intermediate Financial Management (4) transportation strategies are studied. modity production, processing, storage, and
Second-level course in financial management to Transportation contract forms are analyzed and transportation; facility location and transportation
provide more depth in the study of asset pricing, transportation risks are evaluated. Prerequisites: network design; role of wholesalers and distribu-
capital budgeting, capital structure, dividend poli- BA 339. tors in the food supply chain; food safety; food
cy, working capital management, growth through industry consolidation and globalization; supply
ISQA 431
mergers, and leasing. Emphasis is placed on the Transportation Regulation (4) chain compression; ECR and demand forecasting;
further development of problem solving capabili- Evolution of transportation law in the U.S., and e-commerce and the food industry.
ties. Prerequisite: Fin 551 or 561. including examination of case law as precedent. Prerequisite: BA 339.
Fin 565 Designed for those planning careers in transporta- ISQA 459/559
Cases in Corporate tion, logistics or supply chain management. Production Planning and Control (4)
Financial Management (4) Prerequisite: BA 339. Intermediate and short range production planning
The study of financial decisions and actions in and scheduling. Topics will include aggregate plan-
ISQA 439/539
business through the use of case studies. Topics Purchasing and Supply ning, materials requirement planning, scheduling
generally include forecasting, investment, financ- Chain Management (4) and just-in-time. Prerequisite: BA 339.
ing, and management of working capital accounts
ISQA 479 labor relations. Also examines legal questions which new methods of leadership. Prerequisites: BA 302
Integrated Supply affect human resource management. Prerequisite: for Mgmt 447; Mgmt 550 for Mgmt 547.
and Logistics Management (4) BA 302. Preference on the waiting list will be given Mgmt 448
Capstone course using cases and projects to inte- to HRM-option students. Team Processes (4)
grate the various concepts of supply and logistics Designed to provide the student with a working
Mgmt 399
management. Prerequisites: ISQA 429, 439, and Special Studies (Credit to be arranged.) understanding, and practical skills, related to
3-4 additional credits in supply and logistics man- operating effectively in team settings. The influ-
agement option courses. Mgmt 401/501
Research (Credit to be arranged.) ence of member personality and attributes on
ISQA 511 Mgmt 404/504 teamwork, motivating team members, developing
Quantitative Methods For Managers (4) Internship (Credit to be arranged.) effective team processes, and constructive conflict
Covers the quantitative methods useful in mana- management and team communication are some
Mgmt 405/505
gerial analysis and decision making. Basic and of the issues that may be addressed. Also focuses
Reading and Conference
advanced statistical models as well as forecasting (Credit to be arranged.) on the development and use of a variety of teams
and management science tools are studied. prevalent in contemporary organizations and
Prerequisite: admission to graduate program. some of the challenges faced in using these teams
Mgmt 407/507 in an optimal fashion. Prerequisite: BA 302.
*ISQA 518 Seminar (Credit to be arranged.)
Electronic Commerce (3) Mgmt 461/561
Student-selected problems in business operation
Survey of technologies and technological applica- Reward Systems and Performance Management
and management to be studied by the individual
tions to conduct business electronically today and (4)
and discussed in group meeting under direction
in the future. Students will learn about electronic Study of reward system practices that aid in moti-
of academic staff.
data interchange, the role of technology in elec- vation, employee development, and productivity
tronic markets, the Internet, and the organization- Mgmt 409/509 improvement to meet organization goals. Shows
al impact of these technologies. Internet-based Practicum (Credit to be arranged.) how job analysis data forms the information base
technologies will be presented and used. Mgmt 410/510 for both compensation and performance appraisal
ISQA 551 Selected Topics (Credit to be arranged.) processes. Includes an analytic study of traditional
Managing Information Technology (4) Mgmt 441 and evolving methods of compensation manage-
Course participants explore information technolo- Collective Bargaining ment, and relates this and performance appraisal
gy (IT) from an innovation-management perspec- and Labor Negotiations (4) processes to the broad performance management
tive. This has two aspects. First, participants con- Workshop giving students hands-on experience framework. Prerequisite: prior completion of
sider IT for its increasingly central role in fostering negotiating individual and group contracts. Mgmt 351; prior completion of or concurrent
business innovation, including strategic and opera- Students will learn how to manage the employ- registration in Mgmt 550. Preference on waiting
tional initiatives in such areas as electronic comment relationship within a union environment, list will be given to HRM-option students.
merce, global market expansion, supply chain studying: the legal environment of unions; negoti- Mgmt 464
management, business process redesign, and ations theory and practice; and grievance resolu- Contemporary Leadership Issues (4)
knowledge management. Second, participants tion procedures. Students will devote significant Investigation of the ideas of what constitutes
examine information technologies as innovations time in class to negotiating individual and group “effective leadership” as organizations enter the
in their own right. In considering the associated contracts, and will have ample opportunity to 21st century. Various aspects of the new leader-
management challenges, particular emphasis is receive feedback to improve their skills. ship paradigm are addressed. Students will devel-
placed on IT innovation as a knowledge-based Prerequisite: BA 302. op an awareness of their personal leadership pro-
process that demands careful management of busi- Mgmt 445 file and capabilities and the issues they will face as
ness and technical partnerships within and across Organizational Design and Change (4) leaders in tomorrow’s organizations. Prerequisites:
firm boundaries. Study of organizations from a macro perspective. BA 302.
ISQA 552 Emphasis will be on the implications of dynamic Mgmt 471/571
Managing Operations environments, innovation, and technology for Staffing and Employee Selection (4)
and the Value Chain (4) organizational structure, design, and processes. The staffing process includes the acquisition,
Introduces the students to basic operations and Management of change from a multi-level per- selection, and placement of employees to achieve
supply chain issues. In addition, issues around the spective will also be addressed. Prerequisite: BA the strategic human resource goals of the organi-
use of natural systems and other models of man- 302. zation. Topics covered include staffing strategies,
aging work will be considered within a perspective *Mgmt 446 human resource planning, legal issues, recruit-
of sustainable organizations. Prerequisite: Actg Principles of International Management (4) ment methods, selection techniques (e.g., bio-
512. Study of the managerial functions and problems graphical information, interviewing, ability tests,
related to international business activity. The work samples, assessment centers), selection vali-
Management and focus of this course is on the management of for-
eign trade, direct investments, and international
dation, and utility analysis. Prerequisite: prior
completion of Mgmt 351; prior completion of or
Leadership operations. In addition, the political, economic, concurrent registration in Mgmt 550. Preference
and cultural environments of international busi- on waiting list will be given to HRM-option stu-
For information on the management and leadership ness are examined from the perspective of man- dents.
option requirements, see page 77. All 300- and 400- agement. Comparative management is also treated
level courses require junior-level standing and admis- Mgmt 491/591
through the study of other management systems. Training and Development (4)
sion to the School of Business Administration; gradu- Prerequisite: BA 302.
ate courses require admission to the graduate pro- Training and development highlights the organi-
grams. Mgmt 447/547 zation’s commitment to its employees. The course
Mgmt 199 The Power of Soul and Spirit in Business (4) looks at training needs analysis; the nature, types
Special Studies (Credit to be arranged.) Seminar devoted to exploring what soul and spirit and methods of training; career stages, paths,
means in the context of today’s workplace; its cur- planning; retraining outdated workers; outplace-
Mgmt 351 rent relevance to business; strategies for injecting
Human Resource Management (4) ment, evaluation of training effectiveness; long-
more soul and spirit into working environments; term development programs; and processes of
Studies the human resource management functions
and methods for developing sensitivity and appre- organization development. Prerequisite: prior
performed by the human resource manager as well
ciation for this dynamic approach to being in the completion of Mgmt 351; prior completion of or
as by the line executive or supervisor. Uses contem-
business world. Topics to be explored include concurrent registration in Mgmt 550. Preference
porary approaches and problems to analyze the
methods for building community in the work- on waiting list will be given to HRM-option stu-
entire process of performance management, includ-
place; strategies for developing one’s inner life; dents.
ing human resource planning/job design, selection
methods for fueling creativity; approaches to
and staffing, training and development, compensa- Mgmt 493
bringing one’s whole self to work; and examining
tion, performance appraisal, and employee and Human Resource Policies (4)
An in-depth, analytical study of human resources long-term productivity. Studies all aspects of the Mktg 199
and the tasks of the modern human resource man- employee life cycle from selection through separa- Special Studies (Credit to be arranged.)
ager, with an emphasis on the policy making tion, including employee development, reward Mktg 338
aspect of human resource management. Studies systems, performance management, and employee Professional Selling (4)
executive-level decision making within staffing, relations. Emphasis on problem solving for prac- A overview of personal selling as an element of
training, compensation, appraisal, and labor rela- ticing managers. Prerequisite: Mgmt 550. the marketing function for both industrial and
tions. Examines emerging issues in HRM, such as *Mgmt 554 retail professional sales with an emphasis on the
quality of work life, wellness, substance abuse, Negotiation and Conflict Resolution (3) sales process including prospecting, approaching,
human resource information systems, etc. Examines negotiation as a sometimes rational, presenting, negotiating, closing and follow-up.
Prerequisites: Mgmt 351 and two of the following sometimes irrational social process used for resolv- Topics include sales careers, sales strategies and
courses: Mgmt 461, Mgmt 471, or Mgmt 491; ing conflict. Studies the interdependence between tactics, buyer behavior as part of individual and
admission to the School of Business parties which causes the conflict; focuses on effec- group purchase processes, establishing and build-
Administration. Preference on the waiting list will tive and ineffective negotiating tactics between ing customer relationships and the role of selling
be given to HRM-option students. these competing groups. Explores the use of in the marketing effort. In addition to formal the-
Mgmt 503 impartial third parties to facilitate negotiations. oretical coursework, students practice sales skills
Thesis (Credit to be arranged.) Practical applications include labor management in role plays, presentations and other exercises
Mgmt 544 relationships, purchase agreements, organizational requiring practical application of selling theory.
Technology Management (4) goal setting, etc. Prerequisite: Mgmt 550. Prerequisites BA 205.
Course takes a systematic approach to managing *Mgmt 555 Mktg 340
technology and innovation. Addresses issues of Management of Organizational Change (3) Advertising (4)
technology and competition, technology infra- A seminar focused on the concepts, theories, and An introductory course designed to provide an
structure, technology strategy, research and devel- practice of managing organizational change and overview of marketing communications, plus an
opment, the roles of invention, innovation, development. Class discussion will center on an understanding of fundamental advertising issues
research and development, product development, examination of the history and assumptions of and strategies. Course focuses on concepts, princi-
and other critical technology related topics. organizational development and change, the action ples, processes, terminology, trends, and tech-
Coverage will also be given to issues related to research model and other foundations, plus a vari- niques which shape this constantly changing field
product development as well as IT strategy and ety of organization intervention techniques. including the impact of technology on message
in-depth examination of the current technologies Special issues such as ethics in client-consultant delivery.
of the day. relationships will be integrated into class activities. Mktg 341
Mgmt 545 Prerequisite: Mgmt 550. Public Relations (4)
Managing Innovation Performance (4) Mgmt 556 Principles of public relations in contemporary
Examines the non-technical, human side to the Organizational Politics (3) America, with emphasis on the role of public rela-
challenges of technological innovation manage- A study of the theoretical and practical aspects of tions in business. Prerequisite: Mktg 340.
ment. Course topics include technical professional success in organizations. Topics may include how Mktg 363
performance and productivity, high performing to acquire, maintain, and use power; how to deal Consumer Behavior and Customer Satisfaction
technical teams, managerial effectiveness, innova- with superiors and subordinates; techniques for (4)
tive work cultures, and organizational practices more quickly rising on the organizational ladder; Explores the determinants of consumer and busi-
and policies that promote technological innova- misuses of power; developing mentor relation- ness buying behavior. Applications of behavioral
tion and new product development. Practical ships; power games; and success symbols. concepts to marketing strategy are emphasized
applications of course concepts to actual work sit- Prerequisite: Mgmt 550. along with how to measure, retain, and enhance
uations are emphasized. customer satisfaction while developing long-term
Mgmt 560
*Mgmt 546 Ethics in Organizations (2) relationships. The use of technology and databases
Principles of International Management (4) Provides an understanding of the ethical issues in understanding the marketplace is explored.
Covers the major challenges of managing interna- that managers and organizations face. Topics cov- Prerequisites: BA 311; six credits in psychology,
tionally, including political risk assessment, inter- ered include business ethics, corporate social sociology, or anthropology in any combination
national strategy, structuring and controlling the responsibility, public policy process in relation to recommended.
multinational enterprise, international negotia- business, and managerial integrity. Prerequisite: Mktg 375
tions, and international human resource manage- Mktg 511. Retailing (4)
ment. Course is targeted both toward managers Focuses on the retail distribution of food and con-
who work abroad as well as those dealing with Mgmt 562
Business Strategy Capstone (4) sumer goods to consumers with emphasis on the
international business from the home country. dynamic nature of the retail environment and how
An integrative, capstone study of strategy formula-
Mgmt 550 tion and implementation in international and changes in consumer demographics, new technolo-
Organizational Management (4) domestic business enterprises. Case analysis and gy, new competitive forms, and the Internet are rev-
Covers issues in organizational behavior and other appropriate methodologies are used to devel- olutionizing the retail industry. Topics include:
human resource management that are critical to op the skills and judgment necessary to provide Staffing, managemnt and retail operations, category
organizational effectiveness. Organizations are overall direction to the organization. Special empha- management, web marketing, merchandising, and
studied from three perspectives: the individual, sis will be placed on how to successfully match promotion. Prerequisite: BA311.
the work team, and the organization as a system. competitive strategy with effective implementation Mktg 376
Topics include motivation, performance assess- policies. Prerequisites: Fin 551 or 561. International Business (4)
ment, creative problem-solving, compensation, International business concepts and practices
staffing, employee development, and organiza- Mgmt 601
Research (Credit to be arranged.) relating to international trade are presented at a
tional design. Focal emphasis on business leader- survey level. Current global issues related to inter-
ship is examined from a multi-level perspective. Mgmt 607 national trade and actual international problems
Prerequisite: Mktg 511. Seminar (Credit to be arranged.)
are identified along with the basic concepts relat-
*Mgmt 551 ed to international finance, management, and
Managing Human Resources (4) marketing practices.
How do managers help their subordinates achieve
great and sustainable performances? In the 21st Marketing Mktg 399
Special Studies (Credit to be arranged.)
century, the employment contract has undergone For information on marketing option requirements, Mktg 401/501
significant changes, with both the workforce and see page 77. All 300- and 400-level courses require Research (Credit to be arranged.)
the organization being vastly different from their junior-level standing and admission to the School of
predecessors. Focuses on the daily strategies of Mktg 404/504
Business Administration; graduate courses require Internship (Credit to be arranged.)
generalists as they lead their subordinates to high admission to the graduate programs.
Mktg 405/505 emerging advertising media as available. sis, interpretation and reporting of data.
Reading and Conference Prerequisite: Mktg 340, 441, 442. Prerequisite: BA 311.
Mktg 444 Mktg 461/561
Consent of instructor. Advertising Account Management (4) eMarketing (4)
Mktg 407 Course for college seniors who aspire to a career Examines important marketing issues in a busi-
Seminar (Credit to be arranged.) in advertising agencies as account managers as ness world that is being transformed by wide-
Student-selected problems in business operation well as students who aspire to a career in advertis- spread adoption of the Internet and related tech-
and business management to be studied by the ing media or advertising creative positions work- nologies. Topics include customer relationship
individual and discussed in group meeting under ing with account managers. Course will cover management, effects of Internet on product-relat-
direction of academic staff. contemporary topics in account service, client ed issues (such as branding and new product
Mktg 409/509 relations, skill building, and career planning. development), pricing, distribution, and promo-
Practicum (Credit to be arranged.) Course format is intended to be highly interaction, security, and privacy concerns. Prerequisite:
Field work involving the practice of professional tive, with numerous guest lectures from ad execu- BA 311.
activities away from campus. Prerequisite: consent tives, case problems, written assignments, reading Mktg 462/562
of instructor. assignments, agency visitations, and at least one Customer Information and Relationship
project. Prerequisite: Mktg 340. Management (4)
Mktg 410/510
Selected Topics (Credit to be arranged.) Mktg 445, 446, 447 Examines the operational, organizational and
National Student Advertising Competition (2, behavioral issues that surround customer relation-
*Mktg 430 4, 2) ship management. It explores the marketing pro-
Entrepreneurship (3) A three-term, advanced learning course which is cesses and strategies that are needed to differenti-
The study of entrepreneurship, with emphasis on part of a national competition and is offered in ate and interact with customers through custom-
identifying market opportunities and the develop- conjunction with the American Advertising ized offerings. Database mining techniques are
ment of marketing and business plans to meet Federation. Participants will form a traditional used to analyze and address customer needs.
these opportunities. Prerequisite: BA 311. advertising agency and develop a national cam- Prerequisites: BA 311, Mktg 460 for 462; Mktg
Mktg 435/535 paign for a national brand company. Campaign 544 for 562.
Consumer Package Goods Marketing (4) development focuses on research, creative strategy, Mktg 464
Examines marketing distribution systems used by the media plan, ad production, integration of Marketing Strategy and Management (4)
food and consumer package goods (CPG) compa- promotional and interactive components, presen- Capstone marketing course that focuses on the
nies. Emphasis on describing CPG industry value tation, and budgeting. Prerequisites: Mktg 340, development of the marketing plan. The emphasis
chains and how business environmental factors 441 and 442. is on integrating the major areas of marketing
impact the creation, delivery, and capture of cus- Mktg 450 management including customer identification,
tomer value by different industry participants. Product Innovation and Management (4) industry analysis, product and communication
Examines the marketing relationships between Product innovation is at the core of the marketing strategies, distribution, pricing, and control in an
manufacturers, wholesalers, brokers, retailers, and process. The Internet has changed the rules of e-business environment. Prerequisite: BA 311,
consumers. Topics include ECR, category manage- product development by erasing competitive bar- Mktg 460.
ment, Efficient Replenishment, retail trends in riers and emphasizing rapid development cycles.
buyer behavior, e-commerce, new product intro- Mktg 466
The class will focus on identifying new product Principles of International Marketing (4)
ductions, Efficient Promotion, trade relations, opportunities, rapid innovation procedures, the
industry alliances, competitive trends, channel Differences between domestic and international
management of the development process, and marketing are examined. A market-oriented con-
roles and conflicts, and globalization. Prerequisite: alignment with e-marketing strategy. Prerequisite:
BA 311 or 339. ceptual foundation relating international channels
BA 311. of distribution, financing, documentation, trans-
Mktg 441 Mktg 452 portation organizing, and staffing is presented.
Media Strategy (4) Business-to-Business Marketing (3) Prerequisites: BA 311, Mktg 376.
Examines the advertising media process as an out- Management of the marketing activities of enter-
growth of marketing and advertising objectives. Mktg 467
prises serving business-to-business markets. The Sales Management (4)
Focuses on strategic issues, quantitative decision course includes industry and competitor analysis,
making, and media planning and negotiating tech- Survey of the sales management function with
the fundamentals of competitive advantage and attention to sales force selection, allocation of sales
niques. This course is data intensive and analytical, the role of product, price, distribution, and pro-
with attention given to the Internet, local, and non- effort, motivation and reward of sales force, sales
motion in the creation of competitive market automation tools, and the integration of sales with
traditional mediums, as well as dominant national strategies. Prerequisite: BA 311.
measured media. Prerequisite: Mktg 340. e-business strategy. Prerequisite: BA 311.
Mktg 455 Mktg 503
Mktg 442 Technology Marketing (4)
Creative Strategy (4) Thesis (Credit to be arranged.)
Survey of Internet-based marketing strategies with
Course puts into practice the theories, principles, special focus on the Web in business-to-business Mktg 507
and techniques of the advertising business loosely and business-to-consumer situations. The course Seminar (Credit to be arranged.)
known as “creative.” Course material will focus on encompasses the strategic market planning and Marketing Trends and Developments. Marketing
the strategy behind advertising messages, tech- implementation processes as applied to e-business Information Systems. Marketing Models. Export
niques for writing and designing advertisements, including identifying and analyzing e-market Planning for Executives. Sales Force Management.
and the unique requirements of different types of opportunities, data warehousing/mining, develop- Mktg 511
creative messages. Also includes creative considering e-products, creating the customer interface, Pioneering Innovation (4)
ations for specific media including those driven e-pricing, e-branding, and e-positioning strategies. This foundational MBA course provides students
by technology. Prerequisite: Mktg 340. Additional emphasis is on creating and leveraging a with an understanding of the innovation process
Mktg 443 strategic Web presence with portals, partnerships, and its relationship to creating and managing
Advertising Campaigns (4) community building, and permission-based market- organizations that can be sustained in the global
Emphasis is on the development of total advertising. Prerequisite: BA 311. economy. Included in the course is consideration
ing campaign from a marketing perspective. of the external forces and trends that confront the
Mktg 460
Integrates elements of the advertising process such Marketing Research (4) innovation process, coupled with an internal
as setting objectives, selection of target markets, Studies the planning, data collection, analysis, and assessment of corporate strengths and weaknesses.
budget development, media selection, message reporting issues relating to marketing research. Consideration of the customer and the customer/
creation, production, development of presentation Key issues include defining information needs, firm interface is emphasized. Additionally the
and recap documents and the staging of a major sampling, using conventional methods and infor- course will include methods for fostering the cre-
promotional event using both traditional and mation technology to obtain primary and second- ative process, both individually and within the
ary data, instrument design, statistical data analy-
firm. Concurrent enrollment in BA 508 is change. Topics include identification of market Students learn how to better anticipate and man-
required. opportunities, market segmentation, positioning, age a global corporation’s social and environmen-
Mktg 544 product innovation, customer value creation, tal issues.
Marketing Research and Strategy (4) managing the customer interface, and new MIM 513
Introduces basic concepts of the marketing process approaches to distribution. Emphasis will be on Pacific Rim Economies, Trade, and Financial
from the perspective of the marketing manager and strategies for marketing technology products in an Markets (3)
provides a framework for the analysis of marketing e-business environment. Survey of current economic trends among the
management problems. A key focus is to develop *Mktg 560 Pacific Rim economies, focusing on potential
the necessary marketing planning and analytical Research for Marketing Decisions (4) problems and opportunities of each country.
skills to develop marketing strategies. Specific topics Designed to study the methods of gathering pri- Course also covers the principles of international
include the role of marketing in a competitive envi- mary and secondary information for business trade, balance of payments and adjustments,
ronment, impact of technology on marketing strate- decisions. Also designed to study how to become impediments to trade flows, financial institutions
gies and processes, analysis of marketing opportuni- a good information user. Emphasizes the plan- and markets, and national economic policies
ties and the competitive environment, selection of ning, design, and implementation of quantitative affecting business in the Pacific Rim and the
target markets, market segmentation, and marketing and qualitative research projects to obtain infor- United States.
strategies in the global marketplace. Prerequisite: mation from internal and external business envi- MIM 515
Mktg 511. ronments. Considers the evaluation and appropri- Contemporary Global Marketing (4)
*Mktg 546 ate use of information, information sources and The global/international marketing strategies and
Buyer Behavior and Communication (4) research services. Prerequisite: ISQA 511, Mktg operations of multinational corporations (MNCs)
Study of determinants and influences on purchas- 544. are studied through assessment of international
ing behavior emphasizing contributions from *Mktg 566 markets, marketing environments, and various
behavioral sciences. Course explores application of Global Marketing Management (4) aspects of global marketing strategies and market-
competitive and technological influences on buy- Examines and provides a framework for study of ing management.
ers behavior and marketing strategy. Emphasis on the global marketing environment as well as the MIM 516
marketing communication and promotion. management of global marketing enterprises and Contemporary Pacific Rim
Prerequisite: Mktg 544. global marketing practices. Encompasses the prep- and World Affairs (4)
*Mktg 547 aration for global competition, assessment of envi- Study of the contemporary political, economic and
Distribution Strategies (3) ronmental forces, and strategic and operational social issues of significance to the Pacific Rim
Examines the fundamental and emerging trends planning for marketing in the global environ- countries, with particular emphasis on the interna-
in distribution activities of business enterprises. ment. Also examines the management of international politics of China, Japan and Korea. Enables
Course analyzes the competitive advantage(s) asso- tional, multinational and global marketing enter- students to anticipate the politics of international
ciated with distribution strategies. Explores trends prises and their marketing activities. Prerequisite: transactions, understand key issues in the transi-
in channel design, the changing role of partici- Mktg 544. tion from the cold-war to post-cold ware period,
pants, channel relationships, and channel commu- *Mktg 567 appreciate the major regional organizations and
nications. Prerequisite: Mktg 544. Sales Force Management (4) organizing philosophies in Asia, understand the
Involves a detailed study of the sales management relationship between domestic and external poli-
Mktg 548
New Products Management (4) function. Issues to be addressed include designing tics, and clarify the motives and interests of major
Reviews the product innovation management pro- the sales force, setting objectives, developing strat- governments.
cess. Major topics include opportunity identifica- egy, recruiting, evaluating, compensating, and MIM 517
tion, concept generation, project evaluation, controlling the program. Special attention is given Accounting for Global Enterprises (4)
design and development, product launch strate- to integrating the sales force with e-business strat- Study of international accounting issues crucial
gies, and product management. Special consider- egy. Prerequisite: Mktg 544. for effective interpretation and understanding of
ation will be given to aligning product develop- Mktg 601 international business. Goal of the course is to
ment with technology-driven, high-growth market Research (Credit to be arranged.) build a framework that can be used to analyze and
opportunities. Mktg 607 understand financial reports used by multinational
Seminar (Credit to be arranged.) corporations (MNCs). Special managerial and
*Mktg 551
Managing Marketing Information (3) control problems of MNCs, including perfor-
Study of the uses and implementation of tools, Master of International mance evaluation, transfer pricing, and taxation
will also be addressed.
methods, processes, and systems for managing
marketing information. Emphasis will be placed Management MIM 519
on the determination of information needs for MIM 509 International Law and Ethics (4)
marketing decisions, the methods, processes, and Global Business Immersion (Credit to be Study of the social, political, and legal context of
systems for effective and efficient management of arranged.) international business management through the
marketing information, as well as the new market- Two-day intensive and practical application of examination of the variety of means by which the
ing approaches and tools that utilize information international business and cross-cultural skills. values of society and the actions of government
technology for marketing products and services. impact the success or failure of multinational
MIM 510 business transactions. The complex regulatory and
Prerequisite: Mktg 544.
Age of Pacific Seminar Series (2)
ethical issues that may occur in the culturally and
*Mktg 552 Special topics either under the sponsorship of the
eServices Marketing (4) historically diverse Pacific Rim markets will also
Age of the Pacific Series or an elective course
Focuses on understanding the distinction between be examined.
addressing contemporary business issues in inter-
service versus product marketing with an empha- national business. MIM 521
sis on assessing, designing, and managing on-line Sustainability Metrics in Business (4)
MIM 511 Helps students develop an understanding of how
service offerings. eService relationships will be
Global Business, Society and Ecology (4)
examined within a customer loyalty framework the measurement of a global company’s environ-
Examines the meaning of sustainable development
that considers customer value, switching costs, mental and social performance contributes to
for a profit-making global corporation, the effect
and on-line relational bonds as key drivers of loy- business goals and strategies. Students examine
of global protocols and conventions on global cor-
alty. Prerequisite: Mktg 544. how different global companies measure and
porate sustainable development strategies, and
report on their environmental and social perfor-
Mktg 555 how corporations and industries develop their
Technology Marketing (4) mance, and how their different approaches link to
strategies for sustainable development. Takes a
Designed to introduce students to the special business practices.
multiple stakeholder perspective of organizations
issues faced by managers marketing technology and the natural and social environments, especial-
products in markets characterized by rapid ly related to systems thinking and innovation.
MIM 524 how to identify opportunities to initiate changes required to make effective marketing decisions
Global Sourcing and Supply (4) in the firm’s value chains that reduce waste and and introducing the sources and methods used to
Focuses on purchasing and supply management in generate value. Addresses the principles of indus- acquire that information.
an international environment. Included will be trial ecology, environmental management systems, MIM 541
such topics as locating and qualifying internation- product stewardship and life cycle analysis, eco- Cross-Sector Partnerships for Sustainable
al suppliers, and developing contracts and long efficiency and design for the environment. Case Enterprises (4)
term relationships with chosen suppliers. Other studies will be used to explore the practical chal- Studies interactions with key stakeholders to
topics for study will be payment processes, includ- lenges and opportunities to implementation of achieve specific sustainability goals, e.g., reduced
ing letters of credit and currency exchange rate product design and stewardship activities. energy use, contamination remediation, and com-
fluctuation risk management. This course will also MIM 534 munity engagement. Using a systems approach,
contain a segment focused on doing business in Global Logistics Management (4) examines the roles of key stakeholder groups (e.g.,
specific Pacific Rim countries. A commodity study Includes studies of inventory and warehouse plan- government, non-governmental organizations
will be required. ning and control and the principles of transporta- (NGOs), competitors, suppliers, and customers)
MIM 527, 528, 529 tion. Managing logistics in an international envi- in sustainability; the process for identifying and
Advanced Cross-Cultural Communications I, ronment will be the primary focus, with special engaging key stakeholder groups; the formation
II, III (1, 1, 1) attention given to air and sea transportation. and effective management of cross-sector partner-
Study of the process of communication, its vari- Topics such as liner conferences and air freight ships, in particular corporate-government and cor-
ous components, and how cultural, sociocultural, will be included. porate-non-governmental organization partner-
psychocultural, and environmental influences ships.
MIM 535
affect the outcome, including the role of non-ver- Global Market Research (4) MIM 544
bal communication. Analysis of successful adapta- A fundamental difference between the practice of Integrated Global Supply and Logistics
tion to new cultures, including developing a com- marketing in domestic markets vs. global markets Management (4)
munication competence in a new culture and is the greater diversity of global markets and the Final course in the specialization in global supply
dealing with conflict. While the principles of cross scope of marketing activities. Global marketing chain management. Integrates all of the concepts
cultural communication and adaptation are gener- managers need to have accurate and useful infor- contained within the previous three classes.
ic to all cultures, two cultural environments, mation about the nature of international markets Global supply and logistics planning and strategy
China and Japan, will be studied in depth, to to make successful decisions about market selec- development is the primary emphasis. Case course
develop cultural self-awareness. tion, positioning and the development and execu- where each week students will be expected to ana-
MIM 531 tion of global marketing programs. Introduces lyze and prepare a supply and logistics case in an
Product Design and Stewardship for students to the tools and methodology of global international setting. Emphasis on developing
Sustainable Enterprises (4) market research from the perspective of the prac- analytical and problem-solving skills and on gen-
Takes the view that to maximize a company’s ticing manager. Emphasis on helping students erating the quantitative information necessary to
competitive advantage, managers need to know understand the general kinds of information make superior managerial decisions.
MIM 545 including the creation of global corporate culture, MIM 574
Global Selling (4) HR support for organizational learning and International Corporate Finance and
Focuses on helping students develop an under- approaches to human resource management trans- Investment (4)
standing of Asian company purchasing practices fer across borders, are also studied. Also examines Focus on investment and financing decisions of
and buyer behavior, and linking that understand- the nature of successful cross-cultural teams and firms operating in more than one nation. Topics
ing to the development of effective selling skills in principles of leading change in multinational include international risk and value analysis, cross
a business-to-business environment and an under- firms. border capital budgeting and capital acquisitions,
standing of effective sales management strategies financing mix, working capital management of
MIM 568
and activities. The integration of sales automation Managing Information multinationals, foreign exchange risk and expo-
technology and e-business will be discussed. Technology Globally (4) sure management, estimating cost of capital inter-
MIM 551 Focus on the use of information technology in a national investment, international capital markets,
Managing and Leading International Non- competitive international environment and the and sources of financing. Prerequisites: MIM 513,
Governmental Organizations (4) impact information technology has on interna- 517.
Introduction to international non-governmental tional business operations. The vocabulary and MIM 575
organizations and the contributions they make to background of information technology issues that Marketing in Asia and the Pacific Rim (4)
the larger society. Develops an overall understand- cross national boundaries, and the use of informa- Study of marketing strategies and practices in
ing of the relationship of strategic international tion superhighways to obtain critical information Asian and other Pacific Rim countries. Markets,
NGO management and program effectiveness. and maintain business relationships in other coun- marketing environments, and marketing practices
Step-by-step development of a strategic plan that tries will be studied and discussed. in selected Asian countries are analyzed. Planning,
flows logically from the mission of the organiza- MIM 571 and managing marketing strategies and operations
tion, the external environment, and organizational Global Strategic Cost Management (4) are also included. Prerequisites: MIM 515, 516,
goals and objectives. Studies strategic planning, Takes the perspective that global managers should 523, 547.
grant development, project development, execu- use multiple approaches to developing and using MIM 577
tion and evaluation, marketing, financial manage- accounting information for global companies. International Business Negotiations (3)
ment and law as it pertains to international Special emphasis placed on understanding tradi- Examination of the issues and techniques of inter-
NGOs. Prerequisite: MIM 511. tional cost systems, activity-based costing systems, national negotiations in a variety of business set-
MIM 558 cost management in global supply chains and tings. Particular emphasis is given to establishing
Comparative Operations Management (4) determining the cost of quality. Relies heavily on and working within international partnerships.
The changing international environment in man- the examination of actual global company situa- The course makes extensive use of actual negotia-
ufacturing will be reviewed through: comparative tions. Prerequisite: MIM 574. tion simulations.
study of process selection, facilities design, opera- MIM 572 MIM 579
tions planning and control, supply logistics, pro- Global Business Valuation (4) Asia Field Study (1))
cess benchmarking, technology management, Focuses on financial analysis of the performance Field study in China, South Korea and Japan. As
international supply chain and customers, quality of the global business or parts of the global busi- a capstone experience, students travel to China,
management, and performance measurement. ness such as product or projects. Tools and tech- South Korea and Japan (possibly South Korea) to
MIM 561 niques of financial statement analysis from the visit companies, meet with international business
International Community Policy, Leadership perspective of chief financial and accounting offi- executives, and learn more about these cultures.
and Decision-Making (4) cers, investors and creditors; development of This trip allows students the opportunity to
Focuses on the principles and strategies of com- models for determining and forecasting the profit- immerse themselves in the culture and lifestyle of
munity and economic development in relation to ability and financial position of the global firm. different Asian countries.
participatory role appraisal, livelihood strategies Business valuation techniques, emphasizing cash MIM 588, 589
and assessments, and community leadership and flow projections. Some issues in costs and risk Global Business Strategy I, II (2, 2)
decision making. How to identify the interrela- management. Theoretical principles and practical Identify and analyze factors that have accelerated
tionships and influence of human behavior, natu- approaches of valuation of a global business or the globalization of industries, define the concept
ral resources and economic circumstances. Also business interest, including valuation strategies for of a global strategy, and examine the organization-
focuses particularly on economically-disadvan- specific purposes such as mergers, acquisitions, al issues that are central to enhancing the interna-
taged international communities. Methods of and corporate restructuring, multi-SBU and inter- tional competitiveness of a business enterprise.
engagement between international non-govern- national operations. Prerequisite: MIM 574. Address institutional contexts that facilitate and
mental organizations, corporations, and commu- MIM 573 impede the formulation and implementation of
nities to further their respective and mutual Cases in International Corporate Financial global strategies. Explore the interdependence and
objectives are addressed. Recommended prerequi- Management (4) interrelationships in three geopolitical areas: the
site: MIM 511. This final course in the MIM International United States, the Pacific Rim with emphasis on
MIM 564 Corporate Finance Specialization integrates con- Greater China, Japan and Korea, and the
Global Human Resource Management (4) cepts, tools and knowledge gained from the previ- European Economic Community.
Examines the management of human resources in ous specialization coursework. Case analyses are
the international firm, including motivating and used to enhance analytical and quantitative skills
leading employees in multi-cultural contexts. applied to real-world situations. All case work
Course begins with an analysis of the human focuses on companies having international opera-
resource management philosophies and approach- tions, with particular emphasis on the Asia-Pacific
es to industrial and employee relations in repre- region. Prerequisites: MIM 574, MIM 571, and
sentative countries. Integration of human resource MIM 572.
management systems in international firms,
Graduate School
of Education
RANDY HITZ, DEAN
STEVE ISAACSON, ASSOCIATE DEAN FOR ACADEMICS
CHERYL L. LIVNEH, ASSOCIATE DEAN FOR OUTREACH
608 SCHOOL OF EDUCATION BUILDING, 503-725-4619
www.pdx.edu/education
Graduate Programs: licenses must meet the Commission require-

Initial and Continuing Licenses ments in force at the time of the license
Early Childhood Education application.†
Elementary Education
Middle Level Education
High School Education—In cooperation with
† Because licensure rules are controlled by the Oregon
Teacher Standards and Practices Commission, it is possi-
appropriate departments ble that licensure requirements may change. All persons
Specialist Programs—Administrative Studies expecting to be recommended for initial or continuing
(P-12); Postsecondary, licenses should consult with an adviser or contact the
Graduate School of Education Licensure Office, 503-
Adult and Continuing Education; 725-4758.
Library Media; Counselor The school welcomes all students to join
Education (options: School, Clinical Mental in helping us reach our mission: “preparing
Health, Rehabilitation, Marital, Couple and
Family); Literacy Education;
professionals to meet our diverse communi-
Special Education ties’ lifelong educational needs.” The faculty
ESL/Bilingual Education and staff are committed to the following
M.Ed., M.A., M.S.—Education guiding principles as we strive to fulfill our
M.A.T., M.S.T.—In cooperation with appropri- mission:
ate departments 1. We create and sustain educational envi-
Ed.D.—Educational Leadership ronments that serve all students and
(Options: Administration; Curriculum and address diverse needs.
Instruction; Postsecondary Education; 2. We encourage and model exemplary pro-
Special Education)
grams and practices across the life span.
The Graduate School of Education (GSE) 3. We build our programs on the human
has a wide range of comprehensive programs and cultural richness of the University’s
leading to degrees and licensure. It is autho- urban setting.
rized by the Oregon Teacher Standards and 4. We model professionalism and develop
Practices Commission to recommend teach- collaborative efforts that support our mis-
er education and specialist candidates for sion.
both initial licenses and added endorse- 5. We challenge assumptions about our
ments. practice and accept the risks inherent in
GSE programs are fully accredited by the following our convictions.
National Council for Accreditation of 6. We develop our programs to promote
Teacher Education and by the Oregon social justice, especially for groups that
Teacher Standards and Practices have been historically disenfranchised.
Commission. Counselor Education pro- 7. We strive to understand the relationships
grams are accredited by the Council for among culture, curriculum, and practice
Accreditation of Counseling and Related and the long-term implications for eco-
Educational Programs and the Council on logical sustainability.
Rehabilitation Education. Although licen- 8. We model thoughtful inquiry as the basis
sure requirements are incorporated into for sound decision-making.
degree programs, changes by the Oregon
Teacher Standards and Practices
Commission during the life of this catalog
may alter the requirements. Applicants for
Goals and Purposes: Education requirements, the candidate will with themes in: Educational Leadership;
be awarded the appropriate degree and be Postsecondary, Adult, and Continuing
We prepare our candidates to provide recommended, upon request, for the appro- Education (PACE); and Leadership in
leadership in: priate license. Ecology, Culture, and Learning (LECL).
Diversity and Inclusiveness: The purpose of these programs is to pre-
MASTER OF EDUCATION
 to work in diverse settings The M.Ed. can be earned by students who
pare educational leaders who are able to
 to promote inclusive and therapeutic have completed PSU’s Graduate Teacher
respond positively, creatively, and proactively
environments to the increasing diversity characterizing our
Education Program (GTEP) and Secondary metropolitan communities and to view
Research-Based Practices and Professional Dual Educator Program (SDEP).
Standards diversity as a foundation upon which to
For GTEP, additional coursework includes:
 to critically analyze and implement Credits
build excellent educational programs for all
research-based practices learners.
CI 563 Teacher as Researcher .................................. 4
 to demonstrate appropriate professional Electives ................................................................. 1-3
All students admitted to the 45-credit
knowledge, skills, and dispositions master’s program must complete four
Impact on Learning and Development For a M.Ed through SDEP, students com- required courses from the Professional
 to ensure all learners and clients succeed plete the following coursework: Studies Core. Other courses listed may be
 to use technology to enhance learning Credits
used as part of the specialization, in consul-
 to influence policy and provide leadership Ed 507 Seminar I: Work sample............................... 2
tation with the student’s adviser. Within
for organizations Ed 507 Seminar II: Work sample.............................. 1 each specialization students may elect to
Evidence Informed Decision Making Ed 507 Seminar III: Job Readiness............................ 1 develop, with their advisers, a general pro-
 to use evidence to solve problems of prac- Ed 509 Initial Field Experience................................. 1 gram or theme (special emphasis or focus).
Ed 580 Adolescent Learners in Inclusive Settings... 2 Themes in educational leadership include:
tice and make educational and therapeu-
Ed 581 Inclusive Classroom Researcher.................... 2
tic decisions educational administration; educational pol-
Ed 582 Collaborative Teaming & SPED Process....... 4
Ed 583 Study Skills & Learning Strategies............... 2 icy analysis; leadership studies; educational
Ed 584 Advocacy & Transition Planning.................. 2 foundations; early childhood administration;
Undergraduate Ed 585 Instructional Planning for Inclusive
Classrooms................................................................. 4
educational research and evaluation; and
leadership in ecology, culture, and learning.
programs Ed 586 Collaborative Teaching................................. 2
Ed 587 Inclusive Ed Research and Leadership......... 2
Themes in postsecondary, adult, and con-
Undergraduate students interested in pur- CI 511 Classroom Management............................... 3 tinuing education include: adult learning
suing a career in teaching should refer to the CI 514 Multicultural & Urban Education................. 3 and development; higher education; student
“Education Programs” section in this catalog CI 519 Special Secondary Methods.......................... 3 services; and training and development.
CI 525 Student Teaching Inclusive Setting............... 6
(page 176) for information regarding recom- CI 525 Student Teaching Fulltime Inclusive........... 12
Credits
Professional studies core.....................16 (minimum)
mended preparatory programs for elementa- CI 543 Effective Teaching Strategies & Foundations of Education.....................4 (minimum)
ry and secondary teachers. Materials for Working with Linguistically & †ELP 551 Social Foundations of Education or
Culturally Diverse Learners....................................... 3
ELP 554 Philosophy of Education
CI 548 Advanced Secondary Methods:
Specialty Area............................................................ 3 ELP 555 Gender and Education
Graduate programs SpEd 509 PRAC: Supervised Field Experience.......... 3 ELP 556 Urban Schools and At-Risk Status
ELP 552 History of Education
SpEd 510 Functional Assessment............................. 3
ELP 553 History of American Education
The Graduate School of Education offers SpEd 510 Functional Curriculum.............................. 3
SpEd 512 Diagnostic Assessment............................. 3 ELP 557 Cultural Pluralism and Urban Education
the Doctor of Education, the Master of Research and evaluation.......................4 (minimum)
SpEd 513 Classroom-based Assessment................... 3
Education, Master of Arts, and Master of SpEd 521 Behavior Management............................. 3
†ELP 511 Principles of Educational Research
Science degrees in education. SpEd 525 Student Teaching SPED half time............ 6
and Data Analysis I
Organizational systems..........................4 (minimum)
SpEd 528 Instructional Methods I:
Admission requirements Literacy (mid-lvl/H.S.)................................................ 3
†ELP 568 Educational Organization and
Administration
SpEd 529 Instructional Methods II: Math
Adult development................................4 (minimum)
To be admitted to a graduate program in & Content Area Instruction...................................... 3
†ELP 520 Developmental Perspectives on Adult
professional education, the applicant must SpEd 536 Specialized Techniques............................. 3
Learning
SpEd 571 Adolescents with Learning
first satisfy minimum University require- Differences................................................................. 2 † Required course.
ments listed on page 67. The applicant must
also meet the admission requirements of Total required 93
In consultation with the adviser, students
specific degree, license, or specialist pro- MASTER OF ARTS OR MASTER OF must complete the requirements for their
grams that the school is authorized to offer. SCIENCE IN EDUCATION area of specialization (and theme) and select
Detailed information regarding admission The master’s degrees in the Graduate School of one of two options to complete the require-
requirements for the various graduate pro- Education are designed for thoughtful and car- ments for the master’s degree (a thesis or a
grams is available from the Graduate School ing practitioners who have the knowledge, comprehensive examination). The thesis
of Education and on our Web page at www. skills, and desire to critically examine educa- requires an oral examination in addition to
pdx.edu/education. tional practices while working to improve the written product. Courses numbered 808
Degree requirements them in ways that are conceptionally sound, are not allowed. Further information about
ethically responsible, and culturally responsive. each of these areas of specialization may be
University graduate degree requirements are obtained from the Graduate School of
listed on page 67. Specific Graduate School Option I: Educational Leadership
Education. For more information please
of Education requirements for degree, edu- and Policy
visit our web site at www.pdx.edu/elp/.
cational specialists, or license candidates are The Department of Educational Leadership
listed below. Upon successful completion of and Policy (ELP) offers a department-wide Option II: Curriculum and Instruction
all University and Graduate School of Master of Arts and Master of Science degree The M.A./M.S. degree in education in cur-
riculum and instruction emphasizes profes-
G r a d u at e S c h o o l o f E d u c at i o n 97
sional education. The purpose of the pro- ECE. For more information, please see our Coun 567 Using Tests in Counseling........................ 3
gram is to prepare experienced teachers and Web site at www.pdx.edu/ci/ci_ece.html. Coun 568 Career and Lifestyle Planning................. 3
Coun 569 Developmental Foundations of
others interested in education to be teacher Counseling................................................................. 3
leaders, create curricula, and respond posi- Coun 570 Legal and Ethical Issues........................... 3
tively to our increasingly diverse schools and Option III: Counselor Education Coun 571 Group Counseling.................................... 3
society. Students can complete the electives All students who are pursuing a master’s Coun 580 Supervision............................................... 1
degree in counselor education must com- Coun 581 Multicultural Perspectives in Counseling.3
in a variety of ways: working toward ESL,
Coun 582 Research and Program Evaluation in
Reading, or Library/Media endorsements, plete core courses with some additional Counseling................................................................. 3
focusing on one of the department special- work needed based on program require- Coun 585 Diagnosis and Treatment Planning I....... 3
izations, or choosing from an array of grad- ments. This program satisfies University and Total 56
uate level classes. Graduate School of Education requirements Clinical Mental Health Counseling
Requirements for the degree are: and is part of the requirements needed prior Specialization. The clinical mental health
1. A program of study consisting of 45 grad- to taking the NCE examination of the counseling specialization prepares individu-
uate-level credits approved by the stu- National Board for Certified Counselors als to work as counselors in private and pub-
dent’s graduate adviser and the depart- (NBCC) or of the Commission on lic clinical mental health agencies, commu-
ment chair, to include: Rehabilitation Counselor Certification nity colleges, universities, employee assis-
a. A minimum of 24 credits in curriculum (CRCC). This program is also approved by tance programs or private practice settings.
and instruction. the Oregon Board of Licensed Professional Prior experience in a helping relationship is
b. A core of studies encompassing prepara- Counselors and Therapists and the Teacher recommended for individuals pursuing this
tion in the areas of teaching and learning, Standards and Practices Commission of specialization. Depending upon one’s choice
curriculum, research and evaluation, Oregon. Students should work with their of setting, the counselor should prepare to
human relations, and multicultural edu- advisers in the process of understanding the offer diagnostic and intervention services to
cation. The precise nature of this core of licensure requirements of both of these cre- the populations seeking counseling. The
studies is specified by the department. dentialing groups. program of study leading to an M.A./M.S.
Degree plans are written in cooperation The primary purpose of the counselor in education with a clinical mental health
with an assigned adviser. education program is to educate competent counseling specialization must include the
c. Eighty-five percent of the required credits counselors for public and private schools, following courses:
must be 500 level. community behavioral health agencies and Credits
d. No more than 6 credits may be 800-level rehabilitation facilities. The program is Core coursework..................................................... 56
courses numbers, if approved by the designed to strengthen competencies in the Coun 552 Theories and Interventions II.................. 3
adviser prior to being used for a master’s behavioral sciences and to broaden the stu- Coun 553 Advanced Therapeutic Strategies........... 3
dents’ background in human growth and Coun 575 Foundations of Couples, Marriage, and
program. Courses numbered 808 are not Family Counseling..................................................... 3
allowed. development, counseling theories and inter- Coun 586 Psychopharmacology and
e. With adviser and department chair ventions, interpersonal relations, individual Mental Illness............................................................ 3
approval, up to 15 credits may be trans- and group processes, career and life-style Coun 587 Foundations of Mental Health
Services....................................................................... 3
ferred in from other institutions. planning, assessment, diagnosis and treat- Coun 588 Diagnosis and Treatment Planning II...... 3
f. With adviser and department chair ment planning, research and program evalu- Coun 544 Consultation: Theory and Practice.......... 2
approval, up to 15 credits from PSU ation, and multicultural aspects of counsel- Coun 546 Grief and Loss........................................... 2
taken prior to admission may be included ing. Coun 572 Systemic Perspectives on Human
Sexuality..................................................................... 3
in the program. Students may pursue one of four areas of
Coun 577 Family Therapy or
g. The total credits of (e.) and (f.) cannot specialization within the counselor educa- Coun 578 Couples Therapy....................................... 3
exceed 15. tion program: clinical mental health coun- Coun 593 Case Management................................... 3
2. The student will select one of three seling, rehabilitation counseling, and school Electives..................................................................... 3
options to complete the requirements for counseling; and marital, couple, and family Total 90
the master’s degree: (1) an independent counseling. This is primarily an evening Rehabilitation counseling specialization.
action research project, (2) a thesis, or (3) weekend program. The program takes three The rehabilitation counseling specialization
a written comprehensive examination. years to complete unless students choose to prepares individuals to work in a variety of
The thesis requires an oral examination in proceed more slowly. settings such as the state/federal rehabilita-
addition to the written product. Note: Students in all four specializations tion system, public and private rehabilita-
Core Classes must complete Coun 541 Introduction to tion facilities, and supported employment
CI 561 Advanced Educational Psychology (3) Counseling and one course in psychopathol- projects, with clients needing vocational and
CI 565 Theoretical Models of Curriculum (3) psychosocial rehabilitation services.
ogy prior to admission or before enrollment
CI 567 Curriculum and Culture (3)
CI 580 Theories of Instruction (3)
in the fall term of the first sequence of Emphasis is on the development of effective
CI 581 Issues in Education (3) coursework. Additional prerequisites are interpersonal counseling skills, vocational
CI 590 Action Research: Proposal (3) specified for students in the school counsel- development, and job placement skills in
Coun 525 Guidance for Classroom Teachers (3) ing specialization (see “Licensure” on page order to assist clients with chronic and
CI 591 Action Research Implementation (3) 99.). Courses numbered 808 are not allowed. severe disabilities in improving the quality
Early Childhood specialization. The Core courses Credits of their lives via self-sufficiency and eco-
Graduate School of Education offers gradu- Coun 504 Internship.................................................. 9 nomic independence.
ate-level courses for professionals seeking to Coun 509 Practicum: Group Counseling.................. 1 Students seeking national certification
Coun 509 Practicum: Counseling............................. 6 from the Commission on Rehabilitation
strengthen their understanding and skills in Coun 509 Practicum: Peer Supervision.................... 2
the area of early childhood education. This Coun 531 Foundations of Substance Abuse
Counselor Certification (CRCC) as rehabili-
coursework focus is appropriate for those Counseling................................................................. 3 tation counselors or state certification by the
pursuing a master’s degree in curriculum Coun 543 Interpersonal Relations............................ 3 Oregon Worker’s Compensation
and instruction with a specialization in Coun 551 Theories and Interventions I................... 3 Department should complete the following
Coun 566 Appraisal Instruments.............................. 1 80 credit program:
Credits Coun 596 Foundations of School Counseling......... 3 The program of study leading to an M.A.
Core coursework..................................................... 56 Total 75 or M.S. in library media requires the com-
Coun 552 Theories and Interventions II.................. 3
pletion of the following credits:
Coun 583 Job Placement and Training.................... 3 Option IV: Special Education
Coun 590 Foundations of Rehabilitation Credits
The Graduate School of Education offers Lib 509 Initial Practicum........................................... 3
Counseling................................................................. 3
Coun 591 Medical Aspects of Disability.................. 3 comprehensive programs for the professional Lib 530 Literature Promotion Programs K-12......... 3
Coun 592 Psychosocial Aspects of Disability........... 3 preparation of students in special education. Lib 534 Administration of the School
Coun 593 Case Management................................... 3 A master’s degree in special education may Library Media Center................................................ 3
Lib 536 Design and Production of Instructional
Coun 594 Occupational Analysis/Vocational be completed in conjunction with state Media......................................................................... 3
Evaluation................................................................. .3
Coun 595 Contemporary Issues and Applications
licensure in special education or may be Lib 541 Reference and Information Systems and
in Rehabilitation Counseling.................................... 3 completed independently. For licensing Services....................................................................... 4
information see “Programs Leading to Lib 542 Collection Development and Evaluation... 3
Total 80
Lib 547 Library Media Instructional Programs K-12.3
Marital, couple, and family counseling Licensure: Special Education” on Special Lib 548 Organization of Library Media Collections.4
specialization. The marital, couple, and Education Licensure Programs. Lib 561, 562, or 563 Practicum................................. 3
family counseling specialization prepares Students completing a master’s degree Lib 573 Advanced Methods and Procedures in
must complete the special education master’s School Library Media Centers.................................. 3
individuals to work in mental health centers,
Lib 574 Research Strategies for Library Media
community agencies, and other settings in degree core program. The master’s core must Specialists................................................................... 3
which counselors are expected to assist cli- total at least 12 credits beyond initial special Lib 575 Directed Field Expertise............................... 3
ents presenting with couples, family, or rela- education licensure. Courses numbered 808 Lib 576 Planning and Evaluation of Library Media
are not allowed. The master’s degree without Programs.................................................................... 3
tionship issues. Emphasis is placed on teach- Electives..................................................................... 4
ing counselors systemic assessment and Oregon licensure must total at least 45 cred-
In consultation with the adviser, students
intervention in the counseling process. The its (which includes the master’s core).
must complete the course requirements and
program of study leading to an M.A. or Master’s core program. Students must
select one of two options to complete the
M.S. in education with the marital, couple, take SpEd 590 Applied Behavioral Research
requirements for the master’s degree (a thesis
and family specialization requires the com- in Special Education prior to beginning the
or comprehensive examination). The thesis
pletion of the following credits: capstone experience. A student must com-
requires an oral examination in addition to
plete a capstone experience by choosing
Credits the written product. Courses numbered 808
Core coursework..................................................... 56 either the completion of a special project or
are not allowed. For additional information,
Coun 552 Theories and Interventions II.................. 3 a master’s thesis. In addition to the comple-
see www.ceed.pdx.edu/lib_media.
Coun 572 Systemic Perspectives on Human tion of a written product, the student must Doctor of Education in Educational
Sexuality..................................................................... 3
present his/her project/thesis to the faculty. Leadership. The Ed.D. in Educational
Coun 573 Contemporary Couples, Marriage,
and Family Systems................................................... 3 Students are required to enroll in 6 credits Leadership, offered by the Graduate School
§Coun 574 Family Life Cycle and Transitions.......... 3 of Special Project (SpEd 506) or Thesis of Education, is the school’s highest profes-
Coun 575 Foundations of Couples, Marriage, (SpEd 503). sional degree. It is designed to help formal
and Family Counseling.............................................. 3
The master’s core includes: and informal educational leaders develop
§Coun 577 Family Therapy....................................... 3
SpEd 590 Applied Behavioral Research in
§Coun 578 Couples Therapy..................................... 3 Special Education...................................................... 3 their capacity to provide leadership that
§Coun 579 Advanced Systemic Instructions: Couples SpEd 591 Issues in Special Education....................... 3 makes a positive and significant difference in
and Families............................................................... 3
Coun 555 Counseling Children & Youth.................. 3
A combination of the following: the professional fields and diverse communi-
SpEd 503 Thesis or SpEd 506 Special Project....... 6
Coun 588 Diagnosis & Treatment Planning II......... 3 ties they serve. Emphasis is on the develop-
Electives............................................................... 0-6
Coun 544 Consultation: Theory and Practice.......... 2 ment of excellent professional performance
Total 12
Coun 546 Grief & Loss............................................... 2 as leaders in education in: public and private
Total 90 Students completing the Master’s program schools; community and four-year colleges
§ Coun 573 and 575 recommended prior to enrolling in with a focus on Visually Impaired Learners and universities; community, state, and fed-
these courses. have the option of completing the Master’s
School counseling specialization. The eral educational agencies; and nonschool set-
Core Program as described above or to com- tings, where appropriate.
school counseling specialization prepares indi- plete SPED 590, SPED 591, and an addi-
viduals to work as counselors in school settings. Four specializations are available to stu-
tional 6 elective hours in special education dents: PreK-12 administration specializa-
Emphasis is placed on preparing school coun- AND complete a proctored, written Master's
selors to work with students to support them in tions; curriculum and instruction; postsec-
Comprehensive Examination. ondary and adult and continuing education;
the process of achieving academic, career, and
personal/social success. The 77 credit program Option V: Library Media and special and counselor education. Each
is for individuals who enter the program with The PSU program in library media focuses student is admitted to one of the four spe-
two years of teaching experience. Students who on the preparation of the school library cializations. Students interested in sustain-
cannot document two years of teaching experi- media specialist for professional positions in ability education may request admission
ence must complete a 6-credit, 200- hour effec- K-12 library media centers. The program through any of the four specializations.
tive teaching sequence to obtain licensure as a incorporates all of the coursework that is part General requirements. A minimum of 135
school counselor (see “Licensure” on page 99.) of the library media endorsement plus a credits is required beyond the baccalaureate.
Credits 16-credit core of studies representing Students must either satisfy degree require-
Core coursework..................................................... 56 research and evaluation, human relations, ments in place at the time of admission or,
Coun 527 Counseling Individuals with Diverse and other current topics that apply to the at the student’s option, may elect to apply
Needs........................................................................ .3
library media field. Students work closely requirements adopted after admission.
Coun 545 Youth at Risk............................................ 3
with an adviser to plan a sequence of courses Continuous enrollment is required.
Coun 547 Legal & Ethical Issues in School
Counseling................................................................. 1 that meet program requirements and draw A minimum of 72 credits must be com-
Coun 555 Counseling Children and Youth.............. 3 on their own specific areas of interest. pleted at Portland State University after
Coun 576 Parents, Families, and Communities in admission to the doctoral program, to
Schools....................................................................... 3
Coun 589 Action Research in Counseling................ 3
include the leadership core, specialization,
and dissertation. Early in the program the
student and adviser jointly develop an indi- Postsecondary Education (4) approved inquiry strategies, including—but
vidual program of study, approved by the ELP 541 The Community College (4) not limited to—traditional research designs
Independent Study (variable credit)
doctoral program coordinator. Courses and methods, ethnographic and descriptive
Total 24
numbered 808 are not allowed. Special Education and Counselor Education
case studies, policy analyses, product devel-
Credits Required Courses opment and field testing, and program eval-
Leadership core SpEd/Coun 607 Problem-centered Studies in uation. A minimum of 18 credits is directed
Ed 620 Doctoral Studies Proseminar . ..................... 4 Special and Counselor Education: toward the dissertation project.
Seminar I, II, III.................................................... 18
Ed 630 Principles and Practices of Learning............ 4
SpEd/Coun 604 Internship†................................. 12
Residency. As is required for all doctoral
Ed 640 Organizational Leadership Theory degrees at PSU, candidates for the Ed.D.
and Research in Education....................................... 4 in College Teaching (3-6)
Ed 650 Educational Policy and Politics ................... 4 and/or in Pre-service Supervision (3-6) degree fulfill the residency requirement after
Ed 660 Foundations of Research Paradigms and and/or in School Settings (3-6) admission to the doctoral program.
Methods..................................................................... 4 and/or in Community Agencies (3-6) Candidates must register for a minimum of
Ed 661 Qualitative Research Methods Total 30 three consecutive terms of full-time
in Education.............................................................. 4 † Minimum of 12 credits. As part of each internship,
Ed 662 Quantitative Research Methods students/and faculty will attend an internship seminar. approved graduate study at PSU (at least 9
in Education.............................................................. 4 The cognate field (where required 12-18 credits per term) through coursework, the
Specialization..................................................... 24-36 credits). Students in postsecondary, adult, study of practice (i.e., field-based work),
PreK-12 Administration
and continuing education must complete credits by arrangement, and/or dissertation
Required Courses................................................... 8 credits. Foreign language competency is not
ELP 658 Social, Historical, Philosophical, and
work in a field(s) outside the Graduate
Cultural Foundations of Educational School of Education that complement(s) required for the Ed.D. degree.
Administration (4) their degree program. The cognate might be
ELP 659 Theory, Research, and Practice
used for several purposes: to gain further
in Educational Administration (4)
Integrative Themes.............................................. 16 knowledge about theories and conceptual Licensure
The student, in consultation with the adviser, will frameworks developed by those in other Testing requirements for program com-
develop a specialization in one of the following fields that have been or might be applied to
integrative themes. It is possible to use courses pletion and Oregon’s test pass rates.
from more than one theme in developing a new education; to develop in-depth knowledge of Federal regulations require that potential
integrated theme. and skill with specific inquiry methods; and applicants and the general public are
District-level Administration. Coursework for the
superintendent license may be used in this
to gain greater breadth in related fields. The informed of the following:
theme. cognate credits for the special and counselor In Oregon, a system of multiple measures
School-level Administration. Coursework for the education program are as follows: Students is used to determine the status of program
administrator license may be used in this theme.
with a M.A./M.S. in special education must completers, who can then be recommended
Educational Policy. This theme focuses on policy
development and political processes, building on take 12-15 credits of coursework in counsel- to the Teacher Standards and Practices
a solid foundation in educational sociology, his- or education. Students with an M.A./M.S. Commission for licensure. One component
tory, philosophy, research, evaluation, diversity,
and pluralism. in counselor education must take 12-15 of this system requires the educator to pass
Total 24
credits of coursework in special education. A both a basic skills test and a battery of sub-
Curriculum and Instruction list of preferred coursework is available from ject matter tests. For basic skills testing the
Required Courses................................................... 3 the Department of Special and Counselor educator may choose to take the California
CI 610 Research and Resources in Curriculum Education. The cognate credits for PreK-12 Basic Educational Skills Test (CBEST) or
and Instruction (3)
Integrative Themes for Change..................... 30-33
administration are optional, and the C+I the PRAXIS I: Pre-Professional Skills Test
The student, in consultation with the adviser, specialization does not require a cognate. (PPST). Authorizations in early childhood,
either will develop an integrative theme to be Electives. Students may include up to 57 elementary, and middle level teaching
proposed as their specialization credits or select credits as electives. Electives might include
an existing specialization, such as reading and require passing scores on the Oregon
language arts, or early childhood education. courses taken as part of a master’s degree Educator Licensure Assessments (ORELA)
Examples of integrative themes are: inclusive/ program, additional education courses taken Multiple Subjects Examination. The
multicultural education, mid-level education,
mathematics or social studies education, and by those coming from fields other than edu- ORELA includes two subtests that consist of
teacher education/teachers’ professional cation, and additional cognate work. multiple choice and constructed response
development.
Comprehensive examinations. Two com- items, which assess knowledge in language
Total 33-36
prehensive examinations cover separately the arts, social science, the arts, mathematics,
Postsecondary Education, Adult and
Continuing Education leadership core and the specialization. The science, health, and physical education.
Required Courses................................................. 12 first, taken when the student has completed Secondary educators must pass PRAXIS II
ELP 607 Advanced Postsecondary Seminar (4) the leadership core, is designed to assess a stu- tests in their specific subject matter.
ELP 520 Developmental Perspectives on Adult dent’s ability to analyze, synthesize, and apply
Learning (4) Generally there are one to three tests in each
ELP 538 Contemporary Issues frameworks from the leadership core to an subject matter endorsement area in some
in Postsecondary Education (4) educational topic of significance. The second, combination of multiple choice and con-
Integrative Themes.............................................. 12 focused on the specialization, is designed to structed response formats.
The student, in consultation with the adviser, will assess a student’s ability to integrate and apply
develop an integrative theme, for example: high- Because passing of basic skills and subject
er education; adult learning and development; theoretical concepts and research results that matter tests is required for program comple-
student services; or training and development. inform the dissertation topic. Students write tion in Oregon, the state pass rate is 100
Examples of courses that may be used in a pro-
gram are: academic papers for each examination. These percent. Those who do not pass the required
ELP 521 Adult Learning (4) papers are presented and defended to a facul- tests are not considered program completers
ELP 522 Motivating Adult Learners (4) ty committee in a public meeting. and are not eligible for recommendation for
ELP 525 Student Services Dissertation. The doctoral dissertation
in Higher Education (4) an Initial Teaching Licenses.
ELP 526 Facilitating Student Success in represents original and independent inquiry
Postsecondary Education (4) that is a contribution to knowledge or is of
ELP 533 Planning and Budgeting in value for educational practice. Students may
Postsecondary Education (4)
ELP 537 Policy and Governance in
elect to employ one of several different
Graduate Teacher CI 510 Engaging Middle School Learners................ 3 program of integrated coursework and field
CI 511 Classroom Management............................... 3 experiences is completed over five terms.
Education Program CI 512 Teaching and Learning . ............................... 3
Programs in early childhood education (age CI 513 Classroom Instruction and Technology ....... 5
Students are licensed to teach in their con-
3-grade 4), elementary education (grades CI 514 Multicultural and Urban Education............. 3 tent area (e.g. math, social studies, English,
3-8), mid-level education (grades 5-9), high CI 515 The Reflective Practitioner . ......................... 3 science, etc.) at mid-level and/or high school
school education (grades 7-12), and library/
CI 519 Special Secondary Methods.......................... 3 as well as licensed as special educators.
media are offered for students who wish to
CI 521 Reading and Composition Students also receive additional instruction
in the Content Areas................................................ 3
teach in the public schools. Successful com- CI 548 Advanced Secondary Methods:
in supporting English language learners.
pletion of these programs culminates in a Specialty Areas ......................................................... 3 Faculty from both the curriculum and
recommendation to Oregon’s Teacher
CI 554 Student Teaching I......................................... 6 instruction and the special education pro-
CI 555 Student Teaching II...................................... 15 grams teach in the program. The program
Standards and Practices Commission for the SpEd 418/518 Survey of Exceptional Learners......... 3
Initial Teaching License. reflects the rapidly changing needs of
Total 56
Admission. The Graduate Teacher America’s schools where a wide range of
Secondary education at Portland State diverse learners are found in each classroom.
Education program has a number of general University is available in the following
requirements for admission to its programs endorsement areas: art, biology, business, International Teacher Education Program.
in teacher education including, but not lim- chemistry, drama, foreign languages, health The Graduate School of Education offers an
ited to: education, integrated science, language arts, International Teacher Education Program
1. Bachelor’s degree from an accredited insti- mathematics, music, physical education, for students who hold teaching licenses in
tution physics, social studies, and speech. Initial other countries and who are seeking Oregon
2. Admission to PSU subject matter endorsement requirements teaching licenses. It is designed to meet the
3. Cumulative 3.00 GPA are outlined in the appropriate departmental Initial Teaching Licensure requirements set
4. Psy 311 Human Development (or equiva- section of this catalog. forth by Oregon’s Teacher Standards and
lent) Advising in subject matter endorsement Practices Commission. Through an individ-
5. C-BEST (California Basic Educational areas is through the appropriate academic ualized planned program, students fulfill all
Skills Test) or PRAXIS-PPST (Pre- department. Students completing the sec- of the requirements stated above for the
professional Skills Test) ondary education program are eligible to Graduate Teacher Education Program
6. ORELA (Oregon Educator Licensure teach in grades 7-12 in integrated subjects through either equivalency, substitution, or
Assessments)—Early Childhood, and departmental assignments. Students in current coursework/classroom experiences. A
Elementary, and Middle Level the following endorsement areas are eligible 6-credit student teaching experience is
7. PRAXIS Specialty Area Test—Middle to teach in grades K-12, provided that they required, along with a minimum of 7 credits
Level and High School have completed student teaching and/or of coursework taken at PSU. For admissions
8. Departmental recommendation—Middle practicum in two authorization levels (early procedures, testing requirements, and an
Level and High School childhood/elementary and middle-level/high appointment with program faculty, please
9. Other prerequisites (Early Childhood/ school): Art, music, ESL/bilingual educa- call the GSE receptionist at 503-725-4619.
Elementary only): Art 312, Mus 381, Lib tion, physical education, and special educa- Bilingual Teacher Pathway (BTP)
428, and Mth 211, 212, 213 tion. Students who wish to teach at the Program. The Graduate School of
10. Proficiency in the use of comput- middle level (grades 5-9) must complete a Education offers a teacher preparation pro-
ers and Ed 420/520 Introduction to practicum, a work sample, and submit pass- gram for bilingual/bicultural assistants in
Education and Society (or the equivalent) ing scores on the ORELA and Praxis spe- partner school districts seeking initial teach-
are strongly recommended. cialty area examinations. For more details, er licensure at both the elementary and sec-
Specific program admission requirements visit the office of the Graduate Teacher ondary levels. In addition, the ESL/Bilingual
and application materials are available in Education Program. Endorsement is included as part of the pro-
each department in the Graduate School of gram. The BTP core consists of 40 credits
Education. Dual elementary education/special educa-
tor Licensure with Master’s Degree. taken over two-and-a-half years and the
Program requirements:
The inclusive elementary educators program ESOL endorsement is 22 credit hours.
Early childhood and elementary Credits
CI 509 Practicum: Initial Field Experience................ 3 is a full-time dual elementary/special educa- Additionally elementary licensure students
CI 510 Literacy in ECE and/or tor endorsement option of integrated course- complete 22 credits of prerequisite classes;
Elementary.............................................................. 2-4
work and field experiences. Students with high school licensure students complete up
CI 511 Classroom Management .............................. 3
these two endorsements are licensed to teach to 22 credits of content-area and prerequi-
CI 512 Teaching and Learning . ............................... 3 site classes. Students may apply at the
CI 513 Classroom Instruction and Technology ....... 5 early childhood and elementary (pre K-8)
CI 514 Multicultural and Urban Education............. 3 grades and special education (K-12) grades. undergraduate (minimum 90 credits) or
CI 515 The Reflective Practitioner............................ 3 Faculty from both curriculum and instruc- graduate level. BTP is a part-time program
CI 516 Integrated Methods I: tion and special education are instructors in offering evening and weekend classes. For
Reading/Language Arts ........................................... 3
the program. This program reflects the rap- more information and school district part-
CI 517 Integrated Methods II:
Health, Science, Soc. Studies ................................... 5 idly changing nature of America’s schools, ners, please see our Web site at www.btp.
CI 518 Integrated Methods III: where students with disabilities are being pdx.edu.
Art/Math/Music/PE ................................................... 5
integrated into regular classrooms with
CI 550 or CI 552 Student Teaching I ....................... 6
increasing frequency. Initial K-12 Teaching License in
CI 551 or CI 553 Student Teaching II .................... 15
Library Media
SpEd 418/518 Survey of Exceptional Learners......... 3 Dual mid-level and/or secondary and spe-
Students have the option of selecting a pro-
Total 58 cial education with master’s degree.The
gram leading to a K-12 Initial Teaching
Program requirements: Graduate School of Education offers a dual
Mid-level and high school Credits License in library media. The program
licensure program in mid-level and/or sec-
CI 509 Practicum: Initial Field Experience................ 3 includes library media and education course-
ondary and special education that also
CI 510 Engaging High School Learners.................... 3 work, and student teaching experience in a
or includes a master’s degree. This full-time
library media center. This enables the student
to be a K-12 library media specialist, but not a Credits to be added to a current teaching license, is
classroom teacher. Ling 422/522 How Do People Learn made to Teacher Standards and Practices
a Second Language................................................... 3
Ling 423/523 Taking Stock: Assessment and Commission (TSPC) when a candidate suc-
Admission Requirements Evaluation in Programs with Language cessfully completes this program (the follow-
The Graduate School of Education and Minority Students..................................................... 2
ing courses and two 90-hour practica) and
Continuing Education/School of Education CI 443/543 Effective Teaching Strategies and
receives passing scores on the Library Media
Materials for Working with Linguistically and
have a number of general requirements for Culturally Diverse Students...................................... 3 Praxis Exam.
admission to this licensure program: SpEd 455/555 Working with LEP Children
Credits
 Bachelor’s degree from an accredited Who Have Special Needs.......................................... 2
Lib 509 Initial Practicum........................................... 3
institution ELP 465/565 ELL School/Community Relations........ 3
Lib 530 Literature Promotion Programs K-12......... 3
ELP 466/566 Impact of Language and
 Admission to PSU Culture in the Classroom.......................................... 3 Lib 534 Administration of the
 Cumulative 3.00 GPA ELP 467/567 ESL/Bilingual Program Design
School Library Media Center.................................... 3
Lib 536 Design and Production of Instructional
 Psy 311 Human Development and Models................................................................ 3
Media......................................................................... 3
CI 509 ESL Bilingual Practicum................................. 3
(or equivalent) Lib 541 Reference and Information Systems
 CI 432 Computer Applications for the Total 22 and Services............................................................... 4
Classroom (or equivalent) Lib 542 Collection Development and Evaluation... 3
 Lib 428/528 Children’s Literature READOregon Lib 547 Library Media
Instructional Programs K-12..................................... 3
(or equivalent) (previously Collaborative Reading Lib 548 Organization of Library
 Lib 429/529 Young Adult Literature (or Education and Distance Education) Media Collections...................................................... 4
equivalent) The READOregon program is a collabora- Lib 561, 562, or 563 Practicum................................. 3
 SpEd 418/518 Survey of Exceptional tive of five universities in the Oregon For information, see www.ceed.pdx.edu/
Learner University System—Eastern Oregon lib_media.
 C-BEST (California Basic Educational University, Oregon State University,
Skills Test) or PRAXIS PPST Portland State University, Southern Oregon Educational Administration
(Pre-Professional Skills Test) University, and Western Oregon Two authorized programs comprise the
Program Requirements Credits University—in cooperation with OUS Executive Leadership Program leading to
CI 511 Classroom Management: Elementary.......... 3 departments of distance and continuing institutional recommendations for initial and
CI 512 Teaching and Learning: Elementary............. 3 education. continuing licensure of qualified persons for
CI 513 Instruction and Technology: Secondary....... 5 The READOregon program consists of positions as building and district level admin-
CI 514 Multicultural and Urban Education: two collaborative distance education pro- istrators. All students are required to have an
Elementary................................................................. 3
CI 516 Integrated Methods I: Reading and grams available to teachers statewide: approved program of study, as described
Language Arts/Elementary....................................... 3  Reading Specialist Endorsement below, filed with the Graduate School of
Lib 530 Literature Promotion Programs K-12......... 3 Program—graduate-level, distance-deliv- Education. Admission requirements and
Lib 534 Administration of the School detailed program information for each pro-
Library Media Center................................................ 3
ered 24-credit reading specialist endorse-
Lib 536 Design and Production of Instructional ment program. gram are available from the Department of
Media......................................................................... 3  Literacy Education Course of Study— Educational Leadership and Policy (ELP).
Lib 541 Reference and Information Systems and graduate-level, distance-delivered, The Initial Administrator License (IAL)
Services....................................................................... 4
Lib 542 Collection Development and 12-credit literacy education certificate of Program, prepares individuals for positions
Evaluation.................................................................. 3 completion for general classroom teach- as building-level administrators. This license
Lib 547 Library Media Instructional ers. requires completion of a master’s degree and
Programs, K-12.......................................................... 3
The goal of both programs is to improve three years of teaching experience. The
Lib 548 Organization of Library
Media Collections...................................................... 4 the reading abilities of students in Oregon’s licensure program may be completed either
Lib 554 Student Teaching I: Elementary or schools. READOregon modules and courses as part of a master’s degree in educational
Secondary.................................................................. 6 administration or subsequent to the comple-
were designed to be used toward a reading
Lib 555 Student Teaching II: Elementary or
Secondary................................................................ 15 specialist endorsement, a concentration in a tion of a master’s degree in the professions
Choose One: master’s degree program, and/or a compo- from an accredited institution. The initial
CI 521 Reading and Comprehension in Content nent of professional development in the area administrator curriculum includes:
Areas.......................................................................... 3
of literacy. Credits
OR
Read 530 Reading and Composition in Content Please visit the Oregon University Systems ELP 570 Human Relations and Educational
Foundations...............................................................4
Areas 4-12.................................................................. 3 Web site for more specific information
ELP 571 Teaching, Learning, and Curriculum..........4
Total 64 about the READOregon program: www. ELP 572 Human Resource Development and
Students must score above Oregon’s cut-off readoregon.org. Organizational Change............................................4
point on the Library Media Praxis Test for For more information about Portland ELP 509 Practicum.....................................................9
State University’s READOregon courses and ELP 573, 574, 575 Educational
PSU to recommend them to TSPC. Leadership Project I, II, III.........................................3
For additional information about the pro- admission, please visit our Web site at www.
Total 24
gram and course work, see www.pdx.edu/ ceed.pdx.edu/readoregon.
The Continuing Administrator
lib_media. Licensure Program (CAL), prepares indi-
Library Media Endorsement
viduals for positions as continuing school
ESL/Bilingual endorsement The Graduate School of Education offers a administrators and as school district admin-
The Graduate School of Education offers a graduate-level program leading to a recom- istrators. This program requires prior com-
program leading to an ESL/Bilingual mendation for a library media endorsement. pletion of the initial administrator program
endorsement for teachers already holding a The Library Media Endorsement Program or its equivalent. Each course includes a
valid Oregon teaching license. The autho- consists of a comprehensive set of course- 30-hour field-based project.
rized program is as follows: work (29 credits) that prepares students to
Credits
be competent PreK-12 library media special- ELP 576 Education, Community and Society...........4
ists. Recommendation for the endorsement, ELP 577 District and School Staff
Supervision and Evaluation......................................4 cation: school counseling specialization. The  Pass the Praxis II: Specialty Area
ELP 578 Communication and Conflict Management program is for individuals with two years’
in Educational Organizations...................................4 Counselor (School Guidance and
ELP 579 Curriculum, Instruction and teaching experience. Upon completion of Counseling, 20420) test with score of
Assessment Leadership.............................................4 the program, students are recommended for 630+ to be eligible for licensure.
ELP 580 District Policy, Operations, the Initial School Counselor License.  Be fingerprinted and pass an anti-dis-
Facilities and Finance................................................4
ELP 581 U.S. and Oregon School Law and Policy......4
After graduation, the Continuing License crimination test.
ELP 506 Special Topics: Administration...................4 requires experience as a school counselor,  After graduation and licensure, verify
Students who completed an earlier licen- and completion of a portfolio documenting three years of one-half time or more
sure program prior to 2005 should consult professional development as defined by counseling experience in Oregon public
with the Department of Educational OAR 584-070-0090. schools or in Oregon private schools
Leadership and Policy (ELP) to determine Track II. Track II is designed for students accredited by the Northwest Association
what new license requirements must be met. who cannot document two years of success- of Schools and of Colleges and
ful experience as a licensed school teacher. Universities as a requirement for
Reading The program consists of 81 credits of study Continuing License as a school counsel-
The literacy education faculty have designed leading to the approved M.A./M.S. in coun- or. Students must complete a 9-credit
a program which works to develop class- seling in education: school counseling spe- Continuing School Counseling
room teachers, reading specialists, and dis- cialization. Since track II is designed for Licensure program within six years.
trict reading personnel whose practice grows individuals who cannot document two years’  Develop a professional portfolio as a
out of a solid grounding in theory and teaching experience, TSPC requires a 6-cred- school counselor with an Initial License
research and reflects the best current think- it, 200-clock-hour teaching requirement as as a condition for recommendation for
ing in the field. This includes consideration part of their program. the Continuing License as a school
of: Licensure only. Students enrolled in the counselor. Students must document pro-
 Best practices and national and literacy licensure only option must be graduates from fessional development as defined by
standards. an accredited master’s program in counseling, Oregon Administrative Rules (OAR
 The variety of methodologies and psychology, or social work that required a 584-070-0090).
resources available for creating classroom clinical practicum focused on individual and Additional information about require-
literacy environments. group counseling skills. Graduate degrees in ments and specific courses can be obtained
 Principles and practices of working with teaching or education are not accepted. The from members of the Counselor Education
students needing extra help with literacy. program is designed to meet the requirements faculty responsible for advising students in
 Authentic assessment practices. for the Initial School Counselor License the school counseling specialization.
Completion of the following coursework, approved by TSPC. Students must complete
the PRAXIS Specialty Area Exam in Reading, 33 credits in the school counseling core to be Special Education
and a 90 hour practicum are required for an eligible for the Initial School Counselor Licensure Programs
Oregon reading endorsement. Courses num- license. Continuing License requires experi- The PSU Graduate School of Education
bered 808 are not allowed. ence as a school counselor and documenta- offers licensure and endorsement programs
Core Credits
tion of professional development as defined for:
†CI 522 Literacy Foundations................................... 4 by OAR 584-070-0090.  Persons seeking their special education
†CI 474/574 Assessing and Instructing Learners All students in the licensure only option endorsement who do not currently hold
with Literacy Problems............................................. 4 must take the school counseling specializa- an Oregon teaching license.
CI 529 School Reading Program Leadership........... 3
tion core courses. The Teacher Standards  Persons seeking elementary education
CI 510 Children's Literature K-12............................. 3
CI 510 Literacy Assessment for
and Practices Commission requires school and special education endorsements
Reading Specialists.................................................... 3 counselors to have two years’ experience as a through an integrated dual program
Endorsement levels licensed teacher in a public school setting. who do not currently hold an Oregon
Early childhood and elementary Individuals in need of the teaching require- teaching license.
CI 472/572 Language and Literacy in ment must take the six-credit, 200-clock-  Persons seeking mid-level and/or second-
Early Childhood Education....................................... 3
†CI 547 Advanced Elementary Methods: hour teaching experience sequence. ary education and special education
Reading...................................................................... 4 All students (track I, track II, and licensure endorsements through an integrated dual
Elective....................................................................... 3 only) are required to: program who do not currently hold an
Elementary and mid-level  Pass the California Basic Educational Oregon teaching license.
CI 521 Reading and Composition in
the Content Areas..................................................... 3
Skills Test (CBEST) with a score of  Teachers who hold a valid Oregon
†CI 547 Advanced Elementary Methods: 123+ for entrance into the program. teaching license in general education
Reading...................................................................... 4  Complete a school counseling action and wish to add the special education
Elective....................................................................... 3 research or related project and profession-
Mid-level and secondary endorsement.
†CI 548 and CI 509 Advanced Secondary al portfolio documenting the knowledge,  Teachers who hold a valid Oregon
Methods: Reading and Composition and skills, and competencies required by teaching license in special education and
Practicum................................................................... 4 TSPC. wish to take advanced specialty course-
Lib 529 Young Adult Literature............................... 3  Complete a 600-clock-hour internship; work as part of their continuing profes-
Elective....................................................................... 3
internship includes placement in an sional development plan.
† Includes a 30-hour practicum. early childhood/elementary and/or in a  Persons who wish to complete a Master of
middle/high school setting. Arts (M.A.) or Master of Science (M.S.)
School Counseling Licensing  Have two years’ teaching experience. degree in special education.
The school counseling specialization has three Students without two years’ teaching
options: track I, track II, and licensure only. experience must complete a 200-hour Dual endorsement options. The Special
Track I. The program consists of 75 credits teaching experience practicum in a year- Education program offers a dual endorse-
of study leading to an M.A. or M.S. in edu- long 6-credit course sequence. ment option in elementary education (gen-
eral education licensure) and special educa-
tion, referred to as the Inclusive Elementary Call the School for days and times of ses- SpEd 520 Collaboration............................................ 3
Educators Program. A Secondary Dual sions (503-725-4619). Learn more about SpEd 521 Behavior Management............................. 3
SpEd 525 Student Teaching Visually Impaired...... 12
Endorsement Program is offered in mid-lev- special education programs on the Web site SpEd 540 Education of the Visually Impaired
el high-school education and special educa- www.ed.pdx.edu/sped/. Learner....................................................................... 3
tion. A third dual endorsement program is PSU offers state licensure and endorse- SpEd 541 Implications of Vision Problems of
Children/Youth.......................................................... 3
offered in special education and vision ments in the following areas:
SpEd 542 Assessment of Visually Impaired............. 3
impairments. These programs include a dual  Special Educator: Elementary SpEd 543 Reading and Literacy K-12 Visually
student teaching experience. Students who (Initial) Impaired Learner ..................................................... 3
complete these programs receive two  Special Educator: Secondary SpEd 544 Academic Methods Visually Impaired
Learners..................................................................... 3
endorsements. Information about these pro- (Initial) SpEd 545 Orientation and Mobility/Life Skills........ 3
grams is available from the Graduate School  Visually Impaired Learner SpEd 546 Braille I...................................................... 3
of Education. (Initial) SpEd 547 Braille II..................................................... 2
Positive Behavior Support Focus (PBS)  Early Childhood/Early Intervention SpEd 575 Braille III/Technology for the Visually
Area. The PBS Focus Area provides addi- (Initial) Impaired..................................................................... 3
SpEd 576 Visually Impaired Learner
tional training opportunities for students with Additional Disabilities...................................... 3
interested in working with students with Special Educator Initial Endorsement
Program—Elementary (Age 3-grade 8) Total 56
challenging behavior. Students receive more SpEd 536 Specialized Techniques............................. 3
intensive instruction and practice in the SpEd 509 Practicum: Functional Life Skills.............. 3
Early Intervention/Early Childhood
development and implementation of SpEd 509 Practicum: Academic Skills....................... 3 Special Education Endorsement Program
Behavior Support Plans for students with SpEd 519 Principles of Special Education................ 3 The Early Intervention and Early Childhood
challenging behavior. Students will also have SpEd 520 Collaboration I: Families and Special Education Program is designed to
Community–Elementary and Early Intervention..... 3
the opportunity to participate on school prepare professionals to provide services to
SpEd 526 Instructional Methods I: Literacy–
teams implementing school-wide systems to Elementary................................................................. 3 infants, toddlers, and young children with
promote positive behavior in schools. The SpEd 527 Instructional Methods II: Math– special needs, and to their families.
Elementary................................................................. 3 Representative positions include teaching spe-
Focus Area is an additional option for stu-
SpEd 522 Collaboration II:
dents completing licensure courses; students Inclusion Strategies ECE/Elementary........................ 3 cial education preschool classes or kindergar-
in the PBS focus area complete three, Ed 511 Reading/Language Arts Pre-K-12................. 3 ten; supporting children with special needs in
1-credit seminars on Positive Behavior SpEd 513 Classroom Assessment community preschool and daycare settings;
and Instructional Planning....................................... 3 providing consultation to Head Start, Early
Support and SpEd 510 Advanced Behavior
SpEd 507 Student Teaching Seminar....................... 1
Management. SpEd 532 Functional Assessment Head Start, and preschool providers; provid-
Positive Behavior Support Focus (PBS) and Curriculum I........................................................ 4 ing consultation and support to families;
Area SpEd 534 Functional Assessment working with young children and their fami-
and Curriculum II....................................................... 4
 Three 1-credit seminars in fall, winter, SpEd 512 Diagnostic Assessment............................. 3
lies in their home; providing assessment and
spring terms SpEd 521 Behavior Management evaluation services; and providing service
 SpEd 510 Advanced Behavior in the Classroom........................................................ 3 coordination.
SpEd 525 Student Teaching-Elementary................ 12
Management Credits
Special education common background Total 57 Ed 510 Inclusive Early Childhood Models................3
required. In addition to a bachelor’s degree, CI 571 Play: Curriculum in Early Childhood
Special Educator Initial Endorsement Education...................................................................3
the following courses are prerequisites for Program—Middle Level/High School SpEd 509 Supervised Teaching Experience I............3
admission to the special education licensure (Grade 5-Grade 12) SpEd 509 Supervised Teaching Experience II...........3
programs. Experience in education such as: SpEd 536 Specialized Techniques............................. 3 SpEd 510 Literacy: EI/SE............................................3.
early childhood special education, elementa- SpEd 509 Practicum: Functional Life Skills.............. 3 SpEd 518 Survey of Exceptional Learners................3.
SpEd 520 Collaboration I..........................................3.
ry, mid-level, or secondary teacher, instruc- SpEd 509 Practicum: Academic Skills....................... 3
SpEd 519 Principles of Special Education................ 3 SpEd 525 Student Teaching....................................12.
tional assistant, substitute teacher, or com- SpEd 507 Student Teaching Seminar.......................1.
SpEd 523 Collaboration I: Work-Based Learning
munity experience is strongly recommended. (Mid-level/High School)............................................ 3 SpEd 580 Introduction to EI/ECSE............................3.
Applicants without experience are encour- SpEd 528 Instructional Methods I: Literacy SpEd 581 Family Guided EI: 0-3................................3.
aged to enroll in UnSt 421 or SpEd 460 (Mid-level/High School)............................................ 3 SpEd 582 Specialized Techniques: EI/SE...................3.
SpEd 529 Instructional Methods II: Math and SpEd 583 Communication and Language
Outdoor Ed/Recreation for a two-week Content Instruction: (Mid-level/High School).......... 3 Development.............................................................3.
summer camp experience at Mt. Hood SpEd 524 Collaboration II: Schools and SpEd 584 Assessment: EI/SE......................................3.
Kiwanis Camp with students with disabili- Inclusion Strategies (Mid-level/High School)........... 3 SpEd 585 Instructional Strategies I..........................3.
ties to determine if they wish to pursue a SpEd 513 Classroom Assessment and SpEd 586 Instructional Strategies II.........................3.
Instructional Planning............................................... 3
career serving populations with special SpEd 507 Student Teaching Seminar....................... 1 Total 55
needs. SpEd 532 Functional Assessment
Credits and Curriculum I........................................................ 4 Continuing Education Graduate
SpEd 534 Functional Assessment
Psy 311 Human Development.................................. 4
and Curriculum II....................................................... 4
School of
Mth 211, 212, 213 Foundations of
Elementary Mathematics........................................ 12 Ed 511 Reading/Language Arts K-12....................... 3 Education (CE/ED)
Ed 420/520 Intro to Education and Society............. 4 SpEd 512 Diagnostic Assessment............................. 3 503-725-4670
SpEd 521 Behavior Management............................. 3
SpEd 418/518 Survey of Exceptional Learners......... 3 CEED provides credit and noncredit profes-
Highly recommended: SpEd 525 Student Teaching
(Mid-level/High School).......................................... 12 sional development for PreK-12 educators,
SpEd 519 Principles of Special Education................ 3
Total 57 administrators, and support staff; post sec-
For further information about the special
ondary educators and administrators; the
education program, please call the Graduate Vision Impaired Learner Initial broad spectrum of human service profession-
School of Education for an information Endorsement Program als (e.g., counselors, social workers, psycholo-
packet. You may also attend a general advis- SpEd 509 STE I Visually Impaired............................. 3
gists); and training professionals. Courses
ing session in the special education office. SpEd 509 STE II Visually Impaired............................ 3
SpEd 519 Principles of Special Education................ 3
and workshops are offered on campus, at a
variety of sites throughout the state, online, becoming more effective and capable persons. tion of their own at-risk behaviors, role-plays and
and by contract on-site in school districts Recommended prerequisites: completion of 135 small group discussion.
and human service agencies. Offerings credits; student teaching or teaching experience. Coun 504
include: off-site master’s degrees; administra- Coun 430/530 Internship (Credit to be arranged.)
tive licensure programs; the added elementa- Introduction to Psychiatric Diagnoses (3) Coun 526
Covers the causation, criteria, diagnosis and clas- Effective Teaching (2)
ry endorsement; part-time GTEP; educa- sification of the major psychiatric disorders.
tional media/librarianship endorsement, Designed to meet the education and student
Emphasis is placed on both the traditional medi- teaching requirements for track II school counsel-
licensure and master’s; graduate certificates cal model and on the psychosocial model of diag- ing students. Topics covered include effective
(graduate training in addictions and in mar- nosis. Developmental aspects associated with nor- teaching strategies designed to help school coun-
riage and family therapy); and a number of mal and abnormal personalities will also be dis- selors-in-training to meet the TSPC prescribed
certificate of completion programs (e.g., cussed. Prerequisite for the Counselor Education teaching competencies: planning for instruction,
training and development, instructional graduate programs and will not be credited establishing a classroom climate conducive to
toward the completion of the degrees. learning, implementing instructional plans, evalu-
technology, e-learning, and differentiated Recommended prerequisite: Psy 311. ating pupil achievement, fostering professional
instruction). relationships, and addressing organizational expec-
Coun 431/531
CE/ED CENTERS Foundations of Substance Abuse tations. Students are required to complete a 200-
Counseling (3) hour teaching practicum in the field (125 hours of
Early Childhood Training Center (ECTC)— Provides an overview of the biological, psycholog- observation and 75 hours as classroom teacher)
503-725-4815 ical, social, and spiritual dimensions of addictions and complete a work sample. Students are expect-
and addictive behavior. Addictive behaviors are ed to complete two credits per term during one
ECTC provides a graduate certificate in
presented as part of a continuum of mental and school year for a total of six credits. Restricted to
infant toddler mental health, credit and emotional disorders. Emphasizes the biological students admitted to the track II school counselor
noncredit courses, conferences, workshops, substrate and development course of addictions specialization.
on-site consultation, and technical assistance and the relationship of addictive behavior to com- Coun 527
to individuals and programs serving children mon psychological disorders. Models and theories Counseling Individuals
age 0-5 and their families. of addictive behavior that the professional coun- with Diverse Needs (3)
selor needs to understand when treating clients Designed to prepare counselors to provide collab-
The Center for Healthy Inclusive with addictive and co-occurring disorders are orative services for individuals with diverse needs in
Parenting (CHIP)—503-725-5914 reviewed. elementary, secondary, and postsecondary educa-
CHIP promotes gender inclusive parenting Coun 432/532 tional settings. Topics will include an overview of
models. Assessment and Diagnosis of the legal mandates that impact educational require-
Substance Abuse (3) ments and services for students with disabilities,
The Center for Student Success— Focuses on the development of the knowledge including eligibility and various types of disabling
503-725-8150 and skills of assessment and diagnosis of psycho- conditions related to educational success. Issues
The Center provides consultation to school active substance use disorders. related to counseling students and family members,
transitional planning, and collaborating with spe-
districts on closing the achievement gap and Coun 437/537
cial educators and other services providers will also
professional learning teams and conducts Current Issues in Addictions Counseling (3)
be covered.
third-party evaluations. Presentation of current issues and new develop-
ments in the treatment of substance abusing cli- Coun 533
ents. Emphasis is on new knowledge from Treatment of Substance Abuse I (3)
research and current trends in treatment with par- Focuses on the development of the knowledge
Courses ticular focus on the interface between chemical and skills of treatment planning and implementa-
dependency and mental health. tion. Reviews the various modalities of substance
abuse treatment along with the efficacy and indi-
Counseling Coun 441/541
Introduction to Counseling (3)
cations for use of each modality. Primary focus is
Coun 199 on evidence-based practices.
This course provides an introduction to the coun-
Special Studies (Credit to be arranged.) seling profession. Specifically, it focuses on intro- Coun 534
Coun 401/501 ducing theories and skills related to working with Treatment of Substance Abuse II (3)
Research (Credit to be arranged.) individuals, groups, and families across a variety of Focuses on the development of the knowledge
Coun 402/502 settings. It also provides an introduction to various and skills of substance abuse treatment for diverse
Independent Study (Credit to be arranged.) career and educational options within the counsel- client populations. Examines the ethical issues
Coun 403/503 ing profession. The course is cross listed as an involved in addictions counseling and the respon-
Thesis (Credit to be arranged.) undergraduate and graduate course, with different sibilities for continuing professional development
requirements for each. for the addiction specialist. Focus is on both theo-
Coun 405/505 retical and practical skills.
Reading and Conference Coun 445/545
(Credit to be arranged.) Youth at Risk (3) Coun 535
Coun 406/506 Designed to provide participants with an overview Dual Diagnosis (3)
Special Problems (Credit to be arranged.) of information focused on counseling and teaching Focuses on the development of knowledge, skills,
youth-at-risk. Emphasis will be placed on identify- and theoretical framework applicable to the diagno-
Coun 407/507
ing youth-at-risk for depression, suicide, eating dis- sis and treatment of co-occurring disorders. It pro-
orders, pregnancy, AIDS, use and abuse of alcohol vides an understanding of chemical dependency and
Coun 408/508 and drugs, homelessness, gang membership and mental health and looks at best practice models.
Workshop (Credit to be arranged.)
several other at-risk behaviors. Ideas for primary, Coun 536
Coun 409/509 secondary and tertiary prevention from individual,
Practicum (Credit to be arranged.) Addictions Counseling Capstone (3)
family, school and community perspectives will Provides participants with an opportunity to
Coun 410/510 also be presented. Particular attention will be paid research and present material relating to a specific
Experimental Course to guidelines for development of tragedy response topic, treatment approach, or client population, and
(Credit to be arranged.) plans for school campuses in conjunction with the which demonstrates mastery of the information
Coun 425/525 topic of tertiary prevention. Presented in a varied presented in the addiction counseling series. The
Guidance for the Classroom Teacher (3) format structured to include lecture/discussion, final work product is to demonstrate an integration
A study of the responsibilities and procedures of audio-visual presentations, participant self-evalua- of the knowledge from the courses.
teachers for guiding students at all levels in
Coun 543 sultation, and educational intervention in school and intimacy across the life span as well as strate-
Interpersonal Relations II (3) settings. gies to both facilitate healthy sexual development
Development of the self. Emphasis on creative Coun 566 and overcome common sexual functioning prob-
growth and the nature of interaction with others. Appraisal Instruments (1) lems. Students will be assisted in the process of
Communication and belief systems in relation to Accompanies Coun 567 and is intended to be an recognizing personal attitudes and values about
self-acceptance. evaluation and application practicum of tests used various aspects of sexuality and their effect on
Coun 544 in each counselor education specialty track. Must practice as well as the process of comfortably dis-
Consultation: Theory and Practice (2) be taken concurrently with Coun 567. cussing sexuality with individuals and couples.
Focus on the theory and practice of consultation Also addresses the impact of sexual abuse and sex-
Coun 567 uality and treatment considerations. Presented in
and collaboration with various populations (e.g., Using Tests in Counseling (3)
parents, families, clinical practitioners) and across a varied format structured to include lecture/dis-
The course is a graduate level introduction to test- cussion, audio-visual presentations, participant
a variety of settings, particularly mental health ing. It offers the student the option of test usage in
agencies and schools. Prerequisites: graduate self-evaluation of their own attitudes and values,
the counseling process and introduces issues related role-plays and small group discussion.
standing. to such usage. In addition, the course acquaints the
Coun 546 student, through hands-on experience, with test tak- Coun 573
Grief and Loss (2) ing, scoring, norming, profiling and interpreting. Contemporary Couples, Marriage, and Family
Focus on developing knowledge and skills related Prerequisite: Coun 541. Systems (3)
to counseling individuals and families having Focus on contemporary couples, marriage and
Coun 568 family systems as they exist in American society
experienced loss through death. Students will Career and Lifestyle Planning (3)
receive information about theories of grief, explore today. Explore the past, present, and future of
This course examines the theoretical research these systems, including changing demographics
the neurobiology of the brain in relation to trau- foundation for career choices, factors that influ-
ma, recognize factors that complicate grief and and their implications for professionals.
ence choices, the role of information, the skills
develop counseling strategies for working with and practices of effective helpers, the exploration/ Coun 574
these issues. Prerequisites: graduate standing. testing/labor market information sources which Family Life Cycle and Transitions (3)
Coun 547 contribute to the value choices that are made, and Intended for graduate students taking the MFT
Legal and Ethical Issues in School related issues and problems. Prerequisite: admis- series, this course examines family development as
Counseling (1) sion to the program and Coun 541. a foundational framework for family therapy. The
Focuses on the legal and ethical considerations developmental context provides opportunity to
Coun 569 consider symptoms and dysfunction as related to
specifically related to the practice of school coun- Developmental Foundations
seling. Class time will include lecture/discussions, tasks and challenges of reorganization at transition
of Counseling (3) points.
experiential exercises, and completion of case Theoretical overview of life-span growth and
vignettes related to common legal and ethical development, emphasizing cognitive-intellectual, Coun 575
issues. Prerequisites: graduate standing. cognitive-moral, emotional-self, and social aspects Foundations of Couples, Marriage, and Family
Coun 551 of developmental growth in the human being. Counseling (3)
Theories and Interventions I (3) Emphasis on translating theory into practice This course constitutes an introduction to the
This course focuses on providing an overview of through a “person-environment interaction” con- theory and methodology of marriage and family
counseling theories and their practical applications ception of counseling, consultation, and educa- counseling. Attention is given to the major family
with various populations. The emphasis will be on tional intervention. interactional patterns which lead to family system
learning the key concepts of each major theory breakdowns as well as the development of skills in
Coun 570 the identification of such patterns. Family process
across three dimensions: (a) human nature, (b) Ethical and Legal Issues in Counseling (3)
pathology, and (c) treatment. Focus will also be on assessment techniques, beginning work with fami-
Designed to further develop the professional identi- lies, dealing with resistance in family counseling,
conceptually applying each theory to client cases ty of counselors by studying the content and appli-
and on understanding underlying values and com- use of “self,” doubling, sculpting, etc., are inter-
cation of the ethical standards of the American ventions which are taught using an experiential
mon elements across theories. Graduate standing is Counseling Association, the American
a prerequisite for this class. format.
Psychological Association, and related professional
Coun 552 organizations. Also addresses legal issues in counsel- Coun 576
Theories and Interventions II (3) ing and laws that affect the practice of counseling. Parents, Families, and Communities
This course focuses on providing an overview of Course content includes respecting diversity; client in Schools (3)
advanced and contemporary counseling theories welfare; informed consent; confidentiality and priv- Examines effective methods for including parents,
and their practical applications with various popu- ileged communication; records, technology, and families, and communities in schools. Emphasizes
lations. The emphasis will be on learning the key court subpoenas; competence and malpractice; a systems perspective that includes consultation
concepts of each major theory across three dimen- boundary issues; child and adolescent clients; fami- and collaboration in addressing academic, career,
sions: (a) human nature, (b) pathology, and (c) treat- ly and group counseling; evaluation, testing, and and personal/social success for all students. Family
ment. Focus will also be on conceptually applying diagnosis; supervision and consultation, conducting dynamics and influences on school success will be
each theory to client cases. Completion of COUN research and methods of resolving ethical and legal addressed. Application of school counseling con-
551 is a prerequisite for this class. issues. sultation, collaboration, and family support for all
students will result in a school-based project inte-
Coun 553 Coun 571 grated into a school’s comprehensive counseling
Advanced Therapeutic Strategies (3) Group Counseling (3) program.
Focuses on advanced interventions for clients This course is designed to provide students with
seeking personal counseling. Emphasis is focused opportunities to learn about group counseling Coun 577
upon cognitive-behavioral, brief therapy, and theories and skills. Particular emphasis will be Family Therapy (3)
selected experiential interventions and their use in placed on understanding group dynamics and This course will provide an overview of family
treatment planning. The theory and research con- leadership skills as they may apply to different therapy, particularly related to parent-child rela-
nected with the application of these interventions populations and settings. Class time will include tionships. Families will be understood from prac-
in the treatment planning process is also lecture/discussion and group-based experiential tical, structural, intergenerational, cultural, devel-
addressed. Prerequisites: Coun 551, 552. learning. In conjunction with this course, all stu- opmental, topical, and process perspectives. A
dents must register for foundation in family therapy theory is a prerequi-
Coun 555 site for this course; the emphasis here will be on
Counseling Children and Youth (3) Coun 509: Group Practicum.
application of theory and the development of
Theoretical overview of growth and development Coun 572 family therapy skills. Experiential learning (role
of children and youth. Emphasis on translating Systemic Perspectives on plays) will occur during class, with participation
theory into practice through a “person-environ- Human Sexuality (3) required from all students.
ment interaction” conception of counseling, con- Designed to provide participants with the oppor-
tunity to study the expression of human sexuality
Coun 578 accurate diagnoses. Overview of conditions cov- ware systems, information flow, organizational
Couples Therapy (3) ered in the Manual. Prerequisite: Coun 541. structures, time management, critical case man-
Students learn to conceptualize and intervene sys- Coun 586 agement skills, funding sources and billing, as
tematically with couple units. Attention is given Psychopharmacology and Mental Illness (3) well as other topics of interest to the student.
to maintaining therapeutic balance, developing an Examines important psychotropic medications Prerequisite: Coun 590.
intersystem treatment plan, and asking systemic/ and their therapeutic applications. Drug efficacy, Coun 594
interactional questions. A major emphasis is side effects, treatment of specific disorders such as Occupational Analysis/
supervised skill practice through role play. anxiety and mood disorders, psychoactive sub- Vocational Evaluation (3)
Coun 579 stance use disorders, and schizophrenia. Content and experiences presented through this
Advanced Systemic Interventions: Prerequisite: Coun 541. course are design to familiarize the student with
Couples and Families (3) the basic principles and imperatives of occupa-
Coun 587
Intended for graduate students taking the MFT Foundations of Mental Health Services (3) tional analysis and vocational evaluation and how
series, this course analyzes current therapeutic Examines community mental health movement, these are applied and used in real world settings.
assessment tools and interventions grounded in sys- policy, service sequence, and related legislation; Didactic instruction, experiential research, and
temic theory/research as they pertain to family tran- organization and delivery of mental health servic- collegial participation will be used to help stu-
sitions. Success in this course builds upon requisite es at the federal, state, and local levels; influences dents integrate course teachings into a core of
mastery of major systemic concepts that have to do and trends in service delivery. Prerequisite: Coun personal and professional understanding which
with systemic function, structure, and motivation as 541. can then be applied to many different settings or
related to assessing similarities and differences systems. Prerequisite: Coun 590.
between normative and paranormative marriage Coun 588
Diagnosis and Treatment Planning II (3) Coun 595
and family life transitions. Appropriate systemic Contemporary Issues and Applications in
assessment integrates with systemic therapeutic Second in a sequence of two courses that examine
the diagnosis and treatment of mental disorders, Rehabilitation Counseling (3)
interventions in resolving crisis resulting from fami- Covers contemporary issues in the field of reha-
ly transitional difficulty, chronic illness, divorce, as outlined in the current Diagnostic and
Statistical Manual. bilitation counseling as well as recent applications
separation, remarriage, death. of rehabilitation theories, technologies, assessment
Coun 580 Coun 589 procedures, and counseling modalities, to a vari-
Supervision (1) Action Research in Counseling (1) ety of rehabilitation settings and across rehabilita-
Presents a systemic model of clinical supervision Designed to enable counselors to conduct action tion populations.
and its application to the supervisory process. research in counseling settings. Development of an
action research project directly related to improv- Coun 596
Relationship of the model to existing conceptual Foundations of School Counseling (3)
and empirical literature also overviewed. ing comprehensive counseling programs.
Emphasizes developing research projects that Foundational course for students pursuing gradu-
Techniques and skills for debriefing and mentor- ate study in the specialized field of school coun-
ing supervisees also addressed. address the academic, career, and personal/ social
success of all students. Course is restricted to seling. Intended to provide a broad overview of
Coun 581 counselor education students enrolled in intern- the school counseling profession with an emphasis
Multicultural Perspectives in Counseling (3) ship. One credit per term. on both theoretical and practical aspects of com-
A study of the human, ecological and societal prehensive school counseling programs. Field
forces influencing the provision of counseling ser- Coun 590 study required.
vices to culturally diverse students and other cli- Foundation of Rehabilitation Counseling (3)
Introductory course for students pursuing gradu- Coun 597
ents in educational and community settings. Strengths, Risk Factors, and Disturbance in
Current issues, problems and trends will be exam- ate study in rehabilitation counseling and is also Infants, Toddlers, and Their Families (3)
ined. Increased competence in individual and oriented toward students with a more peripheral Focus on infants, toddlers, and their families and
group counseling strategies and techniques will be interest in related human service fields. Intended how they cope successfully with life tasks and
emphasized, using didactic and experiential to provide a broad overview of the profession of external stressors. Examination of what happens
approaches. Prerequisite: Coun 541. rehabilitation counseling with an emphasis on when coping breaks down and problems emerge
both theoretical and practical aspects of the field. in families with young children. Students will (1)
Coun 582 Prerequisite: Psy 534 or Coun 541.
Research and Program Evaluation in identify relevant strengths and resiliency factors for
Counseling (3) Coun 591 infants, toddlers, and their families; (2) under-
Covers the areas of research design, basic psycho- Medical Aspects of Disability (3) stand developmentally relevant risk factors, espe-
metric principles and statistical procedures, test/ Covers the most common physical, sensory, and cially parental mental health issues, and their
scale construction, needs assessment, program mental disabilities encountered by the rehabilita- potential impact on infants, toddlers, and their
evaluation, use of library as a research tool, and tion professional. The major symptomatology, families; and (3) gain knowledge of major forms of
writing research reports. Specific counseling appli- diagnostic procedures, treatment modalities, func- psychopathology within infant/toddler mental
cations to community, rehabilitation, and school tional implications, and psychosocial and voca- health.
settings are made. tional correlates of each disabling condition will Coun 601
be discussed. Prerequisite: Coun 590. Research (Credit to be arranged.)
Coun 583
Job Placement and Development (3) Coun 592 Coun 602
Designed to provide students with a solid under- Psychosocial Aspects of Disability (3) Independent Study (Credit to be arranged.)
standing of job placement principles, practice and Covers the psychological and social aspects of Coun 603
knowledge needed to assist people with disabilities adjustment and adaptation to a variety of disabling Dissertation (Credit to be arranged.)
in securing and maintaining employment, and job conditions. Theoretical and practical issues relating
Coun 604
development and marketing techniques required to various types of physical, psychiatric, mental and
Cooperative Education/Internship
for seeking both competitive and supported social disabilities will be examined and discussed. (Credit to be arranged.)
employment. Prerequisite: Coun 590.
Coun 605
Coun 585 Coun 593 Reading and Conference
Diagnosis and Treatment Planning I (3) Case Management (3) (Credit to be arranged.)
First in a sequence of two courses introducing Students will study case management systems and Coun 606
students to the diagnosis and treatment of psychi- skills as used in both public and private rehabilita- Special Problems/Projects
atric disorders as outlined in the current tion and related other human service agencies. (Credit to be arranged.)
Diagnostic and Statistical Manual of Mental Topics covered include case identification, refer-
Coun 607
Disorders. Emphasis on diagnostic reasoning, ral, eligibility determination, assessment, goal set-
basic map and thinking process embedded in the ting, plan development, intervention strategies,
current Manual. Use of decision trees to arrive at case monitoring, inter-agency coordination, advo- Coun 608
cacy, promotion of self-advocacy by client, soft- Workshop (Credit to be arranged.)
Coun 609 young learners, ages 4-8 years. Recommended What strategies and materials work in teaching
Practicum (Credit to be arranged.) prerequisites: admission to teacher education; CI children who are learning English? Become
Coun 610 251. acquainted with the current research on identifica-
Selected Topics (Credit to be arranged.) CI 401/501 tion, development, and practice of developmental-
Coun 801 Research (Credit to be arranged.) ly and linguistically appropriate strategies and
Research (Credit to be arranged.) Consent of instructor. materials to effectively engage English Language
Learners (ELL) at all grade levels in the learning
Coun 802 CI 402/502
Independent Study (Credit to be arranged.) process. Special attention will be given to stu-
Independent Study (Credit to be arranged.) dents’ bilingual/bicultural characteristics as impor-
Coun 804 CI 403/503 tant aspects of developing successful curriculum.
Cooperative Education/Internship Thesis (Credit to be arranged.)
(Credit to be arranged.) CI 458/558
CI 404/504 Advanced Curriculum Design in Kindergarten/
Coun 805 Cooperative Education/Internship
Reading and Conference Primary Grades (3)
(Credit to be arranged.) This course will consider growth and development
CI 405/505 characteristics of children ages 5-8 years and
Coun 806 Reading and Conference (Credit to be research on teaching for planning educational pro-
Special Problems (Credit to be arranged.) arranged.) grams, curricula, instruction, environment, man-
Coun 807 Consent of instructor. agement, and guidance.
CI 406/506 CI 472†/572
Coun 808 Special Problems (Credit to be arranged.) Language and Literacy in Early Childhood
CI 407/507 Education (3)
Coun 809 Seminar (Credit to be arranged.) Helps teachers understand, assess, and promote
Practicum (Credit to be arranged.) early experiences with language that contribute to
CI 408/508
Coun 810 Workshop (Credit to be arranged.) the process of becoming literate. Recommended
Experimental Course prerequisite: Undergraduate early childhood edu-
(Credit to be arranged.) CI 409/509
Practicum (Credit to be arranged.) cation coursework or teaching experience with
young children.
Curriculum and Instruction † Restricted to students in the Child and Family Studies
CI 410/510 degree program.
CI 199 Experimental Course
Special Studies (Credit to be arranged.) CI 474/574
(Credit to be arranged.) Assessing and Instructing Learners with
CI 251 CI 432/532 Literacy Problems (4)
Introduction to Early Computer Applications for the Classroom (3) Focuses on working, particularly in the regular
Childhood Education (3) This course is designed for preservice or inservice classroom, with students experiencing difficulties in
This course will provide an overview of the early teachers who wish to become comfortable with learning to read and write. Deals with: theoretical-
childhood education profession, including issues, the use of the computer to enhance classroom ly-based understanding and analysis (such as mis-
research, historical influences, programs for young teaching and learning. Topics include an introduc- cue analysis) of students’ reading and writing;
children, and career options. Field experience tion to computers and technology in education; developing students’ reading and writing knowl-
required. review and curriculum integration of courseware; edge and strategies; social and psychological aspects
CI 252 use of word processing; designing and using com- of literacy problems. A field experience, usually a
Instruction and Management in Preschool puter-based databases in the classroom; computer case study, is included.
Education (3) literacy; and graphics software for the classroom.
Growth and development characteristics of pre- CI 475†/575
CI 433/533 Supervision in Early Childhood Education
school children (ages 3-5) for planning education- Computer Applications in Instruction (3) Settings (3)
al programs, curriculum, instruction, scheduling, A comprehensive survey of the use of microcomput-
and environment, management, and parent com- Integrates theory and research of adult and profes-
ers in instruction. Terminology, educational applica- sional development with supervisory models and
munication. Field experience required. tions, ethical issues, courseware, evaluation and
Recommended prerequisite: CI 251 or course- practices appropriate for early childhood education
selection, multimedia applications, management settings. Recommended prerequisite: Undergraduate
work in human growth and development. tools for educators, planning and organizing for
early childhood education coursework or teaching
CI 253 school computer use, hardware selection, computer
Preschool Programming (3) literacy and technological literacy, and network experience with young children.
This course will provide experience and guidance resources for teachers. Hands-on use of the comput- † Restricted to students in the Child and Family Studies
in planning, implementing and evaluating devel- degree program.
er to review courseware is an important part of the
opmentally appropriate teaching and learning course. Recommended prerequisite: CI 432 or CI 476/576
experiences in preschool settings. Field experience equivalent. Equity and Cultural Diversity in Early
required. Recommended prerequisite: CI 252. Childhood Education (3)
CI 434/534
CI 350 Microcomputer-based Management and Explore developmental early childhood education
Aesthetics and Physical Education for Young Research Tools for Educators (3) practices, emphasizing developmentally and cul-
Children (4) This course introduces educators to important turally appropriate objectives as well as anti-bias
This course will provide preparation for planning, and useful tools for classroom, personal, and pro- learning goals. Develop awareness of quality
implementing, and evaluating developmentally fessional use: word processing, database, spread- teaching practices by exploring personal cultural
appropriate integrated teaching and learning expe- sheet, survey, and statistical applications. Each history, gaining insights into living examples of
riences in art, music, movement, drama, and class session includes demonstration and hands-on difference, witnessing the effects of bias, and
physical education for young learners, ages 4-8 use of microcomputers. Each student will develop learning to support fairness and issues of equity in
years. Recommended prerequisites: admission to a word-processed document, a database, a spread- a classroom.
teacher education; CI 251. sheet application, a survey, and a statistical docu- CI 491/591
CI 351 ment. Recommended prerequisite: CI 432 or Enriching Children’s Reading (3)
Science, Social Studies and Health for Young equivalent. A study of the enrichment of children’s reading
Children (5) CI 443/543 through literature. An advanced course designed
This course will provide preparation for planning, Effective Teaching Strategies and Materials for for parents and teachers of nursery, kindergarten,
implementing, and evaluating developmentally Working With Linguistically and Culturally and elementary school children. Recommended
appropriate integrated teaching and learning expe- Diverse Students (3) prerequisite: Lib 428/528.
riences in science, social studies, and health for
CI 511 Trends, practices, materials, and resources for An examination of the development of current
Classroom Management (1-3) teaching art, music, mathematics, and physical practices in the teaching of reading. The identifi-
Principles and practices of K-12 classroom man- education in the elementary school. Includes con- cation of major trends and issues and a critical
agement and discipline. Topics include organiza- tent-specific methods and materials as well as review of relevant past and present research.
tion and logistics of classroom procedures, com- those appropriate to an integrated elementary cur- Prerequisite: completion of student teaching.
munication and routine building, procedures for riculum. Field experience required. Prerequisites: CI 526
prevention and resolution of disruptions, problem admission to the teacher education program; CI Reading for the Creative and Gifted (3)
solving, decision making, and multicultural and 512. A study of the unique reading characteristics of
urban perspectives. Prerequisite: admission to the CI 519 the creative and gifted and an overview of psycho-
teacher education program. Special Secondary Methods (3) logical and philosophical understandings impor-
CI 512 Problems and methods in selecting and organiz- tant for the teacher teaching reading to these able
Teaching and Learning (1-3) ing materials for instruction: comparison and students. Prerequisite: Lib 428/528.
Principles of human learning and related practices evaluation of methods, laboratory techniques, CI 527
for classroom teaching. The psychology of learn- supplies, equipment, or economy of time and Enriching Reading in Secondary Schools (3)
ing in a school setting includes both individual materials. Prerequisite: admission to the teacher A study of adolescent psychology and develop-
and group generalizations. The roles and func- education program. ment in relation to reading, and the role of the
tions of a classroom teacher as a facilitator of CI 520 teacher as a resource. In-depth investigation of
learning, and a decision maker concerning pupil Linguistics for Teachers (3) approaches to literature and reading as an act and
needs and achievement. Prerequisites: admission What should classroom teachers know about lan- introduction to humanistic objectives, creativity,
to the teacher education program. guage and how it works? This course will give and value clarification through reading.
CI 513 teachers background knowledge about the sounds, Prerequisite: Lib 429/529.
Classroom Instruction and Technology (2-5) grammar, meaning system, and social context of CI 528
Principles and skills for organization and presen- language and the implications these have for class- Whole Language Approach to Literacy (3)
tation of K-12 classroom instruction. Topics room practice in reading, writing, and speaking. Designed to give the rationale and theory base for
included are: student needs analysis, planning, Addresses topics such as invented spelling, the the whole language approach to literacy and to
direct and indirect instructional techniques, use of role of phonics in reading, the teaching of gram- examine appropriate classroom practices and
aides, assessment of pupil achievement, and evalu- mar, and Black English and other linguistic varia- materials for grades K-8.
ation of teaching. Includes mediated instruction tions.
and preparation and use of instructional materi- CI 529
CI 521 School Reading Program Leadership (3)
als. Prerequisite: admission to the teacher educa- Reading and Composition in the
tion program. The course is for current or future administrators,
Content Areas (3) coordinators, curriculum consultants, or teachers
CI 514 Course designed to help educators guide their whose responsibilities will include leadership roles
Multicultural and Urban Education (1-3) students in acquiring skills needed for adequate in the administration of school-wide or district-
Principles, practices, promises, and problems of reading, thinking, writing, and study in content wide reading programs. It deals with long- and
multicultural education, with emphasis in urban areas. Emphasis on the functional teaching of short-term objectives, school organizational pat-
settings. Use of student and community diversity reading and writing-the design and preparation of terns, staff competencies, materials selection, pro-
to enhance subject matter, learning, and class- materials to use with textbooks in all school sub- gram evaluation, needs assessment, and the use of
room life. Characteristics, opportunities, and jects. Prerequisite: admission to the teacher educa- community resources. Prerequisite: CI 474/574 or
needs of students in city schools presented with tion program. equivalent.
examples of current effective practice. Political CI 522
and sociological influences in U.S. educational CI 530
Literacy Foundations (4) Teaching Struggling Adolescent Readers (3)
system, especially urban school settings. Focuses on the foundational areas of psychology,
Prerequisite: admission to the teacher education Designed to help teachers to develop an under-
history, theory, and research, and familiarizes standing of adolescent readers within school set-
program. teachers and reading specialists with varied ideas tings, to expand their teaching repertoire, to assist
CI 515 about how reading and writing work and how struggling readers, and to organize plans that
The Reflective Practitioner (1-3) they are learned, through the examination of improve secondary literacy programs. Appropriate
Perspectives and techniques for formal and infor- major theorists and researchers, both present and for classroom teachers, reading specialists, and
mal analysis, information gathering, decision past. administrators interested in adolescent literacy.
making, value judgments about educational prac- CI 523
tice. Prerequisite: admission to the teacher educa- CI 536
Language Arts in Middle Schools (4) Language, Literacy, and Culture (3)
tion program. Designed for teachers at the middle school level. Understanding the central importance of language
CI 516 Explores the nature of teaching young adoles- as it functions within educational contexts.
Integrated Methods I (1-5) cents, including developmental psychology and Implications of social, cultural, and linguistic
An integrated approach to literacy development. methods of literacy education with a correspond- diversity on teaching and learning.
Deals with processes of becoming literate, the ing field experience. Includes ways of studying
content of instruction in the language arts, and language through literature and the arts, using CI 545
methods for implementing an integrated curricu- writing and speaking to study language, language Educating Early Adolescents (3)
lum. Includes field assignments in school settings. use in different academic settings and content Focuses on the nature of early adolescence and
Prerequisites: admission to the teacher education areas, and emerging trends for studying language examines theory and practice informing develop-
program. in the 21st century. ment of the philosophy of early adolescent educa-
tion, organizational structures appropriate for
CI 517 CI 524 these learners, and the diverse roles of the middle-
Integrated Methods II (1-5) Writing Workshop (3) level teacher. Introduces students to the curricu-
Students explore trends, practices, materials, and Primary focus is on establishing writing work- lum and delivery methods appropriate for emerg-
resources for teaching health, science, and social shops in the elementary/secondary classrooms. ing adolescents.
science in the elementary classroom. Includes Approach guides educators through all phases of
content-specific methods and materials as well as establishing a writing workshop atmosphere. CI 547
those appropriate to an integrated elementary cur- Inclusion of state writing standards and peer edit- Advanced Methods-Special Subject Fields in
riculum. Field experience required. Prerequisites: ing procedures as well as integrating writing the Elementary School (4)
admission to the teacher education program, CI across the curriculum are included. Concentrated study of recent trends and recurring
512. problems in selecting, organizing, evaluating, and
CI 525 presenting concepts, information, and materials of
CI 518 Issues and Perspectives in the Teaching of instruction in subjects taught in elementary
Integrated Methods III (1-5) Reading (3) school: art, health, language arts, mathematics,
music, physical education, reading (includes one classroom teacher and university supervisor in CI 568
additional field work credit), science, social stud- conjunction with assignments related to methods The Curriculum of the Public School (3)
ies. coursework and diagnosis of individual needs. Overview of the public school curriculum with
CI 548 Prerequisites: admission to teacher education pro- emphasis on the various subject fields; organiza-
Advanced Methods-Special Subject Fields in gram; at least 14 credits in residence; cum. 3.00 tion of the school for curriculum development;
the Secondary School (3) GPA; 3.00 GPA in professional courses. education objectives; the course of study; evalua-
Concentrated study of recent trends in the curric- Admission by approved application to student tion of the public school curriculum.
ulum and methodology of the subject area. teaching. CI 570
Investigates the problems and methods in select- CI 557 Child Development and Education (3)
ing and organizing materials for instruction, Mid-Level Student Teaching II (15) In-depth study of child development theory, princi-
including integration of media, computers, and Observation and full-time teaching in a middle or ples, current research, practice of observational
technology. Separate courses in art, business edu- junior high school setting under direction of super- strategies, and application of growth and develop-
cation, English, health, mathematics, modern for- vising classroom teacher and university supervisor. ment data to educational programs for young chil-
eign languages, music, physical education, reading Direct responsibility for learning activities develop- dren. Study will extend to decision making and
and composition, science, social science, speech, ing skills in techniques of teaching and classroom developmentally appropriate practice in early child-
theater arts. management; related professional activities. Attend hood education. Prerequisite: Undergraduate early
CI 550 regularly scheduled seminar. Prerequisites: admis- childhood education coursework or teaching experi-
Student Teaching I, Early Childhood (6) sion to teacher education program; successful com- ence with young children.
Observation and some teaching under direction pletion of Student Teaching I; all appropriate CI 571
of supervising classroom teacher and University GTEP methods courses; 3.00 GPA in professional Play: Curriculum in Early Childhood
supervisor in conjunction with assignments relat- courses. Admission by approved application two Education (3)
ed to methods coursework and diagnosis of indi- academic terms in advance. Study of stages of play, theory, research on play,
vidual needs. Prerequisite: admission to the teach- CI 561 cultural differences in play, and adult role in facil-
er education program. Advanced Educational Psychology (3) itation of play. Curriculum will be reviewed,
CI 551 Review and development of modern viewpoints developed, and integrated with a focus on play for
Student Teaching II, Early Childhood (15) in educational psychology with particular atten- teaching and learning, for child-centered
Observation and teaching under direction of tion to theories of learning and their application approaches, and for meeting needs of special
classroom teacher and University supervisor. to school and educational problems; an examina- learners. Prerequisite: Undergraduate early child-
Direct responsibility for learning activities, devel- tion of experimental material that seems most hood education coursework or teaching experi-
oping skills in techniques of teaching and class- useful and relevant to educational psychology. ence with young children.
room management; related professional activities. CI 563 CI 573
Weekly seminar. Prerequisite: admission to the Teacher as Researcher (4) Assessment and Technology in
teacher education program. This course is intended to promote the philosophi- Early Childhood Education (3)
cal approach and the skills necessary for novice Study of and experience with a range of develop-
CI 552
Student Teaching I, Elementary (6) teachers to become effective researchers in their own mentally appropriate assessment and technology
Observation and some teaching under direction classrooms. Teachers will improve their ability to strategies for use in diagnostic, formative, and
of supervising classroom teacher and University expand their practice through systematic study. This summative evaluation of growth and development
supervisor in conjunction with assignments relat- involves, for example, the development and use of of young children and for appropriate educational
ed to methods coursework and diagnosis of indi- teacher networks, the skills necessary to locate, eval- decisions in early childhood education settings.
vidual needs. Prerequisite: admission to the teach- uate and use current educational research, and the Prerequisite: Undergraduate early childhood edu-
er education program. involvement of K-12 students in studying their own cation coursework or teaching experience with
classrooms. Includes an introduction to action young children.
CI 553 research as a tool for instructional improvement and
Student Teaching II, Elementary (15) CI 580
professional development. Teacher work samples Theories of Instruction (3)
Observation and teaching under direction of provide a basis for expanded inquiry and instruc-
classroom teacher and University supervisor. An investigation of what happens in the class-
tional planning. room, emphasizing the interrelatedness of learn-
Direct responsibility for learning activities, devel-
oping skills in techniques of teaching and class- CI 565/665 ing, subject matter, and teaching; testing of schol-
room management; related professional activities. Theoretical Models of Curriculum (3) ars’ and the student’s own ideas against concrete
Weekly seminar. Prerequisite: admission to the Study of the history of curriculum and curricu- case studies of instruction; formulation and
teacher education program. lum theory in the United States. Emphasis is defense of one’s own theory. Prerequisite: teaching
placed on the historical, philosophical, and scien- experience or consent of instructor.
CI 554 tific foundations of curriculum theory. A main
Student Teaching I, High School (6) CI 581/681
goal of the course is to provide a framework for Issues in Education (3)
Observation and some teaching under direction evaluation, selection, and development of school
of supervising classroom teacher and University An introduction to the study of contemporary
curricula. issues which impact teaching and learning envi-
supervisor in conjunction with assignments relat-
ed to methods and classroom management CI 566 ronments for K-12 students and their teachers.
coursework and diagnosis of individual needs. Curriculum Construction (3) This course is a graduate seminar in which stu-
Prerequisite: admission to the teacher education Evaluation of current curricular programs and dents will identify critical issues in contemporary
program. trends. Techniques and methods of curricular education and analyze those issues from a variety
improvement. Leadership in curricular improve- of perspectives.
CI 555 ment. Preparation of a curriculum.
Student Teaching II, High School (15) CI 590
CI 567 Action Research Proposal (3)
Observation and teaching under the direction of Designed to help educators see themselves as
Curriculum and Culture (3)
classroom teacher and University supervisor. Understanding the cultural basis of instructional researchers so that they can conduct research in
Direct responsibility for learning activities, devel- materials in curriculum development and teaching educational settings that contribute to the
oping skills in teaching and classroom manage- and how the organization of knowledge in a sub- improvement of education. Knowledge of access-
ment; related professional activities. Weekly semi- ject area and the explanation of new ideas are influ- ing and using research literature, the range of
nar. Prerequisite: admission to the teacher educa- enced by cultural root metaphors. Planning and educational research paradigms and using appro-
tion program. administering the instructional materials center in priate research methods included. Students will
the modern school. The cooperative roles of the develop a proposal for an action research project
CI 556
teacher, administrator, and librarian in curricular related to improving educational outcomes for all
Mid-Level Student Teaching I (6)
development and materials. learners.
Observation and teaching in a middle or junior
high school setting under direction of supervising
CI 591
Action Research Implementation (3) Education of ways to research learning. Prerequisite: admis-
sion to doctoral program or permission of instruc-
Implementation of action research project Courses with an asterisk (*) are not offered every year. tor.
designed in CI 590. Discuss issues related to Ed 640
Ed 150
implementation of action research project Teaching as a Career (2) Organizational and Leadership Theory and
designed in CI 590. Learn skills to analyze data Exploration of the challenges and privileges of Research in Education (4)
collected during implementation of action teaching children and young adults in American Organizational and leadership theory and research
research proposal from surveys, interviews, focus public schools. Examines the purpose of schools in education informing the study, practice, and
groups, observation, journaling writing and con- and schooling, learning as a developmental pro- improvement of educational policy and practice in
cept maps. Develop critical thinking abilities to cess, and teaching as a skilled profession. PreK-12 school, higher education, and non-school
analyze, synthesize and evaluate research results. contexts; emphasis on emergent perspectives and
Present final project in written paper. Prerequisite: Ed 407 their significance for theory, research, and practice.
CI 590 Action Research project. Seminar (Credit to be arranged.)
Prerequisite: admission to doctoral program or
CI 592 Ed 410 permission of instructor.
Dynamic Models of Infant/Toddler Experimental Course
(Credit to be arranged.) Ed 650
Development (3) Educational Policy and Politics (4)
Provides information on typical infant and tod- Ed 420/520
Introduction to Education and Society (4) The study of how policy is proposed, adopted,
dler mental health development and strategies for implemented, and changed in educational organi-
working with young children and their families Explores the nature of public education in the
social context of the United States. Purpose is to zations. Special emphasis on the political process
within a culturally sensitive context. Includes pre- and how it influences the policy cycle.
natal and postnatal development, brain develop- develop critical ways of thinking about schools as
social institutions and as a means of cultural Prerequisite: admission to doctoral program or
ment as well as theories of development including permission of instructor.
attachment, resiliency, and self-regulation are pre- transmission and transformation. Includes one-
sented from a cross-disciplinary perspective. credit (30 hour) assigned practicum in public Ed 660
Content reflects recommended practices across school setting. Foundations of Research Paradigms and
disciplines when working with young children Methods (4)
Ed 507
and their families. An introduction to research paradigms and research
methodologies that are useful to better understand
CI 601 Ed 509 and/or address problems of educational practice.
Research (Credit to be arranged.) Practicum of Children/Youth Provides doctoral students with knowledge of basic
CI 602 (Credit to be arranged.) processes of inquiry so they are able to begin
Independent Study (Credit to be arranged.) Consent of instructor. designing individual research projects. Prerequisite:
CI 603 Ed 510 admission to doctoral program and/or ELP 511 or
Dissertation (Credit to be arranged.) Experimental Course 515 or permission of instructor.
CI 604 (Credit to be arranged.) Ed 661
Cooperative Education/Internship Ed 511 Qualitative Research Methods
(Credit to be arranged.) Reading/Language Arts Pre-K-12 (3) in Education (4)
CI 605 Provides an overview of language development Introduces qualitative research methods of data
Reading and Conference and general education literacy instruction from collection and analysis in education. Reviews the-
(Credit to be arranged.) pre-kindergarten to 12th grade. Age-appropriate oretical foundations, field research problems, and
CI 606 methods for literacy instruction at each grade qualitative data collection and analysis methods
Special Problems/Projects level are discussed and evaluated with respect to including participant observation, depth inter-
(Credit to be arranged.) the exceptional learner. Prerequisites: viewing, and development of grounded theory.
CI 607 Psy 311, Ed 520. Prerequisite: admission to doctoral program or
Seminar (Credit to be arranged.) Ed 525 permission of instructor.
CI 608 Student Teaching (6-15) Ed 662
Workshop (Credit to be arranged.) Ed 620 Quantitative Research Methods
CI 609 Doctoral Studies Proseminar (1-4) in Education (4)
Practicum (Credit to be arranged.) This three course four-credit sequence is required Introduces quantitative research methods of data
CI 610 for all doctoral students and is taken during the collection and analysis in education. Reviews the-
Selected Topics (Credit to be arranged.) first year of doctoral study, beginning with two oretical foundations, applications and design
CI 801 credits in the fall and one credit each in winter issues of methods such as survey, correlational and
Research (Credit to be arranged.) and spring terms. The course is designed to experimental research. Also, introduces how to
extend and deepen thinking about education, conduct a statistical data analysis and use such
CI 802 “educational leadership” and inquiry through methods as correlation,
Independent Study (Credit to be arranged.) t-test, analysis of variance and chi-square.
shared readings, interaction with faculty and local
CI 804 educational leaders, and critical reflective writing Prerequisite: admission to doctoral program or
Cooperative Education/Internship and conversation. Students are expected to initi- permission of instructor.
(Credit to be arranged.) ate and maintain a learning and a professional Ed 700
CI 805 portfolio and by the end of spring term to devel- In-service Education (Credit to be arranged.)
Reading and Conference op and present a formal paper that examines an
(Credit to be arranged.) Credits are for district in-service and are not
educational issue using frameworks and concepts counted toward a graduate degree or specialist
CI 806 from Ed 630, 640 and 650, which are also taken license.
Special Problems (Credit to be arranged.) during their first year. This paper may serve as an
initial draft of the doctoral core examination
CI 807
Seminar (Credit to be arranged.) paper. Prerequisite: admission to doctoral pro- Educational Leadership
CI 808 gram or permission of instructor. and Policy
Workshop (Credit to be arranged.) Ed 630 ELP 401/501
CI 809 Principles and Practices of Learning (4) Research (Credit to be arranged.)
Practicum (Credit to be arranged.) The study of theories of learning in a variety of
ELP 402/502
CI 810 educational contexts: classrooms for youth and for Independent Study (Credit to be arranged.)
Experimental Course (Credit to be arranged.) adults, counseling, and non-school settings. Study
of the narratives of teaching and learning to analyze ELP 403/503
the enactment of theory and to examine the variety
ELP 404/504 contemporary issues in the field. Recommended ect management principles to development of
Cooperative Education/Internship prerequisite: ELP 429/529 plus two other courses online trainings.
(Credit to be arranged.) in the series. ELP 446/546
ELP 405/505 ELP 432/532 Early Childhood Education: Relationships
Reading and Conference Training Methods (3) With Home and Society (3)
(Credit to be arranged.) Focuses on instructional strategies and effective Considers the sociology of families and communi-
ELP 406/506 delivery of training programs necessary for enhanc- ties in the development of cooperative relation-
Special Problems (Credit to be arranged.) ing adult learning and professional development. ships with programs for young children.
ELP 407/507 Students will examine individual learning prefer- Prerequisite: Undergraduate early childhood edu-
Seminar (Credit to be arranged.) ences and multiple types of active pedagogy for cation coursework or teaching experience with
ELP 408/508 increasing transfer of learning. In addition, various young children.
Workshop (Credit to be arranged.) techniques and tools for linking learning outcomes ELP 447/547
ELP 409/509 with organizational goals will be addressed. Administration of Early
Practicum (Credit to be arranged.) Prerequisites: ELP 429/529. Childhood Programs (3)
ELP 410/510 ELP 434/534 Examines theory and practice informing the
Experimental Course Leadership of the Training Function (3) administration/leadership of early childhood pro-
(Credit to be arranged.) grams to include: 1) organizational configurations,
Focuses upon research-based, practical approaches
ELP 418/518 for leading, managing, and evaluating the training 2) leadership and the dynamics of the work
Educational Leadership in Public Schools (4) and development function in organizations. It group, 3) developmentally appropriate curricu-
Familiarizes students with the theoretical develop- explores the role of training and development in lum, 4) interaction with families of young chil-
ment, empirical studies, policies, and decision- achieving individual and organizational goals, as dren, and 5) significance of poverty, race, and
making processes of public schooling. Structured well as strategies and resources used in effective gender for such programs. Prerequisite: child and
around a number of themes, including instruc- personnel development. Students analyze how to: family studies major or admission to an education
tional leadership, moral leadership, democratic develop, manage and evaluate the training func- graduate program.
leadership, facilitative leadership, curricular leader- tion; identify strategies and resources for effective
ship, constructivist leadership, and ethical leader- ELP 448
training management; and diagnose how the orga- Introduction to Global Political Ecology (4)
ship in education. Students explore the operation- nization’s culture and needs affect the selection
al meaning of these perspectives through a combi- In order to grasp the emerging discipline of politi-
and success of training management efforts. cal ecology, engages in discussions regarding the
nation of experiences including class discussions, Prerequisite: ELP 429/529.
case studies, guest speakers, and interviews and following: impact of globalization on human and
observations of school leaders at work. ELP 435/535 non-human communities; relationship between
Organization Transformation through Training poverty and environmental degradation; distribu-
ELP 429/529 and Development (3) tion of resource use and commodification in the
Principles of Training and Development (3) Designed for managers of the training and develop- global North and global South, and the relation-
Examination of the principles of training and devel- ment function in organizations, this course focuses ship of these issues in our personal lives.
opment with emphasis on applying adult learning on the role of training and development in organi-
theory to the training function. Essential principles ELP 450
zation transformation, improvement, and change. Introduction to Leadership for Sustainability
include those related to developing training objec- The course provides opportunities to bring real
tives, selecting training methods and resources, (4)
workplace examples into the classroom and to Multi-media seminar and discussion course
sequencing the learning experiences, and evaluating apply organization development and systems theory
the training. Designed for trainers from a variety of reviews, analyzes and critiques the history, politics
in the development strategies for organization and rhetoric of sustainability. Four key themes are
work settings with a strong background in a content improvement through the training and develop-
area who have little background in adult learning covered: issues surrounding the Johannesburg
ment function. Prerequisite: ELP 429/529. Summit 2002; growing conservation economy in
theory and its application to training and develop-
ment practices. ELP 439/539 the Pacific Northwest; the issue of indigenous cul-
Developing Training Materials (3) tures and sustainability, and a critical review of the
ELP 430/530 Focus on the theories, knowledge ad skills neces- emergence and future of transnational civil soci-
Course Design and Evaluation (4) sary to plan, develop and use effective participant ety. Examines the very idea of local, regional, and
Examination of the field of instructional program and presentation training materials that enhance global and discusses the role social movement net-
design for adult learners within the training and adult learning in training and development set- works, information society, and globalization play
development field, in educational and non-educa- tings. Study the linkage of instructional design, in meaningful social change and leadership.
tional organizational settings. Focus on learning to adult learning representational systems and graphic
design and manage instructional activities in ELP 451/551
design theories and how materials increase transfer Social Foundations of Education (4)
response to training needs and skills analyses. of learning. In addition, examine writing issues rel-
Students are required to select and use an appro- Study of sociological theories that illuminate the
evant to effective communication, the selection effects of education on individuals and society.
priate design model, design a preliminary needs and use of production methods, and project plans
assessment, develop program goals and learning Problem areas in race, class, and gender are
for training materials. explored in the process of examining theories of
objectives, develop an instructional plan, develop a
plan to assess student learning and evaluate the ELP 444/544 socialization, certification, allocation, and legiti-
program, and critically review the design docu- Instructional Design for Online Based Training mation and their application to historical and cur-
(3) rent educational situations.
ment. Major emphasis given to developing the
Examine the adult learning instructional strate- ELP 452/552
instructional design document that demonstrates a
gies, interactive techniques, information architec- History of Education (3)
student’s ability to align and integrate effectively all
ture, and user-interface design principles used in A general review of the growth and development
aspects of the design process and to incorporate
online training. Analyze audience learning and of education in relation to the civilization of the
adult learning theory. Recommended prerequisite:
experience preferences, training requirements, and times; emphasis is placed upon the development
ELP 429/529.
content objectives and use that information to of educational theories at various points in history.
ELP 431/531 choose appropriate online training strategies and
Contemporary Issues in Training and methods. ELP 453/553
Development (3) History of American Education (4)
Building on competencies developed during previ- ELP 445/545 The historical development of the American edu-
ous courses in the training and development Building Online Training (4) cational system, from European backgrounds and
series, provides a culminating experience to the Examine development methodologies/processes, colonial beginnings to the present time.
series. Provides an opportunity for students to principles of task identification, risk mitigation,
technical architecture, creative tools, and project ELP 454/554
examine national and local trends in training and Philosophy of Education (4)
organizational development and to prepare for management strategies used in building online
training courses. Apply learning theory and proj- Study and comparison of the philosophical bases
ongoing professional growth in the context of of educational ideas and of the educational impli-
cations of philosophical thought. ELP 554 local, state, and federal laws and policies along offers an opportunity to engage in critical and
includes an additional, concurrent 30 hour mini- with pedagogical considerations to create effective comparative analyses of what has been already
mum field project requirement. programs. Participants will examine a variety of accomplished and the new areas of innovations in
ELP 455/555 local, regional, and national program models for environmental education, mature education, out-
Gender and Education (4) ESL and Bilingual instruction. This will create doors education, naturalist training, and other
Explores the significance of gender in educational opportunities to develop expertise in assessing the such genres.
work. The focus will be on the history of gender critical components of programs serving pre- ELP 519
arrangements in educational organizations and the school through adults. Sustainability Education (4)
formation of gender roles in contemporary ELP 511, 512 Course covers local, national, and global innova-
American society, particularly in the family, Principles of Educational Research and Data tion in light of the UN decade for Education for
schools, and the economy. Students will examine Analysis I, II (4,4) Sustainability (2005-15). We also critically assess
differential socialization of males and females, Research paradigm; measurement and test charac- earlier traditions such as nature education, envi-
ongoing practices in educational organizations that teristics; planning and evaluation; library resourc- ronmental education, outdoor education, place-
are gender-related and/or gender biased and the es; identifying research problems; planning based education, and ecological literacy. Students
convergence of gender, race, and class in education- research; types of research; research designs, cen- are involved in developing curriculum and teacher
al organizations. This course is cross-listed as WS tral tendency, variability and relationships; sam- preparation modules for K-12.
455, may only be taken once for credit. ELP 555 pling, sampling error, and hypothesis testing; ELP 520
includes an additional, concurrent 30 hour mini- crossbreaks; one, two, and multiple group, and Developmental Perspectives on Adult Learning
mum field project requirement. multiple independent variable designs; computer (4)
ELP 456/556 applications; information systems. Prerequisite: Explores professional applications of adult devel-
The Urban School and “at Risk” Status (4) graduate standing. opment theory and research to facilitating adult
Draws upon theory, research, and practice for the ELP 513 learning in a wide variety of contexts, including
examination of the conditions of being “at-risk” in Advanced Research Designs and Data Analysis formal educational and training programs as well
urban schools. Explores the family, community, in Education (4) as general environments such as learning organi-
and school environments and their relationships in Designs for multiple independent variables; zations. Course includes an additional, concurrent
the hindrance of development of children and equating designs for multigroups; designs for 30 hour minimum field project requirement.
youth leading to their “at-risk” status. ELP 556 multiple dependent variables; follow-up proce- Prerequisite: admission to a graduate program.
includes an additional, concurrent 30 hour mini- dures for multiple dependent variable designs; ELP 521
mum field project requirement. selected data collection methods, including ques- Adult Learning and Motivation (4)
tionnaires, interviews, observation, sociometry, An examination of the complex interaction
ELP 457/557
Cultural Pluralism and Urban Education (4) and objective tests and scales; computer applica- among adult development, motivation, and learn-
This course is designed to explore the process of tion in the use of selected designs. Prerequisite: ing. Attention is focused on the intra- and inter-
education policy development and implementa- ELP 512. personal dynamics that motivate human behavior
tion in culturally diverse, urban environments. ELP 514 in general, and how they specifically motivate
The course is organized around several cultural Educational Measurement adult learning and behavior within a wide variety
pluralism perspectives; among the topics to be and Assessment (4) of educational settings. Course includes addition-
explored are the issues of socialization of the Minimum competency, norm-referenced, and cri- al, concurrent 30-hour minimum field project
child, governmental operations, educational terion-referenced tests; classroom student assess- requirement. Prerequisite: graduate standing.
administration, teacher preparation and curricu- ment; characteristics and levels of measurement; Completion of ELP 520, Developmental
lum design. ELP 557 includes an additional, con- reliability; validity; interpreting test scores; stan- Perspectives on Adult Learning, highly recom-
current 30 hour minimum field project require- dardized tests; using performance standards; plan- mended.
ment. ning and constructing classroom selection; supply
ELP 522
and performance tests; portfolio assessment; eval- Teaching Diverse Adult Learners (4)
ELP 465/565 uating test items. Prerequisite: graduate standing.
ELL School Community Relations (3) An examination of the theoretical, philosophical,
Learn how to work with families to overcome ELP 515 and practical aspects of teaching adult students
barriers to setting-up support systems in and out Program Evaluation (4) regarding issues of difference and diversity in the
of school. Access appropriate community An examination of evaluation theory and classroom. Students will develop skills in plan-
resources that can be critical for ensuring class- approaches and their applications in educational ning, delivering, and evaluating individual and
room success with ELL students. Gain under- settings. Emphasis is given to program evaluation group learning activities in a wide variety of learn-
standing about other cultures’ orientations to and to understanding how the usefulness of evalu- ing environments. Course includes additional,
education and school. Learn strategies to build ation results may be increased. Prerequisite: grad- concurrent 30-hour minimum field project
bridges between home, school, and the uate standing. requirement. Prerequisite: graduate standing.
community. ELP 516/616 Completion of ELP 520, Developmental
ELP 466/566 Collaborative Ethnographic Research Methods Perspectives on Adult Learning, highly recom-
Impact of Language and Culture in the (4) mended.
Classroom (3) Explores if and how a participatory and collabora- ELP 523
Learn the importance of intercultural communi- tive form of research will foster knowledge Assessing Adult Learning (4)
cation in working with children from a wide democracy, and give ownership to those whose Introduction to the approaches, processes, and
range of cultures in today’s classroom. Survey the knowledge it is. Methodologies covered are: dif- tools that can be used to assess adult learning.
cultural, linguistic, educational, and ethical issues ferent genres of qualitative methods, community- Emphasis is given to applications at the classroom
present in all classrooms today. Study the socio- based planning and research, participatory action- and program levels and to practices that them-
logical and language issues and immigration his- research, Gaian participatory science, classical eth- selves contribute to adult learning. Course
tory. Learn how to identify and appreciate cultur- nography, auto-ethnography, ethnographic perfor- includes an additional, concurrent 30 hour mini-
al factors that affect social adjustment and learn- mance, life histories, feminist methodologies, and mum field project requirement. Prerequisite:
ing. “dialogue circles.” graduate standing.
ELP 467/567 ELP 517/617 ELP 525
ESL/Bilingual Program Design Ecological and Cultural Foundations of Student Services in Higher Education (4)
and Models (3) Learning (4) Provides an introduction to the professional field
Exemplary schools provide second language learn- Explores how we teach and learn ecologically and of student affairs within the context of colleges
ers with a rich intellectual diet, not a remedial or what constitutes ecological and cultural ways of and universities, including its historical, philo-
basic skills curriculum. They expect all students to knowing. One of the key foundational courses for sophical, ethical, and theoretical foundations.
achieve high standards in literacy and other aca- LECL specialization, this course is beyond simply Current and future issues for the profession are
demic areas. Learn how these schools combine justifying or advocating that our education should also critically examined. Course includes an addi-
their understandings and apply the knowledge of be grounded in ecological principals. Rather it
tional concurrent 30-hour minimum field project gle college or university level, and state and feder- service-learning for students, faculty, partners, and
requirement. Prerequisite: graduate standing. al roles in postsecondary policy and governance. the community in the context of civic engage-
ELP 526 Prerequisite: graduate standing. ment, social justice, and social change.
Facilitating Student Success in Postsecondary ELP 538 ELP 548
Education (4) Contemporary Issues in Advanced Global Political Ecology (4)
Provides an introduction to theory and research Postsecondary Education (4) In order to grasp the emerging discipline of political
related to factors and conditions that affect stu- The course is designed to provide students with ecology, we cover the following themes: the impact
dent success in postsecondary education and to an introduction to the study of postsecondary of globalization on human and non-human com-
assessment approaches and techniques in student education using as the vehicle a focus on some of munities; the relationship between poverty and envi-
services. Informed by theory, research, and prac- the more pressing issues currently facing postsec- ronmental degradation; the distribution of resource
tice, students develop an intervention proposal ondary education. The course is designed to use and commodification in the global North and
related to facilitating student success and a plan increase the capacity for the identification and global South; and the relationship of these issues in
for assessing that intervention. Prerequisite: grad- analyses of issues and the development of posi- our personal lives. Students apply these concepts in
uate standing. tions relative to the issue. Prerequisite: graduate real life through a multi-media study and presenta-
ELP 527 standing. tion of a commodity in terms of its production, dis-
Legal Issues in Higher Education (4) ELP 541 tribution and consumption.
Provides a general introduction to the law related The Community College (4) ELP 550
to higher education and professional practice in An introduction to the two-year college in the Advanced Leadership for Sustainability (4)
colleges and universities. In addition to the sub- United States, with an emphasis on the public This multi-media seminar and discussion course
stance of related law, the course explores how the community college with a comprehensive educa- will review, analyze and critique the history, poli-
law is applied to rules and policy and how ethical tional program. Topics include: transfer studies; tics and rhetoric of sustainability. Four key themes
standards and principles impact that application. career education; general education; community are covered within the rubric of leadership for
Course includes an additional concurrent 30-hour services; basic skills education; and student devel- sustainability: the issues surrounding the
minimum field project requirement. Prerequisite: opment services. The purpose of the course is to Johannesburg summit, 2002, the growing conser-
graduate standing. provide students with theoretical and practical vation economy in the Pacific Northwest, the
ELP 528 knowledge relative to the history, philosophy, stu- issue of indigenous cultures, and sustainability.
Leadership in Postsecondary Education (4) dents, staff, services, and patterns of organization Students apply these concepts in real life by devel-
Examines emerging conceptualizations and forms of of the public community college. oping a wildest dream project in sustainability
leadership and leadership development in postsec- ELP 542 and outlining social, natural and economic capital
ondary education. Ethical and value bases of leader- Introduction to Service-Learning: Theoretical needed to implement it.
ship inform a focus on the creation of organizational and Pedagogical Perspectives in Postsecondary ELP 558
and social change within postsecondary settings. Education (4) Educational Leadership (4)
Course emphasizes non-hierarchical models of lead- Fundamental principles and practices of service- Analysis of leadership theories, skills, and tech-
ership that value diversity and involve collaborative learning in postsecondary education. Service- niques as applied to the organization and admin-
relationships and collective action. Application of learning pedagogy, its relationship to adult devel- istration of public education. Prerequisite: gradu-
leadership development issues within a variety of opment, historical foundations in educational ate standing.
educational and social service organizations are institutions, and civic education. Resources and
organizations, and issues of race, class, gender, ELP 559
explored. Course includes an additional concurrent The Principalship (4)
30-hour minimum field project requirement. and power in service-learning. Required participa-
Designed to develop complementary theoretical
tion in a service-learning project provides practice
ELP 533 and practical understanding of the principalship;
Planning and Budgeting in Postsecondary in application of theories.
to acquire knowledge and to learn practices and
Education (4) ELP 543 skills needed to become a successful first-year
Provides an introduction to the planning and bud- Service-Learning and Community Based principal. Prerequisite: ELP 569.
geting processes used in colleges and universities. Learning in Postsecondary Educational
Leadership and Policy: Domestic Issues (4) ELP 560
Major emphasis is placed on key concepts, planning Supervision and Evaluation of Instruction (4)
models, and applications to institutional cases. Service-learning in postsecondary educational
institutions, their leadership, and policy. Role, The role of the supervisor in keeping education
Strategies for linking planning and budgeting func- geared to the changing demands of society; theo-
tion will be explored. Students will examine and use organization, and policy of service-learning in dif-
ferent postsecondary institutions, from communi- ries of leadership; group processes and individual
various planning and budgeting tools and tech- conference techniques; action research and related
niques. Budget reduction and the connection ty colleges through graduate schools, and the
varying ways in which service-learning is struc- approaches to curriculum change; analysis of con-
between planning and assessment will be examined. crete supervisory problems.
Prerequisite: graduate standing. tured, researched, and assessed. Practical and the-
oretical concerns in an applied service-learning ELP 561
ELP 536 experience in the metro area. Challenges and Staff Development: Planning, Implementation,
Postsecondary Curriculum (4) and Evaluation (4)
opportunities of partnerships between academic
Provides an introduction to the field of curricu- Staff development goals; characteristics of staff
institutions and community-based organizations.
lum or program design for adult learners and development programs; establishing a staff devel-
Implications of service-learning for students, fac-
introduces students to a process of program plan- opment organization; policy and decision-making;
ulty, partners, and the community in the context
ning and development. Curriculum development identifying and responding to the concerns of
of civic engagement, social justice, and social
or design is viewed as both a technical and politi- participants; assessing needs; planning and imple-
change.
cal process. It also provides a historical and philo- mentation of specific programs; networking; for-
sophical perspective on postsecondary curriculum, ELP 544
Service-Learning and Community Based mal and informal methods of evaluation; models
with attention given to review and analysis of cur- for staff development; program evaluation; man-
rent practices and issues, including life-long and Learning in Postsecondary Educational
Leadership and Policy: International Issues (4) agement information systems; evaluating instruc-
collaborative learning. A comprehensive program tional effectiveness. Prerequisite: graduate stand-
planning model will be examined. Prerequisite: Service-learning in postsecondary educational
institutions, their leadership, and policy. Role, ing.
graduate standing.
organization, and policy of service-learning in dif- ELP 562
ELP 537 ferent postsecondary institutions, from communi- School and Community Relations (4)
Policy and Governance in Postsecondary ty colleges through graduate schools, and the An intensive examination of the school and its
Education (4) varying ways in which service-learning is struc- environment. Major emphasis is on the linking
An examination of theory and research that tured, researched, and assessed. Practical and the- mechanisms utilized by the school in interacting
relates to how policy is formulated and imple- oretical concerns in an applied service-learning with parents, citizens, and special interest groups.
mented in postsecondary environments. The experience abroad. Challenges and opportunities Course includes an additional, concurrent 30
course focuses on the policy and governance role of international service-learning. Implications of
of faculty, administrators, and trustees at the sin-
hour minimum field project requirement. ELP 572 ELP 577

Prerequisite: graduate standing. Human Resource Development and District and School Staff Supervision
Organizational Change (4) and Evaluation (4)
ELP 563
Human Relations in Educational Organizations Examines how the relationships between people Advanced course in alternative approaches to dis-
(4) and organizational structures, policies, and pro- trict and school staff supervision and evaluation
Issues and perspectives in group processes; models cesses influence school culture and change efforts. in an era of school reform, heightened account-
for studying groups; principles of group dynamics; Studies how school leaders secure and manage ability, and emerging state and national standards.
human relations within educational organizations; resources to improve teaching and learning for all Topics to be covered are dealing with the at-risk
strategies for group problem-solving and conflict within the school community. Prerequisite: ELP and incompetent staff and new directions in
management; application of group dynamics to 571. teacher evaluation. 30-hours of field-based experi-
leadership, communication, and decision-making ELP 573 ences are used to connect the theories and
within educational organizations; evaluating process- Educational Leadership Project I (1) research covered in class to the practice of school-
es and production of educational groups. Focus on the development, in a school or agency ing and the work of a school administrator.
Prerequisite: graduate standing. setting, of an Educational Leadership Project Prerequisite: admission to continuing administra-
demonstrating knowledge, skills, and dispositions tor/initial superintendent licensure program or
ELP 564 permission of instructor.
Administration of Curriculum (4) required by the TSPC Initial Administrator
Provides a broad and critical understanding of License Standards. The first quarter of a three ELP 578
curricular matters that are relevant and important quarter project designed in conjunction with a Communication and Conflict Management in
to administrators: 1) decision making about the practicum supervisor to address a leadership chal- Educational Organizations (4)
choice of content; 2) politics of curriculum devel- lenge area in teaching and learning for student Issues of communication within educational orga-
opment; 3) implementation and monitoring of success within an assigned practicum setting. nizations and between educational organizations
curriculum at building site; 4) testing and align- Students will define the challenge area, research and various audiences. Definitions of conflict and
ment of curriculum; and 5) evaluation of curricu- the problem context and related literature, and models for peaceful resolution/management of
lum implementation. Prerequisite: graduate stand- develop an action plan. Prerequisite: admission to conflict within educational organizations and with
ing Initial Administrator Licensure Program. various other individuals and organizations.
ELP 574 Attention to world view, cultural styles, positions,
ELP 568 underlying needs, bargaining, reforming, and find-
Educational Organization Education Leadership Project II (1)
Focus on the implementation, in a school or agency ing common ground. Strategies for group prob-
and Administration (4) lem-solving, conflict management including col-
Examination of the role, functions, and responsi- setting, of an Educational Leadership Project dem-
onstrating knowledge, skills, and dispositions lective bargaining and contract management, and
bilities of the educational leaders and administra- community-building. 30 hours of field-based
tors; study of administrative and organizational required by the TSPC Initial Administrator License
Standards. The second quarter of a three quarter experiences are used to connect the theories and
theory and its application to the operation of edu- research covered in class to the practice of school-
cational programs and organizations in various set- project designed in conjunction with a practicum
supervisor to address a leadership challenge area in ing and the work of a school administrator.
tings, including school districts, higher education Prerequisite: admission to continuing administra-
and educational divisions in private sector organi- teaching and learning for student success within an
assigned practicum setting. Students will implement tor/initial superintendent program or permission
zations. Course includes an additional, concurrent of instructor.
30 hour minimum field project requirement. their action plan by collecting, organizing, and ana-
Prerequisite: graduate standing. lyzing data. Prerequisite: admission to the Initial ELP 579
Administrator Licensure Program, ELP 573. Curriculum, Instruction, and Assessment
ELP 569 Leadership (4)
Introduction to Educational ELP 575
Educational Leadership Project III (1) An examination of standards-based reform, cur-
Administration (4) riculum and instructional models, assessment
Introductory course required of applicants to the Focus on final analysis of an Educational
Leadership Project demonstrating knowledge, models, school improvement strategies, and edu-
Initial Administrator certificate program. cational change theories. Emphasis is given to
Considers educational, social, political, economic, skills, and dispositions required by the TSPC
Initial Administrator License Standards. The third understanding how assessment information can
organizational, and cultural forces shaping U.S. be used to improve student learning and overall
public schools and their administration. Course quarter of a three quarter project designed in con-
junction with a practicum supervisor to address a school performance within the context of
includes an additional, concurrent 30 hour mini- Oregon’s state reform framework. 30 hours of
mum field project requirement. leadership challenge area in teaching and learning
for student success within an assigned practicum field-based experiences are used to connect the
ELP 570 setting. Students will analyze the outcome of their theories and research covered in class to the prac-
Human Relations and Educational Foundations tice of schooling and the work of a school admin-
(4) year-long project, suggest implications for further
research, and reflect on the entire project. istrator. Prerequisite: admission to continuing
Explores the historical, social, philosophical, and administrator/initial superintendent program or
organizational foundations of public education. Prerequisite: admission to the Initial
Administrator Licensure Program, ELP 573 and permission of instructor.
Examines the dynamics of human relationships,
ELP 574. ELP 580
leadership, and community building in schools District Policy, Operations, Facilities, and
and educational settings. Analyzes public educa- ELP 576 Finance (4)
tion goals and decision-making processes for Education, Community, and Society (4)
The role of the district superintendent and local
achieving these goals. Prerequisites: admission to A review of sociological theories and research that
school boards in planning, management, evalua-
initial administrator program; ELP 569. illuminates the social and economic functions of
tion, and improvement of policies and programs
education in modern society, with special emphasis
ELP 571 related to school operations, personnel, facilities,
Teaching, Learning, and Curriculum (4) placed on application of the role of the practicing
and finance to meet school district needs.
Examines the complex relationships between staff school administrator as instructional leader and
Examines state and federal laws, regulations, and
evaluation, individual professional development, manager. Race, class, gender, and differing ability
the roles of ODE and the legislature in governing
staff development, and effective teaching, learn- levels are explored in the process of examining the-
Oregon school finance, school budgeting, and
ing, and curriculum. Students will examine those ories of socialization, certification, allocation, and
school facilities. 30 hours of field-based experi-
factors which make supervision and evaluation legitimation and their application to historical and
ences are used to connect the theories and
really work, i.e., contribute to the larger purpose current educational situations, particularly in
research covered in class to the practice of school-
of building an environment where teachers can schools and school districts. 30-hours of field-based
ing and the work of a school administrator.
deliver their best and children can learn most. experiences are used to connect the theories and
Prerequisite: admission to continuing administra-
Prerequisite: ELP 570. research covered in class to the practice of school-
tor/initial superintendent licensure program or
ing and the work of a school administrator.
permission of instructor.
Prerequisite: admission to continuing administra-
tor/initial superintendent licensure program or per- ELP 581
mission of instructor. U.S. and Oregon School Law and Policy (4)
Examines federal and Oregon school law governing social, philosophical, and critical and feminist Lib 410/510
educational practice and policy at the school and perspectives as well as modernist viewpoints are Experimental Course
district levels; the relationships among these factors included. Participants will read in-depth and write (Credit to be arranged.)
and their implications for effective communication analytical response papers as a grounding for dis- Lib 428/528
with educational stakeholders, instruction and stu- cussion in the seminar and will produce an end of Children’s Literature, K-5 (3)
dent learning, and effective organizational manage- term project or research paper. Prerequisite: Materials grades K-5. Traditional genres such as
ment of schools. 30 hours of field-based experienc- admission to the Graduate School of Education picture books, traditional tales, modern realism,
es are used to connect the theories and research doctoral program or permission of instructor. romance, adventure, mystery, historical fiction, sci-
covered in class to the practice of schooling and the ELP 659 ence fiction, fantasy, biography, poetry, and non-
work of a school administrator. Prerequisite: admis- Theory, Research, and Practice in Educational fiction. Study of literature that illustrates cultural
sion to continuing administrator/initial superinten- Administration (4) diversity. Resources for selection; awards and hon-
dent licensure program or permission of instructor. Seminar for education doctoral students provid- ors. Prerequisite: junior standing.
ELP 582 ing a detailed exploration of research and theory Lib 429/529
Teaching, Learning and Curriculum I (2) development in the field of educational adminis- Young Adult Literature (3)
Examines the role of effective school leadership tration. Participants will read in-depth and write A survey of books and nonbook materials suitable
for best practices in teaching, learning and curric- analytical response papers as a basis for discussion for students of junior and senior high school age.
ulum which promote the success of all students. in the seminar and will produce a term project or Emphasis on selection and evaluation of books,
Students will examine those factors which make research paper. Prerequisite: admission to the adolescent reading interests, and reading guidance
supervision and evaluation really work, i.e., con- Graduate School of Education doctoral program for curricular and personal needs.
tribute to the larger purpose of building an envi- or permission of instructor.
ronment where teachers can deliver their best and Lib 432/532
ELP 801 Multicultural Literature K-12 (3)
children can learn the most. Prerequisite: admis- Research (Credit to be arranged.)
sion to Initial Administrator Licensure Program. An introduction to contemporary multicultural
ELP 802 literature, fiction and nonfiction, for use with
Must be taken concurrently with ELP 570. Independent Study (Credit to be arranged.) early childhood, elementary, middle school and
ELP 583 ELP 804 high school students. Emphasis is on the selec-
Teaching, Learning and Curriculum II (2) Cooperative Education/Internship tion, evaluation, and utilization of literature in
Examines the complex relationships between staff (Credit to be arranged.) the classroom and library media center.
evaluation, individual professional development, ELP 805
staff development, and effective teaching, learn- Reading and Conference Lib 433/533
ing, and curriculum. Students will formulate a (Credit to be arranged.) Global Literature: K-12 (3)
working knowledge of the change process, staff- A survey of global literature for use with students
ELP 806
ing, program, and faculty needs within an educa- Special Problems (Credit to be arranged.) in elementary, middle, or high school classrooms.
tional setting through problem-based learning. A major focus will be on selecting reading materi-
ELP 807
Prerequisites: admission to Initial Administrator Seminar (Credit to be arranged.) als and using them in the library and classroom.
Licensure Program, ELP 570 and ELP 582. Must ELP 808 Lib 530
be taken concurrently with ELP 572. Workshop (Credit to be arranged.) Literature Promotion Programs, K-12 (3)
ELP 594 ELP 809 A study of techniques for promoting literature in
School Law (4) Practicum (Credit to be arranged.) elementary and secondary schools: author/illustra-
Critical analysis of the legal framework governing ELP 810 tor studies, reading books aloud, storytelling,
school law in the United States, with emphasis on Experimental Course booktalks, reading promotion programs, and
contemporary legal problems of education. (Credit to be arranged.) incorporating literature throughout the curricu-
Implications of landmark and current court deci- lum. Prerequisite: Lib 428/528.
sions. Prerequisite: graduate standing.
Library Lib 534
Administration of the School Library
ELP 601
Research (Credit to be arranged.) Lib 181 Media Center (3)
ELP 602 Use of the Library (3) Study of the school library media center and its
Independent Study (Credit to be arranged.) Initial training in the effective use of the integral role in the instructional program of the
ELP 603 University library and resources, such as the card school. The school library media movement. Focus
Dissertation (Credit to be arranged.) catalog, reference materials, and electronic on the leadership role of the media specialist; man-
resources, including the on-line datalog, agement of personnel; media program budgeting;
ELP 604
Cooperative Education/Internship CD-ROM databases, and Internet. facility planning; role of state and national stan-
(Credit to be arranged.) Lib 401/501 dards in planning, evaluation, and development;
Research (Credit to be arranged.) other administrative areas. Field activities included.
ELP 605
Reading and Conference Prerequisite: Lib 428/528.
Lib 402/502
(Credit to be arranged.) Independent Study (Credit to be arranged.) Lib 536
ELP 606 Lib 403/503 Design and Production of
Special Problems/Projects Thesis (Credit to be arranged.) Instructional Media (3)
(Credit to be arranged.) Study of the use of instructional media, K-12.
Lib 404/504 Instructional design; criteria for quality print and
ELP 607 Cooperative Education/Internship
Seminar (Credit to be arranged.) nonprint media. Production of instructional
ELP 608 media including slide/tape presentations, video
Workshop (Credit to be arranged.) Lib 405/505 recordings, and advanced techniques for overhead
Reading and Conference transparencies; graphic techniques; and uses of
ELP 609 (Credit to be arranged.)
Practicum (Credit to be arranged.) computers and technology in production.
Lib 406/506 Effective use of instructional equipment and tech-
ELP 610
Selected Topics (Credit to be arranged.) Special Problems (Credit to be arranged.) nology. Research of education technology and
ELP 658 Lib 407/507 communication. Prerequisite: Lib 425 or CI
Social, Historical, Philosophical, and Cultural Seminar (Credit to be arranged.) 432/532.
Foundations of Education (4) Lib 408/508 Lib 541
Seminar for education doctoral students provid- Workshop (Credit to be arranged.) Reference and Information Systems and
ing a detailed exploration of texts with a focus on Lib 409/509 Services (4)
the institutional aspects of education, the intellec- Practicum (Credit to be arranged.) An analysis of reference services and procedures.
tual currents that have supported it, and the social Study of print, nonprint, and electronic database
constructs that maintain it. Cultural, historical,
reference sources to include bibliographic tools, Lib 562 the portable camera. Prerequisite: Lib 536 or con-
indexes, encyclopedias, ready references, bio- Practicum Middle or Junior High Library sent of instructor.
graphical tools, geographical tools, dictionaries, Media Center (3)
Lib 588
government documents, and specialized materials. A planned experience consisting of practical appli- Computers and Advanced Technology in the
Research in reference services and technological cation of the full range of roles and responsibili- Library Media Center (3)
delivery systems. Prerequisite: Lib 428/528. ties of the library media specialist in a middle or An analysis and study of the role of computers
junior high school library media center under the and advanced technology in the library media
Lib 542
Collection Development and Evaluation (3) direction of a supervising middle or junior high center and classroom. Administrative uses as well
Principles and practice of evaluation, selection, school library media teacher and a University as curriculum development will be studied for the
and acquisition of all types of materials included supervisor. Prerequisite: admission to Library technology. Prerequisite: Lib 536 or consent of
in a library media center collection. Selection and Media Endorsement Program. instructor.
collection development policies and procedures. Lib 563 Lib 589
Study of professional evaluation and selection Practicum High School Library Creative Photography in Education (3)
sources. Field activities included. Prerequisite: Lib Media Center (3) A study of photographic processes to include pho-
428/528. A planned experience consisting of practical appli- tography without a camera, basic animation tech-
cation of the full range of roles and responsibili- niques, and darkroom techniques. Analysis of com-
Lib 547
ties of the library media specialist in a high school pleted photographs in terms of composition, style,
Library Media Instructional Programs,
K-12 (3) library media center under the direction of a and technique will also be studied. All techniques
A study of the K-12 information skills program, supervising high school library media teacher and will be related to classroom instruction in the ele-
including the development of a scope and a University supervisor. Prerequisite: admission to mentary and secondary schools. Prerequisite: Lib
sequence, effective teaching strategies, specific Library Media Endorsement Program. 536 or consent of instructor.
skills instruction, correlation and integration with Lib 573 Lib 592
the classroom curriculum, and organization and Advanced Methods and Procedures in School Contemporary Children’s and Young Adult
development of a teaching program in the library Library/Media Centers (3) Literature (3)
media center. Prerequisite: Lib 428/528. A study of the school library/media center as a An analysis and study of contemporary children’s
teaching agency. Designed to focus on the teach- and young adult literature. A study of trends and
Lib 548
ing role of the school librarian/media specialist in styles in modern literature. Includes picture
Organization of Library
Media Collections (4) presenting concepts, principles, content, and tech- books, fiction, and nonfiction. Contemporary
Principles of organization of library media center niques to students and teachers. Emphasis placed authors and illustrators featured. Prerequisite: Lib
collections. Basic cataloging procedures for print, on instruction in library and research skills; read- 428/528 or equivalent.
nonprint, and electronic forms of media using ing, viewing and listening guidance; in-service for
school personnel; and problems involved in per- Lib 601
standard cataloging and classification codes. Research (Credit to be arranged.)
Application of online cataloging databases. forming effectively as a teacher. Observation of
Prerequisite: Lib 428/528. library/media centers required. Prerequisite: Lib 602
Library Media Endorsement or consent of Independent Study (Credit to be arranged.)
Lib 554 instructor. Lib 603
Student Teaching I (6) Dissertation (Credit to be arranged.)
Beginning student teaching in a library media Lib 574
Research Strategies for Library Media Lib 604
center under the direction of a supervising library
Specialists (3) Cooperative Education/Internship
media teaching and university supervisor. (Credit to be arranged.)
Advanced reference materials available in school
Observation and participation in teaching,,
and academic libraries, including computer data- Lib 605
administrative and other responsibilities of a
bases and network resources. Prerequisite: Library Reading and Conference
library media specialist. Opportunities for
Media Endorsement or consent of instructor. (Credit to be arranged.)
involvement in student learning activities, devel-
opment of teaching skills, basic skills in manage- Lib 575 Lib 606
ment and discipline of students. Prerequisites: Directed Field Experience (3) Special Problems (Credit to be arranged.)
admission to the program and approved applica- Planned contact for school library media specialists Lib 607
tion. with professional librarians and/or media specialists Seminar (Credit to be arranged.)
in public, academic, special libraries, information Lib 608
Lib 555
centers, and other library or media- related settings. Workshop (Credit to be arranged.)
Student Teaching II (15)
Directed field work and visitations to various librar- Lib 609
Ten weeks of full-time student teaching in a
ies and information centers will be the emphasis of Practicum (Credit to be arranged.)
school library media center under the supervision
the course. Seminar meetings on campus deal with
of a library media teacher and university supervi- Lib 610
topics related to the field experience as well as
sor. Participation in a full range of teaching, Selected Topics (Credit to be arranged.)
intensive study of related advanced issues such as
administrative, and other responsibilities of a Lib 801
automation, personnel, and management.
library media specialist. Direct responsibilities for Research (Credit to be arranged.)
Prerequisite: Library Media Endorsement or con-
student learning activities, development of teach- Lib 802
sent of instructor.
ing skills, creating a climate conducive for learn- Independent Study (Credit to be arranged.)
ing; management and discipline of students, and Lib 576
related professional activities. Weekly seminar. Planning and Evaluation of Library Media Lib 804
Programs (3) Cooperative Education/Internship
Prerequisites: admission to program and approved
Analysis of media center programs and planning (Credit to be arranged.)
application.
techniques; study and application of media center Lib 805
Lib 561 evaluation instruments; analysis and development Reading and Conference
Practicum Elementary (Credit to be arranged.)
of library media center programs. Prerequisites:
Library Media Center (3) Lib 806
Basic Educational Media Endorsement or consent
A planned experience consisting of practical appli- Special Problems (Credit to be arranged.)
of instructor. Prerequisite: Library Media
cation of the full range of roles and responsibili-
Endorsement or consent of instructor. Lib 807
ties of the library media specialist in an elementa-
ry library media center under the direction of a Lib 587 Seminar (Credit to be arranged.)
supervising elementary school library media Video Production (3) Lib 808
teacher and a University supervisor. Prerequisite: Study and practice of video recording techniques Workshop (Credit to be arranged.)
admission to Library Media Endorsement including storytelling, various camera techniques, Lib 809
Program. editing, character generation. Students will spend Practicum (Credit to be arranged.)
time in a recording studio in addition to using
Lib 810 tional teaching of writing, including designing an action plan. Recommended prerequisite:
Experimental Course and preparing materials to use with curriculum enrollment in ReadOregon Reading Endorsement
(Credit to be arranged.) materials in all school subjects. program or GSE Literacy or master's program.
Read 551
Reading Literacy Instruction for Special Needs Students Special Education
Read 509 K-12 (3) SpEd 401/501
Practicum: ReadOregon (3) Designed to prepare effective and reflective teach- Research (Credit to be arranged.)
The practicum is carried out in schools and/or ers in language and literacy instruction for stu-
dents with special needs. Participants will explore SpEd 402/502
districts and consists of reading endorsement can- Independent Study (Credit to be arranged.)
didates working directly with students, other fac- multiple perspectives, practices, and methodologi-
cal approaches to literacy instruction which are SpEd 403/503
ulty, administrators, and the school community to Thesis (Credit to be arranged.)
fulfill various roles of the reading specialist. research-based, and proven effective to promote
Among the roles to be demonstrated during the literacy development. Topics include (but are not SpEd 404/504
practicum are: (1) teaching reading; (2) literacy limited to): (1) language and literacy develop- Cooperative Education/Internship
testing; (3) developing curriculum for various ment; (2) characteristics of special needs students; (Credit to be arranged.)
groups of readers including ELL, struggling, read- (3) framework of effective literacy instruction SpEd 405/505
ers, average and/or gifted readers; (4) assessing within context of students with special needs; (4) Reading and Conference
and making recommendations for a school’s read- methods of effective basic literacy skills instruc- (Credit to be arranged.)
ing program; and (5) developing literacy-focused tion; (5) methods of teaching comprehension and SpEd 406/506
professional development sessions for faculty, critical thinking strategies; (6) methods of pro- Special Problems (Credit to be arranged.)
administrators, instructional assistances, and par- moting learning and meta-cognitive strategies for SpEd 407/507
ents. Prerequisite: The practicum may not be lifelong learning, and (7) methods of appropriate Seminar (Credit to be arranged.)
taken until a candidate has completed a mini- and meaningful assessment. SpEd 408/508
mum of 12 credit hours of coursework in literacy. Read 554 Workshop (Credit to be arranged.)
Typically, the practicum is the final capstone Literacy Instruction Strategies with ELL SpEd 409/509
course of the reading endorsement course of Students, K-12 (3) Practicum (Credit to be arranged.)
study. Focuses on research-based effective literacy Consent of instructor.
Read 519 instruction frameworks and strategies for working
SpEd 410/510
Language Study for Teachers, K-12 (3) with English language learners. Emphasis is
placed on frameworks and strategies that promote Experimental Course
In-depth knowledge in linguistics important to (Credit to be arranged.)
literacy teachers working with all students. Topics ELL’s academic and English literacy development
include fundamentals in: phonetics and phonolo- in an authentic and culturally responsive environ- SpEd 417
gy; morphology; syntax; semantics; pragmatics ment. Introduction to Special Education (4)
and language use in society; and classroom dis- Read 571 Provides an introduction to the field of special
course. Gain important knowledge to facilitate Principles/Methods of Diagnosis and education and the use of evidence-based teaching
instructional planning and delivery in phonetics Assessment K-12 (3) practices in special education. Students explore
instruction, vocabulary development, sentence Literacy theory (review/overview of the psycho- particular career options of interest and partici-
structure, word meaning and choice in compre- logical, sociological, and linguistic foundations of pate in a community-based learning experience in
hension, questioning strategies, and textual struc- reading processes and instruction, including public school settings with learners who are at-
tures for culturally diverse students. developmental stages of literacy). Psychometrics risk or have special education needs.
(the science of measurement in the social scienc- Recommended prerequisite (or concurrent enroll-
Read 530 ment): Psy 311, SpEd 418.
Reading and Composition in the es). Measures of reading proficiency and reading
Content Areas (3) achievement (with specific examples of standard- SpEd 418/518
Designed for preservice and inservice teachers to ized reading measures and discrete-point reading Survey of Exceptional Learners (3)
explore literacy strategies in order to guide their proficiency measures). Authentic literacy assess- Overview of working with exceptional individu-
students in acquiring skills needed for adequate ment (with specific examples of authentic reading als, including special education and multicultural
reading, writing, and study in content areas. assessment tasks). Literacy assessment and stu- differences. Nature of diversities (including the
Emphasis is on the functional teaching of reading dents with special needs (English language learn- talented and gifted) and educational ramifications
and writing including designing and preparing ers, students with learning disabilities, talented for the teacher. Recommended prerequisite: Psy
materials to use with curriculum materials in all and gifted students). Test ethics and how assess- 311.
school subjects. Designed also to help educators ment results are used (including communication
SpEd 419/519
identify and design materials to promote and with various stakeholders). Recommended prereq-
Principles of Special Education (3)
develop Oregon’s Standard and Benchmark litera- uisites: enrollment in ReadOregon Reading
Prepares students entering special education with
cy abilities in their students. Endorsement program or GSE Literacy or mas-
basic knowledge, skills, and values necessary for
ter’s program.
Read 531 future success in their profession. Major overview
Teaching the Struggling Adolescent Reader (3) Read 580 of theory and research underlying delivery of spe-
For middle and high school teachers who want to School Reading Program Leadership (3) cial education services in the public schools.
experience hands-on teaching and learning strate- Overview of human resources within the context Intensive study of career planning, graduate writ-
gies for improving motivation and learning in the of health care organizations. Focus on the practi- ing and research, information systems, current
core subject areas. As part of a collaborative cal application of human resources management legislation, teaching and learning theory, curricu-
effort, teachers will work with each other to principles in the work setting through discussion lar models, and professional ethics and standards.
develop tutoring plans and activities in curricu- of situations common in health care environ- Specific attention is given to the various federal
lum materials to be used in teaching struggling ments. Elements of the situation evaluated from and state laws, rules, and regulations regarding the
readers in their own classroom. Recommended the health care employee and health care manager prohibition of discrimination about which
prerequisites: enrollment in ReadOregon Reading perspectives. Examples of techniques, forms, and Oregon teachers must be knowledgeable as
Endorsement program or GSE Literacy or mas- tools will be discussed. required by Oregon Revised Statute 342.123.
ter's program. Read 582 SpEd 455/555
Reading Leadership in Middle and High Working With LEP Children Who Have
Read 532 Schools (3)
Writing across the Curriculum, Special Needs (2)
Designed for administrators and teachers in lead- Examine the current research in special education
Grades 4-12 (3) ership roles in middle and high schools. Explores
Learners will explore instructional strategies in in working with the Limited English Proficient
ways to improve reading achievement in schools (LEP) child. Consider issues including testing and
order to guide their students in acquiring writing by identifying the school's existing strengths,
skills in content areas. Emphasis is on the func- diagnosis, appropriate teaching material and
apply current research and practice, and creating
method, and placement. Discuss political, social, guidelines. Prerequisites: SpEd 519 and admission tion program. Prerequisites: SpEd 523 or permis-
and community concerns in working with LEP to program. sion of instructor.
students with special needs. SpEd 513 SpEd 525
SpEd 460/560 Classroom Based Assessment and Instructional Student Teaching (6-12)
Outdoor Education/Recreation With Persons Planning (3) Observation and teaching under the direction of a
With Disabilities (6) Informal, formative, ongoing assessment tech- supervising teacher. Opportunities for assuming
Course provides a supervised practicum in a variety niques for students with special needs in special direct responsibility for the learning activities of
of outdoor activities with children, youth, and and regular education settings. Using information the disabled learner, for developing skill in tech-
adults with disabilities. Students serve as counselor from assessments to make instructional decisions niques of teaching and schoolroom management,
trainees, under the guidance of experienced outdoor and for IEP documentation and planning. and for participating in the life of the school.
specialists and teachers in a residential program Prerequisites: SpEd 519 and admission to pro- Prerequisite: Satisfactory completion of SpEd 509
located at the Mt. Hood Kiwanis Camp. Emphasis gram. Directed Field Experience II.
on learning from and about persons with disabili- *SpEd 514 SpEd 526
ties, teamwork within living groups, and developing Methods of Teaching Academics (3) Instructional Methods I: Literacy (Elementary)
outdoor and leadership skills. Emphasis on instructional programming and (3)
SpEd 480/580 teaching techniques for implementing language Designed to help preservice teachers learn meth-
Introduction to Early Intervention/Early arts, reading, and mathematics curricula for stu- ods and curriculum for teaching reading and lan-
Childhood Special Education (3) dents with disabilities. Prerequisites: SpEd 418/ guage arts skills to children with special needs.
Provides historical, social and legal foundations 518 and admission to certificate program. Prerequisites: SpEd 519, Ed 511, and admission
for early intervention and early childhood special *SpEd 515 to program.
education and other services to young children Methods of Teaching Life Skills (3) SpEd 527
with special needs. Introduces concepts and pro- Emphasis on life skills programming and teaching Instructional Methods II:
cesses for screening and assessment, family-cen- techniques for implementing functional curriculum. Math (Elementary) (3)
tered planning, blending developmentally and These curriculum areas include: communication, lei- Students will examine curriculum and learn
individually appropriate practices, providing sure education, vocational, gross/fine motor, social/ explicit methods for teaching mathematics con-
learning opportunities in natural environments sexual and self-help for students with disabilities. cepts and skills to children with special needs.
and activities to include all children and transi- Prerequisites: SpEd 418/518 and admission to certif- Prerequisites: SpEd 519 and admission to
tion planning. Specific attention is given to the icate program. program.
various federal and state laws, rules, and regula-
tions regarding the prohibition of discrimination SpEd 520 SpEd 528
about which Oregon teachers must be knowledge- Collaboration I: Families and Community— Instructional Methods I: Literacy (Mid-level/
able as required by Oregon Revised Statute EL and EI/SE (3) High School) (3)
342.123. Designed to develop knowledge in the areas of Develops knowledge and practices for teaching
family systems theory, strengths-based model, reading, writing, and other literacy skills to mid-
SpEd 481/581 information gathering techniques, and collabora- dle and secondary students with high incidence
Family Guided Early Intervention (3) tion techniques with families and professionals. disabilities. Curriculum and instructional meth-
Develops knowledge and skills necessary for pro- Information related to cultural competence is ods for students who are emergent, developing,
viding early intervention services to infants and infused throughout the course. In addition, stu- and fluent readers and writers are addressed. The
toddlers with developmental delay/disabilities and dents receive information on grief related to having development of student’s use of learning strategies
their families. a child with a disability and the death of a student. to become more independent and effective learn-
SpEd 482/582 Students are required to participate in a family ers is described. Prerequisites: SpEd 519, Ed 511,
Specialized Techniques: Early Intervention/ conversation project to identify family strengths, and admission to program.
Early Childhood Special Education (3, 3) concerns, and resources with a family who has a SpEd 529
Develops specialized knowledge and skills neces- child with special needs. Prerequisite: admission to Instructional Methods II: Math and Content
sary for providing early intervention and early program. Instruction (Mid-level/High School) (3)
childhood special education services to infants, SpEd 521 Purpose of this course is for preservice and practic-
toddlers, and preschool children with severe and Behavior Management in the Classroom (3) ing educators to develop the knowledge and skills
multiple disabilities, including children with Primary emphasis will be on observation of class- to effectively teach mathematics and other content
physical and sensory impairments, children with room behavior with concomitant development of area subjects to students with mild disabilities in
health impairments, and children with autism. alternatives for intervention in helping children middle/secondary schools. Educators will learn
SpEd 483/583 develop more appropriate behavioral skills. how to use instructional methods and content
Communication and Language Development: enhancement devices to make curricular content
SpEd 522
EI/SE (Early Intervention/ Early Childhood Collaboration II: Inclusion Strategies (ECE/ more accessible for students with disabilities.
Special Education) (3) Elementary) (3) Strategies for promoting retention, application, and
Designed to provide information about typical Designed to help preservice teachers learn collab- generalization of content learning will also be
and atypical communication development, birth orative strategies that facilitate the inclusion of examined. Prerequisites: SpEd 519 and admission
through early childhood. In addition, information students with disabilities into the general educa- to program.
will include strategies for EI/SE to promote com- tion program. Prerequisites: SpEd 520 or permis- SpEd 532
munication development for all children. sion of instructor. Functional Assessment and Curriculum I (4)
Recommended prerequisites: SpEd 480/580 and Develops philosophical and social foundations for
admission to program. SpEd 523
Collaboration I: Work-Based Learning and services to individuals with significant and multi-
SpEd 512 Transition (Mid-level/High School) (3) ple disabilities, early childhood through adult-
Diagnostic Assessment (3) Designed to help preservice teachers learn collabora- hood. Emphasizes ecological and functional assess-
Examination and application of diagnostic/assess- tive strategies that facilitate the inclusion of students ment strategies for life skills, communication,
ment procedures and instruments used to appraise with disabilities in the areas of career development social, motor, and functional academic domains.
current academic performance of K-12 students and transition planning. Prerequisites: SpEd 519 and Strategies for including students with significant
with intellectual, learning, and behavioral disabili- admission to program. and multiple disabilities in system-wide, standards-
ties. Prospective special education teachers will based assessment are addressed. Prerequisite:
develop the foundational knowledge and skills to SpEd 524 admission to appropriate special education cohort
collect background information on students; Collaboration II: Schools and Inclusion or permission of instructor.
select, administer, and interpret the results of Strategies (Mid-level/High School) (3)
Designed to help preservice teachers learn collab- SpEd 534
norm-referenced assessment tools; and develop Functional Assessment and Curriculum II (4)
reports that are meaningful to teachers and par- orative strategies that facilitate the inclusion of
students with disabilities into the general educa- Applies knowledge and skills for functional assess-
ents and abide by federal, state, and professional ment and applied behavior analysis in the design
and implementation of an individualized, func- between sighted print readers and readers with SpEd 568
tional curriculum for students with significant and visual impairments, including blindness. Both Advanced Behavior Management (3)
multiple disabilities, early childhood through conventional and functional literacy will be Course for educational professionals serving stu-
adulthood. Emphasizes curricular content for life addressed. dents with challenging behavior. Focuses on a
skills, communication, social, motor, and cogni- SpEd 544 continuum of behavioral intervention in schools
tive/functional academic domains. Provides Methods of Teaching Academics: Visually including functional behavioral assessment and
instructional strategies for routines-based, natural- Impaired Learner (3) positive behavioral supports for students with
istic, and teacher-directed learning. Includes strate- Course focuses upon curricular adaptations for challenging behavior. Prerequisites: SpEd 521.
gies for using positive behavioral supports for stu- use with the visually impaired learner in the class- *SpEd 570
dents with significant disabilities, based upon room. Academic areas examined and strategies for Communication Systems for Persons with
functional behavioral assessment and analysis. inclusion for the visually impaired learner in all Severe Disabilities (3)
Prerequisites: SpEd 532 and admission to the pro- aspects of the school curriculum. Teaching of Course for students who will be teaching communi-
gram. Braille, use of abacus for mathematics, and adapt- cation skills to persons with severe disabilities,
SpEd 536 ed materials. In-depth curricular focus for the including nonverbal individuals. Examines special-
Specialized Techniques (3) child who has multiple disabilities. Prerequisites: ized systems for teaching communication skills, nor-
Information and skills development for meeting SpEd 418/518 and admission to the program. mal speech, and implementation of communication
the specialized support needs commonly found SpEd 545 instruction. Prerequisite: SpEd 418/518.
with students with significant disabilities. Focus Orientation and Mobility/Life Skills (3) *SpEd 573
on educational implications considering (1) the Focus on teaching independent travel skills to Assessment and Planning for Students
nature of the medical condition, (2) methods for totally or functionally blind students. Methods With Mild Disabilities (3)
instruction (i.e., positioning, mobility), and (3) and techniques presented to help the special and Examination and application of diagnostic and
procedures for structural modifications. Course regular class teacher promote success in daily liv- assessment instruments used to measure cognitive
incorporates information from various disciplines ing skills as well. Prerequisite: language abilities and social/emotional function-
and is designed to assist the educator in becoming SpEd 418/518. ing. Formal and informal methods of assessment.
an effective member of a collaborative team that Prerequisite: SpEd 418/518.
serves students with routine and emergency medi- SpEd 546
cal and physical needs. Prerequisite: SpEd Braille I (3) SpEd 575
418/518 and admission to the program. The Braille code is presented, to include Grade II Braille III/Technology for the
literary Braille, and use of the abacus. Visually Impaired (3)
SpEd 540 Prerequisites: SpEd 540 and admission to the pro- Study of computer applications for visually
Education of the Visually gram. impaired learners, including existing and pro-
Impaired Learner (3) posed hardware and software that would improve
Beginning with a historical background of the SpEd 547
accessibility to print information by visually
education of the visually impaired, this course Braille II (2)
impaired and blind students. Adaptations of exist-
provides an overview of basic information about All special signs and symbols relating to the liter-
ing technology, evaluation of its effectiveness.
children and youth who are visually impaired. ary code are learned and special formatting tech-
Prerequisite: SpEd 540.
Basic programming components and implications niques used in printed materials, charts, and
for conceptual and motoric development. Basic graphs. Study of Braille Nemeth Code for mathe- SpEd 576
curricular components necessary for transition matics. Prerequisites: SpEd 546 and admission to Visually Impaired Learner with Multiple
from school to adult life. Prerequisites: SpEd the program. Disabilities (3)
418/518 and admission to the program. Study of visually handicapped students with con-
*SpEd 553 comitant disabilities such as hearing impairments,
SpEd 541 Leisure Education for Persons with Disabilities
mental retardation, and behavior disorders.
Implications of Vision Problems of Children/ (3)
Emphasis on curricular adaptations, teaching
Youth (3) Focuses on recreation and leisure as a major
strategies, and behavior management. Prerequisite:
Anatomy, physiology, common diseases, and aspect of independent living and community
SpEd 418/518.
hygiene of the human eye. Emphasis on vision adjustment. Roles of the schools in providing a
screening, testing, and techniques for evaluation comprehensive leisure education program for stu- SpEd 584
of functional visual skills in the classroom. Focus dents with disabilities. Prerequisite: Assessment: EI/SE (3)
includes strategies for improving medical/opto- SpEd 418/518. Provides an overview of assessment procedures in
metric eye reports. Emphasis on working with the the field of early intervention/early childhood spe-
*SpEd 556
regular classroom teacher regarding prevention of cial education. These procedures include screen-
Career Education for Persons with Disabilities
potential eye disorders and referral to eye special- (3) ing and testing using norm-referenced, criterion-
ists. Prerequisites: SpEd 540 and admission to the Course presents a broad conceptual framework referenced, curriculum-based, and observational
program. for organizing and developing career education methods. Reliability and validity of assessments
programs for students with disabilities (elementa- are discussed in relation to standardized testing.
SpEd 542 Learners have the opportunity to observe and
Assessment of the Visually Impaired (3) ry/young adult); helps participants gain knowl-
edge which strengthens vocational success for per- record the behaviors of young children.
Examination and application of diagnostic and Assessment strategies such as arena assessment,
assessment instruments useful with or modified sons with disabilities; and program models train
persons with disabilities in transition from school play-based assessment, parent reporting, and fam-
for visually impaired learners. Designed to prepare ily interviewing. Emphasis on the assessment pro-
teachers of the visually impaired for administer- to community life. Prerequisite: SpEd 418/518.
cess for the young child and the family’s role in
ing, scoring, and interpreting test results for pro- SpEd 563 the assessment of the young child with develop-
gram planning and implementation. Advanced Techniques of Reading (3) mental delays or disabilities.
Developmental areas include cognition, social/ Primarily concerned with educational methods
emotional skills, psychomotor skills, and self-help designed to teach students with severe to moder- SpEd 585
skills. Prerequisites: SpEd 418/518 and admission ate response deficits in reading. Instructional Strategies I: EI/SE (3)
to the program. Develops knowledge and practices for teaching
SpEd 564 and facilitating development of children with spe-
SpEd 543 Learning Disabilities (3) cial needs, birth through the primary grades.
Reading and Literacy–Visually Impaired Concepts, issues, and major sources in the field of Builds upon the student’s knowledge of child
Learners (3) learning disabilities: definition, causation and iden- development and developmentally appropriate
This course provides an overview of language tification, ability vs. task analysis models, perceptu- practices. Focuses upon the design of individually
development and literacy instruction from pre- al training, and aptitude treatment interaction, appropriate practices, principles of applied behav-
reading through adolescence. Age-appropriate early identification, and reading disability. ior analysis, activity-based intervention, naturalis-
methods for literacy instruction will be discussed, tic teaching strategies, discrete trial teaching, and
with emphasis on similarities and differences positive behavioral supports. Develops knowledge
and skills for curriculum-based assessment, design Develop knowledge and skills to complete the SpEd 605
of individual program plans, and use of data col- assessment process of infants, toddlers and their Reading and Conference
lection systems to monitor child progress. caregivers through multiple sources of information (Credit to be arranged.)
SpEd 586 within a culturally relevant context. Topics SpEd 606
Instructional Strategies II: EI/SE (3) include selection of tools and methods for infor- Special Problems (Credit to be arranged.)
Develops advanced knowledge and practices for mation collection, methods for screening and SpEd 607
teaching and facilitating development of children assessment, and use of classification systems with- Seminar (Credit to be arranged.)
with special needs, birth through the primary in the mental health system. Prerequisite: admis- SpEd 608
grades. Builds upon the student’s knowledge of sion to Infant Toddler Mental Health Graduate Workshop (Credit to be arranged.)
individually appropriate practice, applied behavior Certificate Program.
SpEd 609
analysis, and design of individual and group plans SpEd 595 Practicum (Credit to be arranged.)
for instruction. Develops knowledge and skills for Prevention and Intervention in Infant Mental
Health (3) SpEd 610
implementation of specific strategies supported by Selected Topics (Credit to be arranged.)
current research and recommended practices, Concepts of early intervention and prevention
including strategies to support early relationships, with the infant-toddler mental health perspective. SpEd 801
Examines the range of interventions used in the Research (Credit to be arranged.)
peer interaction, social-emotional development,
cognitive development, and early literacy. field of infant mental health. Emphasis on the SpEd 802
importance of treating infants and toddlers in the Independent Study (Credit to be arranged.)
SpEd 590 context of their families and communities. SpEd 804
Applied Behavioral Research Intervention strategies for those targeted at chil- Cooperative Education/Internship
in Special Education (3)
dren with psychosocial/relational and develop- (Credit to be arranged.)
Study of applied behavioral research in special
mental disturbances as well as those determined to SpEd 805
education. Conceptualization of a variety of
be at risk. Includes a review of international, Reading and Conference
research designs appropriate for problems in spe-
national, and regional established and pilot pro- (Credit to be arranged.)
cial education, including multiple baseline design
grams in early intervention and prevention. Assess SpEd 806
research. Development of hypotheses, definition
and critically evaluate the current science around Special Problems (Credit to be arranged.)
and measurement of important variables, research
treatment efficacy of various interventions.
design strategies, analysis of data, interpretation SpEd 807
Prerequisite: admission to Infant Toddler Mental Seminar (Credit to be arranged.)
and inference, and writing a research report.
Health Graduate Certificate Program.
Prerequisite: SpEd 418/518. SpEd 808
SpEd 601 Workshop (Credit to be arranged.)
SpEd 591 Research (Credit to be arranged.)
Issues in Special Education (3) SpEd 809
Review of the major issues related to special edu- SpEd 602 Practicum (Credit to be arranged.)
cation in the United States. Emphasis upon Independent Study (Credit to be arranged.) SpEd 810
moral, ethical, and legal considerations related to SpEd 603 Experimental Course
children and youth with disabilities. Prerequisite: Dissertation (Credit to be arranged.) (Credit to be arranged.)
SpEd 418/518. SpEd 604
SpEd 594 Cooperative Education/Internship
Assessment Methods and Classification in (Credit to be arranged.)
Infant Mental Health (3)
Maseeh College of
Engineering and
Computer Science
RENJENG SU, DEAN
DAN HAMMERSTROM, ASSOCIATE DEAN
MARCIA FISCHER, ASSISTANT DEAN
SUITE 500, ENGINEERING BUILDING
www.cecs.pdx.edu/
B.S.—Civil Engineering, Computer matics, science, and liberal arts courses.

Engineering, Computer Science, Graduate programs provide extended educa-
Electrical Engineering, Environmental tional opportunities in various engineering
Engineering and Mechanical and computer science specialties.
Engineering
Minor in Computer Science
Minor in Electrical Engineering
Minor in Environmental Engineering Undergraduate
M.S.—Civil and Environmental
Engineering, Computer Science, programs
Electrical and Computer Engineering,
Engineering and Technology At the undergraduate level, the student may
Management, Mechanical Engineering, select degree programs in civil engineering,
and Materials Science and Engineering computer engineering, environmental engi-
M.Eng.—Civil and Environmental neering, computer science, electrical engi-
Engineering, Civil and Environmental neering, and mechanical engineering.
Engineering Management, Electrical Cooperative educational programs with
and Computer Engineering, Portland-area industries, government agen-
Engineering and Technology cies, and engineering consulting offices are
Management (Option in Technology
available to qualified students.
Management, Option in Project
Management), Manufacturing The degree programs in civil engineering,
Engineering, Mechanical Engineering, computer engineering, electrical engineering,
Systems Engineering. and mechanical engineering are accredited
M.S.E.—Master of Software Engineering by the Engineering Accreditation
Ph.D.—Civil and Environmental Commission of ABET, 111 Market Place,
Engineering, Computer Science, Suite 1050, Baltimore, MD 21202-4012 -
Electrical and Computer Engineering, telephone: (410) 347-7700. The computer
Mechanical Engineering, Technology science program is accredited by the
Management
Computing Accreditation Commission of
Ph.D.—Participating college in
Systems Science Doctoral Program ABET, 111 Market Place, Suite 1050,
Ph.D.—Participating college in Baltimore, MD 21202-4012 - telephone:
Environmental Sciences and Resources (410) 347-7700.
Doctoral Program
Graduate Certificates Admission requirements
Engineering and computer science offer the
challenge and excitement of solving current Policy on admission to undergradu-
and future technological problems in com- ate programs
puters, electronics, energy, transportation, Students may declare engineering or com-
and the environment. Furthermore, national puter science as their major at any time after
projections indicate that the need for engi- enrolling at Portland State University.
neers and computer scientists will increase However, students must be admitted formal-
significantly during the years ahead. ly to a specific degree program in civil engi-
All undergraduate programs require a core neering, computer engineering, computer
of engineering or computer science, mathe- science, electrical engineering, environmental
engineering or mechanical engineering Doctoral Program. or more of the computer science courses may
before they will (1) be allowed to enroll in Graduate Certificates are also available in enroll in OMSE courses on a non-admitted
restricted upper-division courses offered by select departments. basis provided the prerequisites for those
the program and (2) be graduated from that courses are satisfied. Upon admission to the
program. Application forms may be obtained OMSE program, students can transfer up to
from the Office of Student Services, Maseeh
College of Engineering and Computer Oregon Master 15 credits (including electives) into the
degree program.
of Software
Science, Suite 100, Engineering Building or In addition, international students may
from respective departments. PSU students need to provide a TOEFL written score of
who anticipate completing all eligibility 600 if their native language is not English.
requirements before the term for which
admission to a degree program is sought may Engineering Students who earned undergraduate degrees
in the United States are exempt from this
apply. requirement.
Suite 120
Students transferring from other institu-
Fourth Avenue Building Degree requirements
tions who want to be admitted formally to a
503-725-2900
specific engineering degree program (civil
www.pdx.edu/omse The OMSE curriculum comprises 48 cred-
engineering, computer engineering, com-
its: 39 credits of core courses and 9 credits
puter science, electrical engineering, envi- M.S.E.—Master of Software Engineering
Graduate Certificate in Software
of elective courses.
ronmental engineering, mechanical engi- OMSE 500 Principles of Software Engineering
neering) must: Engineering OMSE 511 Software Project Management
 Meet all eligibility requirements. The Oregon Master of Software Engineering OMSE 513 Professional Communication Skills for
Software Engineers
 Apply for admission to PSU. (OMSE) is a part-time professional develop-
OMSE 521 Using Metrics and Models to Support
 Apply for program admission to the ment and degree program geared toward Quantitative Decision Making
Maseeh College of Engineering and working software engineers with two or more OMSE 525 Software Quality Engineering
Computer Science. years of practical software development expe- OMSE 531 Software Requirements Engineering
rience. OMSE’s vision is to provide high qual- OMSE 532 Software Architecture and
 Have one copy of their transcripts sent Domain Analysis
to their engineering or computer science ity software engineering education and train- OMSE 533 Software Design Techniques
department. ing for engineers in the high technology OMSE 534 Software Estimating
industry. OMSE 535 Software Implementation and Testing
 Have one copy of their transcripts sent
to the Office of Admissions. The curriculum of 13 core courses and OMSE 551 Strategic Software Engineering
OMSE 555 Software Engineering Practicum I
three electives is focused on proven industry
Application deadlines and eligibility techniques for developing products.
OMSE 556 Software Engineering Practicum II
requirements for specific degree programs Students will receive a sound practical per-
are listed under department headings. spective on the entire software development
Graduate programs
enterprise—from requirements engineering,
system and software design, project manage- Systems
Engineering
ment, and software testing—that can be
The Maseeh College offers graduate pro- immediately applied to their real-world
grams leading to the degrees of Master of work environments.
Science, Master of Engineering, Master of Faculty members have hands-on industry Suite 500, Engineering Building
Software Engineering, and Doctor of experience as well as strong academic foun- 503-725-4262
Philosophy. dations. www.cecs.pdx.edu/Systems/
Master’s programs are available in civil and More information about the Oregon Master
M.Eng.—Systems Engineering
environmental engineering, computer sci- of Software Engineering program is located on
Graduate Certificate
ence, software engineering, electrical and our Web site at www.pdx.edu/omse.
Systems engineering focuses on defining cus-
computer engineering, mechanical engineer- Admission requirements tomer needs and required functionality early
ing, engineering & technology management, in the development cycle, documenting
manufacturing engineering, materials science A committee consisting of the OMSE pro- requirements, then continuing with design
and engineering, and systems engineering. gram director and faculty determines admis- synthesis and system validation while consider-
Ph.D. programs are available in civil sion. Admission requirements are: ing the complete problem: operations—per-
and environmental engineering, computer  At least two years of software develop- formance—test—manufacturing—cost and
science, electrical and computer engineer- ment experience (a work resume is schedule—support—disposal.
ing, mechanical engineering, and technol- required); Systems engineering integrates all the dis-
ogy management. ciplines and specialty groups into a team
 A four-year bachelor’s degree with a 3.00
In addition, the Departments of Civil and effort, forming a structured development
GPA;
Environmental Engineering, Mechanical process that proceeds from concept to pro-
Engineering, and Engineering and  Completion of the following undergrad-
uate-level coursework in computer sci- duction to operation. Many of us already
Technology Management in the Maseeh practice systems engineering, but call it
College of Engineering and Computer ence: Programming Languages, Discrete
Mathematics, Data Structures, something else: design or development of
Science participate in the single-discipline product, process, service. This course of
option of the Systems Science Ph.D. Operating Systems, and Computer
Architecture study will enable the engineer to function in
Program and offer discipline-oriented doc- an interdisciplinary team and apply their
toral degrees. The Department of Civil and Applicants who partially satisfy the above
conditions may be considered for admission area of engineering specialty toward the
Environmental Engineering also participates
in the Environmental Sciences and Resources on a case-by-case basis. Students needing one
M a s e e h C o l l e g e o f E n g i n e e r i n g a n d C o m p u t e r S c i e n c e 123
development of a product, process, or al and a study plan specified by the direc- Credit
service. tor of systems engineering. Systems core............................................................ 16
Elective specialty and related engineering areas. 16
Admission requirements Degree requirements Integrative workshop............................................... 4

Project........................................................................ 9
For both the M.Eng. and Grad Certificate, Master of Engineering in Systems Total 45
a minimum of three years of responsible Engineering. A total of 45 credits: 16 in sys- Graduate Certificate in Systems
engineering experience, baccalaureate tems core; 16 in elective speciality and related Engineering Fundamentals. A total of 16
degree in engineering, and at least 3.00 engineering areas; 9 in internship/project; and credits: same as master’s systems core.
GPA for upper-division courses. 4 in integrative workshop.
Conditional admission is based on approv-
Civil and Environmental

Engineering
Engineering Building resources, transportation engineering or geo- tion and an appreciation of the need for
1930 SW 4th Ave., Suite 200 technical engineering. Students are encour- lifelong learning.
Email: ceedept@cecs.pdx.edu aged to speak with faculty members in spe- 2. Prepare graduates to enter and succeed in
Phone: 503-725-4282 cialty areas to find out more about these graduate programs of advanced profes-
Web: www.cee.pdx.edu fields. sional education or research.
B.S.—Civil Engineering The BSCE curriculum at Portland State
B.S.—Environmental Engineering University is accredited by the Engineering BSCE Program Outcomes
Minor in Environmental Engineering Accreditation Commission of ABET, 111 Graduates of the Civil Engineering program
M.S.—Civil and Environmental Engineering
Market Place, Suite 1050, Baltimore, MD at Portland State University will have the
M.Eng.—Civil and Environmental
Engineering
21202-4012 – telephone: 410-347-7700. skills and abilities to prepare them to begin
Ph.D.——Civil and Environmental This national organization sets standards for professional practice or to succeed in gradu-
Engineering engineering education defined in terms of ate studies.
Ph.D.—participating department in curricular content, quality of faculty, and Graduates will have:
Systems Science Doctoral Program adequacy of facilities. (A) An ability to apply principles of
Graduate Certificate of Transportation mathematics, science, and engineering to the
Engineering BSCE Program Educational Objectives analysis and design of civil engineering proj-
Educational objectives describe the “career ects.
Civil and environmental engineers plan, and professional accomplishments that the (B) An ability to design and conduct
design, and manage the construction and program is preparing graduates to achieve” experiments, as well as to analyze and inter-
operation of public and private facilities, (ABET, 2010) within a few years of their pret data.
including highways and transportation sys- graduation. (C) An ability to design a system, compo-
tems, water and wastewater treatment facili- The BSCE program educational objec- nent, or process to meet desired needs with-
ties, power plants, buildings, and dams. In tives are to: in realistic constraints such as economic,
addition, they are involved in predicting the 1. Prepare graduates for all essential aspects environmental, social, political, ethical,
quantity of water available for human use of responsible professional practice in civil health and safety, manufacturability and sus-
and in improving the quality of surface engineering. The program will: tainability.
water, rivers, lakes, reservoirs, estuaries, and a. Provide graduates with the scientific (D) An ability to participate in projects
ground water systems. and technical skills needed to engineer that cross disciplines and to function on
projects and to practice their profession multi-disciplinary teams.
ethically and responsibly. (E) An ability to identify, formulate, and
Undergraduate b. Prepare graduates to work effectively solve engineering problems.
programs in the professional engineering commu-
nity through an understanding of con-
(F) An understanding of the professional
and ethical responsibility of engineers in a
cepts, techniques and approaches that broad societal context.
About the B.S. in Civil Engineering cross traditional disciplines. (G) An ability to communicate effectively.
(BSCE) c. Prepare graduates to communicate (H) The broad education necessary to
The BSCE degree includes required courses effectively with other engineers, deci- understand the impact of engineering solu-
in the analysis and design of structures, sion-makers and the public at large. tions in a global, economic, environmental
applied hydraulics, surveying, soil mechanics d. Provide graduates with an under- and societal context.
and foundations, engineering project man- standing of contemporary issues relevant (I) A recognition of the need for, and an
agement, transportation engineering and to civil engineering in a context that ability to engage in continuing professional
environmental/water resources engineering. includes the long-term sustainability development and life-long learning.
Students often choose a specialty area in and well-being of the community. (J) A knowledge of relevant contemporary
their senior year: structural analysis and e. Prepare graduates to advance in the issues.
design, environmental engineering, water profession through professional registra- (K) An ability to use the modern tech-
niques, skills, and engineering tools neces- ing of contemporary issues relevant to upper-division courses offered by the pro-
sary for engineering practice. environmental engineering in a context gram. Applications for the BSCE and
(L) An ability to apply knowledge in the that includes the long-term sustainability BSENVE programs are online at www.cee.
following civil engineering discipline areas: and well-being of the community. pdx.edu. In addition to the Departmental
structural, geotechnical, environmental/ e. Prepare graduates to advance in the online application form, students transfer-
water resources, and transportation. profession through professional registra- ring from other institutions must also apply
(M) An awareness of the need for profes- tion and an appreciation of the need for for admission to PSU and submit one copy
sional registration in career development. lifelong learning. of their transcripts to the PSU Office of
2. Prepare graduates to enter and succeed in Admissions and an additional copy to the
About the B.S. in Environmental graduate programs of advanced profes- Department of Civil and Environmental
Engineering (BSENVE) sional education or research. Engineering.
The BSENVE program provides training for
engineers to preserve the natural environ- BSENVE Program Outcomes Application Deadlines - BSCE and
ment – an especially important part of our Program outcomes are goals that describe BSENVE
culture in Portland and in the state of our expectations as BSENVE students grad- Fall term - April 15
Oregon. Oregon prides itself on its environ- uate. Graduates of the Environmental Winter term - September 15
mental commitments and efforts toward liv- Engineering program will have the skills and Spring term - December 15
ing sustainably. This degree focuses on the abilities to prepare them to begin profession-
fundamentals of environmental and water al practice or to succeed in graduate studies. Admissions Eligibility - BSCE
resources engineering with recommended Graduates will have: To be eligible for admission to the BSCE
tracks in geo-environmental, surface water (A) An ability to apply principles of program, each student must meet the fol-
hydrology and remote sensing, surface and mathematics, science, and engineering to the lowing minimum requirements:
groundwater water quality, groundwater analysis and design of environmental engi- 1. Complete, with a minimum grade of C
hydrology, or air quality. Many of the neering projects. and a minimum GPA of 2.33 the follow-
required courses in the program are interdis- (B) An ability to design and conduct ing courses: Mth 251, 252, 254, 256,
ciplinary drawing from the Departments of experiments, as well as to analyze and inter- 261; Ch 221, 222, 227, 228; Ph 221†,
Chemistry, Mathematics and Statistics, pret data. 222†, 223†, 214, 215, 216; EAS 101,
Environmental Science and Management, (C) An ability to design a system, compo- 211, 212, 215; CE 115, 211, 212; UnSt
Physics, Geology and Biology. nent, or process to meet desired needs with- (27 credits) or transfer 27 credits of arts
The BSENVE program is new and has in realistic constraints such as economic, and letters, including WR 121, WR 227
not yet been evaluated by ABET for accredi- environmental, social, political, ethical, and Comm 100 or Comm 220 (recom-
tation; however, it will be evaluated during health and safety, manufacturability and sus- mended).
our next scheduled accreditation visit during tainability. 2. Have a minimum GPA overall of 2.33.
2012. If successfully accredited upon evalua- (D) An ability to participate in projects 3. Complete a minimum of 90 credits.
tion, the BSENVE program will be consid- that cross disciplines and to function on
ered retroactively accredited from the time multi-disciplinary teams. Admissions Eligibility - BSENVE
our first student completed the program in (E) An ability to identify, formulate, and To be eligible for admission to the BSENVE
2009. solve engineering problems. program, each student must meet the fol-
(F) An understanding of the professional lowing minimum requirements:
BSENVE Program Educational and ethical responsibility of engineers in a 1. Complete, with a minimum grade of C
Objectives broad societal context. and a minimum GPA of 2.33 the follow-
Educational objectives describe the “career (G) An ability to communicate effectively. ing courses: BI 234, 235; CH 221, 222,
and professional accomplishments that the (H) The broad education necessary to 227, 228; EAS 101, 211, 212, 215;CE
program is preparing graduates to achieve” understand the impact of engineering solu- 115; MTH 251, 252, 254, 256, 261; PH
(ABET, 2010) within a few years of their tions in a global, economic, environmental 221, 222, 223, 214, 215, 216; Freshman/
graduation. and societal context. Sophomore Inquiry (27 credits) or trans-
The BSENVE program educational (I) A recognition of the need for, and an fer 27 credits of Arts and Letters includ-
objectives are to: ability to engage in continuing professional ing WR 121, WR 227 and Comm 100 or
1. Prepare graduates for all essential aspects development and life-long learning. Comm 220 (recommended).
of responsible professional practice in (J) A knowledge of relevant contemporary 2. Have a minimum GPA overall of 2.33.
environmental engineering. The program issues. 3. Complete a minimum of 90 credits.
will: (K) An ability to use the modern tech-
a. Provide graduates with the scientific niques, skills, and engineering tools neces- Selective Admission - BSCE and
and technical skills needed to engineer sary for engineering practice. BSENVE
projects and to practice their profession (L) An awareness of the need for profes-
To ensure the highest quality of our pro-
ethically and responsibly. sional registration in career development.
grams, the CEE Department has a selective
b. Prepare graduates to work effectively in admission process. This may limit the num-
the professional engineering community Admission Process - BSCE and
ber of applicants accepted to our programs
through an understanding of concepts, BSENVE
even if they meet the minimum require-
techniques and approaches that cross tra- Students may declare civil or environmental ments. The selective admission process fol-
ditional disciplines. engineering as their major at any time after lows these guidelines:
c. Prepare graduates to communicate enrolling at Portland State University. 1. The number of applicants to the program
effectively with other engineers, decision- However, students must be admitted formal- will be limited for Fall, Winter and Spring
makers and the public at large. ly to the BSCE or BSENVE program before admission. The admission limit is based
d. Provide graduates with an understand- they will be allowed to enroll in restricted, on available CEE resources.
2. A committee of CEE faculty and staff Mth 261 Linear Algebra........................................... 4 Sophomore Year* Credits
make admission decisions after reviewing Freshman Inquiry.................................................... 15 EAS 211 Statics.......................................................... 4
Total 44 EAS 212 Strength of Materials................................. 4
each applicant’s admission materials. EAS 215 Dynamics..................................................... 4
3. Factors that are taken into account in Sophomore Year* Credits
MTH 254 Calculus IV................................................. 4
ranking students are: EAS 211 Statics.......................................................... 4
MTH 256 Applied Differential Equations................ 4
EAS 212 Strength of Materials................................. 4
a. Combined GPA in MATH 251, 252, EAS 215 Dynamics..................................................... 4
PH 221, 222, 223 General Physics (with calculus).... 9
261, CHEM 221, PH 211, EAS 211. CE 211 Plane Surveying and Mapping..................... 3
PH 214, 215, 216 Physics Laboratory........................ 3
Sophomore Inquiry................................................. 12
b. Schools attended. Priority, within rea- CE 212 Field Problems in Plane Surveying............... 1
sonable limits, will be given to PSU stu- Mth 254 Calculus IV.................................................. 4 Total 44
dents. Mth 256 Applied Differential Equations I............... 4 Junior Year Credits
Ph 211, 212, 213 General Physics (with Calculus)... 9 EAS 361 Fluid Mechanics.......................................... 4
c. Other course grades and overall GPA.
Ph 214, 215, 216 Physics Laboratory........................ 3 ESR 320, 321, 322 Analysis of
Sophomore Inquiry................................................. 12 Environmental Systems........................................... 12
Continuation Criteria - BSCE and ESR 323, 324, 325 Environmental Systems
Total 48
BSENVE Laboratory................................................................. 6
Junior Year Credits ME 321 Engineering Thermodynamics.................... 4
After admission, students will be expected to CE 315 CEE Profession Seminar................................ 1 CE 315 CEE Profession Seminar................................ 1
make satisfactory progress toward their CE 321 CEE Materials................................................ 4 CE 362 Hydraulics...................................................... 4
declared degree (BSCE or BSENVE) and CE 361 Fluid Mechanics............................................ 4 CE 364 Water Resources Engineering...................... 4
will be subject to the following rules: CE 324 Elementary Structural Analysis.................... 4 CE 371 Environmental Engineering......................... 4
CE 325 Indeterminate Structures I........................... 4 G 301 Geology for Engineers................................... 3
1. The term GPA in all courses taken at CE 341 Soil Classification and Properties................. 4 Stat 451 Applied Statistics for Engineers
PSU must be 2.00 or higher. CE 351 Transportation Systems: and Scientists............................................................. 4
2. Students will be placed on probation Planning and Design................................................. 4 Total 46
when their term GPA is below 2.00 or CE 362 Hydraulics...................................................... 4
Senior Year Credits
CE 364 Water Resources Engineering...................... 4
their progress toward the degree is less CE 474 Unit Operations of Environmental
CE 371 Environmental Engineering......................... 4
than 12 credits per academic year. G 301 Geology for Engineers................................... 3
Engineering............................................................... 4
3. Students placed on probation for two CE 480 Chemistry of Environmental Toxins............. 4
ME 321 Engineering Thermodynamics.................... 4
CE 484 Civil Engineering Project Management &
consecutive terms or for a total of three Mth 451CM Applied Statistics for Engineers & Design I...................................................................... 3
terms will be suspended from their degree Scientists.................................................................... 4
CE 494 Civil Engineering Project Management &
EC 314† Private and Public Investments Analysis... 4
program. Students also will be suspended Design II..................................................................... 3
if not enrolled in engineering courses for Total 52 EC 314† Private and Public Investments Analysis... 4
Senior Year Credits Upper Division Cluster.............................................. 8
three consecutive terms. Approved Environmental
CE 444 Geotechnical Design..................................... 4
4. Students who are suspended must wait at Engineering Electives**.......................................... 20
CE 454 Urban Transportation Systems..................... 4
least one term before reapplying. CE 484 Engineering Project Management.............. 3 Total 46
CE 494 Civil Engineering Design.............................. 3
Pass/No Pass Grading Policy - BSCE CE 432 Steel Design OR CE 434 Principles of The entire BS curriculum in Environmental
and BSENVE Reinforced Concrete................................................. 4 Engineering is 186 credit hours.
Approved civil engineering electives**................. 19
All courses specifically required by the Upper Division Cluster.............................................. 8 †Ec 314 is a required course that can be taken as a
University or by the Department of Civil Total 45 part of some upper-division clusters.
and Environmental Engineering must be The entire BSCE curriculum is 189 credit *Transfer students should follow the requirements
as listed under the "Eligibility - BSENVE" section
taken for a letter grade unless a required hours. above.
course is only offered with a pass/no pass **There are approved tracks in geo-environmental
option. †Ec 314 is a required course that can be taken as a engineering, surface water quality, surface hydrol-
part of some upper-division clusters. ogy and hydraulics, subsurface hydrology and con-
*Transfer students should follow the requirements taminant transport, or air quality as follows (stu-
BSCE Degree Requirements as listed under the "Eligibility - BSCE" section dents are not restricted to these tracks and may
select electives in any combination):
BSCE majors must complete the following above.
1. Geoenvironmental: CE341 [Soil mechanics], CE
**Approved Civil Engineering Electives:
University (see page 42) and department 444 [Geotechnical design], CE440 [Geosynthetics],
CE 401 (4 credits maximum), CE 403 (4 credits maxi-
degree requirements as follows: mum), CE 404 (4 credits maximum), CE 405 (4 cred-
CE445 [Geo-environmental with synthetics]
2. Subsurface hydrology and contaminant trans-
1. Junior and senior engineering courses its maximum), CE 406 (4 credits maximum), CE
port: CE 341 [Soil mechanics], CE 569
407/507 (3 credits maximum), CE 410-499, and CE
must be completed with a minimum 510-599. Courses outside CEE Department require [Introduction to Subsurface Flow and
grade of C-; prior approval of CEE Chair. Contaminant Transport], CE 570 [Modeling of
Subsurface Flow and Contaminant Transport]
2. Pre-requisite courses must be passed with 3. Surface water hydrology: CE 464 [Hydrologic
a grade of C- or better in order to move BSENVE Degree Requirements and hydraulic modeling], CE 467[Hydrologic and
ahead in the sequence; hydraulic design], CE 565 [Watershed hydrology]
BSENVE majors must complete the follow- 4. Surface water hydrodynamics and water qual-
3. The student’s cumulative PSU GPA must ity: CE 481 [Columbia River as a physical system],
ing University (see page 42) and department
be 2.33 or higher to graduate from the CE 482 [Sediment transport], CE 483 [Estuarine
BSCE program; degree requirements as follows: circulation], CE 572 [Environmental fluid mechan-
ical transport], CE 576 [Environmental fluid
4. Any deviation from the required courses Freshman Year* Credits
mechanics], CE578 [Water quality modeling]
EAS 101 Engineering Problem Solving.................... 4
including engineering and mathematics CE 115 Civil Engineering Drawing and Spatial
5. Air quality: PH 375 [The earth’s atmosphere],
PH 471 [Atmospheric physics], PH 477 [Air pollu-
substitutions must be approved in writing Analysis...................................................................... 3 tion], PH 478 [Applications of air pollution mod-
by the chair of the department. CH 221, CH 222 General Chemistry......................... 8 eling]
Freshman Year* Credits CH 227, 228 General Chemistry Laboratory............ 2
EAS 101 Engineering Problem Solving.................... 4 MTH 251, 252 Calculus I, II....................................... 8 Minor in Environmental Engineering
CE 115 Civil Engineering Drawing and Spatial MTH 261 Intro Linear Algebra................................. 4
Analysis...................................................................... 3 BIO 234 Elementary Microbiology........................... 4 A student wishing to minor in environmen-
Ch 211, 222 General Chemistry................................ 8 BIO 235 Elementary Microbiology Lab.................... 2 tal engineering must complete the following
Ch 227, 228 General Chemistry Laboratory............ 2 Freshman Inquiry.................................................... 15 courses with a minimum grade of C and a
Mth 251, 252 Calculus I, II........................................ 8 Total 50 minimum GPA of 2.33: Mth 254, 256; Ph
221, 222, 223, 214, 215, 216; Ch 221, 222, minimum grade of B+ Admission Requirements - MS and
227, 228; CE 361, 362, 364, 371, 474, and  Presentation of research to CEE faculty/ MEng
a minimum of 4 credits of approved elec- students in seminar format Admission requirements for the MS and
tives. All courses must be taken for letter  PSU GPA above 3.50 MEng degrees include a B.S./B.A. degree in
grade and at least one-third of the credit Note: The Honors thesis will count as a an engineering field, science, or closely relat-
hours must be taken at Portland State BSCE or BSENVE elective in the senior ed area with a minimum GPA of 3.00.
University. year: CE 403, Honors Thesis, 4 credit Courses should include calculus through dif-
Course requirements for the minor also hours. ferential equations, physics and chemistry,
meet partial eligibility requirements for computer programming, and all the neces-
admission to the BSCE or BSENVE pro- sary prerequisites for the graduate courses
grams. Students who complete the require-
ments for the minor may wish to apply for
Graduate programs that comprise the student’s program of
study. Applicants without these qualifica-
admission to these programs. BSCE and tions may be considered for conditional
BSENVE students cannot minor in environ- About the Master of Science in Civil
admission. To be considered for admission
mental engineering. Students planning to and Environmental Engineering (MS) as a conditional student, the applicant must
minor in environmental engineering should The Master of Science in Civil and have a minimum GPA of 2.75. Applicants
consult with an advisor in the Department Environmental Engineering program is must also meet PSU graduate admission
of Civil and Environmental Engineering. designed to provide students with the tech- requirements (pages: 60-62).
nical and professional knowledge necessary
Honors Program - BSCE and BSENVE to develop their abilities to seek creative Degree Requirements - MS
The Civil and Environmental Engineering solutions to complex problems in their field MS students are required to complete tenta-
Honors Program gives highly motivated of interest. The program involves advanced tive degree plans no later than the second
engineering students the chance to develop courses in the areas of structural analysis and term after admittance to the program. The
undergraduate degree programs that reflect design, transportation engineering, water degree plan must be approved by their advi-
their particular interests – many of these stu- resources, environmental engineering, and sor. An MS study plan form for this pur-
dents go on to graduate school. Working geotechnical engineering, as well as science pose is available on the CEE website (www.
closely with a CEE faculty advisor, Honors and mathematics. Flexibility is achieved by cee.pdx.edu). A revised degree plan should
Program students choose a research area and designing programs of study to meet indi- be submitted to the advisor for approval
complete an Honors thesis, usually during vidual needs. MS students must complete a prior to any quarter in which the student
their senior year. thesis or research project conducted under plans to deviate from the existing plan on
Honors Program Admissions the supervision of a faculty member. Please file with the Department. Coursework taken
Requirements: see the Degree Requirements section below without advisor approval may not be accept-
for full details. ed as part of the student’s program.
 Completion of CEE Honors Program
application form found on the CEE University master’s degree requirements are
About the Master of Engineering in listed on page 67.
website (www.cee.pdx.edu);
Civil and Environmental Engineering The MS program consists of two options:
 Completion of a minimum of 90 credit
hours;
(MEng) 1. The thesis option consists of a total of 45
The Master of Engineering in Civil and credit hours including 6-9 hours of thesis
 Completion of courses required for
admission to the BSCE or BSENVE Environmental Engineering program is a credits plus successful completion of a
programs; non-research based professional degree. final oral examination covering the thesis;
MEng students may be full-time or part- 2. The project option requires completion of
 Minimum PSU GPA of 3.50
time while working in the engineering field. 45 credit hours including 4 credit hours
Interested students should apply by These students complete an advanced degree on a research project that produces a
Spring quarter of the junior year but no later without a thesis/project requirement and can report and technical presentation.
than the beginning of his/her senior year. also use internship credits toward their Student research is conducted under the
Upon acceptance into the Honors degree. Please see the Degree Requirements supervision of faculty. Please see CEE facul-
Program, the student will declare one of the section below for full details. ty profiles on the CEE website (www.cee.
following areas of interest within CEE for
pdx.edu) to learn about current faculty
his/her research topic: Environmental/Water Application Deadlines - MS research areas.
Resources, Geotechnical, Structural, or
 Priority Fall - First Monday of January CEE courses for which the student
Transportation. The CEE Chair, in consulta-
(for strongest consideration for funding receives a grade of "C+" or lower will not be
tion with faculty, will assign the student an
as a Graduate Research or Teaching counted toward fulfilling the requirements,
Honors advisor. The advisor will work with
Assistant) and a candidate is disqualified if he/she
the student to complete a written proposal
 Fall - April 1 receives a grade of "C+" or lower in four
for the Honors thesis research. The proposal
CEE courses.
requires Chair approval. Honors theses will  Winter - September 1
In both options, a minimum of 30 credit
follow ASCE document guidelines for style  Spring - November 1
hours must be taken in the CEE
and formatting. CEE students who meet
Department unless otherwise approved by
Honors Program requirements will graduate Application Deadlines - MEng the Department Chair. To become a candi-
with Honors and will receive special recogni-
 Fall - April 1 date for the MS degree, the student must
tion on their diploma.
 Winter - September 1 successfully complete all departmental
Honors Program Graduation requirements for one of the options
 Spring - November 1
Requirements described above.
 Completion of a written honors thesis in All other degree requirements for the MS
conjunction with a faculty adviser with a program are established by PSU’s Office of
Graduate Studies. Please refer to pages field, significantly enlarging, modifying or Doctoral Degrees” and “Summary of
xx-xx concerning advanced degree require- reinterpreting what was previously known. Procedures for Doctoral Degrees.”
ments, degree status, petition processes, the- Students work closely with their advisor, but
sis preparation, and final oral exam. PhD research is an original, independent About the Doctor of Philosophy in
investigation of the chosen research topic. Systems Science - Civil and
Degree Requirements - MEng Environmental Engineering
MEng students are required to complete Application Deadlines - PhD The Ph.D. in Systems Science—Civil and
tentative degree plans no later than the sec-  Priority Fall - First Monday of January Environmental Engineering is a single-disci-
ond term after admittance to the program. (for strongest consideration for funding pline option of the Systems Science Ph.D.
The degree plan must be approved by their as a Graduate Research Assistant) Program (Departmental Option), whose
advisor. An MEng study plan form for this  Fall - April 1 general requirements are listed on page 73.
purpose is available on the CEE website The departmental requirements are a
 Winter - September 1
(www.cee.pdx.edu). A revised degree plan M.S. degree in Civil and Environmental
should be submitted to the advisor for  Spring - November 1
Engineering (or equivalent coursework), 9
approval prior to any quarter in which the credits of Systems Science core courses, 9
student plans to deviate from the existing Admission Requirements - PhD
credits of additional Systems Science or
plan on file with the Department. Admission requirements for the PhD pro- approved engineering systems-related cours-
Coursework taken without advisor approval gram include a M.S. degree in an engineer- es, and 9 credits of other approved course-
may not be accepted as part of the student’s ing field, science, or closely related area. All work. Twenty-seven credits of dissertation
program. University master’s degree require- applicants must contact a CEE faculty research are also required. Specialization
ments are listed on page 67. member prior to submitting an application areas of research related to structural analysis
A total of 48 graduate credits are required seeking a PhD advisor. For admission, a stu- and design, transportation engineering, geo-
for the MEng program. Coursework may dent must have a CEE faculty member agree technical engineering, environmental engi-
include up to 8 hours of CE 501, 504, 505, to be his/her PhD advisor. Applicants must neering, and water resources are available.
or 506. Internship credits (CE 504) require also meet PSU graduate admission require-
a project and final report; these credits must ments (pages: 60-62). About the Graduate Certificate in
be arranged in advance between the CEE Transportation
faculty advisor and the student. Degree Requirements - PhD
The Graduate Certificate in Transportation
CEE courses for which the student A PhD student must complete the following is a 21 credit hour program designed to
receives a grade of "C+" or lower will not be departmental requirements: build the technical and analytical knowledge
counted toward fulfilling the requirements, 1. Complete a minimum of two years of of those who are in or wish to enter the
and a candidate is disqualified if he/she full-time graduate work (including transportation field. This program could be
receives a grade of "C+" or lower in four coursework and thesis credits) beyond the completed in a single year on a full-time
CEE courses. M.S. degree; basis or over two years on a part-time basis.
A minimum of 30 credit hours must be 2. Complete an approved program of study, The certificate includes courses from the
taken in the CEE Department unless other- which includes a minimum of 24 hours Toulan School of Urban Studies and
wise approved by the Department Chair. To coursework; Planning and the Department of Civil and
become a candidate for the MEng degree, 3. Pass the comprehensive examination; Environmental Engineering. Credits taken
the student must successfully complete all 4. Present and pass a prospectus defense for as part of this certificate program may be
departmental requirements as described advancement to candidacy; used to satisfy partial M.S. degree require-
above. 5. Complete 27 credit hours of dissertation ments in either program. Admission to this
All other degree requirements for the credit (CE 603) leading to the comple- program will require an undergraduate
MEng program are established by PSU’s tion of a doctoral dissertation; degree at an accredited university and a GPA
Office of Graduate Studies. Please refer to 6. Present and pass the final oral dissertation that meets university admission require-
pages xx-xx concerning advanced degree defense; and ments. More information about the certifi-
requirements, degree status, and petition 7. Submit the written dissertation in com- cate and application procedures can be
processes. pliance with University guidelines and found at www.cts.pdx.edu.
deadlines.
About the Doctor of Philosophy in The PhD student must be registered for 9
Civil and Environmental Engineering credits per term (full time) for three consec-
(PhD) utive terms after admission. Once a PhD
The Ph.D. in Civil and Environmental student is advanced to candidacy, he/she is
Engineering program offers advanced cours- expected to register for dissertation or
es in the areas of structural analysis and research credit for a minimum of one full-
design, water resources and environmental time academic year. After this requirement
engineering, transportation engineering, and for the first year of candidacy is met, the
geotechnical engineering. This program aims student must be registered for at least one
to educate technical experts to meet chal- credit for every term until all degree require-
lenges related to enhancing infrastructure ments are met. PhD students must com-
and the environment. Students learn about plete 27 hours of dissertation (CE 603)
conducting research and solving technical credits before graduation.
problems that have an impact both regional- Note: Students should thoroughly read
ly and globally. The PhD program culmi- the PSU Bulletin’s Graduate Admissions
nates in a written dissertation representing Requirements and other information, espe-
an original contribution to knowledge in the cially the “General Requirements for
Computer Science
120 Fourth Avenue Building Admission requirements including freshman and sophomore
503-725-4036 inquiry sequences and upper-division
www.cs.pdx.edu/ Students who are intending to graduate with cluster courses.
an undergraduate degree in computer sci- 5. Transfer students must have a minimum
B.S.—Computer Science ence must be admitted to Portland State
Minor in Computer Science
of 39 credits of University Studies courses
M.S.—Computer Science
University and file the Application to the and/or arts and letters/social science
Ph.D.—Computer Science Computer Science Program with the courses prior to graduation; 12 of these
Graduate Certificate in Computer Department of Computer Science after credits are upper-division cluster courses
Security completing the lower-division requirements. that must be taken at PSU. Transfer stu-
No more than 8 upper-division computer dents should consult with the CS depart-
science credits (including any approved mental adviser for more information.
Undergraduate upper-division transfer credits) taken prior The following is a sample curriculum.
Students choosing to make modifications to
program to admission to the program will be counted
this schedule are urged to consult with an
toward the student’s departmental require-
adviser.
The computer science program is designed ment of 48 upper-division computer science
Freshman year Credits
to provide students with the educational credits (CS 300, 305, 311, 321, 322, 333, CS 162 Introduction to Computer Science ............. 4
background required for a professional 350, 386, 487, 488 and 12 credits of upper- CS 163 Data Structures ............................................ 4
career in the computing industry and for division computer science electives). CS 202 Programming Systems ................................. 4
further study at the graduate level. The pro- Students also must be in admitted status Mth 251, 252, 253 Calculus I, II, III......................... 12
gram includes a core of required courses and Freshman Inquiry ................................................... 15
during the term they intend to graduate. Electives................................................................... 12
an elective program of courses over a wide
range of topics. Seniors work in teams to Eligibility for Admission
Total 51
carry out community-based projects during Sophomore year Credits
the two-term capstone course in software To be eligible for admission, each student CS 201 Computer Systems Programming ............... 4
engineering. should meet the following requirements: CS 250 Discrete Structures I...................................... 4
The computer science curriculum at 1. Complete the lower-division computer CS 251 Discrete Structures II..................................... 4
science core with a grade of C or better in Approved Laboratory Science ............................... 15
Portland State University is accredited by the Sophomore Inquiry ................................................ 12
Computing Accreditation Commission of each course: CS 162, 163, 201, 202,
Total 39
ABET, 111 Market Place, Suite 1050, 250, 251.
2. Complete these required courses with a Junior year Credits
Baltimore, MD 21202-4012 - Telephone: CS 300 Elements of Software Engineering ............ 4
(410) 347-7700. This national organization grade of C- or better in each course: Mth CS 305 Social, Ethical, and Legal Implications of
sets standards for computer science educa- 251, 252, 253; approved laboratory sci- Computing................................................................. 2
tion defined in terms of curricular content, ence; Wr 227; Comm 220; Freshman CS 311 Computational Structures ........................... 4
quality of faculty, and adequacy of facilities. Inquiry or for transfer students, Comm CS 321, 322 Languages and Compiler Design......... 8
CS 333 Introduction to Operating Systems............. 4
220 and Wr 121 or equivalent.
CS 350 Algorithms and Complexity......................... 4
Program Objectives 3. Complete a minimum of 90 credits. Stat 451 Applied Statistics for Engineers and
Scientists I.................................................................. 4
The objectives of the undergraduate pro- Degree requirements Wr 227 Technical Writing ........................................ 4
gram in computer science are to produce Upper-division cluster............................................. 12
graduates with: Requirements for major. Majors in com- Total 46
puter science must complete the following
 a thorough understanding of and ability Senior year Credits
University and departmental degree require-
to apply the core principles and CS 386 Introduction to Databases............................ 4
practices of computing; ments. CS 487, 488 Software Engineering Capstone . ....... 6
1. All computer science courses used to sat- ECE 341 Introduction to Computer Hardware . ..... 4
 the professional skills to meet the imme- isfy the departmental major must be grad- or equivalent.
diate needs of regional and other ed C or better. Courses taken outside the Approved upper-division computer science
employers, while being able to adapt to electives .................................................................. 12
department as part of departmental Approved Math electives ........................................ 8
rapidly changing technology;
requirements must be graded C- or better. Approved Science elective . ..................................... 4
 a foundation in the supporting areas of 2. All courses specifically required by the Free electives............................................................. 6
communication, science, and department must be taken for a letter Total 44
mathematics; grade unless a required course is only Note: The University requires all students to have a
 an understanding of ethical responsibili- minimum of 72 upper-division credits to graduate.
offered with a pass/no pass option. Since fewer than 72 upper-division credits are
ties in the social context in which their 3. After admission to the computer science required in computer science, mathematics, and
contributions occur; program, students are required to com- general education for the computer science major,
the extra credits of upper-division work must be
 the motivation and preparation to plete a minimum of 40 upper-division taken from either the approved science electives or
engage in life-long learning, including computer science credits in residence at the free electives.
entering advanced degree programs in PSU. Approved upper-division Computer Science electives.
computer science. 4. Freshmen entering with 29 or fewer prior The total may include any regular 300- and 400-
level computer science course, and any of the
university/college credits must complete courses ECE 455, 456, 485, 486, except that no
all University Studies requirements, more than 4 credits may be taken from CS, 401,
405, 406, 407, and 409. Additionally, CS 404, computer science and Master of Biomedical University master’s degree requirements are
University Studies courses, and courses specifically
described as not being applicable to the CS degree Informatics at the end of five years. Details listed on page 69. The master’s program in
may not be used. about the program can be found at the com- computer science consists of two options.
Approved Laboratory Science. puter science Web site www.cs.pdx.edu. The first option involves the completion of
Students must select one of the following 15 credit an approved program of 45 credits. The sec-
sequences, including their associated laboratories:
ond option requires the completion of an
Graduate programs
Ph 211, 212, 213 with 214, 215, 216 (General Physics
w/Calculus and Lab); Ch 221, 222, 223 with Ch 227, approved program of 45 credits, which
228, 229 (General Chemistry and Lab); or Bi 251, includes 6 to 9 credits of thesis. In both
252, 253 (Principles of Biology with integrated Lab).
The Department of Computer Science offers options, coursework is to include core courses
Approved Science electives.
M.S. and Ph.D. degrees, with graduate-level in theory of computation, programming lan-
Students must complete additional credits of
Approved Science electives chosen from Biology, work in the areas of database, programming guages, and operating systems, plus a 9-credit
Chemistry, Physics, Geology, or Environmental languages, software engineering, systems and concentration in one of the areas listed on the
Science. A total of at least 19 credits of Approved
Laboratory Science and Approved Science electives networks, learning and adaptive systems, the- computer science departmental web site. For
must be taken. ory, and security. Flexibility is achieved by the thesis option, successful completion of a
Approved Mathematics electives. designing programs of study to meet individ- final oral examination covering the thesis is
Students must complete 8 credits of approved math- ual needs. required.
ematics electives. The current list of approved cours-
es includes: Mth 261, Mth 311, Mth 343, Mth 344,
The departmental Web site www.cs.pdx. Doctor of Philosophy in computer sci-
Mth 346, Mth 356, Mth 457, Mth 458, Mth 461, Mth edu provides full details on the departmental ence. The doctoral degree program in com-
462, Stat 366, Stat 452, Stat 464, Stat 467 and Stat regulations for these programs. puter science is designed to prepare students
468. Other upper-division mathematics or statistics
courses may be used to satisfy the requirement with for advanced research or university teaching
prior written approval from the Computer Science Admissions requirements in the field.
Undergraduate Adviser.
To be considered for admission to the grad- University doctoral degree requirements
Requirements for minor. A minor in
uate program in computer science, the stu- are listed on page 69. The student must
computer science is available within the
dent must have a four-year baccalaureate complete an approved program of 90 gradu-
Maseeh College of Engineering and
degree from an accredited institution. This ate credits, including 18 credits of core
Computer Science in the area of computer
degree should normally be in computer sci- courses and 27 credits of dissertation
science.
ence; otherwise, the applicant must demon- research. To be admitted to Ph.D. candida-
To earn a minor in computer science, a stu-
strate knowledge of the core curriculum of cy, a student must pass the Ph.D. examina-
dent must complete 36 credits as follows:
an undergraduate computer science degree. tion and must present an acceptable disserta-
Credits
An undergraduate GPA of at least 3.00 in tion proposal. The dissertation comprises
CS 162 Introduction to Computer Science ............. 4
CS 163 Data Structures ............................................ 4 upper-division coursework is required. original research work, which is expected to
CS 201 Computer Systems Programming................ 4 Applicants must take the general portion of be of a quality meriting publication in a ref-
CS 202 Programming Systems ................................. 4
the Graduate Record Examination, and sub- ereed journal or conference.
Computer science electives except CS 404. At least Graduate Certificate in security. The
12 of these credits must be upper division........... 20 mit two letters of recommendation, tran-
scripts, and a statement of purpose to the security certificate program requires admis-
Total 36
department. sion as a graduate student, similar to admis-
Only grades of C or better count toward sion to the Master’s program, in the
departmental requirements. At least 18 of Normally, an applicant to the Ph.D. pro-
gram will have an M.S. in computer science. Computer Science department. The pro-
the required 36 credits must be taken at gram requires 21 hours total of graduate
Portland State University. Students may apply to the M.S. program
and later apply to the Ph.D. program. classes. There are five core classes for a total
Honors track. The honors degree in of 15 hours. In addition two optional classes
computer science requires the writing of an Students with a bachelor’s degree may apply
directly to the Ph.D. program. must be taken for the needed additional six
honors thesis. Details about the program can credit hours. In summary, seven graduate
be found at the computer science Web site
www.cs.pdx.edu. Degree requirements classes must be taken, five are core, and two
classes are optional.
Biomedical informatics program. Master of Science in computer science.
Portland State University and Oregon The master’s program in computer science is
Health & Science University offer an accel- designed to prepare students for advanced
erated, collaborative degree program in bio- careers in the computer industry, to create a
medical informatics. Designed for high research environment in computer science,
achieving freshmen, this program combines and to prepare students for graduate work at
courses from both schools to award a B.S. in the Ph.D. level.
Electrical and
Computer Engineering
1900 SW Fourth Ave., Suite 160 renew their education in a rapidly devel- • for spring term—February 1
503-725-3806 oping discipline, enabling them to par-
www.ece.pdx.edu/ ticipate in the research and development Eligibility. To be eligible for admission,
of the discipline and to realize their full each student should meet the following min-
B.S.—Computer Engineering
B.S.—Electrical Engineering
potential throughout their career. imum requirements:
Minor in Electrical Engineering  Community: To ensure awareness of (a) 1. Complete, with a minimum grade of C
M.S.—Electrical and Computer the need for personal development, both and a minimum GPA of 2.25, a designated
Engineering in discipline related aspects and in terms of set of courses for each program as follows:
M.Eng.—Electrical and understanding the impact of the profession Electrical Engineering:. The engineering
Computer Engineering on social and environmental issues and (b) core consisting of Ch 221, 227; ECE 101,
Ph.D.—Electrical and the importance and benefits of personal 102, 103, 171, 221, 222, 271; Mth 251,
Computer Engineering
involvement in professional societies and 252, 256, 261; Ph 221†, 222†, 214, 215;
Graduate Certificates
local communities. Freshman Inquiry‡ (72 credits).
Undergraduate Admission to the Electrical
Computer Engineering:. Ch 221, 227; CS
162; ECE 102, 171, 221, 271; Mth 251,
programs Engineering or Computer 252, 256, 261; Ph 221†, 222†, 214, 215;
Freshman Inquiry‡ (64 credits).
The Department of Electrical and Computer Engineering programs. 2. Have a minimum major GPA of 2.25
Engineering offers programs in electrical and Students may declare Electrical Engineering
computer engineering. Cooperative educa- (Major GPA is calculated based on an aver-
(EE) or Computer Engineering (CMPE) as age of all major-related classes taken prior to
tional arrangements with Portland-area their major at any time after enrolling at
industries, government agencies, and engi- admission).
Portland State University. However, students † Physics 211 and 212 also accepted
neering consulting offices are available to must be admitted formally to their chosen
qualified students. Qualified freshmen are ‡ Comm 111 or 220, and Wr 121 for
program by the Department of Electrical
encouraged to participate in the University and Computer Engineering before they will transfer students
Honors Program described on page 54. (1) be allowed to enroll in restricted upper- Selective Admission. If the number of
Qualified upper-division students should division courses offered by the program, and eligible applicants for admission to the
consider the Electrical and Computer (2) be graduated from the program. Electrical Engineering or Computer
Engineering departmental honors track as Application forms may be obtained from the Engineering exceeds that for which resources
described below. Office of Student Services, Maseeh College are 5available, acceptance will be competi-
The electrical engineering and computer of Engineering and Computer Science, Suite tive. In the event selective admission
engineering programs at Portland State 100 , Engineering Building or from the becomes necessary, the GPA computed for
University are accredited by the Engineering Electrical and Computer Engineering the required courses for eligibility for pro-
Accreditation Commission of ABET, 111 Department, Suite 160, Fourth Avenue gram admission will be used. Priority, within
Market Place, Suite 1050, Baltimore, MD Building. PSU students who anticipate com- reasonable limits, will be given to resident
21202-4012 - Telephone: (410) 347-7700. pleting all eligibility requirements before the students.
term for which admission to a degree pro- Although the primary purpose of the
Program Objectives gram is sought may apply. selective admission procedures is to limit
The electrical and computer engineering Students transferring from other institu- enrollment to the number of students who
programs have the following educational tions who want to be admitted formally to can be served at a high level of quality, it is
objectives: the EE and CMPE programs must: recognized that the rigid application of these
 Knowledge: To provide our students • Meet all eligibility requirements. procedures may eliminate applicants with
with a broad knowledge base in the fun- high potential but who, due to circumstanc-
• Apply for admission to PSU. es beyond their control, have had limited
damentals and techniques of the engi- • Apply for program admission to the
neering sciences, required for engineering access to the type of preparatory education
Department of Electrical and Computer that is essential to achieving the high perfor-
careers in a changing technical environ- Engineering.
ment, to prepare them for successful par- mance level required for admission. All such
• Have one copy of their transcripts sent to applicants will be considered on the basis of
ticipation in multi-disciplinary teams. their engineering or computer science their life experience and leadership qualities
 Application: To provide our students department. in addition to their academic achievement.
with an in-depth knowledge of the con- • Have one copy of their transcripts sent to Continuation Criteria. After admission
cepts, techniques and tools of the electri- the Office of Admissions. to the Electrical Engineering or Computer
cal and computer engineering disciplines Application deadlines for admission to the Engineering undergraduate program, stu-
and impart the ability to apply their pro- Electrical Engineering or Computer dents will be expected to make satisfactory
ficiency to engineering design and prob- Engineering programs are: progress toward their declared degree and
lem solving. • for fall term— September 1 will be subject to the following rules:
 Innovation: To provide our students with • for winter term—November 1 1. The cumulative major GPA must be
the ability and desire to continually
2.00 or higher. must be taken on a graded basis unless Junior year Credits
2. At the conclusion of each term of the those classes are only available with a ECE 311 Feedback and Control................................ 4
ECE 321, 322, 323 Electronics I, II, III . ................. 12*
academic year, full-time students are nor- pass/no-pass grading option. Classes not ECE 331 Engineering Electromagnetics I . .............. 4
mally expected to complete a minimum of specifically identified by a unique num- ECE 332 Engineering Electromagnetics II.............. 4*
12 credits per term applicable toward their ber, for example an upper-division cluster ECE 371 Microprocessors ......................................... 4
degree program. Part-time students are class, may be taken on a P/NP basis. ECE 312 Fourier Analysis........................................... 4
expected to complete a minimum of 12 GPA requirements. In order to gradu- Stat 451 Applied Statistics for Engineers and
Scientists I.................................................................. 4
credits per year applicable toward their ate, electrical engineering and computer Sophomore Inquiry................................................... 4
degree program. engineering students must have overall Upper division Math/Science elective ..................... 4
3. Students will be placed on probation GPA, which includes all courses taken at Track specific junior electrical
when their cumulative major GPA as PSU, larger than 2.00. Their major GPA engineering electives................................................ 4
Track specific junior electives are listed in depart-
described in (1) is below 2.00, or their prog- must also be larger than 2.00. Major GPA mental handbook and departmental website.
ress toward the degree is less than that includes all of the engineering courses used * Students in Energy Systems track take ECE 325
described in (2). toward satisfying the degree requirements, instead of ECE 323 and ECE 372 instead of ECE 332.
4. Students placed on probation for two whether taken at PSU or transferred. Total 48
consecutive terms or for a total of three Normal PSU policies apply for grade Senior year Credits
terms will be suspended from specific degree replacement in major GPA calculation. If at ECE 411, 412, 413.................................................... 10
Track specific senior electrical
programs. Students will also be suspended if any point either of these GPAs falls below engineering electives . ........................................... 16
not enrolled in Electrical and Computer 2.00 students will be placed on probation, Upper-division cluster............................................. 12
Engineering courses for three consecutive as explained in the Continuation Criteria †Ec 314 Private and Public Investment.................... 4
terms. section above. Total 38

5. Students denied admission or suspend- Requirements for major in electrical
ed must wait at least one term before reap- engineering. The Electrical Engineering Track specific senior electrical engi-
plying. This waiting period does not apply program is accredited by the Engineering neering electives. The student is required
to those denied due to “selective admission.” Accreditation Commission of ABET, 111 to complete at least 16 senior elective cred-
Appeals. Students denied admission or Market Place, Suite 1050, Baltimore, MD its, as determined by their chosen track. A
suspended may request reconsideration by 21202-4012 – telephone: (410) 347-7700. list of tracks and their corresponding elec-
submitting a petition. The petition and sup- It is designed to provide a comprehensive tives is published in departmental
porting materials will be reviewed by the background in the electrical sciences and Handbook and departmental website and it
Electrical and Computer Engineering offers an opportunity for specialization in currently includes Analog/RF Circuits,
department chair and a recommendation the areas of analog/RF circuits, electromag- Electromagnetics, Energy Systems,
will be forwarded to the dean. The appeal netics, energy systems, microelectronics, sig- Microelectronics, Signal Processing, and
must be made within 30 days of notice to nal processing and VLSI design. Students VLSI tracks. The following omnibus num-
the student of denial of admission or sus- are expected to declare their specialization bered courses are excluded: ECE 401, 405,
track by the Spring term of their junior year. 407. ECE 403 Honors thesis may be used
pension. by students in the electrical engineering
This program provides the student with the
Pass/No Pass Grading Policy. All courses honors track.
educational background necessary for
specifically required by the University or by
employment in virtually all electrical engi- † Ec 314 is a required course that can be taken as a part of
the Electrical Engineering and Computer
neering fields. Majors in electrical engineer- some upper-division clusters.
Engineering programs must be taken for a
ing must complete the following University
letter grade unless a required course is only Requirements for minor in electrical
and departmental degree requirements. Any
offered with a pass/no pass option. deviation from the required courses must be engineering. A minor program is available
approved by the department. within the Maseeh College of Engineering
Degree requirements for and Computer Science in the area of electri-
Electrical Engineering and ECE 171 Digital Circuits ........................................... 4
cal engineering. A student wishing to minor
in this area should complete, with a mini-
Computer Engineering ECE 101 Exploring Electrical Engineering............... 4
ECE 102 Engineering Computation......................... 4 mum grade of C, and a minimum GPA of
General Education requirements. The ECE 103 Engineering Programming......................... 4 2.25, a designated set of courses as follows:
Mth 251, 252 Calculus I, II........................................ 8 ECE 101, 102, 103, 171, 221, 222, 223, 271
MCECS General Education requirements Mth 261 Introduction to Linear Algebra................. 4
for engineering students can be met in one Ch 221 General Chemistry........................................ 4
or approved equivalents. At least four lecture
of the following ways: Ch 227 General Chemistry Laboratory..................... 1 courses from this list must be taken at
1. Students who complete their entire pro- Freshman Inquiry ................................................... 15 Portland State University. Course require-
gram at Portland State University meet Total 48 ments for the minor also meet partial eligibil-
the requirement by taking 39 credits of Sophomore year Credits ity requirements for admission to the electri-
University Studies. (15 credits Freshmen ECE 221 Electric Circuits Analysis I .......................... 4 cal engineering and computer engineering
Inquiry, 12 credits Sophomore Inquiry, ECE 222 Electric Circuits Analysis II.......................... 4 programs. Students who complete the
and 12 credits Upper-division Cluster). ECE 223 Electric Circuits Analysis III......................... 4 requirements for the minor may wish to
ECE 271 Digital Systems............................................ 4 apply for admission to one of these programs.
2. Transfer students meet the requirement by Mth 254 Calculus IV ................................................. 4
having Wr 121, Comm 100, and 32 cred- Mth 256 Applied Differential Equations I . ............ 4
Students graduating in computer engineering
its as a combination of University Studies Ph 221, 222, 223 General Physics may not claim a minor in electrical engineer-
courses and liberal arts/social science (with Calculus)........................................................... 9 ing. Students planning to minor in electrical
transfer credits. (At a minimum the 12 Ph 214, 215, 216 Physics Laboratory........................ 3 engineering should consult with an adviser in
Sophomore Inquiry................................................... 8
credit upper-division cluster must be taken the Department of Electrical and Computer
Wr 227 or Wr 327 Technical Writing....................... 4
at PSU. Please contact ECE departmental Engineering.
Total 48
adviser for details of this requirement.)
3. Courses specifically required in a program
Requirements for major in computer

engineering. The Computer Engineering
engineering electives . ........................................... 16
Upper-division Math/science elective...................... 4 Graduate programs
Upper-division cluster............................................... 8
program is accredited by the Engineering The ECE Department offers M.Eng., M.S.,
Total 46
Accreditation Commission of ABET, 111 and Ph.D. degrees in a variety of electrical and
Track specific senior computer engi-
Market Place, Suite 1050, Baltimore, MD computer engineering technical areas.
neering electives. The student is required
21202-4012 – telephone: (410) 347-7700. It Programs are available on both a full-time and
to complete at least 16 senior computer
is designed to provide a comprehensive back- part-time basis. Many classes are offered in the
engineering elective credits, as determined
ground in computer engineering and offers late afternoons and early evenings.
by their chosen track. A list of tracks and
an opportunity for specialization in the areas Please refer to the departmental ECE
their corresponding electives is published in
of digital electronics, VLSI circuit design and Graduate Handbook for detailed program
departmental Handbook and on departmen-
computer aided design, robotics, computer information.
tal website and it currently includes
architecture, communication systems, and
Computer Hardware and Embedded
embedded microprocessor system design. Two
Systems. The following omnibus numbered Admission requirements
specialized tracks are offered: Computer Master of Engineering in electrical and
courses are excluded: ECE 401, 405, 407.
Hardware and Embedded Systems. This pro- computer engineering. Applicants with a
ECE 403 Honors Thesis may be used by the
gram provides the student with the educa- B.S. degree in either electrical or computer
students in computer engineering honors
tional background necessary for employment engineering and a grade point average of
track.
in virtually all branches of the digital elec- 3.00 or better in all junior- and senior-level
tronics and computer industry. Majors in † Ec 314 is a required course that can be taken as a part of
some upper-division clusters. technical courses may be considered for
computer engineering must complete the fol- admission to the Department of Electrical
lowing University and departmental degree Honors track. The Electrical Engineering and Computer Engineering as regular gradu-
requirements. Any deviation from the and Computer Engineering departmental ate students. Applicants with a B.S. degree
required courses must be approved by the honors tracks permits highly motivated, in a related field (e.g. mathematics, physics,
department. qualified students to pursue a subject in the computer science, or mechanical engineer-
Freshman year Credits field of electrical or computer engineering in ing) or a B.S. in either electrical or comput-
ECE 171 Digital Circuits ........................................... 4 greater depth than is normally possible with- er engineering and a grade point average in
ECE 102 Engineering Computation ....................... 4 in the undergraduate ECE programs. their upper division technical coursework
CS 162 Introduction to Computer Science II or Students who meet honors track require-
equivalent.................................................................. 4 below 3.00 but higher that 2.75 may be
Ch 221 General Chemistry........................................ 4 ments will receive special recognition on granted qualified admission status.
Ch 227 General Chemistry Laboratory..................... 1 their diploma. Master of Science in electrical and
Mth 251, 252 Calculus I, II ....................................... 8
Admission Criteria computer engineering. The admission
Freshman Inquiry ................................................... 15
1. Admission to the Electrical or Computer requirements are identical to the ECE
Total 40
Engineering Program and completion of Department’s M.Eng. program. Additionally,
minimum 90 credit hours of degree applicants with a non-ABET accredited elec-
Sophomore year Credits trical or computer engineering degree must
ECE 221 Electric Circuits Analysis I .......................... 4
required courses.
ECE 223 Electric Circuits Analysis III ........................ 4 2. Minimum overall and major GPA of submit official GRE scores. GRE scores
ECE 271 Digital Systems . ......................................... 4 3.40. must be no older than five years at time of
CS 163 Data Structures ............................................ 4 3. At least three quarters of EE or CMPE application.
Mth 256 Applied Differential Equations I . ............ 4 degree program study left. Doctor of Philosophy in electrical and
Mth 261 Introduction to Linear Algebra ............... 4 computer engineering. Applicants to the
Ph 221, 222, 223 General Physics Application Procedure Ph.D. program in electrical and computer
(with Calculus)........................................................... 9
Typically, students should apply for admis- engineering will have completed a master’s
Ph 214, 215, 216 Physics Laboratory........................ 3
Sophomore Inquiry................................................... 8 sion during the spring quarter of the junior degree in electrical engineering or a related
Wr 227 or Wr 327 Technical Writing....................... 4 year, but applications will be considered field and must submit official GRE scores.
Total 48 year-round. Students should submit the fol- GRE scores must be no older than five years
lowing: at time of application.
Junior year Credits
1. ECE Honors Program application form. Graduate Certificate in a specific area
ECE 321 Electronics I ................................................ 4 2. Official transcripts of all university work. of electrical and computer engineering.
ECE 351 Hardware Design Languages and 3. Letters of reference from at least two ECE Admission requirements are identical to the
Prototyping................................................................ 4 faculty members. ECE Department’s M.Eng. program.
ECE 371 Microprocessors ......................................... 4
4. Statement of interest indicating reasons
ECE 372 Microprocessor Interfacing
and Embedded Systems............................................ 5 for seeking admission to the honors pro- Degree requirements
ECE 373 Embedded Operating Systems and gram. Master of Engineering in electrical and
Device Drivers . ......................................................... 5 After admission, student will work with
CS 202 Programming Systems ................................. 4 computer engineering. Please refer to the
CS 333 Operating Systems and Concurrent
the ECE department to identify the faculty ECE Graduate Handbook for detailed
Programming or equivalent . .................................. 4 advisor and develop an honors project plan. degree requirements. In addition to the
Mth 356 Discrete Math............................................. 4 Additional graduation requirements: University master’s degree requirements, a
Stat 451 Applied Statistics for Engineers and 1. Completion of 6 credits of ECE 403
Scientists I.................................................................. 4 candidate for the M.Eng. degree must com-
Sophomore Inquiry................................................... 4 Honors Thesis with a minimum grade of plete at least 45 graduate-level credits.
†Ec 314 Private and Public Investment.................... 4 B+ (Note: 4 credits can replace one senior Master of Science in electrical and
Total 46 elective.) computer engineering. Please refer to the
2. Approved final written thesis and public ECE Graduate Handbook for detailed
Senior year Credits presentation. degree requirements. In addition to the
ECE 411, 412, 413.................................................... 10 3. Overall and major GPA greater than 3.4. University master’s degree requirements, a
ECE 485 Microprocessor System Design ................. 4 More details are available from the ECE candidate for the M.S. degree in electrical
ECE 486 Computer Architecture ............................. 4 department. and computer engineering must complete at
Track specific senior electrical
least 45 graduate-level credits. require more than one such publication.

Doctor of Philosophy in electrical and Graduate Certificate in electrical and
computer engineering. Please refer to the computer engineering. Please refer to the
ECE Graduate Handbook for detailed ECE Graduate Certificate Handbook for
degree requirements and deadlines. In addi- detailed degree requirements and deadlines. In
tion to the University doctoral degree addition to the University graduate certificate
requirements, a candidate for the Ph.D. requirements, a student must meet the pro-
degree in electrical and computer engineer- gram requirements for the specific certificate.
ing must complete a minimum of 45 gradu- The total number of graduate level credits in a
ate credits in electrical and computer engi- student’s program must be at least 15 credits,
neering. Student must complete at least 9 and some ECE certificates may require more
graduate credits from an academic depart- than 15 credits or have additional require-
ment other than ECE. Prior to graduation, a ments.
Ph.D. student is required to have some
phase of their doctoral research published or
accepted for publication in a journal
approved by a majority of the dissertation
committee. The dissertation committee may
Engineering and Technology

Management
LL Suite 50, Fourth Avenue Building tions or R&D organizations. 52 credits in approved graduate courses is
503-725-4660 ETM draws on the strengths of the required to complete the Master of Science
www.etm.pdx.edu/ Maseeh College of Engineering and degree in engineering and technology man-
M.S.—Engineering and Technology Computer Science, the School of Business agement. The program consists of 28 credits
Management Administration, and several other relevant in the core, 4 credits (or 8 with thesis
M. Eng.—Technology Management academic disciplines. By utilizing the diverse
M.Eng.—Project Management
option) in the capstone requirement, and 20
faculty resources of the University, the pro- credits (or 16 with thesis option) in elec-
M.Eng.—Manufacturing Engineering
Management
gram offers the opportunity to study the tives.
Ph.D.—Technology Management human, technical, and analytical aspects of Core courses Credits
Ph.D.—Participating department in management. ETM 520 Management of Engineering and
Systems Science Doctoral Program Most of the courses in the program are Technology................................................................ 4
Strong management skills are increasingly offered during the late afternoon and eve- ETM 530 Decision Making in Engineering and
Technology Management......................................... 4
important to technical professionals. ning hours to fit the schedule of practicing
ETM 540 Operations Research in Engineering
Managing R&D projects, technological sys- professionals. and Technology Management................................. 4
tems, technical organizations and resources, ETM 545 Project Management in Engineering....... 4
and other professionals requires manage-
Admission requirements ETM 555 Technology Marketing.............................. 4
ETM 522 Communication and Team Building . ...... 4
ment knowledge and skills. Master of Science in engineering and
ETM 535 Advanced Engineering Economics.......... 4)
Engineers and scientists are faced with these technology management, Master of
challenges very early in their careers. Typically Engineering in manufacturing engineer- Capstone requirement
ing management, Master of Engineering (one of the following; 4 or 8 credits):
within three to seven years after graduation, in technology management, and Master ETM 503 M.S. Thesis.................................................. 8
they find themselves addressing complex of Engineering in project management. ETM 506 Capstone Project........................................ 4
issues which necessitate that they play two In addition to meeting general University ETM 590 Engineering and Technology
Management Synthesis............................................. 4
roles simultaneously: the role of the specialist admission requirements listed on page 69,
and the manager of technology. Those who Electives (20 credits or 16 credits
applicants to the program are required to with the thesis option)
choose the management path start moving have a baccalaureate degree in engineering or The Engineering and Technology Management
toward management responsibilities while related discipline, background in probability/ Department offers a wide range of elective cours-
maintaining identity in their technical back- statistics, and four years of professional expe- es. In addition, students may choose electives in
several other programs throughout the University
grounds. The Engineering and Technology rience. Admission is granted to applicants with the approval of their adviser.
Management Department (ETM) has been who are judged to have a higher potential as
designed for them. Master of Engineering in engineering
reflected by their past academic performance management and Master of Engineering
ETM is a graduate department addressed and professional experience. Any variation
to the needs of engineers and scientists whose in manufacturing engineering manage-
from these requirements must be approved
objective is to advance to technical management. The Master of Engineering programs
by the ETM department.
ment positions in business, industry, or gov- are currently approved for the ETM depart-
ernment. It also addresses the needs of those Degree requirements ment, but we are not accepting applications
who are interested in continuing their studies at this time.
toward a research-based career in engineering/ Master of Science in engineering and Doctor of Philosophy in Technology
technology management in academic institu- technology management. A minimum of Management. Admission requirements
include Bachelors or higher degree in engi-
neering, sciences, management with technol- Economics, EC 532: Environmental Specialization areas of research related to
ogy emphasis, or related disciplines; mini- Economics. METHODOLOGY: at least 20 emerging technologies, decision analysis,
mum 3.0 undergraduate GPA or 3.50 GPA credits from the following courses: Decision data envelopment analysis, technology evalu-
in at least 12 graduate credits; GRE scores Making, Advanced Engineering Economics, ation, technology forecasting, technology
obtained within two years of application to Benchmarking Using Data Envelopment roadmapping, technology transfer, technolo-
the program; a detailed statement of research Analysis, Operations Research, gy diffusion, knowledge management, new
interests acceptable to the ETM faculty; Manufacturing Systems Simulation, product development, multicriteria decision
minimum 575 TOEFL score for interna- Research Methods for Engineering making, quantitative benchmarking, produc-
tional applicants; and three letters of recom- Management, Technology Forecasting, tivity management, project management,
mendation. In addition to the University’s Decision Support Systems: Data manufacturing management, technology
general degree requirements, the Ph.D. pro- Warehousing, Project Management Tools, marketing, resource optimization, strategic
gram in Engineering and Technology Probability/Statistics for Technology management of technology, and human side
Management consists of the following nine Management, Strategic Intelligence, ISQA of technology management are available.
steps: (Step-1): Admission to the program; 572: Models for Quality Control, PSY 621: Doctor of Philosophy in Systems
(Step-2): Successful completion of the equiv- Univariate Quantitative Methods, PSY 622: Science—Engineering Management. The
alent of at least 60 credits of coursework Multiple Regression & Multivariate Quant Ph.D. in systems science—engineering man-
beyond the Bachelors degree distributed as Methods, PSY 623: Factor Analysis & agement is a single-discipline option of the
follows: CORE: at least 20 credits from the Covariance Structure Modeling, PSY 593: Systems Science Ph.D. Program
following courses with at least one course Decision Making Laboratory, MTH 667, (Departmental Option). The general
from each group. All courses are four credits 668, 669: Stochastic Processes and requirements are listed on page 73.
each. Additional courses taken from this Probability Theory-I, II, III, MTH 692: The program requirements are a master’s
group beyond the minimum required 20 Research Methodology and Design, STAT degree in engineering management or equiv-
credit hours can be counted toward the ful- 451, 452: Applied Statistics for Engineers alent coursework, 9 credits of Systems
fillment of the specialization course require- and Scientists-I, II, STAT 564: Applied Science core courses, 9 credits of additional
ments described below. Group-1: Regression Analysis, SYSC 514: System
Systems Science or approved engineering
Management of Engineering and Dynamics, SYSC 625: Agent Based
management systems-related courses, and 9
Technology, Innovation Management; Simulation, SYSC 627: Discrete System
Group-2: Project Management, Technology Simulation, SYSC 629: Business Process credits of other approved coursework.
Marketing; Group-3: Strategic Management Modeling and Simulation, USP 655: Twenty-seven credits of dissertation research
of Technology, Competitive Strategies in Structural Equation Modeling, USP 656: are also required.
Technology Management; Group-4: Multilevel Regression, SOC 597: Applied
Technology Assessment and Acquisition, Survey Research, EC 585: Cost-Benefit
Technology Transfer. SPECIALIZATION: Analysis, EC 586: Project Evaluation, EC
at least 20 credits from courses supporting 570: Econometrics. The students may also
the proposed research area, including choose additional courses in other academic
Communications and Teambuilding, units throughout the university, approved by
Strategic Planning in Engineering their adviser, if such courses are supportive
Management, Manufacturing Systems of their proposed research areas. (Step-3): 12
Engineering, Manufacturing Systems credits of independent study supervised by
Management, Quality Management, ETM faculty culminating in the preparation
Technology Forecasting, Managing of a research paper evaluated by the ETM
Intellectual Capital, Ethical Issues in faculty as being at the level of acceptable
Technology Management, Technological papers for a national or international confer-
Entrepreneurship, Project Management ence on Engineering and Technology
Framework, Project Management Tools, Management. (Step-4): Successful comple-
R&D Management, New Product tion of a comprehensive examination to
Management, Managing New Technology demonstrate mastery of the Engineering and
Introduction, Human Side of Technology Technology Management field, including
Management, MGMT 544: Technology the defense of the research paper described
Management, MKTG 511: Pioneering in step 3 above. (Step-5): Selection of the
Innovation, MKTG 548: Product dissertation adviser from the ETM faculty
Management and Innovation, MIM 524: and formation of the Ph.D. committee
Global Sourcing and Supply, ISQA 551: including one member appointed by the
Managing Information Technology, ISQA Dean of Graduate Studies. (Step-6):
552: Managing Operations and the Value Development of the dissertation proposal
Chain, PSY 578: Leadership and Group and its approval by the Ph.D. committee
Effectiveness, PSY 615: Advanced Industrial/ resulting in the advancement to Ph.D. can-
Organizational Psychology, PA 545: didacy. (Step-7): Registering for at least 27
Organization Development, PA 555: dissertation credits while conducting
Program Evaluation and Management, USP research after the advancement to candidacy.
578/678: Impact Assessment, PA 598: (Step-8): Preparation of at least one publish-
Value-based Management, SOC 557: able paper for a research journal or a recog-
Complex Organizations, CS 686: nized refereed technical conference proceed-
Introduction to Database Management, EC ings based upon the dissertation research.
511: Cultural Economics, EC 531: Urban (Step-9): Defense of the dissertation.
Mechanical and
Materials Engineering
Suite 400, Engineering Building  The ability to practice the profession of Ch 221, 227; EAS 101, 211, 215; ECE
503-725-4290 mechanical engineering effectively and 221, 241; Mth 251, 252, 254, 256,
www.me.pdx.edu/ responsibly. 261; Ph 221†, 222†, 223†, 214, 215,
 The ability to integrate into the profes- 216; Freshman Inquiry‡ (59 credits).
B.S.—Mechanical Engineering
M.S.—Mechanical Engineering sional community and advance in their 2. Have a minimum GPA of 2.25 in all
M.Eng.—Mechanical Engineering careers. engineering and computer science course-
M.S.—Materials Science and Engineering  The ability to pursue advanced degrees work
Ph.D.—Mechanical Engineering and engage in engineering research. 3. Complete a minimum of 90 credits.
Ph.D.—Participating department in Candidates who do not meet all criteria
Systems Science Doctoral Program Admission requirements may, upon petition, be granted eligibility
Mechanical engineering provides a wide when an evaluation of the student’s total
range of career paths with a broad spectrum Policy on Admission to the BSME record justifies such action and they are rec-
of employers. Careers are available in aero- Program ommended by the Maseeh College’s
space, energy conversion, energy utilization, Academic Appeals Committee.
environmental design and management, Students may declare Mechanical
†Physics 211, 212, and 213 also accepted.
chemical processing, electromechanical sys- Engineering as their major at any time after
‡Sp 111 or 220 and Wr 121 for transfer students.
tems, controls, mechanical design, manufac- enrolling at Portland State University.
turing, and materials, to name a few. However, students must be admitted formal-
ly to mechanical engineering before they will Selective Admission
Employment may be found in virtually every If the number of eligible applicants for
kind of industry, every branch of government, (1) be allowed to enroll in restricted upper-
division courses offered by the program and admission to the Mechanical Engineering
and every kind of utility. program exceeds that for which resources are
(2) be graduated from that program.
Application forms may be obtained from the available, acceptance will be competitive. In
Undergraduate Mechanical and Materials Engineering
office, Maseeh College of Engineering and
the event selective admission becomes neces-
sary, the GPA computed for the required
program Computer Science, Suite 400, Engineering courses for eligibility for program admission
Building.PSU students may apply during will be used as an admission criterion.
The BSME curriculum at Portland State the term in which they anticipate complet- Priority, within reasonable limits, will be
University is distinguished by its emphasis on ing all eligibility requirements. given to resident students.
the design process culminating in the Students transferring from other institu-
Capstone project in the Senior year. The cur- tions who want to be admitted must: Continuation Criteria
riculum allows specialization in fluid systems, After admission to the Mechanical
 Meet all eligibility requirements.
mechanical systems, thermal systems, and Engineering program students will be
machine design. It affords an education suited  Apply for admission to PSU.
expected to make satisfactory progress
to meeting the technology needs of the  Apply for program admission to the toward their declared degree and will be sub-
Northwest. Mechanical and Materials Engineering ject to the following rules:
The mechanical engineering curriculum is department. 1. The term GPA in all courses taken at
accredited by the Engineering Accreditation  Have one copy of their transcripts sent PSU must be 2.00 or higher.
Commission of ABET, 111 Market Place, to the Mechanical and Materials 2. At the conclusion of each term of the aca-
Suite 1050, Baltimore, MD 21202-4012 - Engineering office. demic year, full-time students are normal-
telephone: (410) 347-7700. This national  Have one copy of their transcripts sent ly expected to complete a minimum of 12
organization sets standards for engineering to the Office of Admissions. credits applicable toward their degree pro-
education defined in terms of curricular con- Application deadlines for admission to a gram. Part-time students are expected to
tent, quality of faculty, and adequacy of facil- degree program are: complete a minimum of 12 credits per
ities.  Fall - June 15 year applicable toward their degree pro-
The mechanical engineering department gram.
 Winter - November 1 1
is engaged in a continuous program 3. Students will be placed on probation
improvement process in which the educa-  Spring - February 1
when their term GPA as described in (1)
tional needs of our students have the utmost is below 2.00, or their progress toward the
importance. The goal of the department is Eligibility
degree is less than that described in (2).
to ensure that all of our graduates receive a To be eligible for admission to the 4. Students placed on probation for two
balanced education that make them highly Mechanical Engineering program a student consecutive terms or for a total of three
desirable to employers. must meet the following minimum require- terms will be suspended from the BSME
ments: program. Students also will be suspended
Program Objectives 1. Complete the following courses with a if not enrolled in engineering and/or
The educational objectives of the program minimum grade of C and a minimum computer science courses for three con-
are to prepare engineers who have: GPA of 2.5: secutive terms.
5. Students denied admission or suspended Scientists I.................................................................. 4 fluid systems, materials, and FEM applica-
must wait at least one term before reap- Wr 327 Technical Report Writing............................. 4 tions in mechanical design.
EC 314U Private and Public Investment................... 4
plying. This waiting period does not Master of Engineering in mechanical
Upper-division cluster .............................................. 4
apply to those denied due to “selective engineering. The Master of Engineering in
Total 51
admission.” Mechanical Engineering degree is a profession-
Senior year Credits al degree for students seeking to advance their
ME 411 Engineering Measurement and
Appeals Instrumentation Systems ......................................... 4 skills of engineering applications. The program
Students denied admission or suspended ME 488 Design of Experiments................................ 2 involves coursework only, and is well-suited to
may request reconsideration by submitting a ME 491 Design Process............................................. 2 working engineers.
petition. The petition and supporting mate-
ME 492 Conceptual Design Project.......................... 4 Master of Science in materials science
ME 493 Detailed Design Project............................... 4 and engineering. The Master of Science in
rials will be reviewed by the appropriate Approved mechanical engineering electives........ 16
department chair and the Maseeh College’s materials science and engineering degree
Upper-division cluster .............................................. 4
Academic Appeals Committee, and a recom- provides advanced coursework and research
Total 36
mendation will be forwarded to the dean. that blends basic materials science with fun-
Approved mechanical engineering electives.
The appeal must be made within 30 days of damental engineering principles and prac-
The total may include any regular upper-division
notice to the student of denial of admission mechanical engineering course, except that no tice. Closely tied to industry needs and
or suspension.
more than 4 credits be taken from ME 399, 401, applications, the program supports research
404 405, and 406. MECOP students are allowed
2 credits of ME 407. in metallurgy, semiconductor materials,
Pass/No Pass Grading Policy composites, welding and joining, photovol-
All courses specifically required by the Honors Track taic manufacturing, and material testing.
Current faculty research includes high
University or by the department must be
Entry Requirements strength alloys, electroslag welding technolo-
taken for a letter grade unless a required
gy, acoustic emission methods, modeling of
course is only offered with a pass/no pass • Admission to the Mechanical
molding and casting, chemical-mechanical
option. Engineering Program
planarization, and heat treatment.
• Minimum overall GPA of 3.50 Doctor of Philosophy in mechanical
Degree requirements • Minimum GPA of 3.40 in upper-divi- engineering. The Ph.D. program in
Majors in mechanical engineering must sion engineering courses (16 credits Mechanical Engineering aims to educate
complete the following University and minimum) technical experts and researchers to fill lead-
departmental degree requirements. Any • Submission of an application to the ership roles in industry, research and educa-
deviation from the required courses, includ- Mechanical Engineering honors track tion. The program culminates in a written
ing engineering and mathematics course Each student participating in the dissertation representing an original contri-
substitutions, must be approved in writing Mechanical Engineering honors track will be bution to knowledge in the field. Research
by the chair of the Department of assigned an honors adviser. The adviser will areas for the degree include, but are not lim-
Mechanical Engineering. work with the student to complete a written ited to, Bioengineering, Building Science
proposal for the Honors Thesis research, to and Energy Systems, Controls and
EAS 101 Engineering Problem Solving ................... 4
be conducted in a specialty area within Dynamics, Fluid Mechanics, Heat Transfer,
EAS 115 Engineering Graphics................................. 3 mechanical engineering. The completed Materials Science, and Mechanical Design.
Ch 221, 222 General Chemistry................................ 8 Honors Thesis research will be presented to Candidates for the Ph.D. must meet the
Ch 227, 228 General Chemistry Laboratory ........... 2 Mechanical Engineering faculty and students University requirements for the degree in
Mth 251, 252 Calculus I, II........................................ 8 in a seminar. The Honors Thesis, ME 403,
Mth 261 Linear Algebra........................................... 4 addition to the requirements listed below.
may qualify as an approved mechanical engi-
Freshman Inquiry ................................................... 15
Total 44
neering elective. Admission requirements
Sophomore year Credits Master of Science in mechanical engi-
EAS 211 Statics ......................................................... 4
EAS 212 Strength of Materials . .............................. 4 Graduate programs neering. Applicants who have received a
B.S. degree in mechanical engineering or
EAS 213 Properties of Materials ............................. 4
EAS 215 Dynamics..................................................... 4 Master of Science in mechanical engi- closely related field from an accredited uni-
ME 241 Manufacturing Processes ........................... 4 neering. The master’s program in mechani- versity, and meet university graduate admis-
ECE 241L Electrical Engineering Laboratory .......... 1 cal engineering gives the practicing engineer sion requirements found on page 69, will be
ECE 241 Introduction to Electrical Engineering...... 4 advanced professional opportunities and the considered for admission to the Mechanical
Mth 254 Calculus IV.................................................. 4 student considering a career of research or Engineering Department for regular admis-
Mth 256 Applied Differential Equations I . ............ 4
university teaching a first level of graduate sion. Conditional admission may be granted
Ph 221, 222, 223 General Physics
(with Calculus) . ........................................................ 9 study. The program includes a core of in exceptional cases.
Ph 214, 215, 216 Physics Laboratory........................ 3 required mechanical engineering courses, Master of Engineering in mechanical
Sophomore Inquiry................................................. 12 advanced mathematics courses, a selection of engineering. Admission requirements for
Total 57 engineering electives, and supervised indi- the M.Eng. degree are identical to those for
Junior year Credit vidual research. the Master of Science in Mechanical
EAS 361 Fluid Mechanics.......................................... 4 The department supports research in Engineering.
ME 313 Analysis of Mechanical Components......... 4
microfluidics, fluid flow in micgrogravity, Master of Science in materials science
ME 314 Analysis and Design of Machine Elements.4
energy conservation in the built environ- and engineering. For regular admission
ME 321 Engineering Thermodynamics.................... 4 consideration, applicants should meet
ME 322 Applied Fluid Mechanics and ment, manufacturing, materials science, elec-
Thermodynamics....................................................... 4 tronic packaging, and engineering science. University graduate admission requirements
ME 323 Heat Transfer............................................... 4 Current faculty research areas include energy found on page 69 and have received a B.S.
ME 350 – Numerical Methods in Engineering........ 4
systems, electronic cooling, dynamic systems degree in engineering or a related science
ME 351 Vibrations and System Dynamics................ 4 field such as materials science, physics, or
Stat 451 (CM) Applied Statistics for Engineers and modeling, computational mechanics, thermo-
chemistry. Conditional admission may be the following departmental requirements: (1) emphasis on developing skills in computer-aided
granted in exceptional cases. 45 graduate credits; (2) Core requirements of problem solving methods utilizing tools such as
Doctor of Philosophy in mechanical ME 513 or MSE 513 (depending on student MATLAB, Mathcad, and EXCEL. Introduction
engineering. A student applying to the to structured computer programming methods via
background), MSE 547, MSE 515, MSE MATLAB scripting language. Lecture and recita-
Ph.D. program in mechanical engineering 525, and MSE 507; (3) A set of specialty tion. Prerequisite: Mth 112.
will normally be required to have completed courses approved by the Student Program
EAS 102
an M.S. degree in mechanical engineering or Committee; (4) Research yielding 6-9 credits; Engineering Computation Structures (4)
a closely related field. Applicants will need (5) Passage of the final oral examination. The Introduction to advanced data structures useful
to provide three letters of recommendation, student will be able to choose between a the- for solving engineering problems. Continues
a statement of purpose, a resume or curricu- sis option and a project option for the developing skills in the algorithmic method for
lum vitae and scores on the GRE exam research component. engineering problem solving. Modern program-
taken no more than 5 years before the date Each student is assigned an adviser upon ming language. Prerequisite: EAS 101.
of application. Additional admission acceptance to the program, and the adviser EAS 115
requirements and details are published on will be the primary contact for the student in Engineering Graphics (3)
the MME department web site at www.me. The graphic language applied to engineering.
the department. The Student Program Projection systems. Multiview and pictorial repre-
pdx.edu. Committee, a group of three faculty mem- sentation. Introduction to computer graphics.
bers, will meet with each student twice per Lecture and laboratory.
Degree requirements year to review the course of study that the EAS 199
Master of Science in mechanical engi- student and adviser have chosen and to moni- Special Studies (Credit to be arranged.)
neering. University master’s degree require- tor overall program quality. Consent of instructor.
ments are listed on page 69. In addition, a Doctor of Philosophy in mechanical EAS 211
candidate for the M.S. degree must com- engineering. In addition to the University Statics (4)
plete at least 27 credits in engineering, doctoral degree requirements, the program Principles and applications of static equilibrium to
requirements include a minimum of 27 structures and machines. Prerequisite: Mth 252 or
excluding thesis or project. Mth 261, Ph 221 taken concurrently.
The master’s degree may be completed credit hours of coursework, a comprehensive
examination, prospectus defense, 27 hours EAS 212
with one of two options. The thesis option Strength of Materials (4)
requires 36 credits of course work and 9 of dissertation credit and final dissertation
Study of the relationship between strain and stress
credits of thesis (ME 503). The project defense. The 27 credits of coursework must in deformable bodies; principles of stress analysis
option requires 36-39 credits of coursework consist of at least 16 credits of 600-level for axial force, flexure, torsion, and shear; studies
and 6-9 credits of research project (ME courses, which can include up to 3 credits of in combined stresses and column stability.
501). Student research is conducted under ME 607 seminar. For further information Prerequisites: EAS 211, Mth 261.
the supervision of faculty, and a final oral on admission and degree requirements, cur- EAS 215
examination covering the thesis or project rent course schedule, and research opportu- Dynamics (4)
nities, students should refer to the depart- Fundamental principles and methods of
must be successfully completed. Coursework Newtonian mechanics including kinematics and
may include special projects, but a maxi- mental web site www.me.pdx.edu.
Doctor of Philosophy in systems sci- kinetics of motion and the conservation laws of
mum of 12 credits total of 501, 503, 505, mechanics. Basic particle and rigid body applica-
ence—mechanical engineering. The
and 506 may be applied toward either tions. Prerequisites: EAS 211, Mth 252,
Ph.D. in systems science—mechanical engi- Mth 261.
option.
neering is a single-discipline option of the
Required core courses include ME 511, EAS 361
Systems Science Ph.D. Program Fluid Mechanics (4)
551, and 4 credits each of approved gradu-
(Departmental Option), whose general Properties of fluid; fluid statics; differential analy-
ate math and numerical methods. In addi-
requirements are listed on page 73. sis; conservation of mass, energy, and momentum;
tion, for the project/thesis options, ME 507
The departmental requirements are a dimensional analysis; and fluid metering.
(one credit) and ME 501 or 503 must be Prerequisites: EAS 215, Mth 256 taken concur-
master’s degree in mechanical engineering or
taken. All students must submit a study plan rently. Lecture and laboratory.
equivalent coursework, 9 credits of Systems
approved by their adviser before the begin- EAS 401
Science core courses, 9 credits of additional
ning of their third term with additional Research (Credit to be arranged.)
Systems Science or approved engineering
plans submitted at the request of their advis- Consent of instructor.
systems-related courses, and 9 credits of
er. EAS 405
Master of Engineering in mechanical other approved coursework. Twenty-seven
engineering. In addition to the University credits of dissertation research are also (Credit to be arranged.)
master’s degree requirements are listed on required. Specialization areas of research Consent of instructor.
page 67, a candidate for the M.Eng. degree related to building energy conservation, EAS 406
must complete 45 graduate credits, includ- CAD, controls, heat transfer, microprocessor Special Projects (Credit to be arranged.)
ing the same core courses (excluding ME applications, computational fluid dynamics, Consent of instructor.
507) required for the M.S. degree. Up to 6 transport processes, thermochemical conver- EAS 407
credits of approved industrial experience can sions, and advanced manufacturing. Seminar (Credit to be arranged.)
be applied toward the degree. No research
project is required, but students can include EAS 410
up to 12 credits of 501, 503, 505, and 506 Courses Selected Topics (Credit to be arranged.)
in the 45 credits required for completion of Courses with an asterisk (*) are not offered every year.
the degree. *EAS 461/561
EAS 101 Reliability Engineering (4)
Master of Science in materials science Engineering Problem Solving (4) Design of reliable components and systems for
and engineering. In addition to meeting all Introduction to basic ideas and tools used in the engineering fields. Includes elements of probabili-
University requirements for the M.S. degree engineering profession. Basic preparation in rudi- ty and statistics, reliability, mathematics, failure
found on page 69, the candidate must satisfy ments and working methods of engineering modes and effect analysis; and design for given
design, analysis, and problem solving, with
reliabilities under constraints. Prerequisite: senior CE 341 Consent of instructor.

standing in engineering. Soil Classification and Properties (4) CE 406
Determination and interpretation of significant Special Projects (Credit to be arranged.)
Civil Engineering engineering properties and behavior of soils;
selected application in mechanics of foundations
CE 115 and earth structures. Three lectures; one 3-hour CE 407
Civil Engineering Drawing and Spatial Analysis laboratory period. Prerequisite: CE 321. Seminar (Credit to be arranged.)
(3) Consent of instructor.
The graphic language applied to civil engineering. CE 351
Transportation Systems: Planning CE 410
Projection systems. Multiview and pictorial repre- and Design (4) Selected Topics (Credit to be arranged.)
sentation. Introduction to computer assisted A study of engineering problems associated with Consent of instructor.
drawing software, geographic information systems the planning and design of urban and intercity
and spatial analysis. Lecture and laboratory. CE 419/519
transportation with emphasis on systems approach Bridge Engineering (4)
CE 199 to problems definition and solution. Vehicle oper- Introduction to analysis and design of short to
Special Studies (Credit to be arranged.) ation characteristics and traffic control devices for medium span highway bridges, including load
Consent of instructor. land, air, and water, data collection methods and descriptions, analysis and design procedures out-
CE 211 development of transportation models for the lined in AASHTO Load Resistance Factor Design
Plane Surveying and Mapping (3) establishment of design criteria for transportation specifications. Prerequisites: CE 325.
An introductory analytical treatment of the princi- structures. Prerequisites: Stat 451 and junior *CE 420/520
ples of engineering measurements applied to plane standing in engineering. Advanced Mechanics of Materials (4)
surveys. Origin of datums, random error, observa- CE 361 Advanced studies in mechanics of materials
tion systems, computations, nonrigorous adjust- Fluid Mechanics (4) including fundamentals of elasticity, phenomeno-
ments, and topographic mapping. Computer Properties of fluid; fluid statics; fluid dynamics; logical material behavior, and theories of failure.
applications. Prerequisite: Mth 251. control volume and Reynolds transport theorem; Timoshenko beam theory, stress functions, shear
CE 212, 213, 214 conservation of mass, momentum and energy; dif- stresses, unsymmetrical sections, and beams on
Field Problems in Plane Surveying (1, 1, 1) ferential analysis; rotational and irrotational flows, elastic foundations. Thick-walled cylinders;
CE 212: Care and operation of plane survey non-viscous and viscous flows, Navier Stokes approximate methods. Prerequisites: EAS 212,
instruments. Field projects in testing instrumental equations. 3 units Lecture and 1 unit laboratory. Mth 256 or equivalent.
adjustment and executing basic survey circuits. Prerequisites: admission to CE and EAS 215. *CE 421/521
CE 213: Development and completion of a topo- Co-requisite: Mth 256. Analysis of Framed Structures (4)
graphic map by field method. CE 214: Layout of CE 362 Generalized analysis of multi-story and irregular
a route design; adjustment of optical instruments. Engineering Hydraulics (4) structural framework with classical methods; anal-
Elementary field astronomy. Prerequisite: CE 211 Application of the principles of fluid mechanics to ysis of arches, curved beams and frames with non-
concurrently. flow in closed conduits, turbomachinary and open prismatic members. Energy methods with intro-
CE 315 channels. Topics include flow resistance, laminar duction to matrix methods. Prerequisite: CE 325.
The Civil and Environmental Engineering and turbulent flow and introduction to boundary *CE 423/523
Profession (1) layer theory; flow in pressurized closed conduits Vibration Analysis
Introduction to civil and environmental engineer- including pipes in series and parallel; turbomachi- in Structural Engineering (4)
ing (CEE) practice in structural, environmental, nary including pump systems and turbines; uni- Fundamentals of vibration theory; applications in
geotechnical, and transportation engineering. form and non-uniform flow in open channels, structural engineering. Free, forced, and transient
Overview of education, training, research, and gradually and rapid varied flow; dimensional anal- vibration of single and multi-degrees of freedom
employment opportunities for each area of CEE. ysis and similitude. 3 units lecture and 1 unit lab- systems including damping, normal modes, cou-
Engineering registration and ethics. Prerequisite: oratory. Prerequisites: CE 361. pling, and normal coordinates. Prerequisites: EAS
junior standing in CEE. CE 364 212 and Mth 261.
CE 321 Water Resources Engineering (4) *CE 431/531
CEE Properties of Materials (4) Principles of hydrology and hydraulic engineering Stability of Structures (4)
Introduction to structure and properties of civil applied to water supply systems design. Collection Study of elastic and inelastic flexural buckling of
engineering materials such as steel, asphalt, cement, and distribution, pump stations, water quality and bars and frames; use of energy methods and suc-
concrete, soil, wood and polymers. Laboratory tests treatment, economic considerations. Prerequisite: cessive approximations; bracing of columns and
include evaluation of behavior of these materials CE 362. frames; torsional, lateral-torsional, and local buck-
under a wide range of conditions. Lectures and lab- CE 371 ling. Prerequisites: CE 432/532, Mth 261 or
oratory. Prerequisite: EAS 212. Environmental Engineering (4) equivalent.
CE 324 Effect of air, land, and water pollutants on envi- *CE 432/532
Elementary Structural Analysis (4) ronment. Transport and fate of pollutants in envi- Structural Steel Design—LRFD Method (4)
Loads on structures as dictated in various codes ronment. Flow and mass balances of reactors. Design of components of steel structures based on
and specification; load flow through a structural Reaction kinetics. Mathematical modeling of load and resistance factor design method.
system and tributary areas; methods of analysis of water quality in rivers, lakes, and estuaries. Water Prerequisites: CE 321, CE 325.
statistically determinate planar trusses, beams, and and wastewater treatment processes. Air quality
frames; concepts of stability and indeterminacy; management. Solid waste management. *CE 433/533
Cold-Formed Steel Design (4)
axial, shear, and bending moment; calculations of Prerequisites: CE 361.
Design of cold-formed steel beams, columns,
displacements and rotations by virtual work, CE 401 beam-columns, cylindrical tubular members, and
Castigliano’s theorem for trusses, beams and Research (Credit to be arranged.) connections based on the Allowable Stress Design
frames; computer analysis of structures using an Consent of instructor. (ASD) and the Load and Resistance Factor Design
existing commercial program. Prerequisites: EAS
CE 403 (LRFD) methods of the AISI specification.
212 and Mth 254.
Honors Thesis (Credit to be arranged.) Prerequisite: CE 432/532.
CE 325 Consent of instructor.
Indeterminate Structures (4) CE 434
CE 404 Principles of Reinforced Concrete (4)
Analysis of indeterminate structures by force and
Cooperative Education/Internship Loads, load factors and structural safety, ultimate
displacement methods; consistent deformations (Credit to be arranged.) strength analysis; short column behavior, design of
and the theorem of least work; slope deflection; Consent of instructor. simple and continuous beams; one-way slabs; ser-
moment distribution including sway; approximate
CE 405 viceability and detailing requirements with refer-
methods. Prerequisite: CE 324.
Reading and Conference ence to current codes. Prerequisites: CE 321, 325.
CE 435 CE 445/545 CE 455/555

Design of Reinforced Concrete Structures (4) Geo-environmental Engineering with Intelligent Transportation Systems (4)
Development and splicing of reinforcement; Geosynthetics (2) Introduction to intelligent transportation systems,
design of long columns, retaining walls, footings, Application of polymer-based geosynthetic prod- including enabling surveillance, navigation, com-
and slabs with reference to current codes; lateral ucts for geo-environmental and municipal engi- munications, and computer technologies.
loads; laboratory demonstration of beam and col- neering including landfills, soil erosion control, Application of technologies for monitoring, analy-
umn behavior. Prerequisite: CE 434. filters, and drains. Testing, design, and product sis, evaluation, and prediction of transportation
*CE 436/536 selection for hydraulic, degradation, and chemical system performance. Intervention strategies, costs
Masonry Design (3) stability properties. Introduction to reliability, and benefits, safety, human factors, institutional
Materials of construction; design of masonry endurance, and design life with reference to issues, and case studies. Prerequisite:
elements, lateral load resisting systems, and con- RCRA, ESA, and EPA laws. Prerequisite: CE 341. CE 351. CE 454 recommended.
nections with reference to current codes. CE 448/548 CE 456/556
Prerequisite: CE 434. Earthquake Accommodation and Design (4) Traffic Engineering (4)
CE 437 Effects of earthquake shaking in the design of Traffic system components, traffic stream charac-
Timber Design (4) buildings, pipelines, bridges, and dams. teristics, traffic studies and data collection, vol-
Design of solid and glued-laminated structural Incorporating the earthquake hazard assessment ume studies, speed, travel-time, delay and pedes-
members including arches, connections, plywood for a project in the design process. The goal of trian studies, capacity analysis, freeway systems,
components, and diaphragms; design provisions this course is to allow geologists, geotechnical weaving sections, ramp junctions, rural highways,
for lateral forces. Prerequisite: CE 325. engineers, structural engineers, and architects to signalized and unsignalized intersections, signal
see how their particular tasks are impacted by the coordination, arterial operations, and access man-
*CE 438/538 earthquake effects. Types of analysis used to evalu- agement. Prerequisite: CE 454.
Design of Composite Structures (4) ate earthquake design requirements in several dis-
Design of composite steel-concrete members *CE 457/557
ciplines, including: geology, geotechnical engi- Pavement Design (4)
based on allowable stress design and load and neering, structural engineering, and architecture.
resistance factor design methods. Prerequisite: CE Pavement structure classification and compo-
Prerequisite: CE 443/543 or G 475/575. This nents, wheel loads and design factors, stresses in
432/532. course is the same as G 477/577; course may be flexible pavements, subgrade strength and evalua-
CE 440/540 taken only once for credit. tion, design methods, material characteristics,
Geosynthetics in Infrastructure CE 450/550 Transportation stresses in rigid pavements, design of concrete
Engineering (2) Safety Analysis (4) pavements, joints and reinforcement, condition
Testing and design with polymer-based geosyn- Incorporating safety in highway engineering and surveys. Prerequisite: CE 351.
thetic products in and on soil for the civil infra- transportation planning that includes highway
structure. Strength-based design applications are CE 458/558
design, operation, and maintenance, as well as Public Transportation Systems (4)
introduced with design-by-function principles, human factors, statistical analysis, traffic control
and product approval for transportation, structur- Performance characteristics of public transporta-
and public policy. Design concepts of intersection systems, with emphasis on urban systems.
al, and geotechnical disciplines. Use of geotextiles, tions, interchanges, signals, signs and pavement
geogrids, and geo-composites in slopes, mechani- Planning, design, and operational issues related to
markings; analyzing data sets for recommenda- public transportation systems. Emerging technol-
cally stabilized earth retaining walls, pavement tions and prioritization; principles of driver and
subgrades, and overlays. Prerequisite: CE 444. ogies. Prerequisite: CE 351. CE 454 recommend-
vehicle characteristics in relation to the roadway. ed.
CE 442/542 Prerequisite: CE 351.
In Situ Behavior and Testing of Soils (4) CE 459/559
CE 451/551 Transportation Operations (4)
Introduction to field behavior of soils related to Traffic Control and Analysis (4)
engineering properties; site investigation proce- Operation, modeling, and control of unscheduled
Traffic control principles; maintenance and and scheduled transportation modes; elementary
dures and in situ testing. Development of funda- responsibility for traffic control devices; choice of
mental analytical solution techniques for engi- traffic flow concepts; flow, density and speed;
traffic control; signs, markings, and signals; low- scheduling; route and bottleneck capacities; net-
neering with soil, the use and limitations of elas- volume roads, temporary control, and school
ticity assumptions. Three lectures, one 3-hour works; data interpretation; analysis techniques;
areas, traffic control for highway-rail grade cross- diagrams; simulation queuing; optimization.
laboratory period. Prerequisite: CE 341. ings, bicycles, and transit: warrants for control; Prerequisite: CE 351. CE 454
CE 443/543 control techniques and analysis, advanced tech- recommended.
Introduction To Seismology And Site nologies. Prerequisite: CE 351.
Evaluation (4) CE 460/560
Earthquakes and exploration seismology, the ori- CE 453/553 Freight Transportation and Access Management Transportation
Logistics (4) Systems (4)
gin and occurrence of earthquakes, nature and
Components and performance characteristics of Access management issues; geometric design,
propagation of seismic waves in the earth, earth-
the U.S. freight transportation system, with roadway operation, and access; safety and other
quakes as a hazard to life and property. Uses of
emphasis on data needs, planning, design, and benefits; access design concepts; functional integ-
reflection and refraction exploration seismology,
operation of the entire supply chain. Discussion rity of highway; driveway and intersection spac-
borehole velocity measurements, seismic remote
of impact of freight on passenger transportation ing; functional area of intersection; turn lanes;
sensing, and direct measurement techniques.
system and economy. Modal emphasis includes median openings; access management techniques;
Earthquake hazard assessment including liquefac-
freight rail, motor freight, ocean freight, and air regulations and policy; case studies; research
tion, ground failure, and site amplification.
freight. Terminal operations. Roles of public and issues. Prerequisite: CE 351.
Techniques for evaluating the susceptibility,
private actors in freight system. Prerequisite: CE
potential, and severity of the hazards and other CE 462/562
351.
science and engineering applications. Prerequisite: Traffic Engineering Applications and Signal
senior/graduate standing. This course is the same CE 454 Timing (4)
as G 475/575; course may be taken only once for Urban Transportation Systems (4) Introduction to analysis and design of short to
credit. Urban street patterns and transportation medium span highway bridges, including load
demand, highway capacity analysis, process of descriptions, analysis and design procedures out-
CE 444 urban transport planning, travel-demand fore-
Geotechnical Design (4) lined in AASHTO Load Resistance Factor Design
casting and its application to traffic studies. specifications. Prerequisites: CE 325.
Effect of soil conditions upon the behavior and
Development of transport models, multiple
choice of type of foundation; study of earth pres- *CE 464/564
regression analysis, models of land use and trip
sure theories; design of foundations and earth- Hydrologic and Hydraulic Modeling (4)
generations, stochastic trip distribution models,
retaining structures. Prerequisite: CE 341. Development and application of deterministic
applications and case studies. Route assignment
and statistical models for hydrologic and hydrau-
analysis and traffic flow theory. Prerequisite: CE
lic analysis and design. Presentation of hydrologic
351.
processes and development of hydrologic models
related to rainfall-runoff including precipitation, senior or graduate standing. This course is the tures, one 3-hour design project laboratory peri-
infiltration, evapotranspiration, watershed and same as ESR 479/579; course may be taken only od. Prerequisite: CE 484.
channel routing. Statistical analysis procedures for once for credit. CE 501
hydrologic data including estimation of rainfall CE 480/580 Research (Credit to be arranged.)
and flood frequency. Application of HEC-HMS Chemistry of Environmental Toxics (4) Consent of instructor.
to model streamflow including model calibration The fate and transport-related behavior of toxic
and verification. Modeling steady flow in rivers CE 503
compounds in the environment. Classification, Thesis (Credit to be arranged.)
using HEC-RAS. Prerequisite: CE 362. nomenclature, examples of anthropogenic com- Consent of instructor.
*CE 467/567 pounds, and case studies. Introducing the physical
Hydrologic and Hydraulic Design (4) and chemical processes associated with air-water CE 504
Application of hydrologic and hydraulic principles exchange, organic-liquid exchange, sorption pro- Cooperative Education/internship
to selected topics in hydrologic and hydraulic cesses, chemical transformations, and bioaccumu-
design. Topics include risk-based design of lation. Prerequisite: Ch 221; Ch 222
hydraulic structures, design of culverts, flood pro- Recommended. CE 505
file computation and flood plain management, Reading and Conference
CE 481/581 (Credit to be arranged.)
design of reservoirs. Design of spillways including The Columbia River as a System (2)
development of design flood hydrograph and Consent of instructor.
Explores the climate and hydrologic processes that
hydraulic design, design of energy dissipation shape the Columbia River basin ecosystem, and CE 506
works. Prerequisite: CE 464/ 564 or knowledge of relates these processes to the basin’s management Special Projects (Credit to be arranged.)
HEC 1 and HEC 2. context. The geographic scope includes the water- Consent of instructor.
CE 468/568 shed, the main stem and its reservoirs, major trib- CE 507
Soil and Groundwater Restoration (4) utaries, the tidal river below Bonneville Dam, the Seminar (Credit to be arranged.)
Methods for restoring contaminated soil and estuary, the Columbia plume, and coastal waters Consent of instructor.
groundwater; Factors and processes influencing that interact with the plume. Lectures and outside CE 510
the efficacy of remediation systems. Emphasis on speakers will present or discuss vital issues in con- Selected Topics (Credit to be arranged.)
the scientific principles upon which soil and temporary Columbia Basin management, along Consent of instructor.
groundwater remediation is based. Containment, with relevant background information. Expected
pump and treat, cosolvents and surfactants, soil preparation: CE 361 and CE 371. Prerequisites: *CE 522/622
venting, in-situ physical and chemical treatment. junior standing. Plastic Analysis of Structures (4)
Prerequisites: senior/grad standing. Techniques in the analysis of structures beyond
CE 482/582 the elastic limit. Methods of limit analysis and
CE 469/569 Introduction to Sediment Transport (4) design. Prerequisites: CE 432/532.
Subsurface Hydrology (4) Fundamentals of sediment transport in natural
Basic principles of aqueous flow in the subsurface, surface waters. Analysis of the governing equa- *CE 524/624, 525/625
emphasizing the importance of groundwater as a tions of mass, momentum, and sediment conser- Matrix and Computer Methods in Structural
Analysis (4, 4)
resource. Hydrologic cycle, history of groundwa- vation. Covers bedload and suspended material
Fundamental concepts of analysis for statically deter-
ter usage, aquifer classification and properties, transport in riverine and estuarine waters, focus-
minate and indeterminate structures utilizing matri-
Darcy’s experiments and Law, hydraulic head and ing on non-cohesive materials. Cohesive material
ces and computers; displacement and force methods
potential, porosity and permeability, transmissivi- transport will be briefly introduced. Prerequisites:
applied to trusses and rigid frames; techniques for
ty and storativity, heterogeneity and anisotropy, CE 361, CE 371.
the analysis of large complex structures for static and
saturated vs. unsaturated subsurface flow, and CE 483/583 dynamic loads. Prerequisite: CE 325.
hydraulics of pumping wells (drawdown, flow in Estuarine Circulation (4)
confined and unconfined aquifers, steady-state vs. Introduction to the physical processes that govern *CE 526/626
transient flow, slug tests, and aquifer-test design). Theory of Plates (4)
estuarine and buoyant plume circulation. These
Prerequisite: senior/graduate standing. Small and large deformation theories of thin
include tides, density-driven circulation, internal
plates; numerical and energy methods; free vibra-
CE 474/574 tidal asymmetry and frontal propagation.
tions. Prerequisite: Mth 256.
Unit Operations of Environmental Engineering Expected preparation: CE 576. Prerequisites: CE
(4) 361 and CE 371. *CE 527/627, 528/628
Unit operations of water and wastewater treat- Finite Elements
CE 484 in Structural Mechanics (4, 4)
ment; pretreatment; sedimentation, filtration, aer- Civil Engineering Project Management
ation, disinfection, sludge treatment and disposal, Principles of stiffness analysis of structures, essen-
and Design I (3)
advanced waste-water treatment processes. tials of the finite element formulation of elastic
Engineering design process including owner-design,
Prerequisite: CE 371. problems with applications to structural mechan-
professional-constructor relationships, procurement
ics, plates and shells, and other related problems
*CE 477/577 procedures, project evolution; contracts, dispute res-
utilizing digital computers. Prerequisite: CE
Solid and Hazardous Waste Management (4) olution, bonds, warranties; construction documents,
524/624.
Systematic approach to the complex technical, including specifications; cost estimating, planning,
political, and socio-economic aspects of manag- and scheduling; construction administration; group *CE 529/629
ing, handling, and disposal of spent solid materi- process, diversity, and leadership. Two lectures, one Structural Dynamics (4)
als and hazardous wastes. Prerequisite: senior/ 3-hour design project laboratory period. Prerequi- Determination of normal modes and frequencies
graduate standing in civil engineering or consent sites: senior standing in Civil or Environmental for structural systems. Transient and steady state
of instructor. Engineering. response. Derivation and solution of governing
equations using matrix formulation. Analysis of
CE 479/579 CE 494 linear response of structures to dynamic loadings.
Fate and Transport of Toxics in the Civil Engineering Project Management and
Environment (4) Design II (3) Stresses and deflections in structures. Prerequisite:
Chemical, physical, and biological principles that Synthesis of civil engineering specialties in a CE 423/523.
govern the behavior of toxic materials such as diverse multi-disciplinary project. Teamwork *CE 530/630
heavy metals and synthetic organic compounds in approach in design of components and systems to Energy Principles
the environment. Course emphasizes practical meet stated objectives. Consideration of alterna- in Structural Mechanics (4)
ways to represent chemical processes in models of tive solutions, methods, and products including Review of stress and deformation; material behav-
pollutant behavior. Topics include: adsorption of constraints such as economic factors, safety, reli- ior; theorem of virtual work, stationary value of
pollutants on soils and sediments; transport across ability, and ethics. Preparation of design docu- potential and complementary potential; reciprocal
sediment-water and air-water interfaces; bioampli- ments, including: memoranda, computations, theorems, Engesser’s theorem, and Rayleigh-Ritz
fication of pollutants; multiphase fugacity models drawings, cost estimates, specifications, bidding method; thermoelastic behavior. Prerequisite: CE
of organics; case studies of contaminated surface materials; written and oral presentations. Two lec- 420/520.
water, sediment and groundwater. Prerequisite:
CE 534/634 *CE 561/661 transport; descriptions of molecular diffusion, tur-

Advanced Reinforced Concrete Design (3) Water Resource Systems Analysis (4) bulent diffusion, and dispersion. Use of predictive
Design of spandrel beams, slabs on beams, shear A development of quantitative techniques used in mathematical models as a basis for water and air
walls, deep beams, corbels, and other components the analysis of water resource systems for plan- quality management. Prerequisites: CE 361 and
of reinforced concrete structures with reference to ning, design and operation. Emphasis is placed on CE 371.
current codes. Prerequisites: CE 435. the physical, legal and economic aspects and their *CE 573/673
*CE 535/635 incorporation into simulation models. Numerical Methods in Environmental and
Prestressed Concrete Design (4) Applications include reservoir systems for water Water Resources Engineering (4)
Analysis and design of components of prestressed supply and hydropower, irrigation planning and Introduction to the mathematical solution of par-
concrete structures with reference to current operation, and water quality management. tial differential equations by finite difference and
codes. Prerequisite: CE 434. Prerequisite: CE 464/564 or equivalent. finite element techniques. Development of solu-
*CE 537/637 *CE 565 tion approaches to water quality and hydraulic
Earthquake Engineering (4) Watershed Hydrology (4) problems in surface and groundwater systems.
Response of structures to ground motions; deter- Study of the movement and storage of water in Analysis of model sensitivities, calibration and
mination and use of response spectra; seismic watersheds, emphasizing physical processes. verification. Prerequisites: senior or graduate
design criteria and provisions for buildings and Includes systems analysis of watersheds, precipita- standing in civil or environmental engineering.
other structures; and review of current practices tion, snowmelt, infiltration, evapotranspiration, *CE 575/675
for earthquake resistant design. Prerequisite: CE ground-water flow, stream flow generation, open Advanced Physical/Chemical Environmental
529/629. channel flow, hydrograph analysis, and an intro- Engineering Processes (4)
duction to watershed hydrological modeling. Theoretical and laboratory analysis of major phys-
*CE 539/639 Prerequisites: Mth 252, Ph 201, Stat 244; recom-
Advanced Steel Design (4) ical and chemical processes used to treat water,
mended: ESR 320 and/or an undergraduate wastewater, industrial and hazardous wastes.
Analysis and design of metal structures including course, such as CE 464. This course is the same as
connections, plate girders, design loads, structural Analysis of reactor hydraulics, reactor kinetics,
ESR 525; course may be taken only once for coagulation, flocculation, solid-liquid separation
systems, and bracing. Prerequisite: CE 432/532. credit. processes, adsorption, and gas transfer.
*CE 541/641 CE 566/666 Prerequisite: CE 474/574.
Advanced Soil Mechanics (4) Environmental Data Analysis (4)
Study of the advanced principles of soil behavior *CE 576/676
Application of probabilistic and statistical models Environmental Fluid Mechanics (4)
related to stress-strain, shear strength, permeabili- to the description of environmental data with a
ty, and consolidation. Prerequisite: CE 444. Introduction to the fundamentals of the fluid
focus on hydrology and water quality. Graphical dynamics of natural surface waters by analysis of
*CE 544/644 and quantitative techniques of exploratory data the governing equations of mass, momentum, and
Advanced Shallow Foundation Design (4) analysis, selection and fitting of appropriate prob- heat conservation. Applications include turbu-
Advanced topics in settlement and bearing capaci- ability distributions, simple and multiple and lence modeling, finite depth water motions, strati-
ty analysis of shallow foundation; application of multivariate regression and their applications to fied flow phenomena, and seiche phenomena.
numerical schemes to foundation design. analysis and modeling, and detection of changes Prerequisites: CE 361, CE 362 and CE 371.
Prerequisite: CE 444. and trends in environmental time series.
Prerequisites: graduate standing and Stat 243 and *CE 578/678
*CE 546/646 Water Quality Modeling (4)
Numerical Methods in Geotechnical 244 or Stat 460.
Introduction to descriptive modeling approaches
Engineering (4) *CE 570/670 for analyzing water quality changes in lakes, reser-
Application of finite difference and finite element Groundwater Modeling (4) voirs, rivers, and estuaries. Applications include
methods to the solution of soil-structure prob- The objective is to give students a good introduc- modeling dissolved oxygen, temperature, nutri-
lems, stability of soil masses and foundation tion to practical groundwater flow and contami- ents, and algal dynamics. Prerequisites: CE 361,
installation. Use of commercial computer pro- nant transport modeling. Designed as hands-on CE 371.
grams in working applied problems. Prerequisite: and application oriented. Covers the fundamental
CE 444. equations, numerical methods, and modeling *CE 591/691
Engineering Optimization (4)
*CE 547/647 techniques with emphasis on conceptual model-
Development of optimization methods applicable
Earth Dams (4) ing and teaching students how to solve real world
to the solution of engineering problems.
Design, construction, and operation of earth and problems using an interactive groundwater mod-
Conditions for optimality, univariate, and multi-
earth-rock dams; seepage analysis, slope stability, eling and visualization system. Specific topics
variate search methods, constrained optimization.
and construction procedures. Emphasis includes include conceptual representations and grid
Particular techniques include gradient-based
both the design of new structures and the evalua- design, selecting model boundaries, sources and
methods, linear programming, and dynamic pro-
tion of safety of existing facilities. Prerequisite: sinks, profile models, special needs for transient
gramming. Prerequisite: graduate standing in
CE 442. simulations, calibration, verification, sensitivity
engineering.
CE 549/649 analysis, and several hands-on projects on model-
ing groundwater contamination, well-field man- CE 601
Deep Foundation Design and Analysis (4) Research (Credit to be arranged.)
Comprehensive study of both driven and augered agement, and remediation system. Prerequisite:
CE 469/569. Consent of instructor.
pile foundations, including concrete, steel, and
timber. In-depth review of design methods for CE 571/671 CE 603
axial and lateral capacity. Special emphasis on the Subsurface Contaminant Transport (4) Thesis (Credit to be arranged.)
differences between driven piles and drilled shafts, Principles associated with the transport and fate Consent of instructor.
including the role of full-scale load testing in the of contaminants in subsurface systems. Complex, CE 604
semi-empirical methods. Introduction to group heterogeneous factors and processes (both physi- Cooperative Education/Internship
theory in elasticity and plasticity. Prerequisite: CE cal and geochemical) influencing contaminant (Credit to be arranged.)
444. transport. Emphasis on the impact of these pro- Consent of instructor.
*CE 552/652 cesses on contaminant fate across the multitude of CE 605
Highway Design for Capacity (4) scales in the subsurface. Case studies linking theo- Reading and Conference
Principles of highway capacity, traffic characteris- ry and measured/observed transport behavior. (Credit to be arranged.)
tics, operational analysis, design and planning of Prerequisites: graduate standing. Consent of instructor.
freeways, multi-lane and two-lane rural highways, *CE 572/672 CE 606
intersections and arterials, transit facilities. Environmental Fluid Mechanical Transport (4) Special Projects (Credit to be arranged.)
Prerequisite: CE 454. Introduction to the basic physical processes which Consent of instructor.
transport pollutants in natural waters (rivers,
lakes, reservoirs, estuaries); mathematical formula-
tions of heat and mass advective and diffusive
CE 607 Functions, Classes, Pointers, Dynamic Memory, CS 305

Seminar (Credit to be arranged.) Linear Linked lists, and Multi-Dimensional Social, Ethical, and Legal Implications of
Consent of instructor. Arrays. Program correctness, verification, and test- Computing (2)
CE 610 ing. Prerequisite: CS 106, or CS 161, or prior pro- History of computing, social context of comput-
Selected Topics (Credit to be arranged.) gramming experience. ing, professional and ethical responsibilities, risks
Consent of instructor. and liabilities of safety-critical systems, intellectual
CS 163
Data Structures (4) property, privacy and civil liberties, social implica-
tions of the Internet, computer crime, economic
Computer Science Data abstraction with formal specification.
issues in computing. Prerequisites: a course in
Elementary algorithm analysis. Basic concepts of
CS 105 data and its representation inside a computer. computer science at the 300 or higher level.
Computing Fundamentals I (4) Linear, linked, and orthogonal lists; tree struc- Sophomore inquiry or a course in public speaking
Intended as an overview of computers and com- tures. Data structures are implemented as data and a course in writing a research paper.
puter technology for non-CS majors, this course abstractions. Sorting and search strategies. Data CS 311
is often described as a computer literacy course. management. Prerequisite: CS 162. Computational Structures (4)
The primary focus is on the personal computer Introduces the foundations of computing. Regular
and personal productivity software. Hardware CS 199
Special Studies (Credit to be arranged.) languages and finite automata. Context-free lan-
components of computers such as processors, guages and pushdown automata. Turing machines
memory, and input/output devices are discussed CS 201 and equivalent models of computation.
and compared. Software is the primary focus of Computer Systems Programming (4)
Computability. Introduction to complexity. An
the course. The main topics are system software Introduction to computer systems from a software
appropriate programming language is used for
(Windows, OS X, etc) and applications (such as perspective. Topics include: Basic machine organi-
programming experiments. Prerequisites:
browsers, word processors, spreadsheets, presenta- zation, System programming using C and assem-
CS 250, 251.
tion graphics and database managers). The course bly language, Introduction to system program-
ming tools (gcc, makefile, gdb), Data representa- CS 313
concludes with discussions concerning legal and Artificial Intelligence and Game Design (4)
ethical issues surrounding computer technology, tion (bits & bytes, characters, integers, floating
point numbers), Implementation of control flow, Study of the basic principles of computer game
management information systems, and systems design, the most popular techniques and technol-
analysis. Expected preparation: high school alge- procedure calls, and complex data types at
machine level, Linking and loading, Exceptions ogies for game implementation, focusing on the
bra. many ways in which advances in artificial intelli-
and interrupts, Process control and signals, System
CS 106 calls, File I/O, Timing and improving program gence influences game design. Prerequisite: Prior
Computing Fundamentals II (4) performance, Introduction to memory hierarchy, computer programming experience.
Introduction to programming, appropriate for dynamic memory allocation techniques. CS 321, 322
non-CS majors. Introduction to the logical Prerequisite: CS 162. Languages and Compiler Design (4, 4)
thought processes and problem-solving strategies Principles of programming languages and lan-
used when programming. Concepts presented CS 202
Programming Systems (4) guage implementation by compilation. Techniques
include problem definition and requirements of language definition. Run-time behavior of pro-
gathering, generating a description of a step-by- Students will become familiar with the language
and operating system environment used in most grams. Compilation by recursive descent. Use of
step solution (the algorithm), writing a program, LR compiler-generation tools. Design and imple-
testing, and documentation. The programming upper division courses in the Computer Science
major curriculum. Use of the file system, operat- mentation of a compiler for a small language.
language Visual Basic is used; several program- Prerequisites: CS 201, 202, 300, 311.
ming projects are completed during the term. ing-system calls, and shell-level programming;
Students who complete CS 106 with a grade of A low-level debugging of high-level programs. CS 333
or B will usually be able to progress to CS 162 Programming exercises will include applications Introduction to Operating Systems (4)
successfully. Expected preparation: high school from data structures (e.g. B-trees) and memory Introduction to the principles of operating sys-
algebra, knowledge of Windows and the ability to management techniques. Prerequisites: CS 163. tems and concurrent programming. Operating
use Windows Explorer. CS 250 system services, file systems, resource manage-
Discrete Structures I (4) ment, synchronization. The concept of a process;
CS 107 process cooperation and interference. Introduction
Computing Fundamentals III (4) Introduces discrete structures and techniques for
computing. Sets. Graphs and trees. Functions: to networks, and protection and security.
Introduction to Web programming and associated Examples drawn from one or more modern oper-
web tool usage for non-CS majors. Centering properties, recursive definitions, solving recurrenc-
es. Relations: properties, equivalence, partial ating systems. Programming projects, including
around the more sophisticated aspects of browsers. concurrent programming. Prerequisites: CS 201,
Web pages that represent the input to browsers order. Proof techniques, inductive proof.
Counting techniques and discrete probability. 202.
are defined. In-depth study of HTML, VBScript
and JavaScript. Brief exploration into CGI Scripts Expected preparation: Mth 251 recommended. CS 340
and other server-side tools. Course differentiates CS 251 Discrete Structures for Engineers (4)
between Web page design (a graphics designer’s Discrete Structures II (4) A one-term introduction to discrete structures
role) and Web page programming, taking the Continuation of CS 250. Logic: propositional calcu- with applications to computing problems. Topics
results of their work and committing it to work- lus, first-order predicate calculus. Formal reasoning: include sets, relations, functions, counting,
able code. Recommended prerequisites: high natural deduction, resolution. Applications to pro- graphs, trees, recursion, propositional and predi-
school algebra and CS106 or some programming gram correctness and automatic reasoning. cate logic, proof techniques, Boolean algebra. The
experience. Introduction to algebraic structures in computing. course may not be used as part of the degree
Prerequisite: CS 250. requirements for the BS degree in Computer
CS 161 Science. Prerequisites: CS 163, Math 252.
Introduction to Programming and Problem- CS 299
solving (4) Special Studies (Credit to be arranged.) CS 345
Introduction to fundamental concepts of comput- CS 300 Cyberculture: The Internet and Popular
er science. Problem solving, algorithm and pro- Elements of Software Engineering (4) Culture (4)
gram design, data types, loops, control structures, Practical techniques of program development for Study of the effect of computers and the internet
subprograms, and arrays. Learn to write programs medium-scale software produced by individuals. on popular culture. Graduates of the course will
in a high level programming language. Surveys Software development from problem specification become more intelligent and successful users of
current social and ethical aspects of computer sci- through design, implementation, testing, and the Internet, understand how the internet works,
ence. Recommended prerequisite: Mth 111. maintenance. The fundamental design techniques be aware of the wide variety of applications that
of step-wise refinement and data abstraction. A exist on the internet, and will understand the pri-
CS 162 mary principles that underlie the success the
Introduction to Computer Science (4) software project will be carried through the devel-
opment cycle. Prerequisites: CS 163, 201, 202. Internet has had in changing popular culture.
Introduction to programming using a high level Typical topics will include history and technolo-
programming language. Conditionals, I/O, Files, gies of the web, social networks, the long tail in
business and culture, the power of groups, user programming, message-passing programming, CS 446/546
generated content, complex systems, virtual performance models and analysis techniques, Advanced Topics in Machine Learning (4/3)
worlds and the power of search. Prerequisites: domain-specific parallel algorithms. Prerequisites: Covers a number of more advanced topics in
Sophomore Inquiry: Popular Culture (Unst 254). CS 321 and CS 333. machine learning from a more mathematically-
CS 346 CS 420/520 oriented view. Provides preparation for successful-
Exploring Complexity in Science and Object-Oriented Programming (4/3) ly using machine-learning techniques for various
Technology (4) The fundamental concepts of object-oriented pro- applications. Also provides preparation for gradu-
This course introduces Complex Systems, an gramming languages, including data abstraction ate-level research in machine learning and adap-
interdisciplinary field that studies how collections and typing, class inheritance and generic types, tive systems. Prerequisite: CS 445/545.
of simple entities organize themselves to produce prototypes and delegation, concurrency control CS 447/547
complex behavior, use information, and adapt and distribution, object-oriented databases, and Computer Graphics (4/3)
and learn. The focus will be on common princi- implementation. To illustrate these issues, pro- This course will provide an introduction to
ples underlying complexity in science and tech- gramming assignments in languages such as graphics systems and applications. Basic structure
nology, and will include ideas from physics, biolo- Smalltalk, Eiffel and C++ will be given. of interactive graphics systems, characteristics of
gy, the social sciences, and computer science. This Prerequisite: CS 322. various hardware devices. Control of display
course is the same as SySc 346; course may be CS 438/538 devices, implementation of simple packages,
taken only once for credit. Computer Architecture (4/3) device independence, and standard packages.
CS 350 Processors, memory hierarchy, and bus systems. Distributed architectures for graphics, hidden line
Algorithms and Complexity (4) Multi-level caches and cache coherence in MP and hidden surfaces algorithms, representations of
Techniques for the design and analysis of algo- systems. Arithmetic algorithms. RISC vs. CISC curves and surfaces. Prerequisites: CS 202, Mth
rithms. Case studies of existing algorithms (sort- instructions, pipelining, and software pipelining. 261.
ing, searching, graph algorithms, dynamic pro- Superscalar, superpipelined, and VLIW architec- CS 451/551
gramming, matrix multiplication, fast Fourier tures. Connection networks. Performance evalua- Numerical Computation (4/3)
transform.) NP-Completeness. Prerequisites: CS tion, simulation, and analytic models. Introduction to numerical methods. Includes top-
250, 251, 311. Performance enhancement through branch pre- ics from elementary discussion of errors, polyno-
CS 386 diction and out-of-order execution. Prerequisite: mials, interpolation, quadrature, linear systems of
Introduction to Databases (4) CS 322 or 333. equations, and solution of nonlinear equations.
Introduction to fundamental concepts of database CS 441/541 Prerequisites: Mth 261; CS 200.
management using primarily the relational model. Artificial Intelligence (4/3) CS 452/552
Schema design and refinement. Query languages. Introduction to the basic concepts and techniques Building Software Systems
Database application environments. Physical data of artificial intelligence. Knowledge representa- with Components (4/3)
organization. Overview of query optimization tion, problem solving, and AI search techniques. Designed to familiarize students with the con-
and processing, physical design, recovery and con- Program will be written in one of the AI languag- cepts behind and opportunities afforded by mod-
currency control. Query processing for search es. Prerequisites: CS 202, 311. ern component architectures, such as Microsoft
engines. The course will cover topics such as secu- COM, Java Beans, and CORBA. Students are
CS 442/542
rity, data warehousing and analytic databases. Advanced Artificial Intelligence: Combinatorial exposed to component development techniques
Prerequisites: CS 161, 250. Expected preparation: Games (4/3) and methods for developing complex software
CS 251. Covers the theory and practice of finding optimal architectures using components. Students become
CS 399 and satisfying solutions to one-player and two- familiar with component development, scripting
Special Studies (Credit to be arranged.) player combinatorial games, including such popu- and composing components, and the strengths
Consent of instructor. lar games as Sokoban, Othello, checkers, chess, and weaknesses of using components in designing
backgammon, bridge, and CCGs. Simple applica- large complex software systems. Prerequisites: CS
CS 401 300, 333, 350; knowledge of C++ or Java pro-
Research (Credit to be arranged.) tions in decision theory and economics may also
be discussed. Emphasis on implementation of gramming.
state-of-the-art solution techniques. Prerequisite: CS 454/554
CS 403 CS 202 or experience with algorithms and data Software Engineering (4/3)
Honors Thesis (Credit to be arranged.) structures. Current methodologies for the development of
Consent of instructor. large, industrial strength software systems. Topics
CS 443/543
CS 404 Advanced Artificial Intelligence: Combinatorial include requirements, specification, design, imple-
Cooperative Education/Internship Search (4/3) mentation, testing, project management and cost
(Credit to be arranged.) Explores methods for the solution of constraint estimation, formal methods, and software process
Consent of instructor. satisfaction and related problems using search improvement. Prerequisite: CS 321.
CS 405 techniques, in the context of real-world problems CS 457/557
Reading and Conference such as resource-bounded scheduling, enterprise Functional Languages (4/3)
(Credit to be arranged.) planning, classical planning, and one- and two- Introduction to functional notation, recursion,
Consent of instructor. player games. Emphasis on coding projects, and higher-order functions, reasoning about func-
CS 406 on reading and reporting on selected literature. tions, and models for the evaluation of applicative
Special Projects (Credit to be arranged.) Prerequisite: CS 202 or experience with algo- expressions. Use of functional languages.
Consent of instructor. rithms and data structures. Prerequisites: CS 202, 311.
CS 407 CS 445/545 CS 465/565
Seminar (Credit to be arranged.) Machine Learning (4/3) Construction and Analysis of Web-Based
Consent of instructor. Provides a broad introduction to techniques for Applications (4/3)
building computer systems that learn from experi- Covers the basics of writing both CGI-Bin and
CS 409
Practicum (Credit to be arranged.) ence; conceptual grounding and practical experi- client-side scripts for the World Wide Web.
Consent of instructor. ence with several learning systems; and grounding Topics include the Client-server Model used by
for advanced study in statistical learning methods, the World Wide Web; server-side programming;
CS 410 and for work with adaptive technologies used in client-side programming; security and accessibility
Selected Topics (Credit to be arranged.) speech and image processing, robotic planning concerns; HTTP protocols; and human-interface
Consent of instructor. and control, diagnostic systems, complex system issues on the World Wide Web. Recommended
CS 415/515 modeling, and iterative optimization. Students prerequisites: programming ability equivalent to
Parallel Programming (4/3) gain practical experience implementing and evalu- CS 161 as well as familiarity using UNIX or
An introduction to parallel programming con- ating systems applied to pattern recognition, pre- Linux, and some familiarity with creating simple
cepts and techniques. Topics include: parallel pro- diction, and optimization problems. Prerequisites: HTML files. The course may not be used as part
gramming models and languages, share-memory Mth 253, Stat 451; CS 202. of the departmental degree requirements for
either the BS or the MS degrees in Computer with investigative bodies. Recommended: CS 333 different from serial computation. Examples to
Science. or 533. No prior background in criminal justice or highlight the differences. Parallel algorithms in
CS 485/585 law is assumed. general: illustration of the most important features
Cryptography (4/3) CS 494/594 and techniques. Illustration of the limitations. A
The goal of cryptography is the encoding of infor- Internetworking Protocols (4/3) survey of major results, general form of results,
mation via a cryptographic system. Cryptanalysis Advanced study of the protocols and algorithms limitations on speed-up. Prerequisite: CS 350.
studies the breaking of cryptosystems. This course used in the Internet (IETF) family of networking CS 553/653
focuses on cryptography but with respect to crypt- protocols. For example, ARP, IP, UDP, TCP, mul- Design Patterns (3)
analysis. An overview of classical systems with an ticasting, routing protocols like RIP and OSPF, Software design patterns are reusable solutions to
in-depth examination of modern cryptosystems. and application protocols like DNS, NFS, SNMP, recurring software problems. They capture suc-
This includes block algorithms such as DES; pub- FTP and HTTP. Issues such as addressing, name cessful experiences and convey expert insight and
lic-key cryptosystems, such as RSA; and one-way service, protocol design, and scaleability will be knowledge to less experienced developers. Course
functions. Additional topics include cryptographic explored. Prerequisite: CS 333. provides an in-depth view of patterns using Java
protocols, signature schemes, pseudo-random CS 497/597 as the presentation language. Course is suitable to
number generation, Shannon’s information theo- Sensor Networks (4/3) software architects and developers who are already
ry, and stream ciphers. Prerequisite: CS 350. Foundations of sensor networks, with a focus on well-versed in this language. In addition, it offers
CS 487, 488 activity-based learning through a sequence of continuous opportunities for learning the most
Software Engineering Capstone (3, 3) hands-on programming exercises with embedded advanced features of the Java language and under-
Emphasizes teamwork in small groups on a sub- devices with a high-level programming language. standing some principles behind the design of its
stantial project that will be performed for a real Basic building blocks in designing and deploying fundamental libraries. Prerequisites: programming
customer. Projects are chosen so as to provide a sensor network application. Positioning and in Java and CS 520.
interdisciplinary content with project proposals time synchronization of networked sensor devices, CS 555/655
being solicited from the community at large. wireless communication characteristics of low- Software Specification and Verification (3)
Projects that involve students as well as customers powered radios, energy conservation and harvest- Theoretical and practical aspects of the software
from other disciplines are encouraged. Lectures ing, macro-programming a network of sensor development process or software lifecycle. Covers
will be directed toward the management of soft- devices and security. Recommended prerequisites: the first part of the cycle: formulating the external
ware development projects such as those being Familiarity with computer systems concepts that requirements, specifying what the software is to
carried out by the teams. It is the intent of the could be satisfied by CS 201. Familiarity with do, and the abstract design. Emphasis will be on
course to provide a capstone experience that inte- programming in C, C++ or Java. Familiarity with the formal aspects of specification and verifica-
grates the materials contained in the remainder of basic concepts in probability and linear algebra tion.
the CS curriculum through work on a project that that could be satisfied by Mth 301 or equivalent. CS 556/656
applies this material in another discipline. Each CS 501/601 Software Implementation and Testing (3)
team member will contribute to the design, docu- Research (Credit to be arranged.) Theoretical and practical aspects of the software
mentation, and testing phases of the project. This Consent of instructor. development process or software lifecycle. Covers
course creates an obligation for participation for the second part of the cycle: detailed design,
two consecutive quarters. Prerequisites: senior CS 503/603
Thesis (Credit to be arranged.) implementation in a programming language, test-
standing. For ing, and maintenance. Emphasis will be on the
CS majors: CS 201, 202, 250, 251, 300, 311, Consent of instructor.
technical aspects of software testing.
321, 333, 350. Non-CS majors: permission of the CS 504/604
instructor. Cooperative Education/Internship CS 558/658
(Credit to be arranged.) Programming Languages (3)
CS 491/591 Consent of instructor. In-depth study of current and historical issues in
Introduction to Computer Security (4/3) the design, implementation, and application of
Provides a broad overview of computer security. CS 505/605 programming languages. Topics range from basic
Provides a solid theoretical foundation, as well as Reading and Conference
(Credit to be arranged.) to advanced. Areas include syntax, semantics,
real-world examples, for understanding computer scoping, typing, abstraction, exceptions, and con-
security. Fundamental theoretical results, founda- Consent of instructor.
currency. Computational paradigms such as func-
tional models, and salient examples will be cov- CS 506/606 tional, logic, and/or object oriented are analyzed.
ered. Security in computer operating systems, net- Special Projects (Credit to be arranged.) Several “recent” programming languages used.
works, and data will be covered, with emphasis on Consent of instructor. Prerequisite: CS 322.
operating system and program security. CS 507/607
Prerequisites: CS 333, 350, C and Java program- CS 560/660
Seminar (Credit to be arranged.) Human-Computer Interaction (3)
ming. Consent of instructor. Introduction to the basic theory of human-com-
CS 492/592 CS 509 puter interaction. Principles of human cognition
Computer Security Practicum (4/3) Practicum (Credit to be arranged.) and interface design, interface evaluation tech-
Practical study of good security practices in soft- Consent of instructor. niques. Several prototyping tools will be present-
ware. Issues of correctly implementing security ed. A project is required. Prerequisites:
strategies, including why some strategies fail. CS 510/610
Selected Topics (Credit to be arranged.) Stat 460, CS 202.
State-of-the-art implementation techniques and
appropriate conditions under which these tech- Consent of instructor. *CS 568/668
niques apply (or not). Students will apply con- CS 533/633 Functional Logic Programming (3)
cepts from software engineering, cryptography, Concepts of Operating Systems (3) Introduction to functional logic programming.
and security theory to a non-trivial project that Survey of concepts and techniques used in mod- Foundations and basic principles of this paradigm
will stress correct secure programming techniques. ern operating systems. Sample concepts covered will be explained in some depth and complement-
Prerequisites: CS 333, CS 491/591. are concurrency, IPCs, scheduling, resource alloca- ed by encoding practical problems in a functional
tion, memory management, file systems, and logic language using a leading compiler/interpret-
CS 493/593 er. Focus on non-determinism and computations
Digital Forensics (4/3) security. Techniques for implementing operating
systems taught through a programming project. with incomplete information. Implementation
Detailed, hands-on approach to the investigation of techniques will be briefly discussed. Prerequisite:
criminal incidents in which computers or computer Prerequisite: CS 333.
CS 558 Programming Languages.
technology play a significant or interesting role. CS 550/650
Familiarization with the core computer science the- Parallel Algorithms (3) CS 569/669
ory and practical skills necessary to perform rudi- Definition and nature of parallel computation. Scholarship Skills for Computer Science and
Parallel computation from the point of view of Engineering (3)
mentary computer forensic investigations, under-
hardware/architecture, program/scheduling, and The purpose of this course is to make participants
standing the role of technology in investigating
algorithms. Why and how parallel computation is better scholars in Computer Science. In particular it
computer-based crime, and preparation to deal
attempts to help students become better researchers, computation, randomized classes. Prerequisites: BGP. Certain routing control theory topics will be
better writers, better presenters, and better review- CS 311, 350. introduced; for example, link-state and vector dis-
ers. It concentrates on reading, writing and compo- CS 583/683 tance routing, policy routing, source routing and
sition skills: on the production and consumption of Automata and Formal Languages (3) tunnels, and the general use of metrics in existing
the “media” used by computer scientists to commu- An advanced study of the theory of automata, routing protocols. Other aspects of routing proto-
nicate professionally. At the completion of the formal languages and computational complexity. cols may be presented as time permits; for exam-
course, students should be familiar with the tasks Main subjects are finite state concepts, formal ple, multicast routing, mobile routing, and tag-
and activities of modern scholars in computer sci- grammars, computability, Turing machines, and switching protocols. This class may take the form
ence. Prerequisite: admission into a Ph.D. program computational complexity. Prerequisite: of a seminar with students asked to present vari-
within MCECS. CS 582/682. ous aspects of recent experimental research in
CS 572/672 routing. Prerequisite: CS 594.
CS 584/684
Operating System Internals (3) Algorithm Design and Analysis (3) CS 596/696
Internals of a specific operating system including An advanced in-depth study in the design and Network Management and Security (3)
structure of the kernel, block buffering cache, file analysis of algorithms. Topics include models of Covers both network management and network
system structure and system calls, process struc- computation, sorting, data structures, graph algo- security. Network management will include the
ture and scheduling, memory management, rithms, matrix multiplication, fast Fourier trans- design of LAN-based networks, including span-
device driver interface, and interprocess commu- form, polynomial arithmetic, pattern matching, ning tree protocols, bridge learning protocols, vir-
nication. Prerequisite: CS 333. and NP-complete problems. Prerequisite: CS 350 tual LANs, and Ethernet switches, and the securi-
CS 576/676 or equivalent. ty of switches and routers. Network management
Computer Security (3) protocols will be covered in-depth including
CS 586/686 switch and router management information bases,
Introduction to the principles of computer securi- Introduction to Database Management (3)
ty. Development of the notion of security through as well as associated SNMP protocols, and net-
Introduction to fundamental concepts of database work monitoring tools. The second half of the
formal models and the examination of existing management using primarily the relational model.
secure systems. Systems intended for the protec- class will focus on network security. In order to
Schema design and refinement. Query languages. understand the network security problem, the
tion of classified information as well as commer- Database application environments. Physical data
cial systems will be examined. Prerequisite: CS security section will begin with a review of various
organization. Overview of query optimization forms of network attacks. We then turn to net-
333. and processing, physical design, recovery and con- work-side security management including both
CS 577/677 currency control. Query processing for search passive measures like firewall defense schemes
Modern Language Processors (3) engines. The course will cover topics such as secu- including packet filers, and bastion hosts. Newer
An advanced course on compiler construction for rity, data warehousing and analytic databases. secure protocols will then be covered including
modern programming languages, such as object- Students will present a report on an advanced network-layer security and various application-
oriented or functional languages. Topics include topic. Prerequisites: CS 161, 250. Recommended layer secure protocols.
type-checking, executable intermediate representa- Prerequisite CS 251. Prerequisite: CS 594.
tions, interpretation and virtual machines, code CS 587/687
generation for modern architectures, memory Relational Database Management Systems (3)
management and garbage collection, and optimi- Internal design of a relational database manage-
Electrical and Computer
zation. Prerequisite: CS 322. ment system. Concurrency control; lock manag- Engineering
*CS 578/678 ers; crash recovery; query and operator evaluation;
Programming Language Semantics (3) query optimization; storage management; index ECE 101
Exploring Electrical Engineering (4)
Introduction to the formal mathematical study of structures; system catalogs. Prerequisites: CS
Freshman introductory course for students inter-
program meaning (semantics), using one or more 586/686 and CS 333.
ested in electrical engineering. Students learn the
approaches such as operational semantics, denota- CS 588/688 design process, teamwork and presentation skills
tional semantics, or programming logics. Distributed Database Systems (3) through completion of a hands-on project. Lab
Emphasis on rigorous mathematical development Theory and design of distributed database sys- activities familiarize students with basic equip-
and formal proof techniques. Language features to tems. Concurrency control and recovery, distrib- ment and components. Speakers present an over-
be studied may include types and type safety, uted deadlock detection, replication, query pro- view of different fields and career opportunities in
purity and imperative effects, functional and cessing and optimization, parallel database electrical engineering.
modular abstraction, polymorphism, higher-order machines, multimedia servers, and heterogeneous
functions, and object-oriented features. multidatabase systems. Prerequisites: ECE 102
Recommended prerequisites: CS 558 and/or CS Engineering Computation (4)
CS 587/687.
557. Developing algorithms for solving simple engi-
*CS 589/689 neering problems. Writing multiple short pro-
CS 579/679 Principles of Database Systems (3) grams. Application of computational engineering
Formal Verification of Hardware/Software This course explores the foundations of database
Systems (3) software tools. Presenting technical content.
systems, with a focus on data models and query Lectures, assignments and projects.
Introduction to the formal verification of func- languages. It will show how formal methods are
tional correctness of hardware and software sys- Recommended prerequisites: ECE 101, Mth 112.
applied to issues in database design and process-
tems. Topics to be covered include: formal logics ing. Topics may include query formalisms and ECE 103
for system verification (first-order logic, higher- Engineering Programming (4)
their equivalence, query transformation, semi-
order logic, temporal logic), formal specifications, Software design, algorithms, data structures, and
structured data models, dependencies and normal
theorem proving systems, circuit verification, computation using the C programming language.
forms, logic and deductive databases, data lan-
microprocessor verification, and system software Interfacing to sensors, actuators and other hard-
guage complexity, treatment of incomplete infor-
verification. Prerequisites: CS 321, 333. ware. Writing documentation and presenting
mation, complex-value models, semantic models
technical content. Recommended prerequisites:
CS 581/681 and classification, and temporal databases.
Theory of Computation (3) ECE 102, Mth 112.
Recommended prerequisites: CS 386 or
Computability theory: study of models of compu- CS 586 or equivalent course; familiarity with dis-
tation (Turing, Church, Kleene), recursive func- crete math and logic that could be satisfied by CS
tion theory, properties of recursive, and recursive- ECE 171
250/CS 251 or by Mth 356. Digital Circuits (4)
ly innumerable sets. Prerequisite: CS 311. CS 595/695 Foundation course in digital design. Topics such
CS 582/682 Network Routing (3) as number systems, basic logic gates, TTL device
Theory of Computation: Advanced Topics (3) Class will study modern packet-based routing parameters, Boolean algebra, logic circuit simplifi-
Complexity theory: study of resource bounded protocols as used in the Internet including interi- cation techniques, timing analysis, the application
computation, the complexity classes (P, NP, or gateway protocols (IGPs) like RIPv1, RIPv2, of MSI combinational logic devices, programma-
PSpACE, and PH), NP-completeness, relativized OSPF, and exterior gateway protocols (EGPs) like ble logic devices, flip-flops, synchronous state
machines and counters. Introduces students to a state electronic devices: diodes, bipolar junction ECE 371
systematic design methodology. Uses computer- transistors and field effect transistors. Analysis and Microprocessors (4)
based tools such as schematic capture programs, design of rectifier topologies and biasing circuits. Covers microprocessor instruction set architecture
programmable logic development programs, and Application of a computer-aided design (CAD) of a 32-bit microprocessor, structured develop-
digital circuit stimulators. Recommended: Mth tool, such as SPICE. Weekly Lab. Prerequisite: ment of assembly language programs, interfacing
111. ECE 223. assembly language and high-level language pro-
ECE 199 ECE 322 grams, interrupt procedures, handshake data
Special Studies (Credit to be arranged.) Electronics II (4) transfer, and interfacing with simple digital devic-
Consent of instructor. Ideal and non-ideal OPAMP circuits; Analysis of es and systems. Also included are introductions to
electronic amplifiers using small-signal models of microcomputer buses, the memory system design,
ECE 221 virtual memory systems, and an overview of
Electric Circuit Analysis I (4) electronic devices; Differential and operational
amplifier design techniques involving current mir- microprocessor evolution. Course includes several
Introduction to the basic methods of circuit anal- software and hardware development projects.
ysis including Kirchhoff ’s laws, resistive circuits, rors and active loads; Frequency response of ana-
log circuits; Computer-aided design. Weekly Lab. Prerequisites: ECE 103 or CS 162, ECE 271.
techniques of circuit analysis, operational amplifi-
ers, and energy storage elements. Weekly lab. Prerequisite: ECE321. ECE 372
Prerequisites: ECE 102, Mth 252. ECE 323 Microprocessor Interfacing and Embedded
Electronics III (4) Systems (5)
ECE 222 Teaches the hardware and software design of
Electric Circuit Analysis II (4) Feedback topologies. Design and analysis of sinu-
soidal waveform generators. Introduction to embedded microprocessor systems. Topics include
Introduction to the dynamic response of circuits sensor, transducer, and actuator interfacing;
and sinusoidal steady state analysis. Includes pha- phase-locked loops. Study of digital circuits used
in various logic families. Computer-aided design. microprocessor-based process control; interfacing
sor analysis, linear transformers, ideal transform- with display, vision, and speech systems; Real
ers, power calculations, and balanced three-phase Weekly Lab. Prerequisite: ECE 322.
Time Operating System (RTOS) operation; cre-
circuits. Weekly lab. Prerequisites: ECE 221. ECE 325 ation of device drivers; intelligent robotics appli-
ECE 223 Distribution and Sustainable Energy cations; and an introduction to the Unified
Electric Circuit Analysis III (4) Systems (4) Modeling Language (UML); weekly laboratory.
Introduction to the Laplace Transform for circuit Develop the electric circuit models to analyze Prerequisite: ECE 371.
analysis. Design of analog filters, transfer function energy distribution systems at the industrial, com-
mercial, and residential levels. Integration of ECE 373
analysis, Bode plot analysis, and pole-zero dia- Embedded Operating Systems and Device
grams. Weekly Lab. Prerequisites: ECE 221. renewable and sustainable electric resources as is
introduced for Micro-grids and distributed gener- Drivers (5)
Expected preparation: ECE 222. Extends the microprocessor interfacing skills
ation. Prerequisites: ECE 223.
ECE 241 gained in ECE 372 to the design of hardware and
Introduction to Electrical Engineering (5) ECE 331 device drivers for a microprocessor system with an
DC circuit theory, passive electrical components, Engineering Electromagnetics I (4) embedded operating system. After a brief intro-
transient and sinusoidal steady state circuit Fundamentals of electromagnetics including duction to the basic structure and operations of
responses (including Bode plots, and resonance), review of vector calculus, Maxwell’s equations for the Linux OS, students will gain extensive prac-
diode and op-amp circuits, magnetic circuits and time harmonic fields, plane wave propagation and tice developing Linux device drivers for a wide
transformers; laboratory; recitation. Prerequisites: reflection, and waveguide structures. Prerequisites: variety of hardware devices. Course will also
Ph 212 or 222, Mth 252. Mth 254, Mth 256, Ph 223 or Ph 213. include discussions of security and power manage-
ECE 332 ment techniques commonly used in embedded
ECE 271
Digital Systems (4) Engineering Electromagnetics II (4) microprocessors systems. Prerequisites: ECE 372
Second course in a sequence of digital and micro- Application of Maxwell’s equations to transmis- and corequisite CS 333.
processor courses. Covers shift register devices and sion lines, antennas, and problems in electro/mag- ECE 401
circuits; design, timing analysis, and application of neto statics. Topics in wave propagation such as Research (Credit to be arranged.)
synchronous state machine circuits using discrete scattering, optics, principles of radar, signal integ- Consent of instructor.
devices and programmable logic devices; timing rity and mathematical solution techniques; weekly
lab. Prerequisite: ECE 331. ECE 403
analysis of asynchronous state machines, arithme- Honors Thesis (Credit to be arranged.)
tic circuits and devices; internal architecture of a ECE 341 Consent of instructor.
microprocessor; design and interfacing of memory Introduction to Computer Hardware (4)
systems; and an introduction to design for test Presents an overview of computer architecture ECE 404
and programming from a hardware viewpoint. Cooperative Education/Internship
techniques. Reinforces the systematic design meth- (Credit to be arranged.)
odology, documentation standards, and use of Topics covered in the class include: digital logic—
computer-based tools introduced in ECE 171; gates, multiplexers, flip-flops, state machines;
weekly laboratory. Prerequisite: ECE 171. computer arithmetic operations; basic computer ECE 405
architecture—data path, control, and buses; pipe- Reading and Conference
ECE 311 (Credit to be arranged.)
Feedback and Control (4) lining—HW and CICS vs. RISC; memory hierar-
chy and virtual memory; input/output tech- Consent of instructor.
Classical control concepts for continuous-time,
time-invariant, linear systems. Signal flow graphs. niques—polling, interrupt, DMA; hardware view ECE 406
Routh-Hurwitz criterion, steady-state and root- of computer system components—keyboard, Special Projects (Credit to be arranged.)
locus analysis methods. Compensation methods mouse, displays, printers, disks, modems, and Consent of instructor.
derived from Bode plots. Software assignments for LANs. This course may not be used as part of the ECE 407
design and verification of controllers. Prerequisite: degree requirements for an electrical engineering Seminar (Credit to be arranged.)
ECE 223, Mth 256. or a computer engineering baccalaureate degree. Consent of instructor.
Prerequisite: CS 201.
ECE 312 ECE 409
Fourier Analysis (4) ECE 351 Practicum (Credit to be arranged.)
Continuous-time and discrete-time Fourier series, Hardware Description Languages and Consent of instructor.
continuous-time Fourier transform, discrete-time Prototyping (4)
Introduces the students to the Verilog Hardware ECE 410
Fourier transform, fast Fourier transform, sam- Selected Topics (Credit to be arranged.)
pling, aliasing, communications, modulation, dis- Description Language and describes its role in the
electronic design automation environment. Consent of instructor.
crete-time filters. Prerequisite: ECE 223.
Students learn how to prototype digital designs ECE 411
ECE 321 using FPGAs. Prerequisite: ECE 271. Industry Design Processes (4)
Electronics I (4) Prepares students for ECE 412 Senior Project
Introduction to solid state electronics, leading to Development I and ECE 412 Senior Project
the physical properties and characteristics of solid
Development II classes. Topics covered include: New technologies, such as Wafer-Scale Integration ECE 428/528
design documentation standards; building and and Multi-Chip Modules, will be discussed. VLSI Computer-Aided Design (4)
managing effective teams; product development Students will be introduced to the concept of Introduces basic techniques and algorithms for
steps; developing and presenting project propos- designing for manufacturability. Prerequisite: ECE computer-aided design and optimization of VLSI
als; the design process; project scheduling and 415/515. circuits. The first part discusses VLSI design process
management; intellectual property, non-disclosure ECE 417/517 flow for custom, ASIC and FPGA design styles and
agreements, and professional ethics; design for X, Nanoelectronics (4) gives an overview of VLSI fabrication with empha-
design for manufacturing, design for the environ- Operational principles and circuit applications of sis on interconnections. The necessary background
ment; contemporary issues in engineering; life- nanoelectronic devices: electron tunneling devices, in graph theory and mathematical optimization is
long learning. Class consists of lectures and a (Esaki and resonant tunnel diodes, single electron introduced. In the second part, application of dif-
small team-based term project. Prerequisite: senior transistors, nanodot arrays) carbon nanotubes, ferent analytical and heuristic techniques to physical
standing in the University and completion of all nanowires, molecular electronics, and spintronics; design (partitioning, placement, floorplanning and
junior-level required ECE classes. For non-ECE nano-fabrication techniques. Prerequisites: ECE routing) of VLSI circuits is studied. We shall
majors, consent of the instructor. 322 and PH 319; ECE 415 and 416 recommend- emphasize VLSI design issues encountered in deep
ECE 412 ed. submicron technology. Throughout the course stu-
Senior Project Development I (4) dents will be exposed to research methodology and
ECE 418/518 to a set of academic and commercial CAD tools for
In this course, groups of three to five students will Linear System Analysis I (4)
apply the structured design methodology learned physical design. Prerequisite: senior or graduate
Advanced concepts of continuous-time signals, standing.
in ECE 411 or UnSt 421 to original projects with systems, and transforms. Signals: periodicity,
the assistance of faculty and industrial/community orthogonality, basis functions; system: linearity, ECE 431/531
advisers. After initial research each student group super-position, time-invariance, causality, stability, Microwave Circuit Design I (4)
will prepare a written and oral project proposal. and convolution integral; transforms: Fourier Passive microwave components. Design of
Each student is required to keep a log of his or series and Fourier transform, Hilbert and Hartley microstrip circuits. Active high frequency devices.
her individual design work and to turn in weekly transform, Laplace transform. Prerequisite: ECE Microwave computer aided design. Prerequisite:
progress reports. At periodic intervals, each group 223. ECE 332.
will give an oral progress report to the entire class. ECE 432/532
Prerequisites: ECE 411, ME 491, or UnSt 421 ECE 419/519
Linear System Analysis II (4) Microwave Circuit Design II (4)
(Industry Design Processes), Wr 227 or Wr 327. Small-signal amplifier design for gain and noise.
Advanced concepts of discrete-time signals, sys-
ECE 413 tems, and transforms. Signals: periodicity, orthog- Non-linear effects and nonlinear circuit design.
Senior Project Development II (2) onality, basis functions; system: linearity, super- Oscillator design. Introduction to MMIC design.
Continues development of the design projects position, time-invariance, causality, stability, and Design project is an integral part of this course.
started in ECE 412 or UnSt 421 to their conclu- convolution sum; transforms: Z Transform, dis- Prerequisite: ECE 431/531.
sion. Each student maintains a log of his or her crete Fourier transform and Fast Fourier trans- ECE 435/535
individual work and turns in weekly progress form, discrete Hilbert and Hartley transform; Radar and Sonar Processing (4)
reports. Each group prepares a final written report State Space description of a system. Prerequisite: Introduction to radar and sonar processing
and delivers a final oral report to the entire class. ECE 418/518. including detection and estimation theory, array
Note: Non ECE/CpE majors are welcome in this processing, and signal propagation models.
class, but they do not need it to fulfill the ECE 421/521
Analog Integrated Circuit Design I (4) Course will concentrate on physics-based process-
University Capstone requirement. ing techniques applied to real systems with appli-
Modeling of IC devices: transistors, capacitors,
ECE 414/514 resistors. Temperature and device parameter varia- cation to remote sensing, underwater sonar and
Electronics Packaging for Electrical & tion effects. Building blocks of analog integrated medical imaging. Pulsed systems and spectroscopy
Computer Engineers (4) circuits: current sources and mirrors, gain stages, may also be covered in the context of terahertz
Introduction to electronics packaging; electrical level shifters, and output stages. Design of supply sensing. Coursework will involve readings from
aspects of package design, (signal and power and temperature independent biasing schemes. current scientific journals and MATLAB data
integrity and EMC, electromagnetic modeling;) CAD tools for circuit design and testing. processing. Prerequisites: ECE 331, 332.
basic concepts in mechanical and thermal package Prerequisite: ECE 323. ECE 436/536
design, (elastic, plastic, and visco-elastic proper- Applications in Electromagnetics, Optics, and
ties, thermo-mechanical stress, fracture, conduc- ECE 422/522
Analog Integrated Circuit Design II (4) Acoustics (4)
tion and convection;) packaging materials, (sol- Introduction to applications of electromagnetics
ders, polymers;) package reliability, (theory, test- Analysis and design of BJT and MOS operational
amplifiers, current-feedback amplifiers, wideband (EM), optics, and acoustics in engineering fields.
ing, failure mechanisms, and the Physics of Specific topics will change, but may include
Failure approach to design;) current packaging amplifiers and comparators. Frequency response
of amplifiers. Feedback techniques, analysis and (EM): antenna design, electromagnetic interfer-
research topics, (e.g. ECAs.) Prerequisites: Senior ence, microwave and terahertz sensing, waveguide
or graduate standing in ECE. design. Stability and compensation of amplifiers,
high slew-rate topologies. Noise in IC circuits. design, and wireless communications; (optics)
ECE 415/515 Fully differential circuits, analog multipliers and lasers and LEDs, holography, diffraction and scat-
Fundamentals of Semiconductor Devices (4) modulators. CAD tools for circuit design and tering; (acoustics) commercial audio, underwater
Solid-state electronic devices; operation, fabrication testing. Prerequisite: ECE 421/521. acoustics, medical ultrasound, and active noise
and applications; single crystal growth, p-n junction, control. Course content will consist of project-
diodes, bipolar junction transistors, MOS capacitor, ECE 425/525 based laboratory activities and reading assign-
FETs. Course provides students with a sound under- Digital Integrated Circuit Design I (4) ments from current publications. Prerequisites:
standing of existing devices and gives the necessary Students in electrical and computer engineering ECE 331, 332.
background to understand the problems and chal- are introduced to the analysis and design of digi-
tal integrated circuits. A design project is an inte- ECE 441
lenges of the micro-electronic manufacturing. Electrical Energy Systems Components (4)
Prerequisites: Ph 319, ECE 322. gral part of this course. Prerequisite:
ECE 323, Stat 451. Introduces the following topics: three-phase
ECE 416/516 power, per unit system calculations, impedance
Integrated Circuit (IC) Technologies (4) ECE 426/526 and reactance diagrams, nodal equations, bus
Microelectronic processing of solid-state devices Digital Integrated Circuit Design II (4) admittance and impedance matrices, transformer
and integrated circuits. A base for understanding Students are instructed in methods and the use of and synchronous generator modeling, transmis-
more advanced processing and what can and can- computer-aided design tools for the design and sion lines parameters, steady state operation, gen-
not be achieved through IC fabrication. testing of large-scale integrated digital circuits. A eration models, basic power flow. Prerequisite:
Oxidation, diffusion, and ion implantation will design project is an integral part of this course. ECE 332.
be discussed. Bipolar, CMOS and BiCMOS fab- Prerequisite: ECE 425/525.
rication processes. DRAM technology. Defining
system rules for IC layout. Packaging and yield.
ECE 442 ECE 457/557 ECE 483/583

Electrical Energy Systems Protection and Engineering Data Analysis and Modeling (4) Low Power Digital IC Design (4)
Control (4) Introduces statistical learning theory and practical Introduction to the existing techniques for IC power
Introduces the following topics: symmetrical com- methods of extracting information from data. modeling, optimization, and synthesis. Topics
ponents, fault studies, system protection funda- Covers time-proven methods of statistical hypothe- include: sources of power dissipation, design for low
mentals, numerical methods for symmetric and sis testing, linear modeling, univariate smoothing, power, voltage scaling approaches, power analysis
unsymmetrical operation, transmission line and density estimation, nonlinear modeling, and multi- techniques, power optimization techniques, low-
system protection analysis, transmission line tran- variate optimization. Student project presentations power system-level designs. Focus on abstraction,
sient modeling, electromagnetic transients. and reports familiarize students with research meth- modeling, and optimization at all levels of design
Prerequisite: ECE 332. odology and professional journal standards. hierarchy, including the technology, circuit, layout,
ECE 445/545 Prerequisites: Mth 343 and Stat 451. logic, architectural, and algorithmic levels.
Power Electronic Systems Design I (4) ECE 461/561 Prerequisite: ECE 425/525.
Basic DC-to-DC switching converter topologies Communication Systems Design I (4) ECE 485/585
are presented. Operation in various modes is An introduction to signals and noise in electrical Microprocessor System Design (4)
examined. Steady state design is undertaken using communication systems; signal spectra and filters, Advanced hardware and software design of desk-
state space techniques and equivalent circuit mod- noise and random signals, baseband transmission top type microcomputer systems. Topics include
eling. Design issues concerning semiconductor of analog and digital signals, linear modulation large project design management and documenta-
devices and magnetics design are also addressed. and exponential modulation. Prerequisite: ECE tion; DRAM system design, cache organization,
Prerequisite: ECE 322. 223. connections, and coherency; the memory hierar-
ECE 446/546 ECE 462/562 chy and virtual memory; I/O buses such as AGP,
Power Electronic Systems Design II (4) Communication Systems Design II (4) PCI-X, and Infiniband; multithreaded operating
Dynamic analysis of DC-to-DC converters is pre- Study of the relative merits of communication sys- system considerations; JTAG(IEEE1149.1) and
sented using state space techniques and the meth- tems, noise in continuous wave and pulse modu- Design For Test; high frequency signal integrity;
od of equivalent circuit modeling of the switching lation schemes, information theory, digital data and power supply considerations. Team-based,
device. Different control techniques such as cur- systems, and advanced topics. Prerequisite: ECE independent design projects are a substantial part
rent programming and sliding mode control are 461/561. of the homework for this class. Prerequisite: ECE
introduced. Inverter and input current waveshap- 372.
ing rectifier circuits are also introduced. ECE 465
Digital Signal Processing (4) ECE 486/586
Prerequisite: ECE 445/545. Computer Architecture (4)
Intended to teach students the skills to design a
ECE 451/551 complete DSP-based electronic system. Students An introduction to the key concepts of computer
Control Systems Design I (4) will have a design project using embedded DSP system architecture and design. Topics include the
State space description of linear systems. hardware and software. Topics include: digital pro- design and analysis of instruction set architectures,
Controllability and observability. State feedback cessing of analog signals, A/D converters, D/A con- memory systems, and high-performance IO sys-
used in controller and observer design by pole verters, digital spectral analysis, digital filter design, tems; basic CPU implementation strategies; basic
placement. Optimal control, linear quadratic reg- signal processing applications and multi-rate signal pipelined CPU implementation; performance
ulator, linear quadratic estimator (Kalman filter), processing. Prerequisite: ECE 223. analysis; and a survey of current architectures.
linear quadratic Gaussian, and linear quadratic Prerequisite: ECE 485/585.
ECE 478/578
Gaussian with loop transfer recovery design proce- Intelligent Robotics I (4) *ECE 491/591
dures. Prerequisite: ECE 311, Basic problems of intelligent robotics. Hardware for Laser Systems Design I (4)
Mth 261 or Mth 343. Artificial Intelligence and Robotics. Formulation Laser topics: especially design of laser, fiber-optic,
ECE 452/552 and reduction of problems. Tree-search. Predicate and related optical systems. Formation and propa-
Control Systems Design II (4) calculus and resolution method. Methods of for- gation of modes and beams, matrix methods for
Discrete-time control systems, z transforms, dif- mulating and solving problems in logic program- the analysis and synthesis of optical systems.
ference equations, pulse transfer function, sam- ming. Fuzzy Logic. Logic programming and artifi- Prerequisite: ECE 331.
pling, data hold, block diagram reduction. Jury cial intelligence in robot systems. Reasoning by *ECE 492/592
stability test. Various approaches to classical con- analogy and induction. Associative processors. Laser Systems Design II (4)
trol design of discrete time controllers. State space Prerequisite: ECE 372. Interaction of light with atoms, Maxwell-
analysis and design in discrete-time. Prerequisite: *ECE 479/579 Schr?dinger analysis and rate equation approxima-
ECE 451/551. Intelligent Robotics II (4) tions. Effects of gain, dispersion, and saturation in
Sensors. Computer vision hardware. Problems in the design of laser amplifiers and oscillators.
ECE 455/555
AI: Neural Networks I (4) image processing, vision, manipulation, and plan- Recommended prerequisite: ECE 331.
Introduces approach for developing computing ning. Machines for image processing and comput- ECE 501
devices whose design is based on models taken er vision. Morphological processors. Research (Credit to be arranged.)
from neurobiology and on notion of “learning.” A Manufacturing inspection. Non-numeric comput- Consent of instructor.
variety of NN architectures and associated com- ers. Path planning. Localization. Use of reasoning ECE 503
putational algorithms for accomplishing the learn- and learning. Applications in scheduling, plan- Thesis (Credit to be arranged.)
ing are studied. Experiments with various of the ning, and assignment. Computer architectures for Consent of instructor.
available architectures are performed via a simula- robotics. Integrated robotic systems for manufac-
tion package. Students do a major project on the turing. Architectures of comprehensive mobile ECE 504
robots. Robots in health care. System integration. Cooperative Education/Internship
simulator, or a special programming project. (Credit to be arranged.)
Prerequisites: senior standing in ECE/CPE or CS, Examples of application. Prerequisite: ECE
or graduate standing. 478/578.
ECE 505
ECE 456/556 ECE 481/581 Reading and Conference
AI: Neural Networks II (4) ASIC: Modeling and Synthesis (4) (Credit to be arranged.)
Focuses on applications. Topics in fuzzy set theo- Covers the fundamentals of the ASIC design pro- Consent of instructor.
ry, control theory, and pattern recognition are cess. The topics include ASIC design Flow, basic
studied and incorporated in considering neural HDL constructs, testbenches, modeling combina- ECE 506
networks. A design project (using NN simulator) tional and synchronous logic, modeling finite state Special Projects (Credit to be arranged.)
in selected application area is done by each stu- machines, multiple clock domain designs, qualita- Consent of instructor.
dent. Prerequisite: ECE 455/555. tive design issues, ASIC constructions. ECE 507
Prerequisites: ECE 271, 371, 372. Seminar (Credit to be arranged.)
ECE 510 261 and ECE 565/665. Should have some profi- *ECE 563/663
Selected Topics (Credit to be arranged.) ciency at programming in MATLAB. Information Theory (4)
Consent of instructor. ECE 539/639 Established theoretical limits on the performance
*ECE 511/611, 512/612, 513/613 Statistical Signal Processing II: of techniques for compression or error correction
Solid State Electronics I, II, III (4, 4, 4) Linear Estimation (4) of signals. This course focuses on communications
The solid state electronics course sequence deals Unified introduction to the theory, implementation, applications, specifically source coding and chan-
with advanced topics in solid state device physics and application of statistical signal processing meth- nel coding for discrete signals. Topics will include:
and modeling. Following a discussion on semi- ods. Focus on optimum linear filters, least square fil- Entropy and Mutual Information, Asymptotic
conductor properties and modeling as a function ters, the Kalman filter, signal modeling, and para- Equipartition (the Ergodic Theorem of
of doping and temperature, advanced bipolar metric spectral estimation. Designed to give a solid Information Theory), Entropy Rates of
transistor structures and MOS transistors will be foundation in the underlying theory balanced with Information Sources, Data Compression, and
treated in detail. Device models aimed at numeri- examples of practical applications and limitations. Channel Capacity. This course is also listed as
cal circuit simulators will be discussed. Recommended: ECE 538/638. SySc 545/645; may only be taken once for credit.
Prerequisite: ECE 323. Prerequisite: graduate standing.
ECE 541
*ECE 527/627 Transmission Operation and Control, (4) ECE 565/665
High-performance Digital Systems (4) Introduces the following topics: state estimation, Signals and Noise (4)
The use of computer-aided design tools in high- security analysis, contingency monitoring, opti- Students are introduced to “noise” as it appears in
performance digital systems is explored. The mal power flow, reliability, interchange of energy, communication and control systems, its mathe-
trade-offs between automated and hand design market and pool operation. Prerequisite: ECE matical and statistical properties and practical fil-
are examined in the context of performance vs. 441, 442, or consent of instructor. tering methods to minimize its impact on sys-
development time. The impact of new develop- tems. Advanced topics in filter and estimation
ECE 542 theory are also introduced. Prerequisite: graduate
ments in MOS circuit technology are also exam- Generation Operation And Control (4)
ined. Prerequisite: ECE 426/526. standing in electrical engineering. Prerequisite:
Introduces the following topics: power generation ECE 223.
*ECE 529/629 unit characteristics, economic dispatch, unit com-
Advanced VLSI Computer-Aided-Design (4) mitment, flow constraints and limited energy sup- ECE 566/666
Introduces advanced, interconnect-centric, power- ply, automatic generation control, production cost Digital Signal Processing (4)
aware methodologies, techniques and algorithms models, interchange of power and energy, extend- Study of discrete time signals and systems.
for computer-aided design and optimization of ed auction mechanisms and reliability. Mathematics of discrete time systems in time and
VLSI circuits. It emphasizes analytical approach to Prerequisite: ECE 441, 442, or consent of frequency domains. Discrete Fourier Transform,
design automation through the use of graph theory Instructor. FFT algorithms and applications, digital filter
and mathematical optimization techniques. Vertical design, random signals in digital linear systems
ECE 543/643 form the foundations of this course. Prerequisite:
integration of different synthesis levels is discussed. Electric Energy Systems Control (4)
Application of different analytical and heuristic ECE 565/665.
State estimation, security and contingency moni-
techniques to physical design of VLSI circuits is toring, automatic generation control, economic ECE 567/667
studied in detail. We shall emphasize VLSI design dispatch, optimal power flow, power system sta- Statistical Communications Theory (4)
issues encountered in deep sub-micron technology. bility, unit commitment and pool operation. As an advanced course in communication theory,
Student group projects and project presentations Prerequisite: ECE 442/542. topics of statistical decision, estimation, and mod-
introduce students to research and industry project ulation theory are introduced. Statistical aspects
requirements. Prerequisite: ECE 428/528. ECE 547 of transmission detection and error detection/cor-
Energy Economic Systems, (4) rection schemes are covered. Prerequisites: ECE
*ECE 530 Introduces the following topics: Electric power
Fault Tolerant Systems (4) 461/561, 565/665.
industry, operation and information systems, opti-
Introduction to the design and analysis of mization methods, information technologies, *ECE 568/668
dependable systems; study of failure modes in short-term electricity markets and locational mar- Introductory Image Processing (4)
embedded and distributed computer systems and ginal prices, risk management and financial deriva- Two-dimensional systems, image perception,
linear control systems; introduction to fault detec- tives, basics of public good economics, optimiza- image digitization (sampling and quantization),
tion, fault masking and fault recovery strategies; tion methods. Prerequisite: ECE 441. image transforms (Fourier, Cosine, K-L trans-
case studies of fault tolerant systems. Prerequisite: forms), image enhancement (histogram equaliza-
graduate standing. ECE 548 tion, filtering, spatial operation). Prerequisite:
Power System Protection (4) ECE 223.
ECE 533/633 Introduces the following topics: relaying concepts
Advanced Electromagnetics (4) & general philosophies, per unit calculations & *ECE 569/669
Advanced course in electromagnetics. symmetrical components, phasors, polarity and Advanced Image Processing (4)
Mathematical methods, electrostatics, boundary direction sensing, current/voltage transformers, Introduction to random fields, image representa-
value problems, magnetostatics, time varying protection fundamentals & basic design principles, tion by stochastic models, image restoration
fields, plane waves. Prerequisite: ECE 331. system grounding principles, device protection, (Wiener and Kalman filtering), image coding and
ECE 534/634 directional comparison, blocking & blocking pilot compression predictive and transform coding,
Acoustics (4) protection, line differential & phase comparison vector quantization). Prerequisites:
Fundamentals of linear acoustics: acoustic wave pilot protection, out of step tripping and blocking. ECE 565/665, 568/668.
equations, scattering theory and acoustic propaga- Prerequisite: ECE 442. ECE 572/672
tion. Numerical techniques. Applications empha- *ECE 559/659 Advanced Logic Synthesis (4)
sizing underwater acoustics and medical ultra- Genetic Algorithms (4) Boolean and multivalued algebras. Cube calculus
sound. Prerequisite: graduate standing. Theory and applications of genetic algorithms. and its computer realization. Basic operators and
*ECE 538/638 Study of the Schema and No Free Lunch theo- algorithms of function minimization.
Statistical Signal Processing I: Nonparametric rems. Techniques for using genetic algorithms to Decomposition and factorization theories.
Estimation (4) solve multi-objective and NP-hard optimization Multilevel minimization. Orthogonal expansions
Unified introduction to the theory, implementa- problems from physical science, natural science, and tree circuits. Cellular logic and its applica-
tion, and applications of statistical signal process- engineering and mathematical fields. Investigation tions to Field Programmable Gate Arrays. Spectral
ing methods. Focus on estimation theory, random of game theory problems, evolvable hardware theory of logic optimization. Ordered Binary and
signal modeling, characterization of stochastic sig- problems, and constrained parameter optimiza- Multiple-Valued Decision Diagrams. Design for
nals and systems, and nonparametric estimation. tion problems. Survey of current technical litera- speed, testability, power consumption, reliability,
Designed to give a solid foundation in the under- ture in evolutionary computation. Prerequisite: Reed-Muller forms, and EXOR circuits.
lying theory balanced with a discussion of the CS 163 or equivalent. Technology mapping. Modern logic synthesis
practical advantages and limitations of nonpara- programs, systems, and methodologies. Project
metric estimation methods. Prerequisites: Mth that continues in ECE 573. Prerequisite: ECE
271.
ECE 573/673 micro and nanoscale structures for “lab-on-chip” its application to time-independent problems (both
Control Unit Design (4) devices. Prerequisites: Graduate Standing. one- and three-dimensional problems); identical
Synchronous logic, Finite State Machines: and ECE 587/687 particles; approximation methods including mainly
Moore and Mealy models. Design of FSMs from Advanced Computer Architecture I (4) time-independent perturbations. Brief exploration
regular expressions, nondeterministic automata, An advanced course in computer system architec- of the potential applications of quantum mechanics
Petri Nets and parallel program schemata. ture and design. Key topics include advanced CPU to engineering: quantum nano-structures and quan-
Partitioned control units. Cellular automata. implementation techniques including pipelining, tum computers. Recommended prerequisites: Ph
Realization, minimization, assignment and dynamic instruction issue, superscalar architec- 318 or 311, Mth 261. This course is the same as Ph
decomposition of FSMs. Partition and decompo- tures, and vector processing; high-performance 511; course may only be taken once for credit.
sition theory and programs. Micro-programmed memory and IO systems design; an introduction ECE 601
units. Microprogram optimization. Theory and to parallel computers; and a survey of current liter- Research (Credit to be arranged.)
realization of asynchronous, self-timed and self- ature in computer architecture and of current ECE 603
synchronized circuits. Project continuation. advanced computer systems. Students will begin a Thesis (Credit to be arranged.)
Prerequisite: ECE 572/672. project that will be completed in ECE 588/688. ECE 604
*ECE 574/674 Prerequisite: 486/586. Cooperative Education/Internship
High-level Synthesis and ECE 588/688 (Credit to be arranged.)
Design Automation (4) Advanced Computer Architecture II (4) ECE 605
Comprehensive design automation systems. Discussion of parallel computer architectures and Reading And Conference
Problems of system and high-level synthesis. their uses. Key topics include MIMD architec- (Credit to be arranged.)
Register-transfer and hardware description lan- tures; associative processing; shared-memory and ECE 606
guages. Data path design: scheduling and alloca- message-passing architectures; dataflow and Special Problems/Projects
tion. Design methods for systolic, pipelined, cellu- reduction architectures; special-purpose proces- (Credit to be arranged.)
lar and dynamic architectures. System issues. sors; design and analysis of interconnection net- ECE 607
System-level silicon compilers. Group project: works; and an overview of parallel software issues. Seminar (Credit to be arranged.)
using high-level tools for design of a complete Students will complete the project started in ECE ECE 610
VLSI ASIC chip or FPGA architecture: vision, 587/687. Prerequisite: ECE 587/687. Selected Topics (Credit to be arranged.)
DSP, or controller. Prerequisite: ECE 573/673.
*ECE 590/690 *ECE 635, 636, 637
ECE 575/675 Digital Design Using Hardware Electromagnetic Fields
Introduction to Integrated Circuit Test (4) Description Languages (4) and Interactions (4, 4, 4)
Course will cover the traditional role of IC test in An introductory graduate class to digital design Classical description of the electromagnetic field:
parametric and functional testing and the chang- using hardware description languages and to classical electron theory and plasmas. Prerequisite:
ing role of IC testing in semiconductor design and advanced digital design for programmable devices. ECE 331 or Ph 431. This course is the same as
manufacturing. The course is divided into three Class covers the following topics: fundamentals of Ph 631, 632, 633; course may only be taken once
parts. The first part reviews integrated circuit tech- Hardware Description Languages; VHDL syntax for credit.
nologies and fault modeling. The second introduc- and semantics; behavioral, functional, structural ECE 641
es digital IC test, DC parametric testing, and and register-transfer descriptions; combinational Power System Planning (4)
functional and structural testing. The third part circuits; finite state machines; levels of system Introduces the following topics: regulatory issues,
examines technology trends. Prerequisite: ECE simulation; arithmetic and sequential blocks and power quality, system design for reliability, tran-
425/525, ECE 416/516. interfaces; pipelined and systolic processors; sient and voltage considerations, distributed gen-
ECE 576/676 advanced VHDL language features and exten- eration, information technology requirements,
Computational Methods in Electrical sions; specification of controllers and data path market implications, remedial action and contin-
Engineering (4) architectures; reconfigurable Field Programmable gency analysis, NERC requirements. Prerequisites:
Students are introduced to advanced mathemati- Gate Array systems; verilog for VHDL program- ECE 441 and (one of
cal techniques applicable to electrical engineering. mers. Students must complete two computer- ECE 541, ECE 542 or ECE 545).
Content includes topics such as: optimization based software mini-projects and a project. ECE 642
techniques, solution of partial differential equa- Prerequisite: graduate standing in ECE. Energy Systems Capital Budgeting (4)
tions, solution of eigenvalue problems, Fourier Introduces the following topics: decision analysis,
*ECE 593/693
methods, vector space operations, and complex Advanced Laser Systems (4) frontier analysis, leontief industrial model, input/
variable theory. Additional mathematical topics Transient phenomena in lasers including slow and output model, financing decisions, strategy,
will be introduced as application examples at the fast pulsations and instabilities. Semiclassical and dynamic simulation, portfolio theory, models and
discretion of the instructor. Prerequisite: graduate quantum mechanical effects on laser performance data, dynamics of asset models, forwards, futures
standing. and applications. Recommended prerequisite: and swaps, basic and advanced option theory,
ECE 582/682 ECE 492/592. optimal portfolio theory, and general investment
Formal Verification of Hardware/Software evaluation and management, profit at risk assess-
Systems (4) *ECE 594
Applied Optics (4) ment and management. Prerequisite: ECE 545.
Objective is to introduce the main formal verifi-
An overview of optics and such principal applica- ECE 643
cation methods of hardware/software systems.
tions as fiberoptics; chemical, biological, and physi- Sustainable Energy Systems (4)
Topics to be covered include: formal logics for
cal sensors; optical information processing, acousto- Introduces the following topics: alternative energy
system verification (first-order logic, higher-order
optics; lasers and detectors. Recommended prerequi- supplies, conservation, and environment issues of
logic, temporal logic), formal specifications, theo-
sites: Ph 203 or 213 or 223, Mth 261. This course is distributed power systems, solar, wind, tidal, geo-
rem proving systems, microprocessor verification,
the same as Ph 564; course may only be taken once thermal, bio-fuel systems, and hybrid systems,
and system software verifications. Prerequisite:
for credit. impact of distributed generation and reliability as
ECE 371, or CS 321, 333.
*ECE 595/695 cogeneration, independent generation, or qualify-
ECE 584/684 Optoelectronics I (4) ing facility. Cogeneration considerations when
Nanotechnology and Biosensors (4) electric energy is an alternative product by manu-
Techniques of optoelectronic systems including
Overview of basic materials and methods in facturing companies. Prerequisite: ECE 545.
optical modulation, deflection, and detection.
developing “lab-on-a-chip” based devices.
Anisotropic media, electro-optics, nonlinear
Materials section involves an analysis of silicon-
optics, harmonic generation. Recommended pre-
based devices, polymer based devices and nano-
requisite: ECE 331.
material based devices. Methods section covers
the key features of micro fabrication, soft lithog- *ECE 598
raphy, microfluidics, and nanofabrication. Introduction to Quantum Mechanics (4)
Applications section focuses on integration of An introduction to the formulation and application
of wave mechanics; the Schrödinger equation and
Engineering and Technology nizational culture, and structure to support the

implementation of a strategic plan as well as the
ETM 534/634
Technology Roadmapping (4)
Management strategic control systems. Case studies, presenta- Introduces Technology Roadmapping (TRM),
tions, term projects, teamwork, and interactive which provides a structured approach for explor-
ETM 501 ing and communicating the relationships between
Research (Credit to be arranged.) exercises.
ETM 526/626 evolving and developing markets, products and
ETM 502 technologies over time. Roadmaps allow technolo-
Independent Study (Credit to be arranged.) Strategic Management of Technology (4)
Analyses of the structure and competitive dynam- gy developments to be integrated with business
ETM 503 planning, and the impact of new technologies and
Thesis (Credit to be arranged.) ics of technology-driven industries; resource- and
knowledge-based frameworks for competitive market developments to be assessed. Roadmaps
ETM 504 also seek to capture the environmental landscape,
Cooperative Education/Internship advantage, which are applied to technology-driven
industries; as well as a discussion of corporate, threats and opportunities for a particular group of
(Credit to be arranged.) stakeholders in a technology or application area.
ETM 505 international and global strategies for technology-
Reading and Conference driven ventures. ETM 535/635
(Credit to be arranged.) ETM 527/627 Advanced Engineering Economics (4)
Competitive Strategies in Technology Economic evaluation of engineering and R&D
ETM 506
Special Projects (Credit to be arranged.) Management (4) projects is covered from the engineering manage-
Provides perspectives, theories and methods used ment viewpoint. Time value of money, tax consid-
ETM 507
Seminar (Credit to be arranged.) to analyze, formulate and implement competitive erations, break-even analysis, sensitivity analysis,
strategies in technology intensive industries. project evaluations under uncertainty, risk shar-
ETM 510 ing, capital budgeting, financial ratios, and cost
Selected Topics (4) Provides a historical perspective on the evolution
of competitive strategy theory and techniques estimating techniques are studied. A business sim-
ETM 518/618 ulation game is used throughout the course to
Ethical Issues in Technology Management (4) including their foundations with key concepts and
issues from strategic management thought leaders gain a better understanding of financial decision
Designed to meet the needs of engineers who are making. Prerequisite: knowledge of probability/
or will be moving into greater responsibility for and present examples of the application of those
concepts in business situations. Covers frame- statistics.
management as they advance in the profession.
Emphasizes the theory of ethical behavior as it works and tools used for strategy analysis, devel- ETM 536/636
relates to real world applications faced regularly in opment and implementation. RDM: R&D Management (4)
the business world today. ETM 530/630 Managerial aspects of Research and Development
Decision Making (4) (R&D) including special issues in managing
ETM 519/619 research at national labs, university settings, and
Human Side of Technology management (4) Decision and value theory concepts are applied to
technical and management decisions under uncer- industry labs. Reviews evaluation methods and
Introduction to leadership and human resource multi objective analysis used for R&D project
management issues that technical managers are tainty. Multicriteria decisions are analyzed.
Subjective, judgmental values are quantified for selection. Development analyzed across the fol-
confronted with while managing their culturally lowing venues: Roadmap Development, Eco sys-
diverse workforce of technicians, scientists and expert decisions and conflict resolution in strategic
decisions involving technological alternatives. tem Development, Platform Development,
engineers. Product Development, Technology Development,
Hierarchical decision modeling approach is intro-
ETM 520/620 duced. Individual and aggregate decisions are mea- Prototype Development, Initiative Development.
Management of Engineering sured. Decision discrepancies and group disagree- Focus on integration of research and development
and Technology (4) functions; project management challenges result-
ments are evaluated. Case studies are included in
Study of fundamental concepts of engineering and ing from the uncertain nature of R&D; and the
the course. Prerequisites: ETM 520/620, knowl-
technology management to provide the students difficulties in measuring on-going R&D outputs.
edge of probability/statistics.
with an in-depth understanding of the underlying
principles of this discipline. Innovation process, ETM 531/631 ETM 537/637
Technology Assessment & Acquisition (4) Benchmarking Using Data Envelopment
technological change, motivation and leadership Analysis (4)
theories applicable to engineers and scientists, tech- Fundamental concepts of assessing technologies
including evaluation attributes and methodolo- This course focuses on data envelopment analysis, a
nological entrepreneurship, strategic management of powerful and flexible technique for quantitative
technology and system interfaces in existing and gies, impacts and impact relationships, and tech-
nology diffusion from individual, organizational, benchmarking and productivity analysis.
emerging technologies are discussed in the course. Applications and case studies from a wide range of
Ongoing engineering and technology management technical and market perspectives. Case studies,
professional and research articles, and guest speak- areas including engineering, health care, education,
research is critically evaluated in classroom discus- financial services, new product development, tech-
sions. Case studies and team projects are included. ers from local companies included.
nology forecasting, and non-profit organizations
ETM 522/622 ETM 532/632 will be included. Prerequisites: linear programming.
Communication and Team Building (4) Technology Forecasting (4)
Fundamental concepts of technology forecasting. ETM 538/638
Developing high performance teams for engineer- Decision Support Systems: Data Warehousing
ing- and technology-driven companies; funda- Differences between ordinary forecasting and
technology forecasting, objectives of technology (4)
mental concepts that make an effective team; Critical issues in developing data warehouse for
building a high-performance team; the keys to forecasting, tools and methods and their applica-
tions, selection of the right forecasting methodol- decision support systems. Examines when and
high performance; converting risks into assets; the why an organization needs a data warehouse for
power of commitment and discipline, and con- ogy, planning for technology forecasting, identify-
ing attributes for forecasting, and managing tech- decision support systems; how to organize data in
structive communication; getting results through a data warehouse; complications in designing a
team dynamics, creative problem solving, and nology forecasting. Topics are discussed through
case studies, professional and research articles, data warehouse system; and identifying resources.
interactive exercises.
guest speakers from local companies, and recently ETM 540/640
ETM 525/625 published books. Operations Research (4)
Strategic Planning (4) This course covers the use of operations research
Critical issues in shaping the competitive strategy ETM 533/633
Technology Transfer (4) techniques in making engineering and technology
for the engineering- and technology-driven com- management decisions. The primary emphasis is
panies in a turbulent business environment; key Fundamental concepts of transferring technologies.
Topics include university, industry and government placed on applying and interpreting linear and
steps and end results of the planning process; cor- integer programming. Problem formulations,
porate mission; Key Result Areas (KRAs) and sit- collaboration for technology development, transfer
of technologies from labs into product groups, mathematical model building, the basic principles
uational analysis including strengths, weaknesses, behind the Simplex algorithm, and multiple
opportunities, and threats in KRAs. Identifying research and development consortia, and interna-
tional technology transfer. Case studies, profession- objective linear optimization are included in the
planning assumptions, critical issues, setting course. Post-optimality analysis is studied from
objectives, formulating strategy. Leadership, orga- al and research articles, and guest speakers from
local companies included. the viewpoint of technology management. Other
operations research techniques such as queuing ETM 548/648 tion strategies. Emphasis is placed on strategies for
models will also be covered. The course includes a Managing New Technology Introduction (4) marketing technology products in industrial markets.
term project involving an actual operations prob- Management procedures and key underlying con- ETM 556/656
lem. cepts for effective planning, development, and User-Centered Innovation (4)
ETM 543/643 introduction into volume production utilizing Introduction to the various strengths and weak-
Front End Management for New product new technology. Emphasis on semiconductor nesses of approaches to innovation. Focuses on a
Development (4) technology and manufacturing but most princi- customer-driven methodology and introduces the
Provides students with an understanding of the ples and methodologies are generally applicable to increasingly prominent role of design in creating
activities and challenges of managing the early both hardware and software. memorable experience, and emotional connection
stages of new product development, the so-called ETM 549/649 with a product and/or a company.
“fuzzy front-end”. It covers concepts, methods Management of Technology Innovation (4) ETM 559/659
and tools for bridging the gap between strategic Describes and explains phenomena pertaining to Global Management of Technology (4)
planning and new product development, for iden- technological innovation. Focus on the interplay Explores issues associated with the management of
tifying opportunities, for generating and selecting between engineering/technology and the economi- technology-driven industries in a global setting.
product ideas, for developing product concepts, cal, cultural, psychological, social and technical Strategic planning and management of technolog-
and for selecting new product development proj- aspects of the engineering environment. Provides ical innovation and commercialization are
ects. technology managers a toolkit to make engineering explored in selected countries, using processes in
ETM 544/644 and technical innovations successful. Also covers the US as benchmarks. A specific objective of this
Organizational Project Management, (4) how engineering and technology management course is to explore ways to manage the develop-
Critical issues in organizational project manage- enables technological innovation. ment of competitive products or services, using
ment in technology-driven companies including ETM 550/650 project teams focused on one or more countries.
characteristics and structure of organizational proj- Manufacturing Systems Engineering (4) ETM 560/660
ect management, linking competitive strategies Underlying concepts of manufacturing or produc- Total Quality Management (4)
with projects and project portfolios, and project tion systems; product and process planning; job/ Critical principles and procedures of quality man-
culture. Includes: standardizing project manage- flow shops; group technology, and flexible manu- agement in a competitive global environment;
ment processes and project management maturity facturing cells. Prerequisite: graduate standing or contemporary definitions of quality; quality in
models, information systems, building a project eligibility for admission to the engineering man- production/services; quality economics; quality
office and developing organizational project met- agement program. philosophies; planning, organizing, and control-
rics, behaviors and competencies of project manag- ETM 551/651 ling for quality; human resource and empower-
ers, and the role of top management. Case discus- Manufacturing Systems Management (4) ment strategies, and QC tools. Case studies, pre-
sions and term projects are included. Traditional and emerging techniques in manufac- sentations, term projects, and teamwork.
ETM 545/645 turing management; the evolution of concepts ETM 561/661
Project Management (4) from EOQ to MRP and JIT including what has Technology Entrepreneurship (4)
Critical issues in the management of engineering gone wrong with them. Other management level Examines how to start and grow a high technolo-
and high technology projects; analysis of time, issues include aggregate production planning, gy company or high technology venture. Covers
cost, performance parameters from the organiza- enterprise requirements planning, and concurrent the complete venture creation process: key issues
tional, people, and resource perspectives; project engineering. Prerequisite: Background in manufac- in high tech markets, startup finance, growth
planning evaluation and selection, including proj- turing at the level of ETM 550/650, equivalent, or strategies and exit strategies. Guest lectures by
ect selection models; project and matrix organiza- consent of instructor. practicing entrepreneurs, executives and finan-
tions; project teams; scheduling and termination ETM 553/653 ciers. Student teams create a technology startup
of projects. Case discussions and term project are Manufacturing Systems Simulation (4) business around technology that they develop,
included in the course. Prerequisites: ETM Introduction of discrete simulation techniques for write a business plan and present their technology
520/620 or consent of instructor. the modeling of random processes and probabilis- business idea to a financier.
ETM 546/646 tic events in the simulation of manufacturing sys- ETM 562/662
Project Management Tools (4) tems; concepts of systems modeling with emphasis New Venture Management (4)
An in-depth study and review of the major prob- on the use of an animated simulation package Explores actual emerging technologies that are
lems and analytical techniques used in the plan- throughout the course. Prerequisite: basic knowl- likely to impact or create technology-based indus-
ning and implementing of major industrial proj- edge of probability and statistics. tries in the next 1-5 years, and gives a framework
ects. Specific focus on three primary areas: (1) ETM 554/654 for identifying, analyzing, acquiring, implement-
time management: network scheduling tech- Expert Systems in Engineering (4) ing and finally commercializing leading-edge tech-
niques, including CPM/PERT, Critical Chain, Insights into artificial intelligence exposing stu- nologies into new products or services.
etc., (2) cost: earned value analysis, and (3) risk: dents to the building of expert systems (ES) with
management techniques such as Monte Carlo ETM 563/663
an emphasis on solving a variety of engineering Intrepreneurship in Technology, (4)
analysis. An emphasis is placed on the integration management problems; components of ES and an
of the techniques in the areas. The contingency The development of new products and services is
emphasis on solving a variety of engineering man- fundamental to sustaining a long-term competi-
approach to designing project management tool- agement problems; components of ES and design
box based on the three areas of time, cost, and tive advantage. The efforts of the individual or
methodology; principles of heuristic and logic pro- team of entrepreneurs who are responsible for this
risk management is included. Prerequisites: ETM gramming; fundamental issues related to knowl-
545/645 or project management experience. activity become even more complex when the
edge acquisition, representation, inferencing, and activity must be carried out inside an existing on-
ETM 547/647 learning; design of inference engines and their going business. Explores a procedural framework,
New Product Development (4) implementation. Fuzzy reasoning, neural nets, and along with typical issues often encountered such
Examines complete product development process learning mechanisms and a review of some of the as resources, timing, political conflicts, bureaucra-
and key issues in new product development criti- more popular AI and ES shells. cy, and other obstacles that must be overcome to
cal to developing profitable products in today’s ETM 555/655 succeed in developing products within an existing
technology oriented companies. Topics include Technology Marketing (4) company. Recommended prerequisites: ETM
technology integration, disruptive technologies, This course is designed to introduce students to the 555/655 and ETM 535/635.
concurrent engineering, and creating innovative special issues faced by managers marketing techno-
environments. Review of cases and published arti- ETM 564/664
logical products in markets characterized by rapid Probability and Statistics for Technology
cles addressing these issues. Students develop a environmental change. Topics will include an exami-
plan for a new product including risk assessments Management (4)
nation of the marketing/engineering /manufacturing Provides coverage of probability and statistics con-
in areas such as manufacturing, design, and test. interface, product innovation strategies, value-based cepts with a balance of both engineering and
pricing, buyer behavior and strategic selling, compet- managerial orientations with relevant applications.
itive market analysis and positioning, and distribu- Topics include probability distributions, sampling,
statistical inference, hypothesis testing, and regres- ETM 601 ME 320

sion. Technology management research papers Research (Credit to be arranged.) Fluid Mechanics (4)
using these approaches will be examined and a ETM 602 Properties of fluids; hydrostatics; fluid dynamics,
group project will apply these techniques to real Independent Study (Credit to be arranged.) Bernoulli’s Equation; conservation of mass, ener-
world cases. ETM 603 gy, and momentum; differential analysis; and
ETM 565/665 Thesis (Credit to be arranged.) dimensional analysis. Prerequisites: EAS 215, Mth
Research Methods for Engineering and ETM 604 256. Lecture and laboratory.
Technology Management (4) Cooperative Education/Internship ME 321
This course provides coverage of a range of tech- (Credit to be arranged.) Engineering Thermodynamics I (4)
niques employed in technology management ETM 605 Study of energy sources and utilization; First and
research and issues confronting new researchers. It Reading and Conference Second Laws of thermodynamics; closed and con-
is open to students enrolled in graduate programs (Credit to be arranged.) trol volume systems: thermodynamic processes and
or considering Ph.D. programs both in ETM and ETM 606 cycles; thermodynamic properties; heat power sys-
from other departments. Statistical topics include a Special Problems/Projects tems; Prerequisites: Ph 223, Mth 252.
variety of statistical techniques including proper (Credit to be arranged.)
ME 322
selection, use, and interpretation of parametric, ETM 607 Applied Fluid Mechanics and Thermodynamics
nonparametric, and multivariate techniques. Seminar (Credit to be arranged.) (4)
Additional topics covered include literature review ETM 610 Internal flow, external flow, and compressible
methods and tools, hierarchy of research questions, Selected Topics (4) flow. Lift and drag. Turbomachinery, combustion,
survey design, research ethics, and visual display of and psychometry. Prerequisites: ME 320, ME
quantitative information. Prerequisites: probability Mechanical Engineering 321.
and statistics or consent of instructor.
ME 199 ME 323
ETM 567/667 Special Studies (Credit to be arranged.) Heat Transfer (4)
Knowledge Management (4) Consent of instructor. Fundamentals of engineering heat transfer with
Introduction to some of the critical issues and design applications; steady-state and transient
debates in knowledge management. Stresses the ME 213
Properties of Materials (4) analysis of conduction in one and two dimensions;
human and business aspects of knowledge man- concepts of convection, forced convection, inter-
Basic properties, behavior, and survey of engineer-
agement. Taught from the perspective of the user nal and external flows, natural convection, and
ing and industrial applications of metals, poly-
of technical tools and methods. heat exchanger design; study of radiation concepts
mers, ceramics, and composites. Prerequisites: Ch
ETM 570/670 221. Lecture and laboratory. and radiation exchange between surfaces.
Role of Government in Technology Prerequisites: Mth 256, Mth 261, ME 320, ME
Management (4) ME 241 321.
In their desire to grow their nation’s economies, Manufacturing Processes (4)
Study from the designer’s viewpoint of the princi- ME 350
governments often play an enormous role in fos- Programming and Numerical Methods (4)
tering and regulating technology-related indus- pal manufacturing processes utilized. Includes
casting, forming, material removal, and joining Introduction to programming. Topics include:
tries. Explores the connection between the GDP MATLAB programming; variables, arrays, logical
and its growth that is driven by technology and processes. Process selection will be discussed in
terms of the economics, process effects on the expressions, and loops; structured programming
technology businesses. with m-files, input and output control; introduc-
products, and dimensional and quality of the fin-
ETM 571/671 ished product. Prerequisites: ME 213. tion to engineering applications of numerical
Managing Emerging Technologies (4) computing. 2 credits. Prerequisites: EAS 101,
Explores 10 current emerging technologies that *ME 304 Mth 261.
are likely to impact or create technology business Energy and Society (4)
Study of the energy problem: a complex societal ME 351
industries in the next 5-10 years. Develops a Vibrations and System Dynamics (4)
framework for identifying, analyzing, implement- problem which has a major technical component.
Designed to help nonscience majors understand An introduction to vibrations and system dynam-
ing and finally commercializing leading-edge ics for single and multiple degree-of-freedom lin-
technologies into new products or services or ser- the technical side of the energy problem as well as
the multidisciplinary effects of technical decisions ear systems. The course includes: free and forced
vices. vibrations; resonance; modeling of mechanical,
on the social, political, and economic framework.
ETM 573/673 Examination of energy requirements and usage, fluid, and electrical systems; Laplace transforma-
Management of Intellectual Capital (4) energy resources, methods for producing energy, tions; and dynamic system response in the time
Learn strategies that technology companies use to environmental and economic implications of and frequency domains. Computer analysis and
maximize profits through intellectual capital, with energy production, energy conservation, and ener- solution techniques will be utilized. Prerequisites:
a focus on legally protected intellectual property. gy policies. Power production techniques utilizing EAS 215, Mth 256, Mth 261, ME 320, ECE
Understand that companies in different industries coal, nuclear, solar, wind, geothermal, and other 241, ME 350.
require different strategies. Learn how to research energy sources will be studied. Prerequisite: ME 370
a company's intellectual capital and prepare an upper-division standing. Mechanical Engineering Profession (2)
appropriate intellectual capital management plan. Presentation of a variety of specialties and career
ME 313
ETM 590/690 Analysis of Mechanical Components (4) options for the graduates of the BSME program.
Engineering and Technology Management Stress and deflection analysis of structural compo- Includes exposure to topics related to effective and
Synthesis (4) nents including review of stress and strain; curved responsible practice of mechanical engineering.
This is the capstone course in the Master of beams; pressure vessels, impact loading, stability, Topics include: engineering ethics, intellectual
Science in Engineering and Technology and energy methods. Topics will be synthesized in property, business norms and practices, life-long
Management. It synthesizes the concepts and a design project. Prerequisites: EAS 212, Mth learning, the relationship of engineering to soci-
methodologies of engineering and technology 261. ety, and an awareness of contemporary local and
management into an individual or group project. global issues. Expected preparation: junior stand-
The research base for the project may come from ME 314 ing.
any combination of the study areas covered in Analysis and Design of Machine Elements (4)
Analysis and design of machine elements and sys- ME 401
Engineering and Technology Management. Research (Credit to be arranged.)
Prerequisites: completion of at least seven courses tems, covering failure theories, fatigue, fasteners,
welds, gears, springs, bearings, introduction to Consent of instructor.
in the MSETM curriculum.
stochastic design. Topics will be synthesized in a ME 403
design project. Prerequisite: ME 313. Honors Thesis (Credit to be arranged.)
ME 404 nents and systems. Cost estimation and economic *ME 442/542
Cooperative Education/Internship evaluation. Design optimization. Prerequisites: Advanced Heat Transfer (4)
(Credit to be arranged.) ME 320, ME 323. Advanced treatment of the principles of conduc-
Consent of instructor. tive and convective heat transfer. Analytic and
ME 421/521
ME 405 Heating, Ventilating, and Air Conditioning numerical solutions of heat conduction problems.
Reading and Conference Design Fundamentals (4) Laminar and turbulent convective heat transfer.
(Credit to be arranged.) Fundamental principles and methods of controlling Prerequisites: ME 322, 323.
Consent of instructor. living space environments; design of heating, venti- *ME 445/545
ME 406 lating, air conditioning, and refrigeration systems for Advanced Topics in Thermal and Fluid Sciences
Special Projects (Credit to be arranged.) residential, commercial, and industrial purposes. (4)
Consent of instructor. Topics include: moist air properties (psychometrics), Course topics are chosen for relevancy to current
air conditioning processes, indoor air quality (com- technological practice concerned with thermal and
ME 407 fluid sciences. Each offering of this course focuses
Seminar (Credit to be arranged.) fort and health), heat transmission in building struc-
tures, solar radiation, space heating and cooling load on a specific area and is not a survey. Examples
analysis, energy calculations, and air conditioning include thermal management of electronic equip-
ME 410 systems and equipment. Prerequisite: ME 323. ment and theoretical fluid mechanics.
Selected Topics (Credit to be arranged.)
Consent of instructor. *ME 422/522 *ME 447/547
Building Energy Use Modeling(4) Transfer and Rate Processes (4)
ME 411/511 Analysis of annual energy use of residential and An advanced treatment of heat, mass, and momen-
Engineering Measurement and Instrumentation commercial buildings. Emphasis on computer sim- tum transfer. Development of the conservation
Systems (4) ulation techniques for analysis of building energy laws, transport laws, transport properties, and basic
Principles and applications of measurement meth- use and study of energy-efficient building design. analytic solutions. Applications to heat transfer
ods and instrumentation techniques, as used in Topics include: heat loss and gain in buildings, equipment, catalytic reactors, drying processes.
various engineering disciplines, are studied. heating and cooling load calculations, energy use Prerequisites: ME 323, ME 320, senior or graduate
Examination of general measurement concepts analysis, daylighting in commercial buildings, ener- standing.
and instrumentation characteristics. Specific gy efficiency, green building technologies, and mod-
devices for measuring such parameters as displace- *ME 448/548
eling for energy code compliance. Project in design/ Applied Computational Fluid Dynamics (4)
ment, force, strain, pressure, flow, temperature, simulation.
motion, time, and frequency are discussed. Computational fluid dynamics (CFD) is presented
Testing and verification of theory, design, and lab- ME 424/524 as a design tool for analyzing flow and heat transfer.
oratory evaluation of mechanical components and HVAC System Design and Controls (4) Algorithms implemented in commercial CFD pack-
systems are also made. Lecture and laboratory. Design of HVAC equipment, integration of sys- ages are reviewed. Training in use of a commercial
Prerequisites: ECE 241, senior standing in engi- tems, and design of controls for buildings. code is provided. Case studies reinforce fundamen-
neering. Application of HVAC fundamentals. Subjects tal understanding of flow and heat transfer, and
include: building, block and zone load estimates; highlight the implementation-specific aspects of
*ME 413/513 air/hydronic systems design; refrigeration; air han- commercial codes. An independent project is
Engineering Material Science (4) dling units; cooling and heating plants; basic con- required. Prerequisite: ME 441/541.
Study of materials with emphasis on solids; effect trol concepts; sensors and actuators; pneumatic,
of microstructure and macrostructure on proper- ME 449/549
electronic, and digital controls; HVAC subsystem Thermal Management Measurement (4)
ties; equilibrium and non-equilibrium multiphase and controls; complete HVAC systems and con-
systems; effects of mechanical and thermal stress- Provides a survey of laboratory-based techniques
trols. Prerequisites: used to diagnose electronic cooling problems, and
es, electromagnetic fields, irradiation, and chemi- ME 421/521 and 351.
cal environments, surface and related phenomena; to obtain design data for developing thermal man-
examples from metallic, ceramic, polymeric, and ME 426/526 agement solutions. Provides significant practical
composite materials. Prerequisite: ME 213. Solar Engineering (4) experience: students design and build their own
Overview of solar energy and its applications. experiments; they take and analyze their own data.
*ME 415/515 Solar resources, solar economics, collector tech- Measurements are made with hand-held instru-
Advanced Topics in Energy Conversion (4) nology, solar thermal systems, power generation, ments, bench-top instruments, and with computer
Topics chosen for relevancy to current technologi- industrial applications, thermal storage, photovol- controlled data acquisition systems. Data reduc-
cal practice concerned with energy conversion. taics, and design of systems for effective utilization techniques involving centering (removal of
Examples include cogeneration, combined cycles, tion of solar energy. Prerequisite: ME 323. bias error) and uncertainty analysis are used exten-
gas power plants in the Northwest, wood waste uti- sively. Lecture and laboratory. Prerequisites: ME
lization, advanced engine design and combustion *ME 437/537
Mechanical Systems Design (4) 323, 411.
systems, and energy conversion systems pollution
control. Each offering of this course will focus on a Objective of this course is to integrate various ME 450/550
different single selected topic. analysis methods in the context of design projects Solid Modeling (4)
with realistic constraints. Emphasis is on defining Emphasis is on solid model construction methods
*ME 418/518 problems, identifying solution methods, and syn- using state-of-the-art solid modeling software.
Analysis of Powerplant Cycles (4) thesizing solutions while considering production Topics include use of parametric geometry, con-
Review of thermodynamic cycle analysis for and economic factors. Teamwork, communication struction and modification of solids, building and
power generation systems. Advanced treatment of skills, and ability to learn independently is highly animating assemblies, working in groups, building
conventional Rankine and gas turbine powerplant emphasized. Prerequisites: ME 241, 351, 314. sheet metal parts, drafting, and the presentation of
cycles. Analysis of advanced energy conversion the fundamentals of solids modeling including
cycles and schemes, including combined cycles, *ME 441/541
Advanced Fluid Mechanics (4) representation and manipulation of wireframes,
binary cycles, cogeneration, and fluidized bed surfaces, and solids. Lecture and laboratory.
reactors. Application to power generation such as Partial differential equations governing the conser-
vation of mass, momentum, and energy of Prerequisite: senior or graduate standing in engi-
geothermal electric and solar thermal electric. neering or a closely related field.
Utilization of garbage and wood wastes. Project Newtonian fluids are derived. Dimensional analy-
required. Prerequisites: ME 322 or equivalent and sis is used to simplify the governing equations and ME 452/552
consent of instructor. in particular justify the assumption of incompress- Control Engineering I (4)
ible flow. Exact solution of the Navier-Stokes Introductory controls class offered to upper-divi-
ME 420/520 equations are presented. Boundary layer approxi- sion mechanical engineering undergraduates and
Thermal Systems Design (4) mations to the governing equations are derived, graduate students. Includes classical theory as
Introduction to the design of thermal systems for and both exact and integral solutions are obtained. applied to linear systems with topics: mathemati-
HVAC, energy conversion, and industrial process Prerequisite: ME 320. cal modeling of control systems; transfer functions
applications. Procedures for selection of fluid flow and block diagrams; transient response; stability;
equipment, heat exchangers, and combustion root-locus method; frequency response method;
equipment. Modeling performance of compo- and control system design techniques. Computer
analysis and solution techniques will be utilized. resistance, gas, and older welding processes; diffu- will be emphasized. Lectures, group, and class pre-
Prerequisites: upper-division ME undergraduate sion brazing, transient liquid phase bonding, wave sentations. Prerequisite: ME 491.
or graduate student; Mth 256; ECE 221; ME soldering, reflow soldering, and others. Manual, ME 493
351. automatic, and robotic methods of welding, braz- Detailed Design Project (4)
ME 453/553 ing, and soldering. Rapid and economical cutting Application of design methodology to original
Control Engineering II (4) methods such as plasma, laser, and oxy-fuel cut- projects begun in ME 492. The alternative selec-
Continuous control system design and applica- ting. Welding design with steel, stainless steel, and tion to implementation phases will be empha-
tions using transfer function and state variable aluminum alloys will be emphasized. Design of sized. Lectures, group and class presentations.
approaches. Introduction to digital control system joints to provide economy, strength, and crack Prerequisites: ME 492.
design, including: transfer function and state resistance. Heat flow calculations in welding; pre-
heat calculations and other crack-preventing cal- ME 501
space formulation, and time and frequency Research (Credit to be arranged.)
domain analysis techniques. Computer analysis culations will be utilized. Welding codes will be
covered. Prerequisite: ME 241. Consent of instructor.
and solution techniques will be utilized.
Prerequisite: ME 452/552. ME 476 ME 503
Materials Failure Analysis (4) Thesis (Credit to be arranged.)
ME 454/554 Consent of instructor.
Controls Engineering Laboratory (4) Fundamental mechanisms related to failure of metal
Design, construction and implementation of con- and alloys used in engineering structures. Mechanisms ME 504
tinuous controllers using analog devices. include: ductile and brittle fracture, fatigue, corrosion Cooperative Education/Internship
fatigue, wear, liquid erosion, stress corrosion, hydro- (Credit to be arranged.)
Experimental identification of the dynamic prop-
gen-assisted cracking, elevated temperature failures, Consent of instructor.
erties of mechanical systems. Digital controllers
introduced, implemented and compared with the and many others. Analytical tools used to identify ME 505
corresponding continuous controllers. types of failures including: optical metalography, scan- Reading and Conference
Recommended prerequisite: ME 453/553. ning electron microscopy, secondary ion mass spec- (Credit to be arranged.)
Prerequisite: ME 452/552. troscopy, electron probe microanalysis, X-ray photo- Consent of instructor.
electron spectroscopy, Auger electron spectroscopy, ME 506
ME 455/555 and others. Ductile, brittle, intergranular, cleavage,
Finite Element Modeling and Analysis (4) Special Projects (Credit to be arranged.)
quasi-cleavage, and microvoid coalescence modes of Consent of instructor.
The finite element method as related to the solu- fracture are discussed. Failures in weldments, brazed
tion of mechanical design problems including and soldered joints, castings, bearings, boilers, forg- ME 507
thermal stress analysis. Various element formula- ings, pipelines, bridge components, gears, springs, Seminar (Credit to be arranged.)
tions will be discussed, and existing commercial wear components, tools, and dies. Prerequisite: ME Consent of instructor.
codes will be used to demonstrate modeling and 314. ME 510
analysis techniques. Prerequisite: ME 455: ME Selected Topics (Credit to be arranged.)
314; ME 555: graduate standing in engineering. *ME 481/581
Mechanical Tolerancing (4) Consent of instructor.
*ME 457/557 Presents the principles of current dimensioning and *ME 512/612
Introduction to Robotics (4) tolerancing standards including their syntax, mean- Advanced Vibrations (4)
Robot kinematics dynamics and control; basic ing, methods of verification, and their relation to Vibration analysis of single and multiple degree of
components of robots: controllers, power supplies design requirements. Statistical techniques for toler- freedom systems. Topics include: (1) modeling of
and end effectors; industrial applications of robots ance analysis and synthesis relevant to various linear systems using matrix methods;
using peripheral devices, sensors, and vision. assembly and fit requirements. Other topics include (2) modal analysis; (3) general forcing and Fourier
Prerequisite: ME 351. standards of surface roughness, limits and fits, and series methods; (4) random and self excited vibra-
*ME 458/558 relevant hardware and software products. A term tions; (5) nonlinear vibrations. Prerequisite: ME
Principles Of CNC Machining (4) project on a mechanical part product intended for 351.
A study of principles of machining, tool path gen- manufacturing is required. Prerequisites: ME 241, *ME 543
eration and analytic geometry, part design and 491 concurrently. Advanced Engineering Thermodynamics (4)
programming, integration of CAD/CAM soft- Thermodynamics of physical and chemical sys-
ME 488
ware, structure and control of CNC machines, Design of Experiments (2) tems with engineering applications: basic thermo-
and introduction to computer-integrated-manu- Presents the methods of planning the data collec- dynamic relationships; advanced techniques for
facturing. Prerequisite: ME 241 and senior stand- tion scheme in industrial experimentation. Topics their use; systems of variable composition; heat
ing in mechanical engineering. Lecture and labo- to be covered are methods of statistical inference, effects for reacting systems; equations of state,
ratory. Prerequisites: ME 241 and senior standing randomization, blocking, empirical and mechanis- phase, and chemical equilibria for ideal and noni-
in mechanical engineering. tic model building using factorial, fractional facto- deal systems. To include one or more of several
*ME 463/563 rial designs, and least squares methods. special topics: chemical kinetics; reactor analysis
Advanced Topics in Control Engineering (4) Prerequisite: Stat 451 CM. fundamentals; second law analysis of thermody-
Mathematical foundations and applications of namic systems; introduction to statistical thermo-
ME 491
various advanced topics in control engineering for Design Process (2) dynamics; advanced energy conversion systems.
both continuous- and discrete-time systems. Design methodologies will be discussed as a Prerequisite: ME 321.
Prerequisite: ME 453/553. framework for solving broadly defined technology ME 551/651
ME 471/571 problems. Interdisciplinary organizational princi- Engineering Analysis (4)
Process Measurement and Control (4) ples will be presented as tools in the design pro- Application of mathematical techniques to the
Introduction to process control hardware, software, cess and as a foundation for the subsequent proj- solution of controls, dynamics, mechanical, and
and interfacing. Lecture topics include: number ect course. Lectures, weekly and term case studies. transport phenomena problems. Emphasis given
systems, hardware concepts, data movement, pro- Prerequisites: ME 314, to modeling, physical interpretation, and normal-
gramming, and interfacing. Lab exercises involve ME 322, ME 351, Wr 327. ization. Topics include modeling, linear systems,
the use of microcomputers interfaced and pro- partial differential equations, and complex vari-
ME 492
grammed for various control and data acquisition Conceptual Design Project (4) ables. Prerequisite: graduate standing.
applications. Lecture and laboratory. Prerequisites: Application of design methodology to original *ME 562
ME 411/511; ECE 201, 221. projects performed by groups of 3 to 5 students Engineering Numerical Methods (4)
ME 475 under faculty and industrial adviser. Design pro- Numerical methods applied to engineering prob-
Joining Processes and Design (4) cess will encompass engineering analysis and lems. Coverage includes interpolation, integration,
Course covers welding, brazing, and soldering broader factors such as group organization, inter- root solving, solution of boundary value and initial
processes such as: shielded metal arc, gas metal disciplinary interaction, and communication. The value problems, solution of linear systems.
arc, pulsed gas metal arc, flux cored arc, gas tung- problem definition to alternative selection phases Programming will include Fortran or C, MATLAB
sten arc, plasma arc, submerged arc, electroslag, and Maple. Prerequisites: ME 352.
*ME 565 ME 603 methodology, design philosophy, and practice.

Advanced Finite Element Applications (4) Thesis (Credit to be arranged.) Introduction to fundamentals of machine design,
Discussion and implementation of advanced ele- Consent of instructor. mechanical models, mechanical systems. Required
ment types and modeling techniques in finite ele- ME 604 course for materials science and engineering stu-
ment analysis; topics include plate and shell ele- Cooperative Education/Internship dents without an engineering background.
ments, non-linear problems (geometric, materials, (Credit to be arranged.) Prerequisite: graduate standing.
and gap/contact), frequency and buckling, ther- Consent of instructor. MSE 515
mal conduction, and steady-state flow problems. Material Testing Methods (4)
Implementation of the above topics using avail- ME 605
Reading and Conference Discussion and application of techniques for materi-
able commercial finite element analysis codes. (Credit to be arranged.) als scientists including image analysis, thermal-physi-
Prerequisite: ME 455/555. Consent of instructor. cal analyses, fracture, and weldability testing. Lecture
*ME 588 ME 606 and laboratory. Prerequisite: graduate standing.
Design of Industrial Experiments (4) Special Projects (Credit to be arranged.) MSE 547
Presents the statistical basis of industrial experi- Consent of instructor. Diffusion (4)
mentation used in process and design improve- The mathematics, physics, and applications of dif-
ment. Topics include model building, randomized ME 607
Seminar (Credit to be arranged.) fusion theory in materials science. Topics include
and blocked designs, Latin squares, analysis of carburization, nitriding, and sensitization of met-
variance, factorial designs, fractional factorial Consent of instructor.
als; oxidation and ion implant in semiconductors,
designs, time series analysis, and evolutionary ME 610 and polymer diffusion. Prereq-uisite: Mth 261,
operations. Prerequisite: Stat 451 CM. Selected Topics (Credit to be arranged.) EAS 213, graduate standing.
*ME 596 Consent of instructor.
Design Optimization (4)
Application of Numerical Optimization techniques Materials Science and Oregon Master of Software
to engineering design process. Mathematical theory
Engineering Engineering
of optimization and application problems in struc-
OMSE 500
tural and machine component design will be dis- MSE 507 Principles of Software Engineering (3)
cussed. The course involves computer-aided design Seminar (Credit to be arranged.) An introduction to software engineering in industry.
optimization projects. Prerequisite: graduate standing Consent of instructor. This course focuses on understanding the nature of
in engineering. MSE 513 software engineering, the software engineering pro-
ME 601 Engineering Design for Materials cess, and the problems and solutions manifest in
Research (Credit to be arranged.) Scientists (4) real software development and modification proj-
Consent of instructor. Application of engineering design principles to ects. Different models of the software engineering
materials problems: problem definition, design process are compared and contrasted. Current best
practices in software engineering and various ments for real systems, and effective methods, OMSE 551
approaches to software process improvement are tools, and techniques. Covers techniques for for- Strategic Software Engineering (3)
presented. Two years of software development expe- mally modeling and specifying software require- Where traditional software engineering focuses on
rience is required for registration. ments with hands-on experience. Two years of the development and maintenance of individual
OMSE 511 software development experience is required for systems, strategic software engineering addresses
Software Project Management (3) registration. the development of multiple systems over time.
Provides the knowledge and skills needed to plan, OMSE 532 Significant gains in productivity, cost, and sched-
organize, lead, and control a software project. Topics Software Architecture ule can result from systematic improvement of the
include planning and estimating, measuring and and Domain Analysis (3) software development process and systematic reuse
controlling, and leading and directing a software Methods and principles of the architectural design of life-cycle products over multiple developments.
project. Quantitative measures and risk manage- of complex, large-scale software systems to accom- Covers the principles, methods, and tools for stra-
ment will be emphasized throughout the course. modate change and evolution through many prod- tegic software development including process
Students will prepare project plans for real or hypo- uct releases or versions. Survey of the major archi- modeling and improvement, developing programs
thetical software projects, to include effort, cost, and tectural styles, their strengths and weaknesses, and as families of systems, and systematic approaches
schedule estimates and risk management plans. Two architectural trade-offs with respect to system goals to code generation and the reuse of non-code
years of software development experience is required and desired properties. Study of architectural products, including requirements and design.
for registration. approach to development of open systems and Prerequisites: All previous OMSE courses.
OMSE 513 frameworks based on case studies. Software engi- OMSE 555, 556
Professional Communication Skills for neering of domain-specific software architectures Software Engineering Practicum I, II (3, 3)
Software Engineers (3) for families of systems (e.g., product lines) includ- The objective of the practicum is to provide
Covers the skills necessary for appropriate profes- ing domain analysis, domain modeling, and design hands-on software engineering management and
sional conduct and effective communication in a of domain-specific software architectures. Relation development experience applying the principles,
professional setting. It includes technical writing, of software architecture to requirements and its methods, processes and tools learned from OMSE
making effective presentations, conducting effec- effects on downstream design and software evolu- courses. The practicum is comprised of two parts
tive meetings, conflict resolution, team and deci- tion. Students examine domain analysis and the and organized as two courses, OMSE 555 and
sion-making skills, and professional ethics. architectural design process and products in the OMSE 556 (3 credits each) completed in
Students will engage in a project that covers the business context including the effect of decisions sequence. The class is grouped into one or more
major topics of the course. Two years of software on cost and schedule. Foundation coursework is integrated project teams jointly undertaking a
development experience is required for registra- required for registration. Prerequisites: OMSE coordinated software engineering problem. The
tion. 531. evaluation (grading) process equally weights group
OMSE 533 and individual performance. Problems undertaken
OMSE 517 by student teams apply the practices learned in
Agile Software Development (3) Software Design Techniques (3)
Covers the principles of software design and a sur- OMSE classes across the software engineering
Designed for graduate level software engineering process. Projects range from technical evaluations,
students who are interested in learning and apply- vey of design methods, techniques, and tools.
In-depth and hands-on study of at least one analysis and specification, through architectural
ing the fundamentals of the Agile software devel- design to prototype development and testing.
opment process in the real world. Explores Agile method such as object-oriented design as applied
to a realistic industrial problem. Examines the Every project involves applying best project man-
concepts both in theory and practice. agement, quality assurance and configuration
Introduction to the principles and foundations of effects of design decisions on the functional and
non-functional properties of the software (e.g., management practices. Prerequisites: all core
Agile Development, XP (Extreme Programming) OMSE courses.
and the SCRUM methodology. Also introduces ease of understanding, maintainability, and reuse)
the students to day-to-day life on an Agile team. and how software engineering principles are
Expected preparation: OMSE 500. applied to make appropriate trade-offs. Also Systems Engineering
examines the design process and products in con-
OMSE 521 text including the effect of design decisions on SysE 561
Using Metrics and Models to Support Logistics Engineering (4)
function, quality, cost, and schedule. Foundation
Quantitative Decision Making (3) Concentrates on logistics from a systems engineer-
coursework is required for registration.
Provides the knowledge and skills needed to apply ing perspective. Systems will include a mix of
Prerequisites: OMSE 531.
quantitative tools based on metrics and models of products and processes, materials, equipment, soft-
the software product and development process to OMSE 534 ware, people, data, information, and services, with-
make decisions under uncertainty. Topics covered Software Estimating (3) in some form of hierarchy. The design for support-
will include measurement concepts, decision-mak- Software estimating techniques and tolls enable ability/serviceability, the production and effective
ing under uncertainty, and model and metric the responsible software engineering manager to distribution for customer use, and the sustaining
development for the software development enter- assess project feasibility, secure adequate budgets, maintenance will be addressed on a total system
prise. Foundation coursework is required for regis- and manage project tasks and schedules. The stu- life-cycle basis, with particular emphasis in the
tration. dent learns how to make viable software estimates early phases of the development of new systems
to consistently inform software project planning, and/or reengineering of existing systems.
OMSE 525 scheduling, and oversight. The full range of soft-
Software Quality Engineering (3) Prerequisite: basic knowledge of systems engineer-
ware estimating methods and tools are explored. ing concepts and statistics.
Processes, methods, and techniques for developing
Prerequisites: OMSE 500, OMSE 511.
quality software, for assessing software quality, and SysE 573
for maintaining the quality of software. Tradeoffs OMSE 535 Requirements Engineering (4)
between software cost, schedule time, and quality. Software Implementation and Testing (3)
Students gain knowledge to translate needs and
Integrating quality into the software development Covers the principles of implementing and verify-
priorities into system requirements that are the
process; formal review and inspection methods; ing computer software. Implementation topics
starting point for the engineering of complex hard-
principles of testing and test planning; module include coding style, packaging principles, reuse,
ware/software systems. Topics include: larger con-
design for testability; maintaining quality while testability, and maintainability. Verification topics
text in which requirements for a system are devel-
supporting existing software. Two years of soft- include structural (white box) testing and tech-
oped; developing mission needs or market oppor-
ware development experience is required for regis- niques for code verification. Also included will be
tunities first versus assessing available technology
tration. verification and integration of foreign code; test-
first; translating needs and priorities into an opera-
ing techniques and how to apply them; including
OMSE 531 tional concept and then into specific functional
code-based and specification-based testing; hands-
Software Requirements Engineering (3) and performance requirements; assessment of
on application of the testing process including test
Principles, tools, and techniques for requirements requirements, including such aspects as correct-
case generation; and test adequacy, test validation,
elicitation, specification, and analysis. Focus on ness, completeness, consistency, measurability, test-
test execution, and automation. Foundation
understanding the role of requirements in the ability and clarity of documentation; relationship
coursework is required for registration.
development process, goals of the requirements between interface definitions and requirements;
phase, essential difficulties of specifying require- risk management of requirement issues, and stake-
holders input to increase the prospects for project

success. Case studies will be used, many provided
by students and involving software-intensive sys-
tems. Recommended prerequisite: SysE 591.
SysE 575
Reducing Risk in Decision Making (4)
Examines the concepts, techniques and tools for
managing risk and making decisions as key compo-
nents of the systems engineering process. Risk con-
notes a measure of the probability and severity of an
undesired event. Begins with an overview of the risk
management (identifying, assessing, monitoring,
and mitigating) and decision process. Differences
between mission critical and non-mission critical
programmatic risk emphasized. Other topics
include the limits of expected value-based risk anal-
ysis, decision making strategies such as max/min,
min/max and regrets. Formal methods in risk analy-
sis, elementary decision analysis and decision trees,
multi-objective decision making, pareto techniques,
optimality, and trade-off analysis will be covered.
Risk and decision techniques will be contrasted with
the interfacing processes of program management
and software engineering, from both the govern-
ment and industrial perspectives. Prerequisite: expe-
rience with systems engineering process.
SysE 590
Integrative Workshop (1-4)
Systems engineering is an acquired behavior to be
developed throughout the master’s degree program.
Students and faculty advisers will engage in creative
workshop activities integrating technical specialty
skills and project experience invoking systems engi-
neering applications of communication, synthesis
and creativity, team building, problem solving,
management of time and resources, and system life-
cycle thinking. A student portfolio will document
the program plan and document that the desired
behavioral change is taking place. Prerequisite: con-
sent of instructor. Pass/No pass only.
SysE 591
Systems Engineering Approach (4)
Engineering of complex hardware, software sys-
tems encompasses quantitative methods to under-
stand vague problem statements, determine what
a proposed product/system must do (functional-
ity), generate measurable requirements, decide
how to select the most appropriate solution
design, integrate the hardware and software sub-
systems, and test the finished product to verify it
satisfies the documented requirements. Additional
topics that span the entire product life cycle
include interface management and control, risk
management, tailoring of process to meet organi-
zational and project environments, configuration
management, test strategies, and trade-off studies.
Prerequisite: consent of instructor.
SysE 595
Hardware-Software Integration (4)
Systems engineering is applied to the integration
of hardware-software systems, focusing on embed-
ded computer products development and infor-
mation technology systems. Factors that affect the
selection of hardware and software solutions in
design will be examined, as well as the use of trade
studies to optimize the efficiency of integration
issues. Techniques for partitioning of system-level
functions and requirements to hardware/software
components will be provided, as will practical
guidance, through case studies, process templates,
and design checklists. Prerequisite: basic under-
standing of hardware and software development.
School of
Fine and
Performing Arts
BARBARA SESTAK, DEAN
LINCOLN HALL 349,
503-725-3105
www.pdx.edu/fpa
B.A., B.S.—Architecture, Art, Arts

Studies, Film, Music, and Theater Arts Undergraduate
B.A.—Art History
B.F.A.—Art Practices
program
B.M.—Music Arts Studies – B.A., B.S. degree. The Arts
Minor in Architecture, Art, Dance, Film Studies program gives students the option to
Studies, Jazz Studies, Music, and
Theater Arts
major in the arts gaining experience in a
Secondary Education Program in Art, minimum of two, three, and possibly all
Music, and Theater Arts four of the fields offered in the School of
M.F.A.—Contemporary Art Practices Fine and Performing Arts (art, architecture,
M.A.T., M.S.T.—Music music, and theater art).
M.M.—Music This degree serves those undergraduates
M.A., M.S.—Theater Arts who would like to major in the arts but who
The mission of the School of Fine and do not wish to specialize in a single area, as
Performing Arts is based upon the belief well as other students with an interest in
that students make the most creative prog- multiple art forms. Additionally, the program
ress when taught by professional working provides an undergraduate option in the arts
artists in a thriving urban environment. The for those students who wish to pursue teach-
school is committed to the study and prac- ing in elementary schools. At PSU as well as
tice of architecture, art, music, theater arts, at other institutions, the School of Education
and dance within a nurturing environment is a graduate school. Students are required to
that encourages individual growth and have completed a BA/BS degree prior to
imagination. Located in the heart of entering the program. Students who com-
Portland’s cultural district, the school resides plete the Arts Studies degree would then
within the Park Blocks of downtown, in apply to a school of education to complete
which the major arts organizations are their teaching education and credentialing.
based, such as the Portland Art Museum The degree requires 52 credits of study,
and the Portland Center for the Performing including three FPA courses, two that pro-
Arts. We view this as our extended campus. vide a foundation and a third that serves as
Within blocks of the school reside theaters, a senior project allowing students to apply
galleries, professional studios, and design what they have learned in the study of mul-
and architectural firms, which provide a tiple arts theory and practice. This project
stimulating environment in which our stu- may involve community-based learning,
dents develop through interactions and internships, apprentice teaching or creative
internships. The combination of a celebrat- projects. Students take 16 credits of entry
ed faculty and a professional arts environ- level course work in both arts theory and
ment creates exciting and challenging practice, continue their exploration in at
undergraduate and graduate programs with least two fields, taking 24 upper division
high professional standards. credits chosen with an adviser and finish
with the senior project.
Degree requirements Art 281 Intro to Painting I (4)

Art 282 Intro to Painting II (4) Courses
Art 291 Sculpture I (4)
Requirements for Bachelor of Arts and Art 292 Sculpture II (4) Courses with an asterisk (*) are not offered every year.
Bachelor of Science in Arts Studies. Each Art 294 Water Media (4)
*FPA 101
Art 295 Sculpture – The Figure (4)
student enrolled in the Arts Studies BA/BS Art 296 Digital Drawing and Painting (4) Perspectives in the Arts (4)
must complete 52-hours of coursework from Art 297 Book Arts (4) This course is the foundational experience for the
the following disciplines: Art, Architecture, Theory BA/BS in Arts Studies. The intention is to provide
Music and Theater Art. Students will plan Art 112 Idea and Form (4) an introduction to fundamental methodologies
with the degree adviser, the Associate Dean Art 203 Making and Meaning (4) and ways of thinking, that give students the tools
ArH 204, 205, 206 History of Western Art (4, 4, 4) to analyze and deconstruct works of art for mean-
for the School of Fine and Performing Arts. ing, function, success and value. The course will
ArH 208 Introduction to Asian Art (4)
Students with their adviser should pay par- ArH 291 History of Animation (4) be composed of combinations of readings, activi-
ticular attention to any courses that are pre- ties and assignments, discussions, videos, slides
requisites for upper division coursework they Architecture and out of class performances, showings and
may want to take as they plan their course- Practice exhibitions. Students will engage in the practice of
work. Arch 180 Beginning Design Studio, I (6) making art as well as in exploring the relation-
Each student will participate in a multi- Arch 181 Beginning Design Studio II (6) ships among the various art fields.
disciplinary course at three points in the Theory *FPA 301
curriculum, entering, mid-point and exiting:
Arch 100 Introduction to Architecture (4) Creative Thinking in the Arts (4)
Arch 230, 231, 232 Architecture and Cultural This course is designed to introduce students to
FPA 101 (4 credits), FPA 301 (4 credits), History I, II, III (4, 4, 4)
the theoretical context and practice of creative
FPA 445 (4 credits). thinking. While affording freedom for discovery,
Music
The majority of courses necessary to fulfill this course will also offer a focused perspective to
Practice
the Arts BA/BS are currently a part of the strengthen creative thinking, define personal pro-
MuP 190, 290; Applied Lessons (1-4)
course catalogue. The FPA abbreviation is Mus 195, 196, 197, 198; Band, Orchestra, Choir,
cess, construct effective strategies for collabora-
used to distinguish three new courses: 101, Jazz lab Band (1) tion, and develop a creative project. Each student
Mus 191 OR 192 OR 193 Class piano, guitar, or will work to identify, access and broaden individ-
301 and 445 that are specifically meant to voice (2) ual creative abilities. Each session will include
serve the BA/BS. Theory practical application of a variety of creative tech-
Core – required for all students Mus 101, 102, 103 Basic Materials (4, 4, 4) niques, including artistic, expressive and interdis-
Mus 111, 112, 113; Music Theory (3,3,3) ciplinary strategies; explorations in mind/body
1. First year *FPA 101 Perspectives in the Arts (4) Mus 201, 202 Introduction to Music (4,4)
Mid-point *FPA 301 Creative Thinking in the Arts connection; sensory and visualization exercises;
Mus 203; Music in the Western World (4)
(4) Exit course (taken after completion of minimum Mus 261, 262; History of Rock and Roll (4,4) and activities which utilize multiple intelligences.
of 40 credits in the major) *FPA 445 Senior Project Intellectual understanding will emerge from both
(3-6)........................................................................ (12) theory and historical context, but will be devel-
Theater Art
2. Eight credits taken from 2 different disciplinary oped primarily through a regime of self-under-
areas from the following list of courses; a total of Practice
two courses in theory/two in practice from two dif- TA 102 Introduction to Acting (4)
standing and activity.
ferent disciplinary areas....................................... (16) TA 147 Movement for Actors (2-3) *FPA 445
TA 350 Dance Improvisation (4) Senior Project (4)
Art TA 351 Dance Composition (4)
Senior Project to focus on the body of course
TA 248 Acting I: Process (4)
Practice TA 111/114 Tech Theater Prod I (4) work undertaken in the BA/BS Arts Studies cur-
Art 115 Foundation Studio 1: Two-dimensional
Theory
riculum in an original creative work or compara-
design (4) ble experience. This work may take the form of a
Art 117 Foundation Studio 2: Three-dimensional TA 101 Theater Appreciation (4)
design (4) TA 104 Dance Appreciation (4) performance, (with the student as creator/produc-
Art 119 Foundation Studio 3: Digital Media/Time TA 131 Understanding Movies (4) er and/or performer), or a written thesis, gallery
Design (4) TA 305 U Understanding Theater (4) exhibition, internship (including but not limited
Art 131 Introduction to Drawing (4) (No prerequi- to teaching), media work, practicum, or some
sites) 3. Approximately 24 upper division credits taken
Art 227 Introduction to Art and Social Practice (4) from at least two of the four areas. AS majors may other acceptable format.
Art 230 Drawing Concepts (4) take any 300/400 in any of the four areas that have
Art 250 Life Drawing I (4) no prerequisites or for which they have taken the
Art 255 2-D Animation I (4) appropriate prerequisites..................................... (24)
Art 256 3-D Animation I (4)
Total 52
Art 260 Black and White Photography (4)
Art 261 Color Photography (4)
Art 262 Photoimaging I (4)
Art 257 Video I (4)
Art 270 Intro to Printmaking I (4)
Art 271 Intro to Printmaking II (4)
S c h o o l o f F i n e a n d P e r f o r m i n g A r t s 161
Architecture
235 Shattuck Hall
503-725-8405
Undergraduate major requirements, whether taken in the
department or elsewhere, must be graded
www.pdx.edu/arch programs C- or higher.
Students receiving a grade of D+, D or
B.A., B.S.—Architecture Portland State University encourages the
B.A., B.S.—Architecture with
D- in any Architectural Design Studio class
study of architecture at undergraduate level
Concentration in Architectural Project will not be permitted to progress to the
in the context of a broad and enriching lib-
Management next class in the sequence until a grade of
eral arts education. It is important to under-
Minor—Architecture C- or above has been earned in the same
stand the place of a specialist or professional
M. Arch class.
knowledge of architecture in relation to its Requirements for the major in
The architecture program engages students
wider cultural setting. Students studying for Architecture with a concentration in
in the fascinating creative questions that
the undergraduate degree would include architectural project management. This
pertain to the making of architecture. The
those seeking a professional education lead- program is currently under revision; contact the
program develops the creative identity of
ing to graduate study and eventually licen- department for details. In addition to the
each student while nurturing civic responsi-
sure, those seeking careers in design and general University requirements for a degree
bility, critical judgment and the representa-
related fields, and those interested in a liber- found on page 43, the student who special-
tional and technical ability to translate ideas
al arts education focused on architecture. izes in architectural project management is
into plausible architectural works. This lies
at the core of an educational experience that expected to meet the following departmental
Admission requirements requirements:
provides a rich initiation into the world of
architectural practice and preparation for a Admission to the department as an under- Credits
career as a licensed professional. The heart graduate is based on general University BA 101 Introduction to Business.............................. 4
BA 205 Business Communications............................ 4
of the program resides in the architecture admission requirements.
BA 211 Fundamentals of Financial Accounting...... 4
design studio and is nourished by the Stat 243 Introduction to Statistics............................ 4
accompanying lecture and seminar courses Degree requirements Arch 100 Introduction to Architecture.................... 4
that bring focused study in the humanities, Requirements for the major in Arch 201, 202, 343 Construction Project
technology, and the profession. Alongside a Management I, II, III................................................ 18
Architecture. The B.A./B.S. major in Arch 344 Construction Codes and Compliance....... 4
progressive attitude to design process and Architecture requires the completion of a Arch 345 Advanced Construction Projects.............. 4
theoretical speculation, the program partici- minimum of 94 credits in addition to the Arch 280, 281 Design Fundamentals
pates in the advancement of knowledge in general University requirements for a degree. Studio 1, 2................................................................ 12
contemporary issues and technologies of sus- The required courses are as follows:
Arch 340 The Profession of Architecture................ 4
Arch 341 Developing as a Professional................... 4
tainable urban living and environmental Credits Arch 360, 361 Building Tectonics 1, 2...................... 8
stewardship. Arch 100 Introduction to Architecture.................... 4 Arch 425, 426 Architectural
In giving place to human situations archi- Arch 101 Introduction to Environmental Design.... 4 Computer Graphics I, II............................................. 8
tecture bears the responsibility of being the Arch 120, 121 Visual Communication 1, 2............... 8 Arch 466 Specifications Interpretation.................... 4
most public of the arts and it cannot be prac- Arch 230, 231, 232 Arch & Total 88
Cultural History I, II, III........................................... 12
ticed meaningfully without a conversation Arch 280, 281 Design Fundamentals Requirements for minor. To earn a
with the community at large. Our design stu- Studio 1, 2 .............................................................. 12 minor in architecture a student must com-
Portfolio Review/Selected Admissions
dio classes, in particular, are sustained by an plete 44 credits including the following:
Arch 360, 361, 362 Building Tectonics 1, 2, 3........ 12
engagement beyond the university to the life- Arch 380 Arch Design Studio 1................................ 6 Credits
world we share with our urban cohabitants, Arch 381 and/or 382 Arch Design Studio 2 and/or 3 Arch 100 Introduction to Architecture.................... 4
including direct interaction with the architec- and/or Arch 384, 385 and/or Arch Design Focus Arch 280, 281 Design Fundamentals
Studio 1 and 2......................................................... 12 Studio 1, 2................................................................ 12
tural practice community through our Arch 46x Building Tectonics Elective........................ 4 Arch 230, 231, 232 Architecture and Cultural
adjunct professors, critics, guest speakers and Arch 480, 481 Arch Design Studio 4, 5.................. 12 History I, II, III.......................................................... 12
advisers. This fosters the generation of imagi- Arch 3xx/4xx Architectural Architecture or art studio electives......................... 8
native responses to the challenge of ‘what Upper-Division Elective............................................. 8 Adviser-approved upper-division credits in
Total 94 architecture............................................................... 8
ought to be’ in the context of ‘what is’.
Admission to the professional track and Total 44
The educational emphasis of the program
junior level Architecture Design Studios Architecture courses taken under the
encourages students to recognize the value of
(380 sequence) is based on a competitive undifferentiated grading option (pass/no
creative engagement with the prevailing reali-
review of a student’s academic record, a pass) will not be accepted toward fulfilling
ties of the city as a primary means of cultural
statement of intent, and a portfolio of cre- department minor requirements.
transformation, and to perceive Portland as
ative work. All students must obtain an Eighteen of the final 24 credits must be
an ‘urban laboratory’ for experimental investi-
adviser for academic planning of their pro- taken in residence at PSU.
gations of contemporary human issues. This
takes place through interaction and dialogue gram of study. Apply through the depart-
with the communities at large and by contin- ment office. Architecture courses taken
ual acts of interpretive making with diverse under the undifferentiated grading option
media at multiple scales, including full-size (pass/no pass) will not be accepted toward
fabrication. fulfilling department major requirements.
All courses used to satisfy the departmental
Graduate tects and is in Candidacy status for profes-

sional accreditation with the National
through lectures and individual projects in observ-
ing architectural spaces and forms. Open to non-
program Architectural Accrediting Board. majors.
In the United States, most state registra- Arch 101
The 2-year professional Master of Introduction to Environmental Design (4)
tion boards require a degree from an accred-
Architecture at Portland State University Concepts and theories of the fields of environ-
ited professional degree program as a prereq-
encourages substantive investigation of sig- mental and sustainable design. Includes a study of
uisite for licensure. The National perceptual, technical, and philosophical concepts
nificant urban situations and prevailing
Architectural Accrediting Board (NAAB), of natural and built resources through lectures,
architectural issues pertinent to contempo-
which is the sole agency authorized to design projects, and individual projects. Open to
rary human experience. It also aims to satisfy
accredit U.S. professional degree programs non-majors.
the demands of an accredited first profes-
in architecture, recognizes three types of Arch 120
sional degree in architecture as determined
degree: the Bachelor of Architecture, the Visual Communication 1 (4)
by the National Architectural Accrediting
Master of Architecture, and the Doctor of An introduction to freehand drawing focused on
Board. the delineation of both interior and exterior space,
Architecture. A program may be granted a
Through a series of focused design studios, starting with direct observation through to con-
6-year, 3-year, or 2-year term of accredita-
and courses in humanities, technology and ceptual drawings of imagination. Use of different
tion, depending on the extent of its confor-
the profession, the first year of the program media and color including the study of light and
mance with established educational stan- light qualities. Open to non-majors.
encourages depth in questioning, aptitude in
dards.
discursive thinking, and versatility in means Arch 121
Master’s degree programs may consist of a Visual Communication 2 (4)
of representation as each student assimilates
pre-professional undergraduate degree and a Develops skills in graphic visualization, represen-
the skills, knowledge and dexterity to nego-
professional degree that, when earned tation, and communication as used in architecture
tiate the professional demands of compre-
sequentially, constitute an accredited profes- and related design fields. Concepts and conven-
hensive design while developing a mode of tions, from freehand to digital media and produc-
sional education. However, the pre-profes-
creative inquiry that extends beyond estab- tion, used as a means to imagine, develop and
sional degree is not, by itself, recognized as
lished conventions to possibilities yet to be represent design ideas. Prerequisite: Arch 120.
an accredited degree.
tested in a critical arena. Student generated Arch 199
The NAAB grants candidacy status to new
questions and polemics will form the inspi- Special Studies (Credit to be arranged.)
programs that have developed viable plans
ration for the second year Design Thesis *Arch 201, 202
for achieving initial accreditation. Candidacy
exploration culminating in a unique thesis Project Management I, II (6, 6)
status indicates that a program should be
proposal fully articulated in drawings, mod- Series of courses designed to develop in students
accredited within 6 years of achieving candi- construction project management techniques for
els and text.
dacy, if its plan is properly implemented. profitable construction administration. Students
Admission requirements The Department of Architecture reserves will demonstrate knowledge of course material by
the right to retain for archival or exhibition completing projects in light construction adminis-
To be eligible to enter to the 2-year Master purposes any student work executed as part tration. Coursework includes utilization of esti-
of Architecture program a candidate must of a Department of Architecture instruction- mating, critical path, and presentation computer
have completed a 4-year undergraduate pre- al program. In addition, the department software relevant to current practices.
professional degree majoring in architecture reserves the right to document, reproduce, Arch 201: emphasis on estimating, construction
sequence scheduling, critical path, specification
(BA, BS or BFA). Admission to the gradu- and publish images of any such student interpretation and design standards necessary for
ate program is based upon satisfaction of the work in PSU publications, printed or elec- successful administration of construction projects.
institutional requirements together with tronic, for the purposes of research, publici- Arch 202: developing standards of performance,
competitive application. Submission materi- ty, and outreach, giving publication credit to bidding, contracts and liability, production sched-
als include a portfolio of architectural design the student. uling, and techniques for controlling a profitable
and other creative work, a statement of Owning a laptop computer system will construction project.
intent, undergraduate GPA, a GRE score, provide critical advantages in your progress Prerequisite: Building construction certificate pro-
curriculum vitae, and at least 3 letters of rec- through the Architecture program, especially gram, instructor’s consent, or equivalent. Courses
ommendation. Please contact the the ability to work in any of our classrooms must be taken in sequence.
Department for detailed application infor- and studios. Therefore, beginning in the Arch 225
mation and deadlines. 2009-2010 academic year, all students Digital Graphics (4)
studying Architecture are required to own a A beginning computer graphics course that has at
Requirements for the Master of
laptop computer that meets minimum sys- its core the idea to probe, to experiment, and to
Architecture. Students must complete a investigate the computer’s 3D modeling capability
minimum of 74 graduate level credits includ- tem specifications published by the depart- as a tool for rigorous design investigations.
ing the following: ment, including software required for cours- Prerequisite: Arch 121.
Credits es in our program. Contact the department
Arch 230, 231, 232
Arch 530 Contemporary Architectural Theory........ 4 office for complete information on our Architecture and Cultural
Arch 53x Architectural Theory Elective................... 4 Student Laptop Purchase Program. History I, II, III (4, 4, 4)
Arch 540 Professional Practice................................. 4 A series of courses tracing the history of Western
Arch 54x Professional Practice Elective.................... 4 culture through its architecture from the early
Arch 560 Advanced Architectural Technology........ 4
Arch 561 Detail Design............................................. 4 Courses Paleolithic Age up to the 20th century. The first
course examines the early Stone Age through to
Arch 580, 581, 582 Arch Design Studio 7, 8, 9 . ... 18 the Renaissance, the second course examines the
Arch 511 Pro-Thesis Seminar ................................... 4
Courses with an asterisk (*) are not offered every year.
Arch 100 late Renaissance through to the 19th century, and
Arch 584 Design Development Studio..................... 6
Introduction to Architecture (4) the third course addresses the 20th century. The
Arch 585 Design Thesis............................................. 6
Introductory course designed to introduce con- courses will focus on a select number of architec-
5xx Special Interest Electives.................................. 16
cepts, theories, and practices of the discipline of tural works that are representative of specific cul-
Total 74 tural beliefs, values, and ideologies as embodied in
The graduate program is designed for stu- architecture. Includes a study of perceptual, envi-
ronmental, technical, and organizational concepts architectonic forms and experiences. Must be
dents intending to become licensed archi- taken in sequence.
Arch 280, 281 bined stress and column stability. Arch 351 will Exploratory drawing and modeling work address-
Design Fundamentals Studio 1,2 (6, 6) cover lateral force analysis; structural design of ing the visualization of ideas in architecture,
Foundational design studio sequence initiating solid and glue-laminated wood members and including: speculative thought and concept for-
awareness of the creative language of architecture trusses; design of steel and reinforced concrete mation; studies of light and shadow; exploration
through practical assignments in drawing, model- members. Must be taken in sequence. of color and texture of materials; and the compo-
ing, and artful making. The communication of Prerequisite: Mth 111, 112. sition of appropriate and coherent forms of visual
perceptions and imaginative propositions through Arch 360, 361, 362 presentation.
the use of diverse media is encouraged. Includes Building Tectonics 1, 2, 3 (4, 4) Arch 421/521
individual criticism, lectures, and seminar discus- A three-quarter sequence introducing technologies Urban Design Methods (4)
sions. Must be taken in sequence. Prerequisites: involved in the design and construction of build- Introduction to analytical and synthetic research
Arch 100, 101, 121. ings. Topics include construction materials and methodologies inherent in the design of natural,
*Arch 330, 331 methods, envelope design, mechanical systems, architectural and urban contexts essential to con-
Twentieth Century Architectural thermal, and other environmental building sys- temporary urban design practice.
History and Theory (4, 4) tems. Courses must be taken in sequence. Arch 425/525, 426/526
Introduction to the history and theories of Prerequisites: Arch 281. Architectural Computer Graphics I, II (4, 4)
Modernism from the late 19th century to present Arch 367 Focuses on computer-aided design software as
day. Explores diverse, contemporary issues with a Fundamentals of Environmental Design (4) used in the architecture field (e.g., AutoCad).
focus on the relationship between theory and the Basic concepts of climate and impacts on personal Arch 425 explores various methods for construct-
art and craft of building. Selected topics will comfort. Thermal, lighting, and acoustical topics ing, editing, and displaying two-dimensional
emphasize the probing of philosophical and ideo- covered. Design approaches and concepts discussed architectural drawings. Arch 426 explores meth-
logical aspects of current practice. Prerequisite: 6 from large urban siting projects to individual ods for creating, modifying, and visualizing three-
credits lower-division art history. buildings in order to minimize mechanical systems dimensional architectural forms. Must be taken in
*Arch 340 and reduce energy use. Alternative energy sources sequence. Prerequisite: Arch 282.
The Profession of Architecture (4) and building materials introduced. Prerequisite: Arch 430/530
Introduction to the profession and practice of junior year standing. Contemporary Architectural Theory (4)
architecture. Topics include education, licensure, Arch 380, 381, 382 Seminar course investigating architectural theory
specialized body of knowledge, ethics, and the Architectural Design and critical thought by examination of key texts
range of issues that have an impact on the design Studio 1, 2, 3 (6, 6, 6) and contemporary architectural works.
of the built environment. Studio investigations of fundamental design con- Arch 431/531
*Arch 341 cepts, issues, and process. Projects and exercises Studies in Contemporary Urban Design (4)
Developing as a Professional (4) focusing on the concepts of making three-dimen- Seminar course examining the contemporary rela-
An interdisciplinary course designed for students to sional forms—organization, proportion, scale, tionships between the making of architecture and
gain an understanding of professional development human activities, and introductory site and build- the making of cities. The course critically explores
as a sequence of processes. Students will gain an ing design relationships. The release of the stu- emerging urban characteristics, comparative
understanding of different problem-solving pro- dent’s potential creative capabilities is a primary design strategies, and the integration of design
cesses; the importance of communication inside concern for the course. Includes individual criti- approaches with the processes of economic and
and outside the organization; the role of assessment cism, lectures, and seminars. Courses must be social change. Prerequisite: upper-division stand-
in terms of self, organization, and client; and gain taken in sequence. Prerequisites: Arch 181. ing.
an understanding of the impact of professional eth- Arch 384
ics and social responsibilities. Arch 432/532
Architectural Design Focus Studio I (3) History and Theory of Urban Design (3)
*Arch 343 Studio investigations of architectural designs based Introduction to the development of historical and
Project Management III (6) on supporting human activities, structure and the- contemporary urban design with parallel develop-
Third in a series of courses designed to develop in ory. Includes individual criticism, lectures and ments in architecture and urban planning.
students advanced construction management seminars. Prerequisite: Arch 380. Theoretical models are related to current practices
techniques. Emphasis on developing customer ser- Arch 385 in the design of various sociopolitical, environ-
vice plans, customer relations, quality control, Architectural Design Focus Studio II (3) mental and aesthetic urban contexts.
project evaluation, and planning for future oppor- Studio investigations of architectural designs based *Arch 440/540
tunities. Prerequisite: Arch 202. on supporting human activities, structure and the- Professional Practice (4)
*Arch 344 ory. Includes individual criticism, lectures and Focuses on the context, responsibilities, licensure,
Construction Codes and Compliance (4) seminars. Prerequisite: Arch 380. principles, and processes of the practice of architec-
Application of Oregon codes and regulations that Arch 399 ture, including project and client acquisition, risk
govern the commercial and industrial construc- Special Studies (Credit to be arranged.) analysis, project and practice management, project
tion industry. Students complete assignments and Arch 401/501 delivery methods, services and scope definition,
quizzes in the utilization and interpretation of Research (Credit to be arranged.) roles and responsibilities of all parties, contract
uniform standards defined by predominant indus- forms, general conditions of the contract, compen-
Arch 404/504
try standards. Upon completion of the course- sation methods, fee budget management, contract
work, students will be able to interpret applicable administration, and standard of care. Prerequisite:
jurisdictional codes. upper-division standing.
Arch 405/505
*Arch 345 Reading or Studio and Conference Arch 441/541
Advanced Construction Projects (4) (Credit to be arranged.) Practicum and Internship (4)
Course gives students an opportunity to apply Offers students an opportunity to gain industry
Arch 407/507
project management skills to a construction pro- experience and to integrate the skills and concepts
cess. Provides verification of previous project man- learned in the academic curriculum. Weekly semi-
agement course content through implementing Arch 408/508 nars review and establish internship objectives,
and evaluating its effectiveness in relation to a Workshop (Credit to be arranged.) which closely parallel the architectural internship
direct field application. Prerequisite: Arch 343. Arch 410/510 development program required for licensure.
Selected Topics (Credit to be arranged.) Students are expected to secure employment or
*Arch 350, 351
Architectural Structures I, II (4, 4) Arch 420/520 positions that meet the objectives of the course.
Arch 350 will cover principles and applications of Advanced Architectural Graphics Prerequisite: Arch 440/540.
static equilibrium to structures with emphasis on and Media (4)
building structures. Includes stress analysis for Studio assignments exploring a full range of
axial force, flexure, and shear and studies in com- graphic representational techniques and media.
*Arch 442/542 nature’s engineering will be studied to gain insight Projects include the design of private and public
Building Economics (4) into the correlation of form and structure. buildings which require comprehensive, integra-
Focuses on the economic and life cycle context of Prerequisites: Arch 362. tive design development. Includes individual criti-
building design and management decisions. cism, lectures, and seminars. Courses must be
Topics include project life cycle, decision mile- Arch 480, 481, 482 taken in sequence. Prerequisites: Arch 481.
stones, value analysis of design and project pro- Architectural Design
Studio 4, 5, 6 (6, 6, 6) Arch 583
forma, discounted cash flow and equivalency cal- Architectural Design Studio X (6)
culation methods, and conceptual estimating Studio investigations of architectural designs based
on supporting human activities, structure, and Studio projects and critical discussions addressing
techniques for building projects. Strategic leverag- themes and issues pertinent to the imaginative
ing of project value is emphasized, and sustain- theory. Continued study of design process and
methods encompassing concepts of architecture, design of architectural intervention in urban envi-
ability objectives are examined. Prerequisite: Arch ronments. Encouraging experimental engagement
440/540. landscape architecture, and interior design.
Includes individual criticism, lectures, and semi- with relations of material, form, human habita-
Arch 460/560 nars. Courses must be taken in sequence. tion, and cultural meaning.
Advanced Architectural Technology (4) Prerequisites: Arch 381 or 382. Arch 584
A lecture and seminar course providing explora- Design Development Studio (6)
tion of current advanced building technology and Arch 511
Pro-thesis Seminar (4) A studio course offering intensive creative study in
form generative responses to current sustainability laying the foundation for, and developing, an
issues. Includes extensive investigation of current A research and discussion based course to identify,
define and articulate specific cultural issues and architectural design strategy and approach in
technologies for envelope, mechanical, and ther- preparation for the student generated thesis prop-
mal comfort systems, and lighting and day-light- concerns that will become the inspiration for indi-
vidual design thesis proposals. Students will gener- osition (Arch 585). The class incorporates
ing strategies. Strategies for formal integration research, preliminary graphic and modeling work
with architectural design are emphasized. ate the conceptual parameters and theoretical
agenda of their proposed thesis, explore prece- in idea generation, and critique. Prerequisite: Arch
Prerequisites: Arch 360, 361. 511.
dents and develop the program for a significant
Arch 466 urban intervention. Prerequisites: Arch 582. Arch 585
Specifications Interpretation (4) Design Thesis (6)
Extensive use of specifications and interpreting Arch 561
Detail Design (4) A studio course offering a focused culmination of
plans organized around the Construction architectural design studies by means of a student
Specifications Institute (CSI) format for construc- A companion course to the Design Thesis, devel-
oping the technological implications of the thesis generated thesis proposition incorporating
tion documents. Focus on interpretation and eval- research, development, and creative transforma-
uation of stock specifications, plans, and standards proposition. Addresses the detailed application of
technological know-how in terms of materials, tion of a specific urban situation. Prerequisites:
of performance. Prerequisites: Arch 360, 361. Arch 511, 584.
envelope, environmental control, tectonics and
Arch 467/567 structural logic, with respect to a predetermined
Advanced Architectural Structures (4) portion of the architectural project. Prerequisites:
A workshop and seminar based course addressing Arch 511.
the design and construction of large-scale structural
systems. Investigates the innovative use of tradi- Arch 580, 581, 582
tional and non-traditional building materials and Architectural Design
structural detailing, exploring the potential of visu- Studio 7, 8, 9 (6, 6, 6)
ally expressive structural systems through a series of Advanced investigations of architectural and
working models. Architectural precedent and urban design issues in concluding series of studios.
Art
110 Art Building Because learning “to see” is a most crucial that work directly with artwork, such as in
503-725-3515 component of any art program, the depart- art galleries or conservation. The second is a
www.pdx.edu/art ment requires all students to study both the major in art history with a liberal arts focus
history of art and to have studio experience. and is intended for those students planning
B.A., B.S.—Concentration in Art
Practices and Graphic Design
The Department of Art supports the full work requiring more advanced writing and
B.A. only—Art History, Concentration in integration of art/design studio practice analytical skills. Both tracks within art histo-
Art History with art history and theory. Whether in the ry begin with the lower-division History of
B.F.A.—Art Practices studio, computer lab, lecture hall, or semi- Western Art sequence and studio course-
Minors in Art History, Design nar room, students have the opportunity to work, and advance to upper-division art his-
Management, Drawing/Painting/ forge connections between traditions of tory courses comprising both Western and
Printmaking, Graphic Design, visual art and their own developing imagi- non-Western traditions.
Photography, Sculpture and Time Arts nation and expression. Graphic design—BA, BS degree.
Secondary Education Program Art programs are designed to develop the The graphic design program provides a com-
M.F.A. in Contemporary Art Practices
student’s creative faculties, a sense of critical prehensive education in design principles,
judgment, and fundamental skills and tech- applications, theories, history, and practice.
niques. Within the art major, the principal Students work with faculty primarily
Undergraduate and supporting courses have one general through studio courses that introduce an
programs purpose: to instill a mature, professional increasing complexity of design problems
attitude toward the process of artistic cre- combined with opportunities for indepen-
Many prominent Northwest artists, designation and expression. dent development and interaction with the
ers, and art historians began their profession- Students enrolled in the Department of professional community. The first year of the
al careers by studying art at Portland State Art at PSU will acquire: concentration introduces principles of basic
University. An even greater number of suc-  Knowledge and experience of the cre- design and art and their specific applications
cessful and productive people have used their ative problem solving processes. in graphic design. The second year provides
training in the Department of Art as the  Knowledge of discipline-specific skills a comprehensive studio experience in graph-
basis for careers in commerce, industry, edu- and vocabulary. ic design and computer graphics. These first
cation, and a variety of fields limited only by  Knowledge of art history and design. two years of study culminate with a required
imagination. Art, which requires personal  Knowledge of critical theories in art. sophomore review.
initiative and imagination and develops skills  Knowledge and experience to formulate All design students (including students
in mental and manual dexterity, can provide a cumulative body of work in their dis- transferring in with lower- or upper-division
the student with a background well suited cipline. credits) must pass this review to enroll in
for applications that are wide reaching and At the same time, the programs seek to per- 300-level graphic design and computer
greatly rewarding. mit the student a choice upon graduation. graphics courses (Contact the department
The Department of Art at Portland State The alternatives are: (1) to undertake formal office or Web site for details, www.pdx.edu/
University consists of artists and designers, graduate study; (2) to begin a professional art). In the third and fourth years, students
educators, and art historians actively career in the fine or applied arts; or (3) to choose courses in areas of increasing special-
engaged in their respective fields and with combine the student’s degree program with ization, engage in professional internships,
the extended community. As part of an the basic teaching norm in order to qualify to and develop a professional portfolio as the
urban university, the mission of the teach in Oregon public schools. culmination of their studies.
Department of Art is dedicated to helping As a general rule, the major in art requires Owning a laptop computer system will
students understand and experience ways a minimum of 88 credits in art courses. provide critical advantages in your progress
that artists and their works are involved in a Included are extensive experiences in studio through the Graphic Design program, espe-
larger social context, both in the contempo- work and a comprehensive study of the his- cially the ability to work in any of our class-
rary world and in the course of world histo- tory of art. Majors in art history require a rooms and studios. Therefore, beginning in
ry. minimum of 68 credits. the 2009-2010 academic year, all upper-divi-
The foundation of the Department of Art Programs in the Department of Art are sion (third-year and fourth-year) students
is the development of a visual, verbal, and accredited by the National Association of majoring in Art with a concentration in
critical language of the arts for future artists Schools of Art and Design. Graphic Design are required to own a laptop
and scholars, as well as for members of the Art history—B.A. degree only. The computer that meets minimum system spec-
community. Since visual arts are a form of study of the history of art is intended to ifications, including software required for
communication related to all other forms, enable the student to analyze diverse works courses in our program.
understanding the theoretical bases and criti- of painting, sculpture, architecture, and other Beginning in the 2010-11 academic year,
cal interpretations of this communication is a art forms and to relate artistic expression to students (second-year) taking 200 level
crucial component of our curriculum. At the historical, cultural, and philosophical factors. courses majoring in Art with a concentration
same time, because the visual arts are a We offer two distinct tracks for the art histo- in Graphic Design will also be required to
unique form of communication, students are ry B.A. The first degree is a major in art with own a laptop computer that meets mini-
trained in the necessary technical skills, the a concentration in art history, which provides mum system specifications, including soft-
theories, the terminology and processes spe- a minor focus on studio arts. This major is ware required for courses in our program.
cific to the production of the visual arts. intended for students entering professions All students (first-year) taking 100 level
courses majoring in Art with a concentration Undergraduate admission student to be a practicing artist within a
in Graphic Design are also advised to pur- regional, national, and international arts
chase one of these recommended laptop sys- requirements community. The student will acquire a
tems. The sooner you make a commitment Admission to the department is based on strong theoretical foundation in order to ana-
to your own system, the sooner the advan- general admission to the University. See lyze and discuss their work and that of others
tages of ownership will impact your ability to PSU Bulletin for more information. as well as to place their work in a historical
perform competitively and successfully in Entrance into the Department of Art is and socio-cultural context. In addition, the
your studies. Please visit our website for selective and competitive. In addition to student cultivates work, process, and research
complete information on our Student admission into the University students must habits required of the self-directed artist. The
Laptop Purchase Program (http://www.pdx. make application directly to the Department MFA in Contemporary Art Practices is a
edu/art/graphic-design). of Art. Contact the Department at 503-725- small, individualized program that offers the
Art Practices—BA, BS degree. The 3515 or www.pdx.edu/art for application student great accessibility to the MFA faculty
studio art program provides a comprehen- packets. on an ongoing basis, providing constant
sive view of studio art practices, applica- assessment and direction Degree
tions, theories, and history, with an empha- Degree requirements Requirements In Residence.
sis on trends in contemporary art. The first
and second year focuses on the foundations Requirements for Art majors and minors. Graduate admission
In addition to general University requirements
courses including art history, drawing, art
for a degree, majors and minors in art must requirements
theory and design. During the second year
the student is encouraged to begin sampling meet departmental requirements. Please visit Application for admission to the MFA pro-
a variety of studio courses in printmaking, the department Web site, www.pdx.edu/art or gram must be made by February 1 prior to
painting, drawing, sculpture, digital art and office to obtain a “Program Major Course the fall term in which the student intends to
art and social practices. In the third and Distribution Sheet” that describes the program begin work towards the degree. Accepted
fourth years students select a focus further in detail. All students must obtain an adviser students are expected to be in fulltime resi-
developing their knowledge of visual lan- for academic planning of their program by the dence for two years.
guage, media skills and conceptual and second year. Applicants must have a B.A., B.S., or
expressive aspects of their work. Also, during All art and art history courses used to satisfy B.F.A. degree in Art or related field. Rare
the third and fourth years critical theory and departmental major or minor requirements, exceptions may be made for related experi-
professional practices in art are investigated whether taken in the department or elsewhere, ence and a solid art history background.
aiding the student in establishing a sense of must be assigned a grade of C- or better. The departmental application is submitted
place within the visual arts community. For students transferring from other colleges on-line. For the most up to date information
Art Practices—BFA degree. The BFA and universities, a maximum of 12 credits on the MFA program and its application
is a competitive program providing a com- may be graded P (pass) and may be accepted process please visit our web site - http://
prehensive education in visual art practices, in fulfilling art department requirements with www.pdx.edu/art/admission-requirements.
applications, theories, and history, with an approval from an art adviser. In addition, any The application is a dual process between
emphasis on trends in contemporary art. upper-division transfer credits being applied the Department of Art and the Office of
The BFA differs from the BA/BS in art, pro- to major requirements must meet departmen- Admissions. Therefore the applicant also
viding greater depth conceptually and tech- tal standards. In these cases, a portfolio of must contact the PSU Office of Admissions
nically as well as professional preparation. work is required and the work contained in it for a graduate admission application.
The BA/BS is a liberal arts degree in visual must be approved by the concentration’s
art (88 credits). The BFA (108 credits) is coordinator to receive transfer credit. MFA degree requirements
designed as a professional degree, providing To satisfy departmental major require-
ments students must complete at least 24 The student will complete at least 90 credits.
students with greater knowledge and skills Working with designated faculty during the
designed specifically to prepare students for credits of their upper-division (300/400) art/
art history courses in residency at PSU. first year, students are encouraged to explore
a career as practicing artist upon graduation new media, models and ideas as they develop
and or the master of fine art degree. These 24 credits must be primarily within
the student’s focus of study in art. a proposal for creative activity that culmi-
Students interested in the BFA degree will nates with an exhibition project in the sec-
submit a portfolio for review at the end of To satisfy departmental minor require-
ments students must complete at least 24 ond year. Individual faculty discussions, peer
spring quarter in their third year of study. critiques, seminars in current issues/contem-
(Submission is made only after completing credits of their work within the subject area
in residency at PSU. These 24 credits must porary art history and weekly lectures by
72 of the 88 credits of the required and nationally and internationally recognized vis-
selected art courses in the first two/three primarily be in 200/300 level courses within
the student’s focus area. iting artists help students broaden their field
years of the degree program.) The BFA of inquiry.
degree requires the student to research, The Department of Art reserves the right
to cancel any course that does not have suf- Upon successful completion of the first-
develop, assemble and present a strong body year candidacy review, students work with a
of well conceived and executed work in the ficient enrollments, in accordance with
University policy. faculty adviser to produce their exhibition
form of a thesis exhibition and includes an project. The project is presented in a public
oral defense of their culminating body of exhibition or other appropriate form in the
work.
For the most up to date information on the Graduate programs spring quarter of the second year.
BFA and how to apply please visit our web ART EDUCATION: SECONDARY
The Department of Art offers a two-year
site - http://www.pdx.edu/art/bfa-studio-art- EDUCATION PROGRAM
study program leading to the Master of Fine
practice. Grades K through 12. Students who wish
Arts degree. Students choose an emphasis in
either Studio Practice or Social Practice. This to teach art in the public schools must first
90-credit in-residence program prepares the complete a B.A., B.S. or B.F.A. in Art before
applying to the School of Education for *ArH 291 *ArH 411/511

teacher training in the graduate program. History of Animation (4) Chinese Buddhist Art (4)
Prospective teachers should contact the art Exploration of the history of animation, its sourc- A concentrated study of the Buddhist art of China
es in drawing, painting, photography, film, video, and Central Asia. Buddhist art of caves of the Six-
education adviser in the Department of Art
and digital media, its various innovators, styles, dynasties period (220-589 C.E.) to the Tang peri-
before beginning the program. and techniques, its relationship with cinema, and od will be covered in-depth. Basic concepts of
Each student’s program is tailored to meet its reliance on the development of creative and Buddhism, such as Hinayana, Mahayana, and
the needs of the individual and the require- presentation technologies. Emphasis is placed on Tantric Buddhism; arts related to specific sects;
ments of the continuing endorsement the theory and critical study of animation. and the iconography and stylistic changes will be
license. Readings and discussion are combined with exten- covered. Open to non-majors.
Although licensure requirements are incor- sive screenings of animations and animated films, *ArH 412/512
porated into degree programs, changes by the including the history of computer animation. Japanese Buddhist Art (4)
Oregon Teacher Standards and Practices Open to non-majors. A survey of the Japanese Buddhist art and architec-
Commission during the life of this catalog ArH 311, 312, 313 ture, including: sculpture, painting, Shingon
may alter the requirements. It is imperative History of Asian Art (4, 4, 4) Buddhist art, Zen garden and architecture, and ink
that the prospective teacher be in touch with A survey of art and architecture of Asia from prehis- paintings through selected examples from the 6th
toric times to the 19th century. The art and architec- century to the 18th century. Open to non-majors.
the art education adviser from the beginning, ture (including ceramics, sculpture, painting, textiles,
as applicants for licensure must meet the *ArH 415/515
and other utilitarian implements—e.g., ritual bronze Issues in Asian Art (4)
commissions requirements in force at the vessels of China) of Asia will be presented in context Issues in Asian art may be keyed to museum exhi-
time of the licensure application. Please refer of chronology, source (indigenous or foreign influ- bitions or deal with thematic topics or specific
to the Graduate School of Education require- ence), site and in relation to the forces of each soci- media. Examples include Buddhist or other reli-
ments. ety’s culture, religion, politics, geography, and histo- gious art, tomb art, ceramics, special topics in
ry. Buddhism, Hinduism, Confucianism, Shintoism, Korean art, or the work of Asian-American artists.
Department Archival Policy Taoism, Shamanism, symbolism, and mythology are Open to non-majors.
basic to the arts of Asia.
The Department of Art reserves the right to ArH 311: South Asia (India) and Southeast Asia (Sri *ArH 422/522
retain for archival or exhibition purposes any Lanka, Cambodia, Thailand, Burma, and Chinese Painting (4)
student work executed as part of a Indonesia). ArH 312: China and Korea. A concentrated study of the Chinese paintings
Department of Art instructional program. In ArH 313: Japan. Open to non-majors. from the 3rd century B.C.E. to the 18th century.
Open to non-majors.
addition, the department reserves the right *ArH 321
to document, reproduce, and publish images Survey of Korean Art (4) *ArH 423/523
A chronological survey of art and architecture of Japanese Painting (4)
and any other media containing such stu-
Korea, and its uniqueness, in the context of East A survey of Japanese painting from the 4th centu-
dent work in PSU publications, printed or ry to the 19th century. Buddhist paintings, ink
Asian art history. Prehistoric arts, as well as tomb
electronic, for the purposes of research, pub- paintings, and decorative paintings. Open to non-
paintings, and artifacts recognizing Buddhism’s
licity, and outreach, giving publication credit effect on Korea’s sculptural, painting, and archi- majors.
to the student. tectural heritage. Also treats Confucianism shap- *ArH 425/525
ing Korean ink painting, folk painting, and porce- Modern Japanese Painting (4)
Courses lains. Open to non-majors.
*ArH 392
Recent scholarship in the history of modern
Japanese paintings and prints, from the Meiji,
Courses with an asterisk (*) are not offered every year. History and Contemporary Issues in Taisho, and Showa periods covers major themes of
Photography (4) Japan’s westernization in a new light. The issues
The history of photography focusing on its exem- revolve around westernization: conflict and
Art History plary masters, the impact of photographic tech- nationalism. New art forms, the revival of tradi-
ArH 199 nologies and techniques, contemporary issues of tional styles, reclining women’s theme, and the
Special Studies (Credit to be arranged.) aesthetics and ethics in photography, the role of gaze of subjects will be explored. Open to non-
ArH 204, 205, 206 photography in the fine arts and design, and majors.
History of Western Art (4, 4, 4) emerging photographic media. *ArH 426/526
Survey of the visual arts from prehistoric art to ArH 399 African Art (4)
the present. Selected works of painting, sculpture, Special Studies (Credit to be arranged.) Examination of selected African art forms, styles,
architecture, and other arts are studied in relation ArH 401/501 and traditions. Emphasis on the context of the art
to the cultures that produced them. ArH 204: Research (Credit to be arranged.) and artist and their relationship to politics and
Prehistoric through Early Medieval. ArH 205: Terms, section, instructor and hours to be society in African history. Open to non-majors.
Romanesque through Rococo. arranged. Consent of instructor and chair of the This course is the same as BSt 470/570; course
ArH 206: Enlightenment through Contemporary may be taken only once for credit.
Department of Art required.
Art. Open to non-majors. * ArH 431/531
ArH 404/504 Women In The Visual Arts (4)
*ArH 208 Cooperative Education/Internship
Introduction to Asian Art (4) This course studies both the representation of
Historical survey of the visual arts in Asia from women and gender and the art and patronage by
Terms, section, instructor and hours to be women in various media (painting, sculpture,
prehistory to 1900. Selected works of painting,
arranged. Consent of instructor and chair of the architecture, printmaking, photography, textiles
sculpture, architecture, and ceramics from India,
China, Japan, Korea, Southeast and Central Asia Department of Art required. and mixed media). Explores 19th century and
are studied in relation to the religions and cultures ArH 405/505 20th century America and Europe. Cross-listed as
producing them. Open to non-majors. Reading and Conference WS 431/531. Prerequisites for ArH 431/531 (for
(Credit to be arranged.) art and art history majors only) ArH 206. Open
ArH 290
Terms, section, instructor and hours to be to non-majors.
History of Modern Design (4)
History of graphic design from c. 1800 to the arranged. Consent of instructor and chair of the *ArH 432/532
present, focusing on the changes in style within Department of Art required. Issues in Gender and Art (4)
the field, but also on the interconnection between ArH 407/507 Research, reading, and discussion on sexual sub-
design and other forms of expression. Open to Seminar (Credit to be arranged.) jectivity and the construction of gender in visual
non-majors. ArH 410/510 images and various cultural contexts. May be
Selected Topics (Credit to be arranged.) keyed to regional exhibitions, collections, or sym-
posia. Topics include: masculinity in ancient *ArH 459 A thematic approach will be used to examine his-
Rome, pornography and representation, surreal- Gothic Art (4) torical dimensions of contemporary art practices
ism, and sexuality. Open to non-majors. Studies Gothic art and architecture across Europe in the 21st century. Explores themes, movements
Prerequisites (for art and art history majors only) from the 13th to the 16th centuries. Topics and trends as much as individual artists or works
ArH 206 and either 204 or 205. include the development of the cathedral, and the of art. Places art into a broad historical and social
rise of the city, and artists such as Giotto and context, and looking at cross-cultural and inter-
*ArH 437/537
Nature Into Art (4) Duccio. Open to non-majors. Prerequisite (for art disciplinary connections. Material will be present-
Focuses on a specific theme concerning the rela- and art history majors only): ArH 205. ed through in-class instruction and field trips.
tionship of the nature and the environment with *ArH 461/561 Prerequisites ARH 206. Recommended prerequi-
the visual arts. Specific themes may include topics Northern Renaissance Art (4) sites: ARH 491, 492 ,493, 498.
such as environmental art, landscape painting Manuscript illumination, painting, and sculpture *ArH 500
and/or photography, landscape architecture, car- in the Netherlands, Germany, and France from Art History Methods
tography and art, and the representation of ani- the late 14th to the 16th century. Open to non- and Practice Seminar (4)
mals. Open to non-majors. Prerequisite (for art majors. Prerequisites (for art and art history Introduces major methodological approaches of
and art history majors only): ArH 205 or 206. majors only) ArH 205. art history as well as research tools necessary for
*ArH 439/539, 440/540 *ArH 471/571, 472/572, 473/573 later work on the master’s thesis. It is intended for
History of Architecture (4, 4) Italian Renaissance Art (4, 4, 4) new or recently entering graduate students in art
A history of architecture from Prehistory to Post- Painting, sculpture, and architecture from the history.
Modernism. Open to non-majors. Prerequisites 13th to the 16th century in Italy. Open to non- *ArH 503
ArH 439/539 (for art and art history majors only) majors. Prerequisites (for art and art history Thesis (Credit to be arranged)
ArH 204 or 205. Prerequisites ArH 440/540 (for majors only) ArH 205. Prerequisites (for art and †ArH 598
art and art history majors only) ArH 206. art history majors only) ArH 205. Contemporary Art I (4)
*ArH 449/549 *ArH 476/576, 477/577, 478/578 This course will explore major developments in
Art History Methods (4) Baroque Art (4, 4, 4) the art world from the late 20th century. We will
Seminar for juniors and seniors. Explores major A study of European art and architecture from the look at the origins of contemporary art, the tran-
approaches to the study of art history through late 16th to the late 18th century. 476/576: Italy sition from Modernism to Post-Modernism,
readings, discussion, and essays. Includes the and Flanders; 477/577: Holland, Germany, and important themes in contemporary art, and issues
development of art history as a field and common England; 478/578: Spain and France. Open to facing the practicing artist of today, in the US and
methodologies such as iconography, gender theo- non-majors. Prerequisites (for art and art history globally. Material will be covered through text-
ry, social art history, and post-modernism and majors only) ArH 205. book readings, occasional web articles and web-
post-structuralism. Open to non-majors. *ArH 481/581, 482/582 site; through slide lectures/presentations and
Prerequisites: at least three prior upper-division 19th Century Art (4, 4) films, a visit to the Portland Art Museum as well
art history courses. A survey of painting and sculpture in the 19th as your independent research. Prerequisites
ArH 450/550 century. ArH 481/581: Neoclassicism, Graduate standing in the MFA program.
Great Periods and Themes in Art and Romanticism, and Realism; ArH 482/582: † 500-level classes intended for M.F.A. students only.
Architecture (4) Impressionism and Post-Impressionism. Open to †ArH 598
A concentrated study of the art and/or architec- non-majors. Prerequisites (for art and art history Contemporary Art II (4)
ture of a major historical period or theme, for majors only) ArH 206. A thematic approach will be used to examine his-
example, Pre-Columbian art and architecture or torical dimensions of contemporary art practices
*ArH 486/586, 487/587
Medieval Venetian Architecture. May be repeated in the 21st century. Explores themes, movements
American Art and Architecture 17th through
for credit with different topics. Open to non- 19th Centuries (4, 4) and trends as much as individual artists or works
majors, Prerequisite (for art and art history majors ArH 486/586: Colonial through the Early of art. Places art into a broad historical and social
only): ArH 204, 205, or 206. Republic. ArH 487/587: Jacksonian to the 20th context, and looking at cross-cultural and inter-
*ArH 451/551, 452/552, 453/553 century. Open to non-majors. Prerequisites (for disciplinary connections. Material will be present-
Ancient Art (4, 4, 4) art and art history majors only) ArH 206. ed through in-class instruction and field trips.
Art and architecture of the ancient world from Prerequisites: Graduate standing in the MFA pro-
*ArH 491/591, 492/592, 493/593 gram. Recommended prerequisites: ArH 591,
Paleolithic through Roman times. ArH 451/551: Modern Art (4, 4, 4)
Prehistoric, Egyptian, Mesopotamian. 592, 593, 598.
A survey of the mainstream of modern art includ-
ArH 452/552: Aegean and Greek. ArH 453/553: ing cultural influences, trends in style and expres-
† 500-level classes intended for M.F.A. students only.
Etruscan and Roman. Open to non-majors. sion, and comparative relationships in the visual
Prerequisites (for art and art history majors only)
ArH 204.
arts. From 19th century Romanticism, Realism, Art
and Impressionism through the varied movements
*ArH 456/556 of the 20th century. Open to non-majors. Courses with an asterisk (*) are not offered every year.
Early Medieval Art (4) Prerequisites (for art and art history majors only) Art 100
Focuses on the art and architecture of Early ArH 206. Introduction to Communication Design for
Christian, Celtic, Carolingian, and early Islamic Non-Art Majors (4)
world. Open to non-majors. Prerequisite (for art *ArH 498 Introduction for non-art majors to communication
Contemporary Art I (4) design principles and methods used in composi-
and art history majors only): ArH 204.
This course will explore major developments in tion. Lectures, readings, and projects enable cre-
*ArH 457/557 the art world from the late 20th century. We will
Byzantine Art (4) ative application of design principles, color theory,
look at the origins of contemporary art, the tran- and typography. Projects address formal concerns
Focuses on the art and architecture of the sition from Modernism to Post-Modernism,
Byzantine world from the founding to the fall of of visual communication design, visual literacy,
important themes in contemporary art, and issues design nomenclature, and design process through
Constantinople (330-1453 A.D.) Open to non- facing the practicing artist of today, in the US and
majors. Prerequisite (for art and art history majors methods and strategies for creative problem-solv-
globally. Material will be covered through text- ing. Students demonstrate verbal and visual appli-
only): ArH 204. book readings, occasional web articles and web- cation of a design and compositional vocabulary,
*ArH 458 site; through slide lectures/presentations and an effective design process, and skillful use of mate-
Romanesque Art (4) films, a visit to the Portland Art Museum as well rials and tools. Projects do not require computer
Focuses on the art and architecture of the as your own exploration of contemporary art in experience.
Romanesque, Crusader, and medieval Islamic Portland. Prerequisite: ARH 206. Recommended
world. Open to non-majors. Prerequisite (for art prerequisites: ARH 491, 492 ,493. Art 115
and art history majors only): ArH 205. Foundation Studio I: 2-D Design (4)
*ArH 499 Introduces fundamental principles and their appli-
Contemporary Art II (4) cation through the concepts, processes and prac-
tices of two-dimensional design and color theory. Art 182 Prerequisites: Art 115, 118 and 120 for art
Students investigate visual problems, develop a Idea and Form (4) majors, or Art 100 and 120 for non-majors. This
visual language for communicating ideas and Introduces an interdisciplinary approach to under- course requires that students furnish a laptop
explore basic materials and techniques. Methods standing images and image systems, their history, computer that meets the departmental standards
for critical evaluation draw on examples of histori- and their intersection with the larger culture. in terms of hardware and software (see depart-
cal and contemporary art and design, aesthetics With an emphasis on critical thinking and analy- mental website for requirements). Open to non-
and concepts of visual culture. No prerequisite sis, the course investigates the way social and cul- majors who have prerequisites and consent of the
required. Open to non-majors. tural dynamics shape meaning and perception in instructor. Art 225: Further development of
Art 117 art and design. Examples from art history, con- working processes and idea generation. Projects
Foundation Studio II: 3-D Design (4) temporary practice, popular culture and print/ explore a personal visual language through the
Introduces fundamental principles and their broadcast culture are examined through illustrated expansion of a strong individual design process.
application through the concepts, processes and lectures, discussion, readings, writing assignments Open to non-majors who have prerequisites and
practices of three-dimensional design and contin- and studio projects. Prerequisites: Art 115, 117 consent of the instructor. Prerequisite: Art 224.
ues the exploration of color theory. Students and 119. Open to non-majors with instructors Art 227
investigate physical properties of form, the inter- consent or departmental approval. Introduction to Art and Social Practices (4)
action of forms in space, the inherent qualities of Art 199 Introduces an interdisciplinary approach to under-
materials, basic methods of fabrication and meth- Special Studies (Credit to be arranged.) standing and producing post-studio/social practice
ods for critically evaluating works of art and Art 200 art projects. With an emphasis on critical thinking
design. Illustrated lectures, reading, discussion Digital Page Design I (4) and analysis, the course investigates the history
and studio projects place the exploration within Studio course introducing concepts, applications, and application of social practice, post-studio, rela-
contemporary and art historical contexts. No pre- and projects in page composition, document tional aesthetics, community based art, and non-
requisite required. Open to non-majors. design, and color pre-press. Text processing, type- traditional forms of documentary approaches to
Art 118 setting, image capture, color correction, page lay- art making. The class is not media specific.
Introduction to Communication Design (4) out, and pagination. Emphasis is placed on work- Students will be encouraged to use a wide range of
Applies the fundamental design principles covered flow and project management for production of media and approaches in responding to various
in Art 115 and 116 to typography and the visual documents in print and electronic media. Open class assignments. Exploration of the PSU and
language of communication design. Methods, strat- to non-majors with instructor’s consent. This Portland community will be an essential part of
egies, and processes for thinking creatively and solv- course requires that students furnish a laptop the class. The students will create work that
ing communication design problems are investigat- computer that meets the departmental standards responds to the dynamics of social spaces and pub-
ed. Projects address the formal concerns of commu- in terms of hardware and software (see depart- lic environments. Recommended Prerequisites: Art
nication design with an emphasis placed on typog- mental website for requirements). Prerequisite: 112. Maximum 4 credits. Open to non-majors.
raphy as medium. Skillful use of materials and tools Art 120. Art 230
used in communication design. Prerequisites: Art Art 203 Drawing Concepts I (4)
115. Open to non-majors with instructor’s consent. Making and Meaning (4) Develops drawing and compositional strategies, lan-
Art 119 Explores the relationship of material, method and guages and methods that build on skills learned in
Foundation Studio III: Digital Media/ process to the construction of meaning in art foundation courses and embraces a transition from
Time Design (4) practice. Students experiment with various formal observational methods to abstract expressive
Introduction to concepts, tools, techniques, pro- research methods as a way to generate, inspire and modes of drawing. Students explore historical and
cesses, and practices of digital and time-based inform projects that reflect current topics of inter- contemporary strategies of visual analysis, surface
media. Students survey and explore a range of dig- est in contemporary art and culture. Course focus and space as tools for creative exploration and
ital media, including photographic imaging, illus- depends on instructor; examples include personal employ analytical and verbal skills. Prerequisites: Art
tration, visual narrative, video, and animation. narratives, time, the constructed body, self and 115, and Art 131. Open to non-majors with
Lectures, readings, discussion, and studio projects ritual, history and memory, public space, concepts instructor’s consent or departmental approval.
place the exploration within contemporary and art of beauty. Prerequisites: Art 182. Maximum 4 Art 250
historical contexts. No prerequisite required. Open credits. Open to non-majors with instructor's Life Drawing I (4)
to non-majors. consent or departmental approval. Developing skills for drawing the human figure
Art 120 Art 210 from observation in a variety of poses and media.
Computer Graphics for Art and Design (4) Digital Imaging and Illustration I (4) This is the first of a sequence of three classes.
Introduction to computer graphics as a technical Studio course in digital image creation with an Develops, skills in observation and perception.
and creative medium for art and design. emphasis on photo-illustration, vector illustration, Later, analytic skills are combined with personal
Introduces concepts of vector and raster graphics, and hybrid illustration techniques. Image capture, expression and invention. A variety of media is
including digital type, image and device resolu- compositing, retouching, stylistic treatments, used to explore the implications of line and mod-
tion, electronic color theory, file formats, and dig- shading, typography, and simulated three-dimen- eled form to explore the figure in compositional
ital print technologies. Teaches fluency in com- sional imagery. Workflow and production issues, environments. The skeleton and muscles will be
puter graphics programs and application of cre- including color pre-press and digital formats studied in relationship to the model poses. Open
ative projects. Prerequisites: Art 115 or Art 100 appropriate to multiple media. Open to non- to non-majors with instructor’s consent or depart-
for non-majors. Open to non-majors with majors with instructor’s consent. This course mental approval. Prerequisites. (for art and art his-
instructor’s consent. requires that students furnish a laptop computer tory majors only) Art 115, Art 131.
that meets the departmental standards in terms of Art 254
Art 131 hardware and software (see departmental website
Introduction to Drawing I (4) Typography I (4)
for requirements). Prerequisite: Art 120. First course in a sequence on typography. Builds
Introduction to observational, expressive, and for-
mal modes of drawing. Critical approaches drawn Art 224, 225 on the principles introduced in Art 118. Projects
from art history, aesthetics, and art criticism are Communication Design Studio I, II (4, 4) focus on typography as medium and message.
examined relative to these modes of drawing to A sequence that develops strong conceptual solu- Typographic history, including the history of let-
establish methods of evaluating art and placing tions and thoughtful communication while terforms and the construction and use of grids.
one’s own work and that of others in a historical addressing formal design issues related to typogra- Design projects range from purely textual to prob-
context. Emphasis on strategies, methods, and phy, composition, scale, and proportion. lems that require the successful integration of
techniques for translating three-dimensional form Theoretical approaches, critical readings, group typography and image. Conceptual solutions are
and space onto a two-dimensional surface using and individual critiques, and written assignments emphasized. This course requires that students
the language of line and value, and the illusion of support visual design exploration. furnish a laptop computer that meets the depart-
depth and texture. Markmaking and its expressive Art 224: Development of problem solving and mental standards in terms of hardware and soft-
and descriptive qualities is examined. Open to idea generation skills with an emphasis on the ware (see departmental website for requirements).
non-majors with instructor’s consent or depart- integration of process and execution. Projects Prerequisites: Art 115, 118, and 120. Open to
mental approval. explore visual languages and the visual essay.
non-majors who have prerequisites and consent of Studio introduction to color photography concen- dimensions that involves constructive techniques.
the instructor. trating on the use of color as an aesthetic tool. Mass and volume will be achieved through planer
Art 255 Additive and subtractive color theory, color per- construction. Art 293-Space: focus on how an
Two-dimensional Animation I (4) ceptions, and aesthetics are investigated through object exists in space and how that space makes
Studio introduction to principles and processes of lecture and shooting assignments. Color materials an object. Both planer and mass forms will be
two-dimensional animation composed in digital and alternative color processes are investigated. considered. Prerequisites: Art 117. Open to non-
form. Storytelling and animation skills are devel- The use of color by various photographers is majors with instructor’s consent or departmental
oped in projects that apply tools and techniques examined. Basic 35mm camera controls are mas- approval.
for writing, staging, movement, timing, key fram- tered, culminating in a portfolio of images. *Art 294
ing, editing, and the use of sound and music. The Photographs are output with digital printers. Water Media (4)
language and aesthetics of animation are investi- Studio includes lecture, demonstration, critique, The techniques and uses of watercolor, gouache,
gated through the design and production of a and supervised lab work. Students must furnish a and other water-based mediums with attention to
two-dimensional animation. Focus may be placed focus camera, film or digital, with adjustable unique characteristics as painting mediums.
on either pixel or vector graphics. Project plan- f-stops and shutter speeds. Automatic cameras Collage and mixed media may be included with
ning and workflow are explored in response to must have manual override. This course requires water-soluble pencils and crayons. Lectures on his-
technical requirements for presenting the work in that students furnish a laptop computer that toric uses of these media and discussions of the
multiple media delivery formats. Recommended meets the departmental standards in terms of aesthetic possibilities for layering and transparen-
prerequisites: Art 115 and 119. hardware and software (see departmental website cies. Prerequisites: Art 115 and 131. Open to non-
for requirements). majors with instructor’s consent or departmental
Art 256
Three-dimensional Animation I (4) Art 262 approval.
Studio introduction to principles and processes of Photoimaging I (4) *Art 295
three-dimensional modeling and animation com- Studio introduction to concepts, techniques, prac- Sculpture-The Figure (4)
posed in digital form. Projects apply tools and tices, aesthetics, and ethics of photographic imag- A studio art course that studies sculptural forms
techniques for modeling, lighting, surface render- ing and image-making with digital technology. and volumes through observation of the human
ing, scene construction, animation sequencing, Investigations in photographic media are enabled body. The focus of this course will be a study of
editing, and the integration of sound and music. through a variety of digital imaging techniques, the human figure in form and gesture and an
The language and aesthetics of animation and including retouching, color correction, filtering, exploration of the methods and materials appro-
cinematography are investigated through the masking, layering, and compositing. Projects priate to that study. Observation and perception,
design and production of a three-dimensional ani- apply concepts of digital imaging, including proportion, analysis of the human skeleton and
mation. Project planning and workflow are image capture and resolution, color models, tonal musculature, and figurative abstraction will be
explored in response to technical requirements for relationships, presentation formats, and digital addressed. Prerequisites: Art 117. Maximum 4
presenting the work in multiple media delivery printmaking. Prerequisites: credits. Open to non-majors with instructor’s
formats. Recommended prerequisites: Art 115 Art 261 or Art 260 consent or departmental approval.
and 119. Art 270, 271 Art 296
Art 257 Introduction to Printmaking (4, 4) Digital Drawing and Painting (4)
Video I (4) A laboratory course in print art taught in Studio course introducing concepts and processes
Studio introduction to moviemaking with digital sequence which focuses on a specific technique in computer graphics through a set of defined
video technologies. The language and aesthetics of each term. From a drawing-based foundation the problems examined through digital drawing and
cinematography are explored through design and thought process involved in making prints is painting applications. Projects explore a range of
production of a digital video short. Pre- strongly explored, translating drawn images into a tools and techniques used in the digital paint envi-
production practices include: conceptual, charac- graphic language. Concepts and content are inves- ronment, including the acquisition of imagery.
ter, and narrative development, screenplay, scene tigated appropriate to the technique taught. The unique features of digital tools and techniques
and lighting design, and sound design, with an Individual and group discussions as well as port- are investigated in terms of their relationships with
emphasis on storyboard visualization. Production folio reviews are an intricate part of the review traditional materials and processes. A critical and
practices include: camera operation, scene setup process. Art 270 explores monotype or dry point. conceptual framework is developed for the many
and lighting, direction, acting, shooting, audio Art 271 explores etching or relief. Prerequisites: uses of these tools in a fine art context through an
recording, digital transfer, editing, and composi- Art 115, Art 117 and Art 131. Open to non- emphasis on using the computer as an artist’s tool
tion. Post-production practices include: titling, majors with instructor’s consent or departmental and the inclusion of digital art forms and processes
special effects, and output for tape, web, or disc approval. into the mixed media studio. Prerequisites: Art
formats. Recommended prerequisites: Art 115 Art 281, 282 115, 119 and 131. Studio artists will be given
and 119. Introduction to Painting I, II (4, 4) preference. Open to non-majors with instructor’s
A two-term sequence course that introduces the consent or departmental approval.
Art 260
Black and White Photography (4) principles and practice of painting. Art 281: *Art 297
Studio introduction to black and white photogra- explores basic theory and use of color and compo- Book Arts (4)
phy using both film-based darkroom and digital sition. Assignments involve both conceptual This mixed media class will explore the book as
imaging techniques, including 35mm camera approaches and direct observation using still life, an art form. The relationship of images and/or
controls, film processing, enlargement, digital figures and landscape. Art 282: moves from the words will be explored in relationship to narrative
image capture, and basic digital image adjust- basic theory and use of color and composition to and sequential structures. Traditional and experi-
ment. Assignments focus on two dimensional assignments involving both direct observation mental methods of binding will be taught.
design principles of line, shape, pattern, texture, using still life, figures and landscape and a more Lectures on the history of the artist’s book and
symmetry, asymmetry, and vantage point, and conceptual approach. Further explores the various issues in imagery and/or typography will be pre-
culminate in a coherent photo story. While learn- painting styles, techniques, and media used sented. Class emphasizes an experimental and
ing basic photographic techniques, students dis- throughout the early 20th century. Courses must conceptual approach that integrates content and
cuss form, content, and the aesthetics of photo- be taken in sequence. Prerequisites: Art 115, 117 form. Prerequisites: Art 115, 131 and 230. Open
graphic image-making. Studio includes lecture, and 131. Open to non-majors with instructor’s to non-majors with instructor’s consent or depart-
demonstration, critique, and supervised lab work. consent or departmental approval. mental approval. Maximum 8 credits.
Students must furnish a focus camera, film or Art 291, 292, 293 Art 299
digital, with adjustable Sculpture I, II, III (4, 4, 4) Special Studies (Credit to be arranged.)
f-stops and shutter speeds. Automatic cameras Art 291-Mass: students will be introduced to
Art 300
must have manual override. working in three dimensions through observation Digital Page Design II (4)
Art 261 and those materials that lend themselves to forms Studio course in print design with an emphasis on
Color Photography (4) that produce actual mass and volume. Some work digital pre-press. Creative projects with an empha-
from a life model. Plaster mold-making will be sis on typographic solutions are developed
included. Art 292-Plane: an approach to three
through all stages of design and production and majors who have prerequisites and consent of the Art 350
completed in a press run. Industry standards for instructor. Prerequisite: Art 320. Life Drawing II (4)
design and production practices are examined. Art 327 This is the second class in the Life Drawing
This course requires that students furnish a laptop Intermediate Art and Social Practices (4) sequence. The course continues development of
computer that meets the departmental standards For this class students will choose a dept on cam- skills in drawing the human figure in a variety of
in terms of hardware and software (see depart- pus that is not the art dept and will make arrange- poses working with a variety of materials with an
mental website for requirements). Prerequisites: ments to become “artists in residence” for that emphasis on the muscular system. Prerequisite: Art
Art 200 and 210. dept during the quarter. The students will keep 131, Art 250 or have equivalent experience draw-
*Art 301 journals documenting information presented in ing from a live model. The student should be able
Processes and Practices of the the class, personal project ideas, etc. They will to state the figure quickly, economically and in pro-
Creative Industries (4) work with professors, students, and administrators portion. Prerequisites: Art 182 and Art 250.
This course provides an overview of creative in their selected depts. to create projects that Maximum 4 credits. Open to non-majors with
industries, its practices, production, and con- respond to the qualities, needs and interests of instructor's consent or departmental approval.
sumption, and its importance to global knowl- that dept and those people found there. The class Art 354
edge-based economies. Students are introduced to will go on tours of the various depts. and learn Typography II (4)
key creative industries theoretical and analytical about them from the students who have selected The second course in a sequence on typography
frameworks and will learn how these frameworks them and the people they are working with in addressing more complex communication problems.
converge and can be applied in creative industries those depts. The professor will meet independent- An emphasis is placed on developing strong concep-
– as well as the importance of multi-disciplinary ly with the students in their selected depts. and tual solutions and integrating text and image.
collaborations to creative industries. Students will the class will meet together to discuss their indi- Design, art, and literary theory is introduced and
gain the foundational vocabulary and skills to cri- vidual progress on the projects that they are work- applied to the problem-solving process. Continued
tique, present and discuss creative industries ideas ing on. The students will be asked to produce sev- emphasis is placed on understanding design within a
and case studies. eral small projects and a larger final project that is historical context. Projects to include large, multiple
Art 310 done in conjunction with their selected dept. page formats, such as books, editorial design, and
Digital Imaging and Illustration II (4) Students will document their process and projects, annual reports. Open to non-majors who have pre-
Studio course in advanced composition using and will be graded on engagement in class and requisites and consent of the instructor. This course
photo-illustration, vector illustration, and hybrid with their depts. journals and projects. requires that students furnish a laptop computer
illustration techniques. Emphasis is placed on a Recommended prerequisites: Art 227. that meets the departmental standards in terms of
conceptual approach to composition and creative Recommended that it be taken in sequence. Open hardware and software (see departmental website
process exemplified in the content, style, and exe- to non-majors. for requirements). Prerequisites: Art 200 and 254.
cution of illustration projects. Open to non- Art 330 *Art 360
majors with instructor’s consent. This course Critical Theories in Art I (4) Photographic Exploration I (4)
requires that students furnish a laptop computer After a brief look at art of the 1960s and 1970s, Study of photography as visual language. Lectures,
that meets the departmental standards in terms of this class will explore major theoretical and philo- demonstrations, and extended assignments explore
hardware and software (see departmental website sophical developments in the art world over the technical, aesthetic, and ethical issues of contem-
for requirements). Prerequisite: Art 210. last quarter-century. Various themes and forms of porary photographic communication. Working in
Art 312 art and individual artists will be examined as either a documentary or conceptual approach,
Art in the Elementary School (4) manifestations of specific theories and philoso- students begin development of their photographic
This course is designed to give the elementary phies that have emerged during the past 25 years. portfolios, with emphasis placed on the photo-
educator knowledge, skills, methodologies and Particular emphasis will be on art of the post-9/11 graphic series. Prerequisites: Art 260, 261, 262,
resources that encourage the incorporation of art era. Material will be covered through readings, and Arh 392.
education as a regular, ongoing and sequential slide lectures and films as well as frequent visits to *Art 365
part of the core curriculum. Based on contempo- the Portland Art Museum; we will also take Digital Portfolios for Visual Artists (4)
rary theory and practice focused exclusively on the advantage of gallery shows, lectures and other rel- Studio course for visual artists focusing on design
teaching of art at K-5 levels. Required for all stu- evant local events. Assignments will include criti- and development of digital portfolios. Concepts
dents seeking a general multi-subject teaching cal response and research papers, group presenta- of portfolio development, graphic design, and
license at the elementary level. General objectives tions. Prerequisites: Art 182 and ArH 206. interactive design are applied to create an effective
include establishing a theoretical and methodolog- Maximum 4 credits. Open to non-majors with communication of the artist’s body of work.
ical foundation that enables the student to teach instructor’s consent or departmental approval. Digital production techniques are practiced as
age appropriate art lessons that engage children Art 341, 342 portfolios are assembled and published in a variety
not only in art production activities but also to Interactive Media I, II (4, 4) of print, time-based, and interactive formats.
address the areas of art history, criticism and aes- A two-term studio sequence in design for interac- *Art 367
thetics. Open to Non-majors. Maximum 4 cred- tive media. Art 341: Interactive design for the Design Team Management I (4)
its. Web focusing on information architecture, naviga- Introduction to multidisciplinary, team-based, prob-
Art 320, 321 tion systems, and visual interface. HTML markup lem-solving practices in communication design.
Communication Design Studio III, IV (4, 4) and the use of visual design tools. Creation and Majors in art/graphic design and non-art majors
A sequence focusing on concept development and optimization of graphics in compressed formats. enroll in this course to form interdisciplinary teams
solutions for communication design problems. Experience with Web production workflow working on hypothetical projects or case studies in
History, theoretical approaches, critical readings, through development of site projects. Topics current business problems, issues, and trends.
group and individual critiques, and written assign- include usability and the aesthetics of web media. Emphasis is placed on strategic design and plan-
ments support visual design exploration. Art 320: Open to non-majors with instructor’s consent. ning, creative process, project management, and stu-
Focus is placed on narrative and information struc- This course requires that students furnish a laptop dio management. Students demonstrate skills in
tures. Historical context and ethical design con- computer that meets the departmental standards research, conceptual development, persuasive writ-
cerns are addressed. Open to non-majors who have in terms of hardware and software (see depart- ing and communication, negotiation, initiative, col-
prerequisites and consent of the instructor. This mental website for requirements). Prerequisites: laboration, and team dynamics. This course pre-
course requires that students furnish a laptop Art 120 and 210. Art 342: Interactive design pares students for participation in team-based com-
computer that meets the departmental standards enhanced through the integration of animation, munity service projects developed in Art 468
in terms of hardware and software (see depart- video, sound, and other media. Critical analysis of Design Team Management II. Open to non-majors
mental website for requirements). Prerequisite: Art work in the field establishes vocabulary and prin- with instructor’s consent. Prerequisites: for non-art
225, Art 321: Complex problems focus on public ciples for effective design, usability, and interactiv- majors, Art 100, 120, 200, 224, and 290. For art
communication, branding, and information ity. Animation developed in vector, bitmap, and majors, Art 321, Art 354, and either Art 300 or Art
design. Design strategy, creative briefs, project video formats. Technical standards for delivery of 341.
management, and team skills are applied to the audio, video, and animation. Open to non-majors
conceptual problem-solving process. Open to non- with instructor’s consent. Prerequisite: Art 341.
Art 373 Art 408/508 Art 450

Creative Sculpture (4) Workshop (Credit to be Arranged.) Life Drawing III (4)
A creative study of all aspects of sculpture involv- Terms, section, instructor and hours to be The third course in the life drawing sequence. If
ing various media such as clay, plaster, wood, arranged. Consent of instructor and chair of the students have had the preparation of prior classes
stone, and the metals, with emphasis, as necessary, Department of Art required. in learning to draw the figure accurately from
on architectural sculpturing. Prerequisites: Art Art 410/510 observation and have learned a little about basic
182, Art 292 & Art 291. Maximum 4 credits. Selected Topics (Credit to be arranged.) anatomy then they will continue to develop skills
Open to non-majors with instructor’s consent. Maximum: 12 credits in one area. Prerequisite: in drawing the human figure in a variety of poses
Maximum 12 credits. consent of instructor and chair of Department of with the addition of compositions dealing with
Art 391 Art. two or more figures when possible. Emphasis on
Drawing Concepts II (4) compositional and expressive means Use of variety
Art 427 of materials. Prerequisites (required for art and art
Engages the theories and practices involved in the Advanced Art and Social Practices (4)
many processes, methods, and techniques of history majors): Art 350. Recommended that it be
For this class the students will work outside of the taken in sequence. Open to non-majors with
drawing. Readings, discussions, and research are PSU campus. The class will select a particular area
expected. Prerequisites: Art 182 and Art 230. ArH instructor’s consent.
of Portland, for example Old Town or NE Alberta
206 strongly recommended. Open to non-majors Ave. or a specific institution like a high school or *Art 455
with instructor’s consent. senior center. The students will then become art- Time Arts Studio (4)
Art 392, 393 ists-in-residence in that area or institution. The Advanced practicum for students seeking a minor
Intermediate Painting I, II (4,4) students will keep journals documenting informa- in time arts. Students propose projects that may
Study of various concerns in the expansion of tech- tion presented in the class, personal project ideas, encompass or combine work in 2D animation,
nical and conceptual approaches dealing with form etc. The students will research the area both from 3D animation, and video. Emphasis is placed on
and content in both historical and contemporary first hand interviews with locals, and from histori- the professional presentation and delivery of proj-
practices. Students investigate a variety of ways of cal documents and current day written materials. ects. Prerequisites: Take at least two of the follow-
seeing that expands their approach to the subject The students will produce a series of site-specific ing, Art 255, 256, or 257.
and prepares them to begin development of an project that collaborate with in someway the peo- *Art 460
independent body of work in advanced painting. ple local to the selected site. Documentation and Digital Media Practicum (4)
Students work both individually and in a group set- presentations of each project will be required. Advanced topics in digital media are explored
ting. Art 392: emphasis is placed on surface, materi- General class engagement and journal writing will through individual research and design projects
als, and other technical concerns, although issues form the basis for grades. Prerequisites: Art 227 or implemented through a teaching assistantship for
dealing with the relationships of form and content Art 327 or consent of instructor. Open to non- digital media courses. Projects include, but are not
are also discussed. Art 393: utilizing traditional and majors. limited to, the design and development of learn-
non-traditional technical processes while dealing Art 430 ing resources in a variety of digital and online for-
with specific themes, students develop a personal Critical Art Theories II (4) mats. Topics include: graphic design as applied to
vocabulary within a contemporary discourse. Artwork and artists of the 21st century are exam- the objectives of instructional design, information
Prerequisites: Art 182, Art 230, Art 281 and Art ined with in the context of contemporary art the- architecture and sequencing, and effective instruc-
282. Open to non-majors with instructor’s con- ory. A thematic rather than a chronological tional formats, such as interactive media, anima-
sent. approach will be used when examining theoreti- tion, and streaming video. This course requires
Art 399 cal, philosophical and socio-cultural aspects. that students furnish a laptop computer that
Special Studies (Credit to be arranged.) Material will be presented through in-class meets the departmental standards in terms of
Art 401/501 instruction and field trips. Prerequisite: Art 330 hardware and software (see departmental website
Research (Credit to be arranged.) and non-majors must have departmental or for requirements). Prerequisite: senior standing,
Terms, section, instructor and hours to be instructor’s consent. completion of at least one upper-division digital
arranged. Consent of instructor and chair of the media elective, and permission of instructor.
*†Art 436/536, 437/537
Department of Art required. Painting Topical Issues (4, 4) *Art 461/561
Art 402/502 Advanced painting problems based on various Photographic Exploration II (4)
Independent Study (Credit to be arranged.) subjects. Work may include various media, such Continuation of Art 360 Photographic Exploration
Terms, section, instructor and hours to be as oils, acrylics, and mixed media. May be offered I, culminating in the completion and presentation
arranged. Consent of instructor and chair of the with specific subtitles such as Figure Painting or of a final photographic portfolio. Multiple portfolio
Department of Art required. Landscape Painting. Maximum: formats are possible. Graduate students also com-
8 credits. Open to non-majors with instructor’s plete original research or critical study on either a
Art 404/504 photographer or photographic technique.
Cooperative Education/Internship consent. Prerequisites (for art and art history
majors only): Art 392 and Art 393. Prerequisite: Art 360.
Terms, section, instructor and hours to be † 500-level classes intended for M.F.A. students only. *Art 462/562
arranged. Consent of instructor and chair of the Professional Practices in Photography (4)
Art 440/540 Introduces senior and graduate students to the
Department of Art required. Interactive Team (4)
photography profession in its diverse forms and
Art 405/505 Interactive media design and development for
the commercial operation of photographic stu-
Reading or Studio and Conference internal and external community clients. Design
dios. Projects investigate one or more specialized
(Credit to be arranged.) solutions are presented, critiqued, and revised
forms of photographic practice, such as product,
Terms, section, instructor and hours to be based on initial and ongoing client contact. Sites
architectural, portrait, landscape, photo-illustra-
arranged. Consent of instructor and chair of the are developed, tested, and maintained on web
tion, or immersive photography. Specialized tech-
Department of Art required. servers. Team-based design and development pro-
niques in lighting and digital imaging may be
Art 406/506 cess is coordinated through project management
explored. Prerequisite: Art 360.
Projects (Credit to be arranged.) practices. Emphasis is placed on strategic and tac-
Terms, section, instructor and hours to be tical design process, industry standards, usability *Art 467
studies, business proposals, design documents, Design Team Management II (4)
arranged. Consent of instructor and chair of the
and other professional practices. This course This course applies skills and knowledge gained in
Department of Art required.
requires that students furnish a laptop computer Design Team Management I. Non-art majors
Art 407/507 that meets the departmental standards in terms of enroll in this course that meets with a 300- or
Seminar (Credit to be arranged.) hardware and software (see departmental website 400-level communication design course engaged
Terms, section, instructor, and hours to be for requirements). Prerequisites: Art 341, 342. in community service projects. Both groups of
arranged. Consent of instructor and chair of students work collaboratively in teams on con-
Department of Art required. tracted projects for community clients. Projects
address a variety and combination of print, audio,
video, or interactive media. Emphasis is placed on Art 472 text. This course concentrates on working meth-
skills required to create media campaigns: market- Communication Design Portfolio (4) ods of research and execution through closely
ing, branding, identity, and advertising. Teams Development of a design portfolio that depicts, in guided assistance. Art 491/591: Building on the
develop solutions for client business problems a consistent and professional manner, the creative, processes and research practiced in Art 490/590,
through a design process not limited to the fol- conceptual, strategic, and technical abilities of the students complete a focused and unified body of
lowing: development of design strategy, analysis of designer. Independent exploration and refinement work sustained by specific critical analysis.
audiences, conceptual development and formal of projects is required. Communication of design Courses must be taken in sequence. Open to non-
solutions, research of textual and visual content, strategy and accomplishment through effective majors who have prerequisites and consent of the
appropriate context, management of client com- written and verbal presentation. Emphasis is instructor. Prerequisites (for art and art history
munications and mediation, selection and coordi- placed on business, project management, and pro- majors only): Art 392, 393 and Art 391, or
nation of media, and overall project management, fessional skills required in the marketplace. instructor’s consent.
including project timelines and budgets. Design Required course for all majors in design. This Art 492/592
history, current design trends, formal concerns, course requires that students furnish a laptop Contemporary Studio Practice (4)
and typography are covered. Professional presenta- computer that meets the departmental standards Open only to art majors in their senior year. This
tion and delivery of all projects is expected. Open in terms of hardware and software (see depart- course allows students to pursue their own body of
to non-majors who have prerequisites and consent mental website for requirements). Prerequisites: work as a thesis project. Providing the basis for
of the instructor. Prerequisites: senior status in the major and Art 321, 341, 354, continuity and sustained concentration within a
Art 100, 120, 200, 367, and ArH 290. 470. long-term project, this course emphasizes laying a
Art 469 Art 479/579 foundation for research and concentrates on devel-
Communication Design Internship (4) Advanced Printmaking (4) oping a mechanism to design and access indepen-
An advanced, elective course with a required 100- Advanced laboratory course in print art in which dent modes of analysis. Students learn to clarify
hour placement in a professional design setting. students specialize in one or more (in combina- ideas/images in a personal body of work. Role of
Students conceive design, and develop client-orient- tion) of the following techniques, i.e., lithography, theory and criticism is emphasized. Open to non-
ed projects to gain experience in professional design etching, monotype, relief, collagraph. Required majors with instructor’s consent. Prerequisites (for
practices, including design strategy, cost estimation, course for the print major with the intention that art and art history majors only): 8 credits in art
preparation of the creative brief, effective written each student explore and experiment to arrive at a 479/579 Advanced Printmaking; Advanced
and verbal presentation, team dynamics, client cohesive body of printed work that speaks to an Painting,
meetings, and project management. In-class sessions individual vision which is finalized in portfolio Art 490/590, 491/591; a minimum of two of the
focus on topics and concerns related to professional form. Analytical and critical discussion are part of Advanced Sculpture Topics courses: Art 494, 495,
practice. Stress is placed on understanding both the the group and individual review process. Open to or Art 496; or a combination of Advanced
client’s and designer’s point of view in the conceptu- non-majors who have prerequisites and consent of Painting and Advanced Sculpture Topics courses.
al process. Portfolio and permission of the instructor the instructor. Prerequisites (for art and art history Enrollment is contingent on a juried selection pro-
required. Pre-registration in this class is possible. majors only): Art 270, 271 and 230. Maximum cess. Pre-registration in this class is possible.
However, final approval and acceptance into this 12 credits. However, final approval and acceptance into this
class is based on portfolio review and instructor Art 485 Studio Art Seminar (2) class is based on portfolio review and instructor
approval. This course requires that students fur- A required class for studio artists. This class will approval. Contact the department office for infor-
nish a laptop computer that meets the departmen- explore special topics in contemporary art and mation. Maximum: 8 credits.
tal standards in terms of hardware and software issues of further professional development in the Art 493/593
(see departmental website for requirements). visual arts. Various contemporary theoretical Advanced Drawing Mixed Media (4)
Prerequisites: senior status in the major and Art issues and art world practices will be investigated. This class represents the culminating experience in
321, 341, 354. Maximum: 8 credits. Prerequisites: upper-division standing in art pro- drawing and mixed media. Students are expected
Art 470 gram. Intended for art majors only. Maximum 4 to develop a unified body of work that reflects
Contemporary Design Projects (4) credits. and is informed by art history and contemporary
Required for all design majors in their senior year. †Art 488/588 theory. Open to non-majors who have prerequi-
Students pursue their own body of work with a Advanced Sculpture Welding (4) sites and consent of the instructor. Prerequisites
focus on the development of independent mecha- Constructivist approaches to working with the (required for art and art history majors only): Art
nisms for generating design problems and solu- focus on steel. Welded metal sculpture fabrication 391. Maximum 8 credits.
tions. Emphasis is placed on accessing independent using gas, electric, and heliarc welding methods. †Art 494/594, 495/595, 496/596
modes of analysis. Students learn to clarify con- Experimental materials, methods, and concepts Advanced Sculpture Topics (4, 4, 4)
cepts and execution methods in a sustained and optional, consistent with the facilities and circum- Art 494/594, 495/595: series of rotating topics
integrated body of work that demonstrates refine- stances. Maximum: 12 credits. Open to non- that address current conceptual approaches and
ment of visual and verbal communication ideas. majors with instructor’s consent. Prerequisite: 8 issues in the arts including: installation, site spe-
The role of theory and criticism is emphasized. credits in elementary sculpture and Art 373. cific, space/body, language, and materials. Art
This course requires that students furnish a laptop † 500-level classes intended for M.F.A. students only. 496/596 independent projects: acting as a cap-
computer that meets the departmental standards stone course within the concentration the student
in terms of hardware and software (see depart- †Art 489/589
Advanced Sculpture Casting (4) will be expected to develop their own criteria and
mental website for requirements). Prerequisites: issues that result in a body of work which exhibits
Art 321, 354. Bronze casting using the lost wax investment
method. Experimental materials, methods, and a focused direction. Open to non-majors who
Art 471 concepts optional, consistent with the facilities have prerequisites and consent of the instructor.
Communication Design Seminar (4) and circumstances. Maximum: 12 credits. Open Prerequisite: upper-division standing; 8 credits in
Concentrated visual exploration of current topics to non-majors with instructor’s consent. sculpture and Art 373. Maximum: 16 credits.
in contemporary design, such as cross-cultural Prerequisite: 8 credits in elementary sculpture and † 500-level classes intended for M.F.A. students only.
communication or environmental graphic design. Art 373. Art 498
Topics are supported by investigation of theoreti- BFA Thesis Exhibition (2)
cal and critical issues. Projects focus on demon- This is a tutorial and directed study in studio pro-
strating a nuanced and multi-faceted investigation Art 490/590, 491/591 duction with assigned supervising faculty mem-
of the topic. Open to non-majors with instructor’s Advanced Painting (4,4)
bers. Preparation and production of a cohesive
consent. This course requires that students furnish A two-term sequence offering a contemporary
body of work culminating in an end of the pro-
a laptop computer that meets the departmental view of painting through the exploration of vari-
gram BFA thesis exhibition. In-depth discussions
standards in terms of hardware and software (see ous media, subject matter, and conceptual
and assessment of student’s studio work in rela-
departmental website for requirements). approaches. Research, idea generation, and pro-
tion to subject matter, materials, content, presen-
Prerequisites: Art 321, 354. Maximum 8 credits. duction will be emphasized. Art 490/590:
tation, contemporary art practices and criticism,
Students begin to develop an independent body
technical and formal concerns and/or related
of work within a historical and theoretical con-
interdisciplinary interests. This course should be
taken in the last quarter of the BFA Program †Art 581 †Art 585
before graduation. Directed assignments and MFA Graduate Seminar I: Special Topics in MFA Graduate Seminar IV: Professional
course of study will be given as appropriate. An Contemporary Art (2) Practices (2)
oral defense of the final project will take place at Examines selected issues in contemporary art and Explores practical issues of career development for
the time of the final exhibition. Required for all culture. The given instructor’s current research professional artists including preparing a portfolio,
BFA students. Prerequisites: Acceptance into the interests determine course material. Examples of grant writing, C.V. writing, applying for teaching
BFA program and Senior Standing. topics include: post-colonialism and Diaspora; positions and residencies, working with museums
issues in feminism; gender and queer studies; and galleries, working in and with public, nonprofit
Art 503 modernisms and modernity; new technologies
Thesis (Credit to be arranged.) and community arts organizations. The course
and digital culture; autobiography and memoir; includes guest speakers and individual research proj-
Art 514, 515 cultural production and censorship; globalism and ects. Required for MFA. Prerequisite: graduate
Art Methods for Secondary School new economies of art. Course format consists of
Teachers (4,4) standing in MFA.
assigned readings, discussion and a writing com-
Methods and materials for teaching and coordina- ponent. Field trips, student presentations, screen- †Art 586
tion of art programs in grades 5-12, with an ings and assigned lectures may also be included. Visiting Artist Program / Group Critique (2)
emphasis on organizing historical, aesthetic, criti- May be repeated for credit. Maximum credits 4. A critique-based course focusing on the studio
cal and studio demonstrations, lectures, and class- Required for MFA. Prerequisite: graduate stand- production of the individuals enrolled. Students
room/model presentations. Translating theory into ing. are expected to help foster and develop an envi-
practice will be a continuing and ongoing focus of † 500-level classes intended for M.F.A. students only. ronment for serious and sophisticated peer review.
the classes in lessons, research and readings. The work of visiting artists will be presented.
Students will develop Art lessons and programs †Art 582 Visiting artists participate in group critiques, as
MFA Graduate Seminar II: Writing and well as conduct individual studio critiques. May
that reflect current state and national standards. Research (2)
Art 514 is an introduction to the history of Art be repeated for credit. Maximum credits 12.
Explores the role of writing and research in con-
Education, the methods of instruction, philoso- temporary art practice. Course materials include Required for MFA. Prerequisite: graduate stand-
phy of art education, and organization of art library research and developing bibliographies rel- ing.
materials and tools. Art 515 explores the current evant to students’ studio practice, discussion of †Art 587
best practices and issues in Art Education, tech- methodologies and practices of contemporary art MFA Exhibition Project (4)
nology (media-computer) application to art, con- production. Preparatory course for written com- Tutorials and directed study in developing a final
tinuing research/issues in art education, Practical ponent of the MFA exhibition project: second- MFA exhibition project. Conduct supporting
and contemporary issues in public/private educa- year students are expected to develop an abstract research and studio production with approval of
tion. Prerequisite: ART 514 Admission into the and outline for their exhibition project. May be the students’ individual MFA advisor, Exhibition
Art Education GTEP program. Prerequisite: ART repeated for credit. Maximum credits 4. Required committee chair and committee members.
515 Admission into the Art Education GTEP for MFA. Prerequisite: graduate standing. Required for MFA. Maximum credits 4.
program and ART 514. Open to non-majors with † 500-level classes intended for M.F.A. students only. Prerequisite: graduate standing.
instructor’s consent. † 500-level classes intended for M.F.A. students only.
†Art 583
†Art 530 MFA Graduate Seminar III: Teaching Visual †Art 598
Critical Art Theories II (4) Culture (2) Social Practice: Workshop (2)
Artwork and artists of the 21st century are exam- Explores teaching at local and national institu- This course is a co-requisite to Art 584 Social
ined with in the context of contemporary art the- tions as preparation for teaching in higher ed. Practice: Directed Studies. In this workshop the
ory. A thematic rather than a chronological This seminar includes curriculum development, focus will be on the creative aspects involved in
approach will be used when examining theoreti- syllabi development, assessment, educational social practice rather then theory. Formulate and
cal, philosophical and socio-cultural aspects. objectives reading and discussion of post-modern work on collaborative public projects, discuss the
Material will be presented through in-class theory and other matters in the area of art educa- creative aspect and practical application of art and
instruction and field trips. Prerequisite: Graduate tion and visual culture. Required for MFA. social practice. May be repeated for credit.
standing in the MFA program. Maximum credits 2. Prerequisite: graduate stand- Maximum credits 20. Required for MFA.
† 500-level classes intended for M.F.A. students only. ing. Letter grade. Prerequisite: graduate standing.
†Art 580 † 500-level classes intended for M.F.A. students only. † 500-level classes intended for M.F.A. students only.
Studio Practice: Directed Studies (4) †Art 599
Tutorial and directed study in studio production †Art 584
Social Practice: Directed Studies (2) MFA Exhibition Critique (2)
with a supervising faculty member. In-depth dis- Public presentation of MFA exhibition project
cussions and assessment of graduate student’s stu- Tutorial and directed study in social practice pro-
duction with a supervising faculty member. and MFA exhibition lecture; production of writ-
dio work-in-progress in relation to contemporary
art practices and criticism, historical practices, In-depth discussions and assessment of graduate ten MFA exhibition statement with the student’s
technical and formal concerns and/or related student’s work-in-progress in relation to contem- individual MFA advisor, graduate faculty and
interdisciplinary interests. Directed assignments porary art practices and criticism, historical prac- graduate program coordinator. Maximum credits
and course of study will be given as appropriate. tices, technical and formal concerns and/or related 2. Required for MFA. Prerequisite: graduate
May be repeated for credit. Maximum credits 40. interdisciplinary interests. Directed assignments standing.
Required for MFA. Prerequisite: graduate stand- and course of study will be given as appropriate. † 500-level classes intended for M.F.A. students only.
ing. May be repeated for credit. Maximum credits 20.
Required for MFA. Prerequisite: graduate stand-
† 500-level classes intended for M.F.A. students only. ing.
Music
231 Lincoln Hall music majors and minors study with some of Training and Keyboard Harmony............................ 3
Mus 304, 305, 306 Music History............................ 12
503-725-3011 the finest faculty in the nation in the string,
One of the following: . ............................................ 4
www.pdx.edu/music wind, percussion, piano, jazz, and vocal Mus 355 Jazz History
areas. Standards are high as students pursue Mus 374, 375 World Music
B.A., B.S.—Music
Minor in Music; Minor in Jazz Studies; the conservatory-like Bachelor of Music Mus 376 American Music Traditions
‡Mus 195, 395 Band; Mus 196, 396 Orchestra;
Minor in Music History degree or the more general Bachelor of Arts
Mus198, 398 Jazz Lab Band;
B.M. – Performance, Voice, Jazz Studies, or Science in Music. Our graduates have Mus 197, 397 Chorus ............................................. 12
Music Education and Composition consistently demonstrated their excellence in ‡MuP 190, 290, 390, 490 Applied Music
M.A., M.S. —Music the fields of performance, conducting, com- (minimum of 6 upper-division credits) ................. 12
Mus 351 Accompanying (required
M.M.—Performance; Conducting, position, and scholarship. Many are leaders of piano majors only in lieu of 2 credits
and Jazz Studies in music around the Northwest and else- of Mus 395, Mus 396, or Mus 397)........................ (2)
§Mus 47 Final Project or
where. Mus 48 Junior Recital ...............................(no credit)
Programs in the Department of Music are *Mus 188 Recital Attendance...................(no credit)
Mission statement accredited by the National Association of Music Electives ......................................................... 8
Schools of Music. The department also Total 76
The Department of Music exists to provide †Concurrent enrollment in Mus 111, 112, and 113 is
offers many courses for the non-major,
an excellent forum for the professional train- required.
including: Beginning Guitar, Beginning ††Concurrent enrollment in Mus 211, 212, and 213 is
ing and support of a highly diverse student
Piano, Beginning Voice, Introduction to required.
body in the areas of performance, conduct- Music, Survey of Music Literature, applied
‡Music majors and minors and jazz majors, and minors
ing, jazz studies, music education and com- music, University chorus, Women's Chorus,
must enroll in Applied Music and the related large
ensemble (Mus 195/395, 196/396, 197/397, 198/398)
position. In addition the Department pro- University Band, PSU Orchestra, Basic each term.
vides general training in music where stu- §All B.A./B.S. candidates must complete a final project
Materials, Music Theory I, Music in the consisting of one of the following: a half recital (Mus
dents study theory, history, literature, peda- Western World, History of Rock, Jazz 48); a 30-minute performance; a performance project; or
gogy, composition, improvisation, music History, Guitar History, World Music, regular performance in area recitals.
*To be taken concurrently with Applied Music
technology, and ethnomusicology. Framed Improvisation, and American Musical
by the University’s motto, “Let Knowledge Traditions.
Serve the City,” the Department of Music The credits in applied music are divided
offers a wide spectrum of activities by stu- Admissions requirement into 3 credits at each level. With departmen-
dents, faculty and guest artists which tal approval this distribution may be altered;
enhances the artistic and cultural life of the Admission to the department is based on however, a minimum of 6 of the 12 credits
city of Portland. general admission to the University. See must be completed at the upper-division
“Admission requirements” on page page 37 for level. A minimum of 6 of the 12 credits of
more information. Additionally, the band, orchestra, or chorus must be complet-
Undergraduate Department of Music requires students to
apply to the department and audition before
ed at the upper-division level. A piano profi-
ciency examination is also required of all
programs they are accepted into the music program. music majors before entering Music Theory
II (Mus 211).
The Department of Music is located within Degree requirements Requirements for Bachelor of Music in
the hub of musical activity in the Pacific All courses used to satisfy the department Performance. In addition to meeting the
Northwest, only three blocks from the major and minor requirements, whether general University degree requirements, music
Portland Center for the Performing Arts. It taken in the department or elsewhere, must majors seeking the professional music degree
maintains close ties to the Oregon be graded C or above. In all degrees where (Bachelor of Music in Performance) must
Symphony, Portland Opera, Portland upper division applied music is required stu- complete the following courses:
Symphonic Choir, Portland Jazz Orchestra, dents must pass the mandatory upper divi- Credits
and Portland Youth Philharmonic, among sion examination. Admission to the BM in Mus 111, 112, 113 Music Theory I............................ 9
†Mus 114, 115, 116 Sight-Singing/Ear Training....... 3
other organizations. Faculty and students Music Education program or the BM in Mus 191, 192, 193 Class Piano.................................. 6
alike interact with these performing organi- Composition program is contingent on a Mus 46 Piano Proficiency Exam.................(no credit)
zations in various ways. Both traditional and mandatory portfolio review. Mus 203 Music in the Western World..................... 4
innovative musical opportunities through Mus 211, 212, 213 Music Theory II........................... 9
Requirements for Bachelor of Arts and ††Mus 214, 215, 216 Sight Singing/Ear Training and
the study of classical performance, jazz, per-
Bachelor of Science. In addition to meet- Keyboard Harmony................................................... 3
formance, pedagogy, music history, ethno-
musicology theory, conducting, composition ing the general university degree require- Mus 304, 305, 306 Music History II......................... 12
ments, students seeking the B.A. or B.S. in One of the following:............................................... 4
and music education are available for PSU Mus 355 Jazz History
students who live in the community or in Music must complete the following courses: Mus 374, 375 World Music
Credits Mus 376 American Music Traditions
campus housing.
Mus 111, 112, 113 Music Theory I . ......................... 9 Mus 311 Formal Analysis.......................................... 3
Faculty members in the Department of †Mus 114, 115, 116 Sight-Singing/Ear Training...... 3 Mus 312 Orchestration............................................. 3
Music are internationally recognized per- Mus 46 Piano Proficiency Exam.................(no credit) Mus 313 Counterpoint.............................................. 3
formers, conductors, composers, and schol- Mus 203 Music in the Western World .................... 4 Mus 320 Fundamentals of Conducting.................... 2
ars. From the beginning of their studies, Mus 211, 212, 213 Music Theory II . ........................ 9
††Mus 214, 215, 216 Sight Singing/Ear
Mus 481 Pedagogy.................................................... 3
Mus 194, 394 Chamber Music.................................. 6 each term. Mus 304, 305, 306 Music History............................ 12
‡Mus 195, 395 Band; Mus 196, 396 Orchestra; *To be taken concurrently with Applied Music Mus 320 Fundamentals of Conducting.................... 2
Mus 197, 397 Chorus............................................... 12 Mus 471, 472, 473 Advanced Jazz Improvisation... 6
‡MuP 190, 290, 390, 490 Applied Music Requirements for Bachelor of Music in Mus 355 Jazz History................................................ 4
(minimum of 6 credits of 490)............................... 24 Composition. In addition to meeting the ‡MuP 190, 290, 390, 490 Applied Music
*Mus 188 Performance Attendance.........(no credit) general University degree requirements, music (6 credits of 390 and 6 credits of 490)................... 24
Mus 48 Junior Recital ...............................(no credit) ‡Mus 198 Jazz Lab Band........................................... 6
Mus 49 Senior Recital................................(no credit)
majors seeking the professional music degree
(Bachelor of Music in Composition) must Mus 394 Chamber Music Jazz Combos.................... 6
Elective music courses to be taken from the following Mus 398 Jazz Lab Band............................................. 6
areas: Music History, Music Literature, Composition, complete the following courses: Mus 424, 425, 426 Instrumental Jazz Arranging.... 6
Theory, World Music, Applied Music, Pedagogy,
Practicum, Conducting, additional Ensemble Area Coordinator: B. Miksch Mus 474, 475 MIDI Applications.............................. 4
Performance, Instrumental Techniques......................17 Credits *Mus 188 Performance Attendance.........(no credit)
Mus 351 Accompanying (required of piano Mus 111, 112, 113 Music Theory I............................ 9 Mus 48 Junior Recital.................................(no credit)
majors only in lieu of 2 credits of Mus 395, †Mus 114, 115, 116 Sight Singing/Ear Training....... 3 Mus 49 Senior Recital................................(no credit)
Mus 396, or Mus 397)............................................... 2 Mus 191, 192, 193 Class Piano.................................. 6
Electives..................................................................... 7
Total 123 Mus 46 Piano Proficiency Exam................... no credit
†Concurrent enrollment in Mus 111, 112, and 113 is Mus 203 Music in the Western World..................... 4 Total 123
†Concurrent enrollment in Mus 111, 112, and 113 is
required. Mus 211, 212, 213 Music Theory II........................... 9
††Concurrent enrollment in Mus 211, 212, and 213 is required.
††Mus 214, 215, 216 Sight Singing/ ††Concurrent enrollment in Mus 211, 212, and 213 is
required. Ear Training and Keyboard Harmony...................... 3
‡Music majors and minors and jazz majors, and minors required.
Mus 240, 241, 242 Music Composition I.................. 6 ‡Music majors and minors and jazz majors, and minors
ensemble (Mus 195/395, 196/396, 197/397, 198/398) Mus 304, 305, 306 Music History............................ 12 must enroll in Applied Music and the related large
each term. Mus 311 Formal Analysis.......................................... 3 ensemble (Mus 195/395, 196/396, 197/397, 198/398)
*To be taken concurrently with Applied Music each term.
Mus 312 Orchestration............................................. 3 *To be taken concurrently with Applied Music
Mus 313 Counterpoint.............................................. 3
Requirements for the Bachelor of Mus 320 Fundamentals of Conducting.................... 2
Music in Performance with an Emphasis One of the following:............................................... 4 Requirements for Bachelor of Music
in Voice. In addition to the meeting the Mus 355 Jazz History with an Emphasis in Music Education. In
general University degree requirements,
Mus 374, 375 World Music addition to meeting the general University
Mus 376 American Music Traditions degree requirements, music majors seeking
music majors seeking the professional music Mus 421 Analysis of Contemporary Music.............. 3
degree (Bachelor of Music in Performance Mus 422 Analytical Techniques................................ 3
the professional music degree (Bachelor of
with an Emphasis in Voice) must complete ‡MuP 190, 290 Applied Music (performance)....... 12 Music with an Emphasis in Music
the following courses: MuP 390, 490 Applied Music (composition).......... 12 Education) must complete the following
‡Mus 195, 196, 197, or 198: (Large Ensemble)
Area Coordinator: C. Meadows
courses:
Band, Orchestra, Choir, or Jazz Lab Band............... 6
Credits ‡Mus 395, 396, 397, or 398 Area Coordinator: D. Glaze
‡MuP 190, 290, 390, 490 Applied Music................ 24 Required Music Courses Credits
(Large or Small Ensemble)........................................ 3
(6 credits of 390 and 6 credits of 490) Mus 474 or 475 MIDI Applications........................... 2 MuP 190, 290, 390 & 490 Applied Music
Mus 46 Piano Proficiency Exam.................(no credit) (a minimum of 6 upper-division credits is required:
Mus 476 Computer Music Composition................... 2 6 credits of 390 or 490)........................................... 12
Mus 48 Junior Recital.................................(no credit) Mus 48 Junior Composition Recital............ no credit Mus 046 Piano Proficiency Exam...............(no credit)
Mus 49 Senior Recital................................(no credit) Mus 49 Senior Composition Recital............ no credit Mus 047 or 048 Final Project
Mus 111, 112, 113 Music Theory I............................ 9 *Mus 188 Performance Attendance........... no credit or Junior Recital.........................................(no credit)
†Mus 114, 115, 116 Sight-singing/Ear Training....... 3 Elective music courses to be taken from the Mus 111, 112 & 113 Music Theory I......................... 9
*Mus 188 Performance Attendance............ no credit following areas: Music History, Music Literature, †Mus 114, 115 & 116 Sight-Singing/
Mus 191, 192, 193 Class Piano.................................. 6 Music Technology, Music Theory, World Ear Training............................................................... 3
‡Mus 197/397 Chorus.............................................. 12 Music, Applied Music, Pedagogy, Practicum,
Conducting, Ensemble Performance, *Mus 188 Performance Attendance.........(no credit)
(minimum of 6 credits at the 397 level) Instrumental Technique......................................... 13 Mus 191, 192 & 193 Class Piano............................... 6
Mus 203 Music in the Western World..................... 4 ‡Mus 195, 196, 197 or 198 Large Ensemble:
Total 123
Mus 211, 212, 213 Music Theory II........................... 9 †Concurrent enrollment in Mus 111, 112, and 113 is Band, Orchestra, Choir or Jazz Lab Band................ 6
††Mus 214, 215, 216 Keyboard Harmony, required. Mus 203 Music in the Western World..................... 4
Sight-singing/Ear Training........................................ 3 ††Concurrent enrollment in Mus 211, 212, and 213 is Mus 211, 212 & 213 Music Theory II........................ 9
Mus 304, 305, 306 Music History............................ 12 required. ††Mus 214, 215 & 216 Sight-Singing/Ear Training &
‡Music majors and minors and jazz majors, and minors Keyboard Harmony................................................... 3
Choose one course from the following................... 4
Mus 355 Jazz History must enroll in Applied Music and the related large Mus 304, 305 & 306 Music History......................... 12
ensemble (Mus 195/395, 196/396, 197/397, 198/398)
Mus 374, 375 World Music each term. Mus 312 Orchestration............................................. 3
Mus 376 American Traditions *To be taken concurrently with Applied Music Mus 320, 321, 322 Fundamental, Instrumental,
Choose one course from the following................... 3 Choral Conducting.................................................... 6
Mus 311 Formal Analysis MuEd 328 Introduction to Music Education........... 2
Requirements for Bachelor of Music in MuEd 332, 333, 334 & 335 Strings, Guitar, Vocal,
Mus 312 Orchestration
Mus 313 Counterpoint
Jazz Studies. In addition to meeting the and Percussion Techniques....................................... 4
Choose one FL 203 from Italian, German, French or general University degree requirements, Mus 355, 374, 375 or 376 World Music................... 4
Mus 395, 396, 397 or 398 Large Ensemble: Band,
Chose two FL 103 from Italian, German, French....4-8 music majors seeking the professional music Orchestra, Choir, or Jazz Lab Band.......................... 6
Choose one course from the following................... 3 degree (Bachelor of Music in Performance Mus 409 Practicum.................................................... 2
Mus 430 Song Literature
Mus 436 Opera Literature
with a Jazz Emphasis) must complete the Mus 474 Midi Applications....................................... 2
Mus 481 Vocal Pedagogy following courses: MuEd 484 Music with Children................................ 3
Additionally, students need to choose a teaching
Mus 485, 486, 487 Diction for Singers..................... 6 Area Coordinator: C. Gray
sub-speciality and complete the following courses
TA 248 Acting............................................................ 4 Credits
in the appropriate track
Mus 427 Opera Workshop........................................ 2 Mus 111, 112, 113 Music Theory I............................ 9
†Mus 114, 115, 116 Sight-Singing/Ear Training....... 3 Instrumental Track Credits
Mus 428 Opera Production...................................... 2
Mus 191, 192, 193 Classical Piano............................ 6 Mus 197 & 397 University Choir............................... 2
Electives................................................................ 9-13
Mus 46 Piano Proficiency Exam.................(no credit) Mus 409 Marching Band Prac................................... 1
Total: 123 MuEd 336 Flute/Double Reeds................................. 1
†Concurrent enrollment in Mus 111, 112, and 113 is Mus 203 Music in the Western World..................... 4
required. Mus 211, 212, 213 Music Theory II (jazz section).... 9 MuEd 337 Clarinet/Sax.............................................. 1
††Concurrent enrollment in Mus 211, 212, and 213 is ††Mus 214, 215, 216 Sight-Singing/ MuEd 338 High Brass................................................ 1
required. Ear Training and Keyboard Harmony MuEd 339 Low Brass................................................. 1
‡Music majors and minors and jazz majors, and minors (jazz section).............................................................. 3 MuEd 341 Jazz Techniques....................................... 1
must enroll in Applied Music and the related large Mus 271, 272, 273 Jazz Improvisation..................... 6 MuEd 422/423/424 Instrumental Literature &
ensemble (Mus 195/395, 196/396, 197/397, 198/398)
Rehearsal Techniques................................................ 6
Electives:.................................................................. 13

Mus 111, 112 & 113 Music Theory I......................... 9
Credits
Degree requirements
Choral/General Track Credits (Concurrent enrollment in MUS 114, 115 & 116 is
not required for this minor.) M.A./M.S. PROGRAM
Mus 397 Conductor’s Chorus.................................... 1
Mus 188 Performance Attendance (Six terms are
Mus 408 Kodaly or Orff Techniques........................ 5 required.)....................................................(no credit) All M.A./M.S. candidates must take a final
MuEd 340 Wind Instrument Techniques................. 3 Mus 191, 192, and 193 Class Piano.......................... 6 written examination.
MuEd 420/421 Choral Literature & Mus 203 Music in the Western World..................... 4 Core curriculum Credits
Rehearsal Techniques................................................ 6
Three elective courses: . ......................................... 12 All of the following:
Electives................................................................... 12 ‡MuP 590 Applied Music ..................................... 2
Mus 304, 305 & 306 Music History
Total 123 Mus 355 Jazz History MuP 591 Applied Music-Secondary
†Concurrent enrollment in Mus 111, 112, and 113 is
MUS 360 The Guitar: Its Music and History Instrument (may substitute MuP 590 credits
required. with adviser approval)........................................... 2
††Concurrent enrollment in Mus 211, 212, and 213 is MUS 361/362 History of Rock Music
required. MUS 374/375 World Music Mus 506 Graduate Recital..................................... 2
‡Music majors and minors and jazz majors, and minors MUS 376 American Musical Traditions Mus 511 Research Methods (Music)..................... 3
must enroll in Applied Music and the related large Mus 520 Analytical Techniques . .......................... 3
ensemble (Mus 195/395, 196/396, 197/397, 198/398) Total Music Credits 31
Ensemble: Chosen with advice
each term. of graduate faculty................................................ 3
*To be taken concurrently with Applied Music
Education/Pedagogy
Graduate programs (chosen with adviser’s assistance) ........................ 9
One of the following: . ............................................ 3
Requirements for minor in music. To
Graduate Coordinator: J. Bluestone Mus 521-523 Arranging
earn a minor in music, a student must com- One of the following: . ............................................ 3
plete 35 adviser-approved credits (17 credits The Department of Music offers graduate
Mus 532-534 Music Literature
must be in residence at Portland State work in music leading to the degrees of Two of the following:............................................... 4
University), to include the following: Master of Music (M.M.) in performance, Mus 560-566 Music History
Credits Master of Music (M.M.) in conducting, Elective Studies........................................................ 10
‡MuP 190 Applied Music . ....................................... 3 Master of Music (M.M.) in Jazz Studies, as Music electives chosen from the following areas:
applied music, theory, arranging, composition,
‡MuP 290 Applied Music . ....................................... 3 well as a Master of Arts in music (M.A.) and music history, world music, music literature, peda-
Mus 111, 112, 113 Music Theory I............................ 9 a Master of Science in music (M.S.). The gogy, education, conducting, or additional ensem-
†Mus 114, 115, 116 Sight-Singing/Ear Training....... 3 ble performance
M.A./M.S. degrees are general master’s
*Mus 188 Performance Attendance.........(no credit) Total 45
‡Mus 195 Band; Mus 196 Orchestra; degrees in music. Graduate students in music
Mus 197 Chorus......................................................... 6 may also pursue recommendation for stan- M.M. PROGRAM
Mus 203 Music in the Western World .................... 4 dard teaching certification. This curriculum Master of Music in Performance* Credits
Upper-division Music History or World Music......... 4 differentiates between specialists in vocal ‡MuP 590 Applied Music........................................12
‡Mus 395 Band; Mus 396 Orchestra;
Mus 397 Chorus . ...................................................... 3
music and instrumental music, but candi- Mus 506 Graduate Recital........................................2
Total 35
dates in both areas complete a core of Mus 594, 595, 596, 597, 598
Chamber Music and/or Ensemble............................3
†Concurrent enrollment in Mus 111, 112, and 113 is required courses. Mus 511 Research Methods......................................3
required.
‡Music majors and minors and jazz majors, and minors Mus 520 Analytical Techniques................................3
Admission requirements Two of the following:............................................... 4
ensemble (Mus 195/395, 196/396, 197/397, 198/398) Mus 560-566 Music History
each term. For admission to graduate study the student Two of the following:............................................... 6
*To be taken concurrently with Applied Music must hold a bachelor’s degree representing a Mus 530, 531, 532, 533, 534, 536 Music Literature
Requirements for minor in jazz studies. course of study equivalent to that pursued by One of the following:............................................... 3
To earn a minor in jazz studies, a student PSU undergraduates in music. Mus 581, 582 or 583 Pedagogy
must complete 35 adviser-approved credits Students applying to the M.A.T./M.S.T. Electives (Determined in conjunction with adviser)...9
(17 credits must be in residence at Portland programs must submit one of the following Total 45
State University), to include the following: as part of their application process: For an M.M. in Vocal Performance consult
Credits 1. History Paper the Department of Music for Language
‡MuP 190 Applied Music.......................................... 3 2. Theory Paper, descriptive analysis or com- Requirement.
‡MuP 290 Applied Music.......................................... 3
position. Master of Music in Conducting Credits
Mus 111, 112, 113 Music Theory I............................ 9 MuP 590 Applied Music............................................2
†Mus 114, 115, 116 Sight-Singing/Ear Training....... 3 3. Audition Performance demonstrating ‡Mus 541, 542, 543 Conducting...............................9
*Mus 188 Performance Attendance.........(no credit) mastery at the MUP 490 level.
Mus 506 Graduate Recital........................................2
Mus 198 Jazz Lab Band............................................. 6 4. Teaching Certificate. Mus 511 Research Methods......................................3
Mus 203 Music in the Western World..................... 4 5. Interview. Mus 513 Score Reading............................................3
Mus 355 Jazz History................................................ 4 Students applying to the M.M. in Mus 520 Analytical Techniques................................3
‡Mus 398 Jazz Lab Band........................................... 3
Performance/Conducting must audition. See Mus 522 or 521 Orchestra or Band Arranging........3
Total 35 the Department of Music’s Web site at www. Mus 523 Choral Arranging.......................................3
†Concurrent enrollment in Mus 111, 112, and 113 is Two of the following:............................................... 4
required. pdx.edu/music for specific area requirements. Mus 560-566 Music History
‡Music majors and minors and jazz majors, and minors
One of the following:............................................... 3
must enroll in Applied Music and the related large All Masters Programs
ensemble (Mus 195/395, 196/396, 197/397, 198/398) Mus 530, 531, 532, 533, 534, 536 Music Literature
each term.
In addition to meeting the general require- Mus 595, 596, 597 Ensemble....................................3
*To be taken concurrently with Applied Music ments for admission to graduate study in Electives
Requirements for minor in music histo- the University, each student must successful- (Determined in conjunction with adviser).............. 9
ry. To earn a minor in music history, a stu- ly take the music placement examination Total 45
dent must complete 31 advisor approved prepared by and administered in the Master of Music in Jazz Studies Credits
credits (17 credits must be in residence at Department of Music. All courses used to All of the following:
‡MuP 590 Applied Music..................................... 12
Portland State University), to include the satisfy graduate requirements, whether taken
Mus 506 Project: Graduate Recital....................... 2
following: in the department or elsewhere, must be (Recital information packet available from Music
graded B or above. Office; be sure to register for 2 credit section.)
Mus 511 Research Methods (Music)..................... 3
Mus 520 Analytical Techniques............................. 3 Study of how to teach and play clarinet and saxo- Concurrent enrollment in an appropriate practi-
Mus 526 Instrumental Jazz Arranging................. 2 phone for students enrolled in the teacher educa- cum (Mus 409) required. Prerequisite: upper-divi-
Mus 540 Jazz Literature........................................ 3 tion program. sion standing in music.
Mus 567 History of Jazz......................................... 2
*MuEd 338 Mus 101, 102, 103
Mus 581 Pedagogy: Jazz....................................... 3 Basic Materials of Music (4, 4, 4)
High Brass Techniques (1)
One of the following:............................................... 2
Study of how to teach and play trumpet and horn Basic course in the theory, structure, and literature
Mus 560 Music History: Medieval
for students enrolled in the teacher education proof music, requiring no previous musical experi-
Mus 561 Music History: Renaissance
gram. ence. Includes basic sight-singing, music reading,
Mus 562 Music History: Baroque
*MuEd 339 writing, score analysis and composition in a vari-
Mus 563 Music History: Classical
Low Brass Techniques (1) ety of musical styles. For non-majors and prepara-
Mus 564 Music History: Romantic
Study of how to teach and play trombone, eupho- tion for students for enrollment in Music Theory
Mus 565 Music History: Early 20th Century
nium and tuba for students enrolled in the teach- I.
Mus 566 Music Since 1950
Complete 3 credits from the following:.................. 3 er education program. Mus 111, 112, 113
Mus 594 Chamber Music: Jazz Combo Music Theory I (3, 3, 3)
MuEd 340
Mus 598 Major Ensemble: Jazz Lab Band Wind Instrument Techniques (3) Provides a thorough ground-work in the melodic,
Elective Studies Selected with Advisor:................. 10 For students in the Choral/General Music harmonic, and rhythmic elements of music with
Music electives are determined in conjunction with Education track. Techniques of brass and wood- written exercises and analysis based on the styles of
the adviser and chosen from these areas: applied
wind instruments for groups of young students Bach, Haydn, Mozart, Beethoven, and other 17th
music, theory, diction, arranging, composition, music and 18th century composers. Registration in the
history, world music, music literature, pedagogy, with special emphasis on resources, beginning
conducting, or additional ensemble performance. techniques, and appropriate literature. appropriate Sight-Singing/Ear Training course is
required. An entrance placement examination will
Total 45 *MuEd 341 be given. Basic Keyboard Skills is recommended for
Jazz Techniques (1) music majors and minors.
All M.M. degree candidates must take a Study of techniques used in the teaching of mid-
final oral examination. All graduate students dle and high school instrumental jazz music. Mus 114, 115, 116
must receive a grade of B or above in music Includes rehearsal techniques, basic arranging, Sight-Singing/Ear Training (1, 1, 1)
courses. swing concepts, rhythm section concepts, and Studies to develop the ability to sing notation at
improvisation. Prerequisite: instructor approval. sight and to recognize and notate aural patterns.
Registration in the appropriate Music Theory I
MuEd 420/520, 421/521 course is required.
Courses Choral Literature and
Rehearsal Techniques (3, 3) *Mus 125, 126, 127
Methods and materials for teaching choral music Guitar Workshop (2,2,2)
Courses with an asterisk (*) are not offered every year. A workshop for discussion and applications of
in grades 6-12. Students will serve as a Lab Choir
MuEd 328 guitar related topics. Topics to include technique,
Introduction to Music Education (2) for each other as they learn to rehearse live choral
ensembles. Identification and selection of appro- sight-reading, transcribing. Audition may be
Overview of the music education profession, with required.
emphasis on the various levels, genres, options, and priate literature, teaching musical literacy, and the
requirements of the field. Concurrent enrollment in building and management of choral programs are Mus 185
core areas of study. Prerequisites: Mus 322, MuEd Guitar Orchestra (1)
an appropriate practicum (Mus 409) required.
328, 334. A large guitar ensemble. Audition required.
Prerequisites: Mus 111, 112, 113.
MuEd 422/522 Mus 189
MuEd 332 Instrumental Literature and Repertoire Study (1)
String Techniques (1) Rehearsal Techniques I (2) Study and performance of selected repertoire.
Study of the stringed instrument family for stu- Methods and materials for teaching instrumental Available only to students enrolled in large ensem-
dents in the teacher education program. Special music in grades 5-12. Identification and selection ble, chamber music or applied music. Prerequisite:
emphasis will be given to the teaching of these of age appropriate literature for instrumental consent of instructor.
instruments to groups of young and/or inexperi- ensembles is the core area of study. Prerequisites:
enced students. MuP 190
Mus 321, MuEd 328, 335, 336, 337. Applied Music (1-2)
MuEd 333 MuEd 423/523 Freshman year. Individual instruction in organ,
Guitar Techniques (1) Instrumental Literature and piano, harpsichord, voice, guitar, orchestral and
Study of the guitar and the methods and materials Rehearsal Techniques II (2) band instruments. Maximum: 12 credits.
used to teach guitar to young and/or inexperi- Rehearsal techniques for teaching instrumental Prerequisite: approval of faculty applied music
enced students. Required for students in the music in grades 5-12. Students will serve as a lab supervisor.
Music Education Program. ensemble for each other and will play primary and
Mus 191, 192, 193
MuEd 334 secondary instruments. Score study and learning Class Instruction (2, 2, 2)
Vocal Techniques K-12 (1) to rehearse a live ensemble is the core area of Class instruction in instruments or voice.
Study of vocal techniques for students in the study. Prerequisite: Mus 321, MuEd 328, 335, Offerings include piano, guitar, and voice.
teacher education program. Special emphasis will 336, 337, MuEd 422/522. Students in Mus 193 Class Piano must be enrolled
be given to teaching voice to groups of young MuEd 424/524 in Mus 46 concurrently.
and/or inexperienced students from childhood Instrumental Literature and
through high school. Rehearsal Techniques III (2) Mus 194
Chamber Music (1)
MuEd 335 Discussion of organization and administrative
Instruction in the art of small ensemble perfor-
Percussion Techniques (1) strategies utilized in a typical high school instru-
mance; the established repertory of string, wind,
Study of the percussion instruments of orchestra mental program. Topics will include travel,
keyboard, or vocal chamber music. Maximum: 6
and band for students in the teacher education booster organizations, fundraising, marching and
credits. Audition may be requested. Prerequisite:
program. Special emphasis will be given to the maneuvering. Concurrent enrollment in an
consent of instructor.
teaching of these instruments to groups of young appropriate practicum (Mus 409) required.
and/or inexperienced students. Prerequisites: Mus 321, MuEd 328, MuEd 335. Mus 195
Band (1)
*MuEd 336 MuEd 484/584 Maximum: 6 credits. Audition may be requested.
Flute and Double Reeds (1) Music with Children (3)
Study of how to teach and play flute and double Methods and materials for teaching general music Mus 196
reeds (bassoon and oboe) for students enrolled in classes in the elementary school. Designed for the Orchestra (1)
the teacher education program. music specialist; required of all students who seek Maximum: 6 credits. Audition may be requested.
a basic teaching certificate in music. It is presup- Mus 197
*MuEd 337
Clarinet and Saxophone (1) posed that all students have performing and theo- Chorus (1)
retical skills and at least one year of music history. Maximum: 6 credits. Audition may be requested.
Mus 198 Mus 301, 302 Mus 360

Jazz Lab Band (1) Survey of Music Literature (4, 4) The Guitar: its History and Music (4)
Performance of jazz literature in a big bandsetting. For non-majors; study of the history of music This course is designed to explore the origins of
Maximum: 6 credits. Audition may be requested. through examination of the literature of particular the guitar by examining its history, repertoire and
Mus 199 periods as follows: Mus 301: Music from 1700 to performers. The course will look at all aspects of
Special Studies (Credit to be arranged.) 1875; Mus 302: Music from 1875 to present. the guitar’s history from the related ancient
Mus 201, 202 Mus 304, 305, 306 Sumerian stringed instruments to the modern-day
Introduction to Music (4, 4) Music History (4, 4, 4) electric guitar.
Designed for non-majors. Course involves lec- Intensive analytical study of the history of music Mus 361, 362
tures, reading, and listening. Course may empha- in the Medieval and Renaissance Periods (Mus History of Rock Music (4, 4)
size music of different world cultures. Successively 304), Baroque and Classical Periods (Mus 305) Traces the history and development of a popular
the course deals with elements of music and small and Romantic and 20th century periods (Mus music style in the United States, Great Britain, and
forms (201), and large forms of music and catego- 306). Prerequisites: Mus 113, 203. other parts of the world. Includes other types of
ries of musical literature (202). Mus 311 popular music in the twentieth century.
Mus 203 Formal Analysis (3) Mus 374, 375
Music in the Western World (4) Thorough study of formal analysis, including phras- World Music (4, 4)
Designed for music majors and others with the es and periods, variations, two- and three-part song Study of the major musical cultures of Asia, the
ability to read music. Introduction to the great forms, developed ternary forms, sonata, rondo, and Middle East, and sub-Saharan Africa. Explores
composers and their compositions within a histor- the concerto. Prerequisites: Mus 213. social and cultural contexts, instrument types, and
ical framework. Mus 312 structural organization of the music. Emphasis on
Mus 204 Orchestration (3) listening.
Body Mapping for Musicians (2) Fundamentals of arranging music for instrumental Mus 376
Provides instrumentalists and singers with infor- ensembles. Emphasis on basic principles of American Musical Traditions (4)
mation about the structure and function of the orchestration and their practical applications. Examines the diversity of musical traditions found
body as it relates to playing an instrument and Prerequisite: Mus 213. in American history and culture. Included are
singing. Prerequisite: At least one year of experi- Mus 313 African American, Anglo-American, Hispanic, and
ence as a singer or instrumentalist. Counterpoint (3) Native-American musical cultures, in the areas of
Mus 211, 212, 213 Intensive study of polyphonic music. Analysis and folk, popular, and classical music genres.
Music Theory II (3, 3, 3) application in writing contrapuntal exercises using Mus 381
Continuation of the study of harmony. two, three, and four voices. Prerequisites: Mus Music Fundamentals (4)
Introduction to harmonic counterpoint. 213. Basic musicianship for the elementary teacher.
Composition in small forms in various 18th, Mus 319 Instruction includes integration projects in Music
19th, and 20th century idioms. Registration in Choral Arranging (2) for the elementary classroom.
the appropriate Sight-Singing/Ear Training and Fundamentals of arranging music for vocal Mus 385
Keyboard Harmony course is required. ensembles. Emphasis on basic principles of SATB Guitar Orchestra (1)
Prerequisites: Mus 46, 113, and 116. writing. Prerequisite: Mus 213. A large guitar ensemble. Audition required.
Mus 214, 215, 216 Mus 320 Mus 389
Sight-Singing/Ear Training and Keyboard Fundamentals of Conducting (2) Repertoire Study (1)
Harmony (1, 1, 1) The basic principles of conducting as they apply Study and performance of selected repertoire.
Application of theoretical principles to the key- to both instrumental and vocal ensembles. Basic Available only to students enrolled in large ensem-
board; understanding more advanced theory baton technique and beat patterns. Development ble, chamber music or applied music. Prerequisite:
through the keyboard. Elementary score reading, of an independent use of the hands. consent of instructor.
keyboard harmonization of folk tunes, advanced Fundamentals of score reading, both instrumental
work in sight-singing and ear training. MuP 390
and vocal. Prerequisite: Mus 213. Applied Music (1-2)
Registration in the appropriate Music Theory II
course is required. Prerequisites: Mus 321 Junior year. Continuation of MuP 290, including
Instrumental Conducting (2) composition. Maximum: 12 credits. Prerequisites:
Mus 46, 113, and 116.
The principles of conducting and training instru- MuP 290 and upper division examination.
Mus 240, 241, 242 mental organizations. Prerequisite: Mus 320.
Composition I (2, 2, 2) Mus 394
The course involves the study of 20th century Mus 322 Chamber Music (1)
Choral Conducting (2) Instruction in the art of small ensemble perfor-
composition techniques. Students will compose
The principles of conducting and training choral mance; the established repertory of string, wind,
chamber works using techniques studied in the
organizations. Prerequisite: Mus 320. keyboard, or vocal chamber music. Maximum:
class. Prerequisites: Mus 113 and 116. Must be
taken in sequence. *Mus 325, 326, 327 6 credits. Prerequisite: consent of instructor.
Guitar Workshop (2, 2, 2) Mus 395
Mus 261, 262 A workshop for discussion and applications of Band (1)
History of Rock Music (4, 4)
guitar related topics. Topics to include technique, Maximum: 6 credits. Audition may be requested.
Traces the history and development of a popular
sight-reading, transcribing. Audition may be Mus 396
music style in the United States, Great Britain, and
required. Orchestra (1)
other parts of the world. Includes other types of
popular music in the twentieth century. Mus 351 Maximum: 6 credits. Audition may be requested.
Accompanying (2) Mus 397
Mus 271, 272, 273 Theoretical and practical study of the art of
Jazz Improvisation (2, 2, 2) Chorus (1)
accompanying vocal and instrumental solos and Maximum: 6 credits. Audition may be requested.
Introduces the fundamentals of jazz improvisa-
performing duo-sonatas.
tion. Beginning jazz skills include scales, song Mus 398
forms, melodic patterns, and repertoire develop- Mus 355 Jazz Lab Band (1)
ment. Instructor approval required. Jazz History (4) Performance of jazz literature in a big band set-
Examines the development of jazz from its African ting. Maximum: 6 credits. Audition may be
MuP 290 and European roots and its origins in New
Applied Music (1-2) requested.
Orleans to its florescence in Chicago and New
Sophomore year. Continuation of MuP 190. Mus 399
York. Covers period from about 1900 to 1960.
Maximum: 12 credits. Prerequisites: MuP 190 Special Studies (Credit to be arranged.)
Focuses on important musicians and major musi-
and audition. Mus 401/501
cal styles.
Research (Credit to be arranged.)
Mus 404/504 *Mus 432/532 Mus 451/551, 452/552

Cooperative Education/Internship Band Wind Literature (3) Advanced Keyboard Skills (3, 3)
(Credit to be arranged.) A study of literature for ensembles of wind and This course investigates and applies advanced the-
Mus 405/505 wind/percussion instruments from about 1600 to oretical concepts to keyboard playing and impro-
Reading and Conference the present. Historical perspective will be gained visation. Applications include sightreading, trans-
(Credit to be arranged.) through reading, style-analysis, and listening. position, harmonization, and figured bass reading.
Consent of instructor. Attention will be given to the practical application Prerequisite: by audition.
Mus 407/507 of band literature in elementary and secondary Mus 471/571, 472/572, 473/573
Seminar (Credit to be arranged.) teaching situations. Prerequisites: Mus 304, 305, Advanced Jazz Improvisation (2, 2, 2)
Consent of instructor. Recent topics have includ- 306. Advanced concepts of jazz improvisation.
ed Style Analysis; Style Criticism; Music History; *Mus 433/533 Principles of pentatonics, diminished harmonies,
Music in the Elementary School; Seminar in Orchestral Literature (3) inside-outside playing, synthetic scales, and free
Composition. A historical survey of the music associated with improvisation. Instructor approval required.
Mus 408/508 the symphony orchestra from the development of Prerequisites: Mus 271, 272, and 273.
Workshop (Credit to be arranged.) each orchestral instrument to the present day. Mus 474/574, 475/575
Mus 409/509 Intensive study of those works of great signifi- Midi Applications (2, 2)
Practicum (Credit to be arranged.) cance is achieved through score study and analysis Study of the fundamentals of MIDI and comput-
Mus 410/510 of several interpretations through recordings. er music programs. Includes work on synthesizers,
Selected Topics (Credit to be arranged.) Attention will be given to the practical application sequencing, and notation software. Prerequisite:
Mus 422 of orchestral literature in elementary and second- consent of instructor.
Analytical Techniques (3) ary teaching situations. Prerequisites: Mus 304,
305, 306. Mus 476
Study of the formal structure of musical composi- Computer Music Composition (2)
tions of various styles with the purpose of discov- *Mus 434/534 Introduces concepts, applications, and projects in
ering the sources of unity, variety, order, and Choral Literature (3) sound synthesis, sampling, and digital signal pro-
expression present in them. Prerequisites: Mus This course offers an investigation and analysis of cessing. Students learn to create real time composi-
311 is required for 422. Successful completion of literature for choir of all sizes, for secular and tions using a graphical programming environment
the department’s graduate entrance examination is sacred use, particularly in relation to use in public and studio pieces using various sound editing appli-
required for 520. school at the junior high and high school levels cations. Prerequisite: MUS 242 or permission of
*Mus 421 and in church choir situations. A survey of the instructor.
Analysis of Contemporary Music (3) development of choral literature from c. 1400 to
the present, with examples via listening and study Mus 481/581, 482/582, 483/583
Thorough study of the compositional techniques Pedagogy (3, 3, 3)
and structural devices used in contemporary of scores, will be included. Prerequisites: Mus
Methods, materials, curriculum, and philosophical
music. Topics include formal, harmonic, and 304, 305, 306.
bases for teaching in a private studio and classroom
rhythmic aspects of modern music. Serialism, set *Mus 436/536 with focus on individual and group instruction.
theory, texture, and indeterminacy are also Opera Literature (3) Prerequisites: Mus 213, 216, 304, 305, 306.
addressed. Prerequisites: Mus 211, 212, 213. An intensive study of the development of opera in
western music, from the works of Monteverdi in *Mus 485/585, 486/586, 487/587
Mus 424/524, 425/525, 426/526 Diction for Singers: Italian, German, and
Instrumental Jazz Arranging (2, 2, 2) the early 17th century to the important operas of French (2, 2, 2)
In-depth study and application of the fundamen- this century. Prerequisites: Mus 304, 305, 306. Designed for singers and other musicians interest-
tals of composing and arranging for small to large *Mus 437/537, 438/538 ed in classical vocal literature in Italian, German,
jazz ensembles. Subjects included are history, Keyboard Literature (3, 3) and French. It presents the principles of lyric dic-
transposition, instruments, forms, harmonic and A study of Baroque, Classical, Romantic, and tion and provides practice in the skills needed to
melodic construction, rhythm section, voicing, Twentieth Century literature for keyboard instru- sing the language correctly, idiomatically, and
moving harmonization, score and part prepara- ments. In addition to providing an overview of the expressively.
tion, vocal arranging techniques, rehearsal tech- historical development of keyboard music, specific
niques, and MIDI applications. Instructor works from the repertoire of each period will be MuP 490
approval required. Applied Music (1-2)
selected for intensive study and performance.
Senior year. Continuation of MuP 390.
Mus 427/527 Intended primarily for piano or harpsichord
Maximum: 12 credits. Prerequisites: MuP 390
Opera Workshop (1) majors. Prerequisite: by audition.
and audition.
A workshop in preparing and performing operatic *Mus 439/539
literature for advanced singers. Prerequisite: con- Instrumental Literature (3) MuP 491/591
sent of instructor through audition. Applied Music in Secondary Area (1-2)
An intensive study of the development of literature
Private instruction in voice, keyboard, guitar, and
Mus 428/528 for various individual or groups of instruments (e.g.,
flute, clarinet, oboe, bassoon, saxophone, trumpet, orchestral or band instruments, not to include the
Opera Production (2) student’s major performance area in order to
Annual production of a major operatic work. horn, trombone, tuba, violin, viola, cello, bass, per-
cussion, brass, woodwinds, strings). The course may extend the performance skills of the music special-
Designed for singers, orchestral instrumentalists, ist in the public schools. Graduate students not
and technical support staff in the areas of costum- be listed with the specific instrument in the title.
Prerequisites: Mus 304, 305, 306. passing MuP 590 audition will be assigned MuP
ing, set design, and other areas. Casting for pro-
591.
duction is by audition during fall quarter. Mus 441/541, 442/542, 443/543
Advanced Conducting (3, 3, 3) Mus 503
*Mus 430/530 Thesis (Credit to be arranged.)
Song Literature (3) A study of technical and interpretative problems
Study of the solo literature for voice through anal- encountered in the rehearsal and conducting of Mus 506
standard symphonic or choral literature. Graduate Project or Recital (2)
ysis of scores and recordings and live performanc-
Experience in conducting this literature. Particular Final conducting project or performance recital
es. Historical perspectives from Elizabethan song
attention given to the problems facing the public required for all Master of Music degrees.
to 20th-century art songs. Prerequisites: Mus 304,
305, 306. school music director. Prerequisite: Mus 321 or Mus 511
322. Music Research Methods (3)
*Mus 431/531 A systematic study of research techniques and
Chamber Music Literature (3) Mus 446/546, 447/547, 448/548
Coordinate Movement Master Class (1,1,1) materials in music history, literature, and music
Historical survey of the music associated with the
Provides pianists with information about the education. Emphasis on the use of library resourc-
chamber music repertoire from 1600-1950.
structure and function of the body as it relates to es and practical applications of research tech-
Emphasis on analysis of scores and recordings.
playing the piano. Prerequisite: at least three years niques. Prerequisite: graduate standing
Prerequisites: Mus 304, 305, 306.
piano performance experience. in music.
Mus 512 *Mus 561 MuP 590

Graduate Theory Review (3) Music History: The Renaissance Period (2) Applied Music (1-2)
A course designed for graduate students who need Intensive, analytical study of the history of music Individual instruction in organ, piano, harpsichord,
to review their knowledge of basic theoretical con- from 1400 to 1600 and its relationship to con- voice, guitar, conducting, and orchestral and band
cepts. Can be taken for credit but will not be temporary historical events. Prerequisite: success- instruments. Maximum: 12 credits. Prerequisite:
applied toward completion of degree require- ful completion of the department’s graduate audition.
ments. entrance examination. Normally limited to gradu- Mus 594
Mus 513 ate music majors only. Chamber Music (1)
Score Reading (3) *Mus 562 Instruction in the art of small ensemble perfor-
Techniques for reading and studying scores with a Music History: The Baroque Period (2) mance; the established repertory of string, wind,
goal of performance. Intensive, analytical study of the history of music keyboard, or vocal chamber music. Maximum: 6
*Mus 517, 518, 519 from 1600 to 1750 and its relationship to con- credits. Prerequisite: graduate standing in music.
Advanced Harmony (2, 2, 2) temporary historical events. Prerequisite: success- Mus 595
A study of the harmonic practices of the late 19th ful completion of the department’s graduate Band (1)
and 20th centuries. Written work, analysis, and entrance examination. Normally limited to gradu- Maximum: 6 credits. Prerequisite: graduate stand-
theoretical research. Prerequisite: Mus 316. ate music majors only. ing in music.
Mus 520 *Mus 563 Mus 596
Analytical Techniques (3) Music History: The Classical Period (2) Orchestra (1)
Study the formal structure of musical composi- Intensive, analytical study of the history of music Maximum: 6 credits. Prerequisite: graduate stand-
tions of various styles with the purpose of discov- from 1750 to 1825 and its relationship to con- ing in music.
ering the sources of unity, variety, order, and temporary historical events. Prerequisite: success- Mus 597
expression present in them. Prerequisites: ful completion of the department’s graduate Chorus (1)
Successful completion of the departments gradu- entrance examination. Normally limited to gradu- Maximum: 6 credits. Prerequisite: graduate stand-
ate entrance placement examination is required. ate music majors only. ing in music.
*Mus 521 *Mus 564 Mus 598
Advanced Band Arranging (3) Music History: The Romantic Period (2) Jazz Lab Band (1)
Designed to develop fundamental skills in arranging Intensive, analytical study of the history of music Performance of jazz literature in a big bandsetting.
music for concert, marching and stage bands, and from 1825 to 1900 and its relationship to con- Maximum: 6 credits. Prerequisite: graduate stand-
small wind and/or percussion ensembles, such as temporary historical events. Prerequisite: success- ing in music.
those encountered in the public schools. ful completion of the department’s graduate
Transcription skills also will be studied. Emphasis
will be on practical application of material present-
entrance examination. Normally limited to gradu-
ate music majors only.
Noncredit
ed. Prerequisite: successful completion of the *Mus 565 Mus 46
department’s graduate entrance examination. Music History: Early 20th Century (2) Piano Proficiency Exam (No credit)
Intensive, analytical study of the history of music Mus 47
*Mus 522 Final Project (No credit)
Advanced Orchestral Arranging (3) from 1900 to 1950 and its relationship to con-
temporary historical events. Prerequisite: success- All Bachelor of Arts and Bachelor of Science
Instruction in writing for instruments used in degree candidates must complete a final project
large orchestras, showing basic techniques of scor- ful completion of the department’s graduate
entrance examination. Normally limited to gradu- consisting of one of the following: (1) a half recit-
ing for string quartet, woodwind and brass quin- al, (2) a performance project, (3) regular perfor-
tet, and percussion ensemble. Practical application ate music majors only.
mances on area recitals.
through scoring of piano music for various orches- *Mus 566
tral groups of the nature and capability found in Music History: Music Since 1950 (2) Mus 48
the public schools. Prerequisite: successful com- Intensive, analytical study of the history of music Junior Recital (No credit)
pletion of the department’s graduate entrance since 1950 and its relationship to contemporary Required for students in the Bachelor of Music in
examination. historical events. Prerequisite: successful comple- Performance program. Public recital during the
tion of the department’s graduate entrance exami- junior year (30 minutes minimum).
*Mus 523
Advanced Choral Arranging (3) nation. Normally limited to graduate music Mus 49
majors only. Senior Recital (No credit)
Study of voice types, text setting, and techniques
Music majors must present all or part of a recital
of writing for various combinations of voices. *Mus 567 during their senior year (60 minutes minimum).
Practice in arranging melodies for two-, three, and Jazz History (2)
four-part choruses, mixed and unmixed, such as Advanced studies in Jazz History. Course involves Mus 188
those encountered in the public schools. individual research projects culminating in student Performance Attendance (No credit)
Prerequisite: successful completion of the depart- class presentations. Prerequisites: Mus 355 or The student is expected to attend a minimum of
ment’s graduate entrance examination. instructor approval. eight live performances approved by the
Department of Music for each term registered. It
Mus 529 is expected that students will register for
Grad History Review (3) Mus 588 Performance Attendance concurrently with regis-
A course designed for graduate students who need Advanced Choral Methods (3) tration for Applied Music.
to review their knowledge of basic historical con- Designed for the experienced teacher. In addition
cepts of music. Can be taken for credit but will to studies of current methods and trends in choral
not be applied toward completion of degree music teaching, the course also provides a forum
requirements. for problem solving and dealing with special issues
*Mus 540 and problems in current choral music education.
Jazz Literature (3) Mus 589
Study and analysis of the classic Jazz compositions Advanced Instrumental Methods (3)
and recordings. Prerequisite: Mus 355. Designed for the experienced teacher. In addition
*Mus 560 to studies of current methods and trends in
Music History: The Medieval Period (2) instrumental music teaching, the course also pro-
Intensive, analytical study of the history of music vides a forum for problem solving and dealing
of the Middle Ages and its relationship to con- with special issues and problems in current music
temporary historical events. Prerequisite: success- education.
ful completion of the department’s graduate
entrance examination. Normally limited to gradu-
ate music majors only.
Theater Arts
127 Lincoln Hall educational experiences without. The resident TA 114, 115 Technical Theater Production I, II........ 2
faculty are active members of the region’s arts TA 248 Acting I: Process............................................ 4
tel 503-725-4612
TA 252 Stage Makeup............................................... 2
fax 503-725-4624 and creative community, as professional practi- TA 301 Script Analysis............................................... 4
www.theaterarts.pdx.edu tioners as well as educators. Their work is rep- TA 311 Scene Design I............................................... 4
resented at every major theater company in the TA 316 Technical Theater Lab.................................. 2
B.A., B.S. in Theater Arts
B.A., B.S. in Film
area, as well as through other arts organizations TA 321 Intro to Costume Design.............................. 4
Minor in Theater Arts including smaller theaters, film units, dance TA 454 Directing I..................................................... 4
TA 464, 465 Development of Dramatic Art I, II....... 8
Minor in Film Studies companies, production companies, the media,
12 credits chosen from the following:.................. 12
Minor in Dance and educational institutions. They frequently TA 330 Multicultural Theater
Secondary Education Program - Drama engage their students as assistants on creative TA 467, 468 Modern Theater I and II
M.A., M.S. in Theater Arts projects, and they facilitate student placements TA 469 Women, Theater, and Society
as interns and regular employees with a variety TA 471 Theater History: Periods/Topics
of organizations. The associate faculty are of TA 472 Theater History: Major Figures
Undergraduate the highest caliber, both as practicing artists 4 credits of TA 333 Workshop Theater II: Stage
Production, TA 334 Workshop Theater II: Scenic-
and as teachers of their craft.
programs Graduates of the program have gained
Lighting Production, TA 335 Workshop Theater II:
Management/Public Relations, TA 336 Workshop
Theatre II: Costume Production,with a maximum of
The Department of Theater Arts is commit- admission to both university graduate pro- 2 credits in any one. Workshop credits in excess of
ted to providing pre-professional training grams and professional training programs, this maximum may be used to satisfy elective and
general requirements............................................... 4
which effectively balances theory and prac- they have entered the profession directly, they 12 elective credits from the theater arts curriculum
tice, and is based on a quality liberal arts have become teachers and university profes- with at least 6 carrying numbers 300 or above.... 12
foundation. sors, and they have pursued a range of related Total 68

Through classroom study, studio/laborato- professions in the arts, commerce, law, social Courses taken under the undifferentiated
ry preparation, field practice, and university services and the public sector. grading option (pass/no pass) will not be
drama productions, students are encouraged Both majors and minors are urged to apply accepted toward fulfilling department major
to pursue a passion for their discipline, com- for an advising appointment at the requirements. All courses used to satisfy the
mitment to individual excellence and collab- Department office during their first term at major requirements must be graded C or
oration, and a firm grounding in all aspects PSU. Majors are required to meet with an above.
of live and mediated performance. Students adviser during their freshman year before At least 16 credits of upper-division
seeking professional careers, preparing for they will be allowed to register for the fol- Theater Arts courses, including 2 credits
advanced degree programs, training to be lowing fall classes. Majors also must be from TA 333, TA 334, TA 335, and/or
educators, or pursuing non-major study of admitted before taking upper division cours- TA 336 must be taken in residence at
the arts participate in production encom- es. Students should apply for admittance to Portland State University.
passing new, modern, and classic works the major a term prior to attaining junior Requirements for the minor in theater
interpreted to confront and illuminate the status. arts. To earn a minor in theater arts a stu-
diverse concerns of contemporary life. The dent must complete 28 adviser-approved
Department of Theater Arts is an accredit-
Admissions requirement credits to include the following:
ed institutional member of the National See “Admission requirements” on page 37 for Credits
Association of Schools of Theater. information on general admission to the TA 101 or TA 305....................................................... 4
TA 301........................................................................ 4
Production is an essential and integral part University. See www.theaterarts.pdx.edu for
Four credits chosen from:......................................... 4
of the department’s educational mission. information on admission to programs in TA 464, 465 Development of Dramatic Art I and II
Students in the university, both majors and the Department of Theater Arts. TA 469 Women, Theater, and Society
non-majors, are provided with a variety of TA 467, 468 Modern Theater I and II
opportunities to gain experience and develop Degree requirements TA 471, 472 Theater History
16 elective credits from the Theater Arts
creative and collaboration skills before and Requirements for the major in theater curriculum with at least 8 carrying numbers
behind the scenes. In the selection of dramat- arts. Undergraduates in theater arts are 300 or above............................................................ 16
ic and other works, the department seeks to expected to acquire basic skills in perfor- Total 28
reflect vital contemporary issues, personal and mance, design and production, dramatic lit- Courses taken under the undifferentiated
public, in varied and challenging forms, both erature, and theater history. These basic skills grading option (pass/no pass) will not be
new and classic, thereby creating a forum for are developed in the core requirements. The accepted toward fulfilling department minor
cultural and social concerns. The program remaining credits allow a student to special- requirements, with the exception of TA 101
actively pursues the development of new ize in an area of interest. Theater Appreciation. All courses used to
works, collaborations with urban arts and In addition to meeting the general satisfy the minor requirements must be
educational institutions, and the expansion of University degree requirements, the Major graded C or above.
cultural exchange. in Theater Arts a student must complete 68 At least 12 credits must be taken in resi-
The university’s urban location enables the adviser-approved theater arts credits to dence at Portland State University.
Department of Theater Arts to provide stu- include the following: Requirements for the major in film. The
dents with the richest diversity of teaching staff Credits Bachelor of Arts/Bachelor of Sciences in Film
in the studio and the maximum of diverse TA 111, 112 Technical Theater I and II..................... 6 is designed to offer students the opportunity
to major in a diverse film curriculum that ments. Additional courses may be required student’s major when appropriate.
prepares them for a variety of careers in visual as prerequisites. All courses used to satisfy *Students may elect to pursue the film stud-
expression and understanding. Students in the major requirements must be graded C or ies minor in the Departments of Theater
the program will study all forms and genres above. Arts, English or Communications, and
of the moving image, ranging from the silent At least 16 credits of upper-division major should consult the department’s film adviser
film era to present day cinema, television, courses must be taken in residence at for a complete list of courses that would
and digital video production. The faculty are Portland State University. apply to the minor from offerings in each
committed to providing strong emphasis on *Students may also seek program adviser department.
written, oral and visual expression and critical approval to substitute elective coursework Requirements for the minor in dance.
thinking, diverse and international perspec- from other film courses in the university. To earn a minor in dance, a student must
tive, and creative experiences. Requirements for the minor in film complete 28 adviser-approved credits in
In addition to meeting the general studies. To earn the interdisciplinary minor dance to include the following:
University degree requirements, the major in in film studies, a student must complete 28 TA 104 or TA 304 Dance Appreciation (4)
film will plan a program with a faculty adviser-approved film credits to include the TA 351 Dance Composition (4)
TA 362U 20th Century Dance (4)....................... 12
adviser that meets the following minimum following:
Dance electives (at least 8 upper-division):
requirements: Credits
TA 102 Introduction to Acting (4)
TA 131 Understanding Movies................................. 4 TA 131 Understanding Movies or
TA 147 Movement for the Actor (3)
TA 301 Script Analysis............................................... 4 TA 135 Classic Movies............................................... 4
TA 248 Acting I:Process (4)
TA 381, 382, 383 History of Film I, II, III (4, 4, 4).. 12 English 304 Critical Approaches to Cinema............ 4
TA 252 Makeup (2)
TA 480 Film Theory................................................... 4 *20 elective credits from the Film curriculum with
at least 12 carrying numbers 300 or above........... 20 TA 193 Dance Lab.: Modern (2)
16 credits chosen from the following:.................. 16
TA 196 Dance Lab.: Ballet (2)
TA 384, 385 American Cinema and Culture I, II Total 28
TA 197 Dance Lab.: Jazz (2)
TA 474, 475 Dramatic Writing I, II Courses taken under the undifferentiated TA 195 Dance Lab.: Topics (2)
TA 484, 485 Anatomy of a Movie I, II
grading option (pass/no pass) will not be TA 350 Dance Improvisation (4)
*16 elective credits chosen from the Film curricu-
lum courses with at least 12 carrying numbers 300 accepted toward fulfilling department minor TA 352 Choreography (4)
or above................................................................... 16 requirements. All courses for the minor TA 393 Dance Lab.: Modern (2)
Total 56 must receive a grade of C or above. TA 396 Dance Lab.: Ballet (2)
TA 397 Dance Lab.: Jazz (2)................................. 16
Courses taken under the undifferentiated At least 16 credits of film studies courses
Total 28
grading option (pass/no pass) will not be must be taken in residence at Portland State
accepted toward fulfilling major require- University. Credits will be applicable to the Courses taken under the undifferentiated
grading option (pass/no pass) will not be
accepted toward fulfilling department minor pares for students who wish to focus more minimum of 24 credits in theater arts,
requirements, with the exception of TA 150 intensively on performance and production including 4 credits in script analysis, 4 credits
Dance Appreciation. All courses for the areas in preparation for a career in the profes- in acting, 4 credits in directing, 8 credits in
minor must receive a grade of C or above. sional theater and/or further degree work in a technical theater, and 4 credits in costume,
At least 12 dance credits must be taken in Master of Fine Arts theater or film program. scenic and/or lighting design or equivalent
residence at Portland State University. The program of each graduate student is competencies as determined by the depart-
planned in consultation with the departmen- ment. Individual students may be required to
SECONDARY Teacher EDUCATION tal adviser. complete additional graduate and undergrad-
PROGRAM—Drama uate courses to make up for deficiencies.
Adviser: W.M. Tate
It is imperative that the student who wishes
Admission requirements All master’s degree students must success-
to teach theater arts in secondary school be in fully complete a minimum of 45 graduate
A prospective student shall be admitted to
contact with the Department of Theater Arts credits with at least 33 credits of adviser-
graduate study after the department has approved courses in theater arts. Twelve cred-
secondary education adviser as early as possi- reviewed the student’s qualifications and rec-
ble, so that various options and requirements its may be taken in approved areas outside
ommended acceptance into the specific the Department of Theater Arts. In addition,
can be fully explained and a program of study degree program.
developed. the student must successfully complete one
The prospective M.A./M.S. graduate stu- of the following projects, for which no fewer
dent who, after initial admission to the than 6 graduate credits in theater arts will be
graduate program, does not enroll for classes
Graduate program within one calendar year shall have admis-
given: (1) a research thesis on an approved
topic from the fields of theater history, theo-
Adviser: R. Wattenberg sion to the degree program canceled. ry, practice, or dramatic literature and criti-
The Department of Theater Arts offers the cism; (2) two papers of appropriate length
degrees of Master of Arts and Master of Degree requirements on subjects chosen from the fields of theater
Science. The Master of Arts degree prepares history, theory, practice, or dramatic litera-
students who want to focus their graduate University master’s degree requirements are
ture and criticism; (3) a project in directing,
study on playwriting, research and scholar- listed on page 67. Specific departmental
scenic design, lighting design, costume
ship in the history, literature, and criticism of requirements are listed below. design, or acting; or (4) the composition of
Master of Arts or Master of Science.
the theater and who may also plan to contin- two one-act plays or one full-length play. An
ue their graduate work in a doctoral program Prospective graduate students who plan to
oral examination is required.
in theater. The Master of Science degree pre- earn an M.A. or M.S. degree should present a
The Master of Arts student must demon-
strate competence in the use of a foreign lan- concept and the screenplay. Relationships between TA 301
guage and will typically complete the degree film and theater will be examined. Script Analysis (4)
program with a thesis, playwriting, or two TA 144 Examination and analysis of fundamental princi-
Voice for the Actor I (3) ples of dramatic structure, form, and style
paper project. The Master of Science student through study and analysis of representative plays
must demonstrate expertise in skills pertain- An introductory course in basic principles and
techniques of voice production specifically for selected from major periods. Emphasis on the
ing to either advanced theater/film perfor- production implications of selected texts.
stage performance including physiology, breath
mance or design and will typically complete support and resonance, articulation and TA 304
the degree program with a project in direct- projection. Dance Appreciation (4)
ing, acting, scene design, costume design or Develop an awareness and appreciation of dance
TA 147
lighting design, a project in dramatic writing, Movement for the Actor (3) in its artistic, social and cultural contexts through
or a two-paper project. Introduction to concepts and techniques of theat- a variety of experiences, viewing and participating
rical movement and physical theater. Will utilize a in dance. Covers the basic roles involved in dance
variety of relaxation, centering, stylization, and along with concepts and principals of dance such
as space, time and effort as well as expression,
Courses imagery exercises designed to increase body aware-
ness and expressiveness. Skills in ensemble, mime, form, style and period. Prerequisite: Upper-
mask, and light acrobatics will be developed. division standing.
TA 193 TA 305
TA 101
Dance Laboratory: Modern I, II, III (2, 2, 2) Understanding Theater (4)
Theater Appreciation (4)
Beginning modern dance technique, emphasis on An investigation of theater designed to develop a
This course is intended as a general introduction
body alignment, strength, flexibility and develop- heightened awareness of how the theater arts
to the art of the theater: acting; directing; play-
ment of basic technical skills. Maximum: 12 cred- express and communicate ideas and experiences.
writing; scenic, costume, and lighting design.
its. To expand critical awareness of the process by
Emphasis is placed on theater as a performing art
which theater creates meaning and communicates
today rather than upon the history or origins of TA 195 through performance to contemporary audiences.
the theater. The class, in part, involves attendance Dance Laboratory: Topics I, II, III (2, 2, 2) Course will examine the dynamic relationship
at live performances and events in the Portland Beginning dance technique in topics to be named, between theater and the society it both mirrors
area. for example musical theatre, tap, hip hop, etc. and influences.
TA 102 Maximum: 12 credits.
Introduction to Acting (4) TA 311
TA 196 Scene Design I (4)
A study in the basic building blocks of how to Dance Laboratory: Ballet I, II, III (2, 2, 2)
approach, prepare, and act a role. Text analysis, A study of visual arts principles as related to scenic
Beginning ballet technique, emphasis on body
improvisation, exercises to expand the imaginative design. Projects in stage geography, design compo-
alignment, development of basic technical skills,
world of the play, preparation, commitment to an sition, and visual imagery are used to develop the
and understanding basic ballet vocabulary.
action, commitment to body and voice exercises student’s communication skills in the area of sce-
Maximum: 12 credits.
to increase awareness, and how to work collabora- nic design. Prerequisites: TA 111, 112, 301, 316.
TA 197 Recommended: TA 114 and 115.
tively. Dance Laboratory: Jazz I, II, III (2, 2, 1)
TA 104 Beginning laboratory in jazz dance technique *TA 312
Dance Appreciation (4) emphasizing body alignment, contraction, and iso- Scene Painting (3)
Develop an awareness and appreciation of dance lation technique of Latin, West Indian, African and Training to extend the student’s basic skills in tra-
in its artistic, social and cultural contexts through American rhythms. Maximum: 12 credits. ditional methods and techniques of scene paint-
a variety of experiences, viewing and participating ing. Prerequisites: TA 111, 112. Recommended:
TA 199 TA 114, 115, and 316.
in dance. Will cover the basic roles in dance Special Studies (Credit to be arranged.)
along with concepts and principals such as space, TA 313
time and effort as well as expression, form, style *TA 241, 242 Scene Design II (3)
and period. Improvisational Acting I, II (3, 3) Basic principles of scenic design for the theater.
Seeks to acquaint the student through exercises, Prerequisite: TA 311.
TA 111, 112 theater games, and study of basic techniques for
Technical Theater I, II (3, 3) creative role playing with the skills and techniques *TA 314
First term of sequence concerns the planning and necessary for improvisational acting and develop- Lighting Design I (3)
building of sets and stage properties, and the pro- ment of material for public performance. Must be Practical and theoretical study of lighting the
duction organization skills needed to mount the- taken in sequence. stage. Developing student awareness of how light
atrical productions. Second term adds elements of affects objects in the theater laboratory and the
TA 248
stage lighting, scene painting, and theater sound. Acting I: Process (4) crafting of intelligent lighting plots. Prerequisites:
Both terms require a three-hour lab period per The first acting class for the major. Emphasis on the TA 112, 301, 316.
week and participation in departmental produc- building blocks of actor technique leading into TA 316
tions presented that term. Must be taken in scene work: text analysis for the actor, preparation, Technical Theater Lab (2)
sequence. commitment, character arc, boldness, rhythm, liv- Laboratory course designed to allow students to
TA 114, 115 ing a life onstage, and collaboration. This course is further develop stagecraft skills and gain addition-
Technical Theater Production I, II (1, 1) rigorous and demands outside time commitment al practical production experience. Prerequisite:
Attached lab to TA 111, 112 will combine skills in for rehearsal. Prerequisites: TA major; TA 111, 112 TA 111, 112. Recommended:
practical construction of stage sets with actual pro- or sophomore standing. TA 114 and 115.
duction experience on department productions. TA 317
TA 252
TA 131 Stage Makeup (2) Theater Technologies (2)
Understanding Movies (4) A study of the basic principles of the art and tech- The study and practical application of advanced
An introductory course in film appreciation with nique of makeup for stage and screen. techniques and materials in all aspects of stage-
special emphasis on cinema as a dramatic art. craft, including drafting and drawing for the scene
TA 253
Elements to be considered will include cinema- Workshop Theater I (1-3) shop, the organization and planning of scenery
tography, performance, edited image, and sound. Training in theater production through the inten- construction within a production calendar, and
Selected films will be shown. sive study and rehearsal of scenes and plays. problem solving on current department produc-
TA 135 Maximum: 12 credits. tions. Prerequisites: TA 111, 112, 316.
Classic Movies (4) Recommended: TA 114, 115
TA 299
Study and analysis of representative films with Special Studies (Credit to be arranged.) TA 321
special emphasis on the importance of directorial Introduction to Costume Design (4)
An introduction to the theory, techniques, and each term for one hour per week as a group, with Exploration of basic elements of dance and cho-
design principles of contemporary stage costumes. the remaining meeting times depending upon the reographic strategies through readings, observa-
Prerequisites: TA 111, TA 301. specific assignments for the term in question. tions and preparation of solo dance studies.
*TA 325 Meeting times depend upon the assignment regis- Recommended: upper division standing.
Costume Production (2) tered for, but may include daytime, evening, and/ TA 352
A study and practical application of stage costume or weekends. Course is repeatable for credit. Dance Choreography (4)
construction techniques, beginning and advanced. TA 336 Exploring compositional devices and craft unique
Students will participate in the construction of Workshop Theater: Costume Production (1) to group choreography. Choreographing and pro-
costumes for departmental productions. For PSU Theater Department productions. ducing a dance in a performance setting.
Recommended prerequisite: 3 credits of theater Offerings include wardrobe crew head, wardrobe Recommended prerequisites: TA 350, TA 351.
arts. Maximum 6 credits. crew, makeup head/crew, wigs head/crew, assistant
designer, cutter/draper, dyer, costume artisan, mil- TA 353
*TA 326 Workshop Theater II: Acting-directing (1-3)
liner, stitcher.
Pattern Development (1-4) Workshop in acting-directing. Maximum: 6 cred-
A study and practical application of the methods TA 340 its toward major requirements. Prerequisite: con-
for creating patterns for theatrical costumes, Acting II: Scene Study (4)
sent of instructor.
including flat drafting, draping, and period pat- Building on TA 248, coursework deepens the stu-
tern adaptation. Prerequisites: TA 325. dent actor’s understanding of arc, character devel- TA 354
Recommended: TA 321. opment, commitment, rhythm of sound and lan- Workshop Theater II: Technical Theater (1-3)
guage, and choices that ignite the text. Class Workshop in technical theater. Maximum:
*TA 327 demands commitment to intense scene work out- 6 credits toward major requirements. Prerequisite:
Costume Technology (1-4) side the classroom. Must be taken in consent of instructor.
A study and practical application of costume craft sequence. Prerequisites: TA major, TA 248, and
and decorative techniques, including fabric dyeing TA 355
permission of instructor. Workshop Theater II: Management And Public
and painting and accessories fabrication.
Recommended prerequisite: TA 321. TA 341 Relations (1-3)
Acting III: Classical Text (4) Workshop in theater management and public rela-
*TA 330 Building on TA 340, and using increasingly difficult tions. Maximum: 6 credits toward major require-
Multicultural Theater (1-4) texts, this advanced class moves the actor further ments. Recommended prerequisite: consent of
Exploration of the diversity of our society through into technique. Language and epic style is a major instructor.
theater—comparing and contrasting the works of focus of the work, with emphasis on such writers as
certain ethnic specific writers and those writers TA 361
Shakespeare, Moliere, Behn, and Ford. Class Theater Appreciation (4)
often considered to be in the mainstream of the demands commitment to intense scene work outside
modern theater. An intermediate course in the art of the theater:
the classroom. Prerequisites: TA major; TA 248 and acting; directing; playwriting; and, design. Special
TA 331 TA 340, and permission of instructor. emphasis on theater as a performing art today, not
Understanding Movies (4) TA 342 the history or origins of the theater. Course
An intermediate course in film appreciation with Advanced Acting (4) involves in part, attendance at live performances in
special emphasis on cinema as a dramatic art. Builds on past lessons and explores the way we the Portland area. Prerequisite: upper-division
Elements to be considered will include cinema- rehearse and apply our craft. Individual acting standing.
tography, performance, edited image, and sound. blocks are addressed. Advanced acting problems
Selected films will be shown. Recommended pre- TA 362
are explored through complex texts. Must be Contemporary Dance 1920 to Present (4)
requisite: upper-division standing. taken in sequence. Prerequisites: TA major; TA Historical foundations for the development of
TA 333 341, and permission of instructor. current dance forms. Contemporary dance styles
Workshop Theater: Directing/ *TA 344 and theories will be studied via lectures and vid-
Stage Management/Dramaturgy (1) Voice for the Actor II (3) eos, field trips to exhibits and concerts.
For PSU Theater Department productions. An intermediate course in the principles of voice Recommended: upper division standing.
Offerings include stage manager, assistant director, production for the stage, concepts and techniques
dramaturg, choreography, and music direction. TA 365
for adapting the voice to various stage environ- Classic Movies (4)
Participants are required to audition or interview ments, and techniques necessary for analyzing
for Main Stage and/or Studio productions. An intermediate study and analysis of representa-
stage speech problems and developing appropriate tive films with special emphasis on the impor-
Information about auditions/interviews is provided solutions. Prerequisite: TA 144.
on the Theatre Call Board outside of LH 127. tance of directorial concept and the screenplay.
Meeting times are arranged by the director. Most *TA 346 Relationships between film and theater will be
performances and rehearsals are in the evening; Stage Dialects (4) examined. Recommended prerequisites: upper
therefore, evening classes will usually conflict. An introduction to the method and techniques of division standing.
Technical rehearsal for mainstage productions dialect production for theatrical performance, TA 370
require a full weekend technical schedule. Course is including a survey of basic American, English, and Topics: Theater, Media, and Culture (4)
repeatable for credit. European dialects. Study of a variety of dramaturgical, cultural, and
TA 334 TA 348 historical issues as they appear in film, television,
Workshop Theater: Scenery & Acting for the Camera (4) and other theatrical media. From quarter to quar-
Lighting Production (1) An introduction to acting before the camera for ter topics might include: Shakespeare on Film,
For PSU Theater Department productions. film and video. Prerequisite: TA 248 or consent of ’50s Media and Culture, Vietnam on Film, Film
Offerings include scene construction and painting, instructor. History, Film Genres, and Hitchcock.
costume construction and crew, stage/run crews, TA 350 TA 381
props, sound design and crew, lighting design and Dance Improvisation (4) Film History I: 1894 to the Second
crew. Meeting times depend upon the assignment An exploration of spontaneous movement as indi- World War (4)
registered for, but usually include daytime, evening, vidual and group creativity and expression, as a A study of the evolution of film language from the
and/or weekends. Technical rehearsal for mainstage potential performance form and as the beginnings silent era to the introduction of sound; how the
productions require a full weekend technical sched- of choreography. “The body thinks.” Designed to influences of a broad range of cinematic art move-
ule. Course is repeatable for credit. develop awareness, focus, sensitivity and personal ments, including Expressionism, Impressionism,
TA 335 movement vocabularies. Recommended: upper Surrealism and Poetic Realism, contributed to the
Workshop Theater: Management/Publicity (1) division standing. classical Hollywood style. Also examines the artis-
For PSU Theater Department productions. tic, economic and technological forces that led to
TA 351 the Hollywood studio system and the popularity of
Offerings include house management, public rela- Dance Composition (4)
tions, audience development, publications, educa- genres such as the western, the musical and the
tional outreach, and display. This course meets
gangster film. Prerequisites: TA 131 and sopho- period of focus will extend from the era of the isolation technique of Latin, West Indian, and
more standing recommended. speechless cinema through 1945. Recommended American rhythms. Maximum: 12 credits.
TA 382 prerequisites: TA 131 and sophomore standing. Prerequisite: TA 197 Dance Lab: Jazz I, II, III.
Film History II: Cinema and Modernism TA 385 TA 399
(1946-1970’s) (4) American Cinema and Culture II (4) Special Studies (Credit to be arranged.)
A study of the major artistic, economic and tech- Examination of the American film industry as an TA 401/501
nological trends of motion picture production art form, as an industry, and as a system of repre- Research (Credit to be arranged.)
during the post-war era; how directors such as sentation and communication within the context
Hitchcock and Welles were able find a unique TA 402/502
of American popular culture. Rather than being
expression within the parameters of the classical Independent Study (Credit to be arranged.)
strictly chronological, the course focuses on ideas,
style and the commercial pressures of the studios. problems, issues, and thematic concerns. Primary TA 404/504
Explores how world cinema movements presented period of focus will extend from the end of WWII Cooperative Education/Internship
aesthetic and political challenges to the to the present. Recommended prerequisites: TA (Credit to be arranged.)
Hollywood model. Prerequisites: TA 131 and 131 and sophomore standing. TA 405/505
sophomore standing, or consent of instructor. Reading and Conference
TA 393 (Credit to be arranged.)
TA 383 Dance Laboratory: Modern I, II, III (2)
Film History III: Contemporary World Cinema Intermediate modern dance technique, emphasis TA 406/506
(1970’s-Present) (4) on body alignment, strength, flexibility and devel- Special Projects (Credit to be arranged.)
A study of contemporary world film production opment of intermediate level technical skills. TA 407/507
from the struggles of an independent and avant- Maximum: 12 credits. Recommended Seminar (Credit to be arranged.)
garde cinema to the CGI effects of today’s block- TA 193 I, II, III or previous dance experience. Recent topics have included Introduction to
buster. Also examines how world cinema produc- Playwriting and Women, Theater, and Society.
TA 396
tion has adapted to new digital technologies and the Dance Laboratory: Ballet I, II, III (2) TA 408/508
demands of a global market. Prerequisites: Intermediate level ballet technique. Emphasis on Workshop (Credit to be arranged.)
TA 131 and sophomore standing recommended. execution and application of all basic ballet vocabu- TA 409/509
TA 384 lary and on alignment and skill development. Practicum (Credit to be arranged.)
American Cinema and Culture I (4) Maximum: 12 credits. Prerequisite: low-intermedi-
Examination of the American film industry as an TA 410/510
ate technique required; TA 196 Dance Lab: Ballet Selected Topics (Credit to be arranged.)
art form, as an industry, and as a system of repre- I, II, III.
sentation and communication within the context *TA 414/514
TA 397 History of Decor (4)
of American popular culture. Rather than being Dance Laboratory: Jazz I, II, III (2)
strictly chronological, the course focuses on ideas, A historical survey of period decor focusing on
Intermediate laboratory in jazz dance technique furniture and interior architectural detail from
problems, issues, and thematic concerns. Primary emphasizing body alignment, contraction, and Egyptian to modern times with emphasis on peri-
ods most commonly used in theater production. Advanced practice in analysis and directing of Recommended prerequisite: 8 credits of TA and/
Recommended prerequisite: 6 credits of theater plays for public performance. Prerequisites: or English.
arts. TA 111, 112, 316, 454. Recommended: TA 480/580
*TA 421/521 TA 114, 115. Film Theory (4)
Costume Design (3) *TA 460/560 A survey of film theory and criticism from their
An in-depth study of costume design principles. Advanced Directing (3) inception to the present day. Students are intro-
Emphasis is placed on the design of costumes for Specific problems in directorial methods and duced to key concepts and major figures from
specific plays, using a variety of styles and render- styles for presentation in public performance. Classical Film Theory (Eisenstein, Arnheim,
ing media. Prerequisite: TA 321. Recommended: Prerequisite: TA 455 or equivalent experience. Bazin) through Structuralism, Semiotics,
TA 325. Psychoanalysis, Feminism, and Cognitive Studies.
TA 464/564, 465/565
Prerequisite: TA 131 and junior standing, or con-
*TA 425/525, 426/526 Development of Dramatic Art (4, 4)
sent of instructor.
History of Dress I, II (4, 4) Survey of dramatic literature and theater history
Historical survey of dress in Western civilization from ancient times to the emergence of the mod- *TA 484/584
from ancient Egyptian to modern times with ern theater in the 19th century. The course is Anatomy of a Movie I:
emphasis on the aesthetic, cultural, and political chronological in its presentation but each term Product of the Studio Era (4)
expressions of clothing. Course may be taken out of may be taken separately. First in a sequence intended for advanced film stu-
sequence. Prerequisite: upper-division standing. dents. Operates as a case study of one well known,
TA 467/567, 468/568 critically acclaimed film of the studio era, examin-
*TA 430/530 Modern Theater I, II (4, 4)
ing the industrial, technical, cultural, and artistic
Scene Design III (3) A consideration of theater and drama from the elements in the film’s production, exhibition and
Advanced study of scenic design problems and late 19th and early 20th century to the present. reception. Topics include studio ideology and pro-
concept development. Maximum: 6 credits. Representative plays chosen from continental duction strategies, the star system, and historic con-
Prerequisite: TA 313. European, English, Irish, and American reperto- text and meaning of films. Prerequisites: TA 131
*TA 435/535 ries. Examination of key directors and trends in and upper division standing. Recommended: TA
Lighting Design II (3) staging. Course may be taken out of sequence. 370 Film History I, II, III.
Advanced lighting design skills and techniques Prerequisite: upper-division standing. *TA 485/585
involving the practical application of script analy-
*TA 469/569 Anatomy of a Movie II:
sis and collaboration techniques while working in The Independent Film (4)
the department’s Studio Theater lighting student– Women, Theater, and Society (4)
An examination of ways in which women and sexu- Second in a sequence intended for advanced film
directed, one-act plays and/or participating in
departmental stage productions. Prerequisite: TA ality have been represented in Western theatrical students. Operates as a case study of one well
314. Maximum: 6 credits. production since the Greeks. Selected topics will be known, critically acclaimed film produced inde-
analyzed relating feminist theories to the creation of pendently since 1968, examining the industrial,
TA 440/540 the theater arts by women, with consideration of
Advanced Acting Studio (1-4) technical, cultural and artistic elements in the
cultural contexts in which they work. Study of artis- film’s production, exhibition and reception. Topics
Advanced studio work focusing on rehearsal tech- tic practice by women in relation to issues of power,
nique, style, preparation, developing material, and will include the independent filmmaker as auteur,
representation, and access.
working with diverse environments, all leading to a the economics of the New Hollywood, and ideol-
public performance. May be repeated for a total of TA 471/571 ogy and politics of independent filmmaking, in
12 credit hours. Prerequisites: TA major; TA 342, Theater History: Periods and Topics (1-4) the U.S. and abroad. Prerequisites: TA 131 and
by audition/interview and permission of instructor. Concentrated study of a particular period and/or upper division standing. Recommended: TA 370
topic in theater history: for example, Ancient Greek
*TA 441/541 Film History I, II, III.
Theater and Drama, Medieval and Renaissance
Acting Studio (1-5) Theater, Theater and Science, Restoration/18th TA 486/586
Advanced studio work and individual projects in Century Drama, American Theater and Drama, and Topics in Film and the Moving Image (4)
acting to consist of analysis, preparation, rehears- Theatrical Expressionism. Recommended prerequi- Concentrated study of genre, structure and style
al, and studio performance of dramatic material site: TA 464 and 465 or appropriate sophomore of a particular period, topic and/or figure in film
representing a range of forms and styles. inquiry course. and the moving image; for example, 1970’s Film
Maximum: 18 credits. Recommended prerequi- & TV Renaissance, Irish Cinema, and/or Robert
sites: 16 credits of acting or equivalent plus TA 472/572
Altman. Prerequisites: TA 131 and upper division
instructor approval based on audition and/or Theater History: Major Figures (1-4)
standing.
interview. Concentrated study of the contribution of one or
more major theater artists: for example, Ibsen, TA 503
TA 454/554 Stanislavsky, Appia, Brecht, and Artaud. Thesis—(Credit to be arranged.)
Directing I (4) Prerequisite: upper-division standing. TA 511
Study and practice in play analysis and directing Introduction to Theater Research (2)
of scenes. Prerequisites: TA 111, 112, 248, 301. TA 474/574, 475/575
Dramatic Writing I, II (4, 4) An introductory course in research methods and
Recommended: TA 311, 321.
A sequence in scriptwriting involving analysis of bibliography for graduate study in theater.
*TA 455/555 dramatic structure, practical application of script-
Directing II (4) writing techniques. Must be taken sequentially.
College of
Liberal Arts
and Sciences
MARVIN A. KAISER, DEAN
DUNCAN A. CARTER, ASSOCIATE DEAN
GRANT FARR, ASSOCIATE DEAN
ROBERT MERCER, ASSISTANT DEAN
PAUL MORTIMER, ASSISTANT DEAN
491 NEUBERGER HALL, 503-725-3514
WWW.CLAS.PDX.EDU/
The College of Liberal Arts and Sciences SCHOOL OF THE ENVIRONMENT

provides an opportunity for students to The School of the Environment was formal-
obtain a liberal education—an education ly established in 2009. This School is made
that both broadens and deepens their under- up of three participating departments
standing of the major areas of knowledge (Environmental Science and Management,
and scholarship, and develops their expertise Geography and Geology), associated faculty
in an area of specialization. A liberal educa- from across the University, and several affili-
tion is an education for life. It prepares stu- ated groups (United State Geological Survey
dents to make informed decisions about - Oregon Water Science Center and the
their lives and to think critically and analyti- Oregon Natural Heritage Information
cally. Center). Multi-disciplinary research groups,
All students—Liberal Arts and Sciences institutes and centers within the School sup-
majors as well as those from professional port its efforts in problem-based research.
schools and programs—take a selection of The School of the Environment is the
courses that represent the three areas of the administrative home for the Environmental
college: arts and letters, science, and social Sciences and Resources Ph.D. program (see
science. Course offerings range from those page 192). For more information on the com-
designed to provide a foundation for all bac- position of the School, the research groups
calaureate degrees to those of an advanced, or the Ph.D. program, please see the School
specialized nature. of the Environment's website at http://www.
Acquiring a balanced and integrated liberal pdx.edu/environment.
education requires planning and consulta-
tion with an adviser. Faculty advisers in each
department and program are available to Undergraduate
help students structure their academic
careers so they may get the most from their programs
college experience.
The instructional units of the college BACCALAUREATE DEGREES
include Anthropology, Applied Linguistics, The College of Liberal Arts and Sciences is a
Biology, Black Studies, Chemistry, Chicano/ large and diversified unit offering more than
Latino Studies, Communication, Conflict 20 majors (some with additional choices of
Resolution, Economics, English, sub-specialization), several academic certifi-
Environmental Programs, Geography, cates and teaching endorsements, and
Geology, History, International Studies, numerous departmental minors, as well as
Mathematics and Statistics, Native American minors in computer applications and profes-
Studies, Philosophy, Physics, Psychology, sional writing.
Science Education, Sociology, Speech and The college also offers a selection of alter-
Hearing Sciences, Women, Gender, and native programs for students who are highly
Sexuality Studies, and World Languages and motivated and who have a record of high
Literatures. Undergraduate and graduate scholarly achievement. Students may obtain
degree programs and certificates available information concerning any one of several
through the college are listed on pages 8-10. departmental honors tracks from the partici-
pating department. These programs general-
ly allow an accelerated exposure to higher MINOR IN ELEMENTARY EDUCATION Credits

education, thereby broadening the experi- The Minor in Elementary Education is Core Courses
ence of the student. intended for students who plan to enter a Ed 150 Teaching as a Career (5 hrs practicum)....... 2
Ed 420 Intro to Education and Society.................... 4
All majors in the College of Liberal Arts graduate teacher education program and be
(30 hours practicum)
and Sciences, along with University and licensed in Early Childhood/Elementary CI 432 Computer Applications in the Classroom.... 3
general education requirements, lead to a Education. While the minor is not a require- Psy 311 Human Development.................................. 4
bachelor’s degree. Requirements for each ment for admission to the PSU Graduate Soc 337 Minorities..................................................... 4
major are listed under the appropriate Teacher Education Program (GTEP), it does SpEd 418 Survey of the Exceptional Learner.......... 3
department. (Students wishing to emphasize include all the prerequisites for admission to Electives (choose 2 classes) 7-10
a broad study in arts and letters, science, or the program. Students seeking a license for Anth 315 American Culture OR
social science may do so by majoring in lib- early childhood and elementary education BSt 302 African Am. Exp. in the 20th Century OR
ChLa 301 Chicano Latino Communities................... 4
eral studies. For these options see page 261.) must complete a graduate-level licensure CFS 485 Working with Diverse Families OR
program. The Graduate School of Education CFS 490 Sex and the Family...................................... 4
MINORS provides the teacher licensure as part of the Lib 429 Young Adult Literature............................... 3
The following departments and programs in
GTEP. Psy 345 Motivation OR Psy 346 Learning................ 4
the College of Liberal Arts and Sciences SpEd 460/UnSt 421 Outdoor Education/
offer academic minors: Anthropology, Degree Requirements:
Recreation With Persons with Disabilities........... 6
Applied Linguistics, Biology, Black Studies, Required Coursework Credit hours Or adviser approved elective................................... 4
Chemistry, Communication, Economics, Language Arts (7 credits)
Total 27-30*
Lib 428 (3), Children’s Literature, K-5...................... 3
English, Environmental Studies, Film * The total may vary depending on the transfer of
Ling 233 (4), Language and Mind............................ 4
Studies, Geography, Geology, History, Sciences (8 credits)
community college equivalent courses which carry,
in some cases, fewer credits. A minimum of 18
International Studies, Mathematics and G 355 (4), Geosciences for credits must be upper-division. Only grades of C- or
Statistics, Native American Studies, Elementary Educators........................................... 4 above may be counted toward these requirements.
Philosophy, Physics, Psychology, Sociology, Sci 311 (4) Teaching Everyday Science..................... 4 Students must take all coursework for differentiat-
ed grades. At least 16 credits must be in residence
Women, Gender, and Sexuality Studies, Math (12 credits)
at PSU. A minimum cumulative GPA of 2.5 in
World Languages and Literatures, and Mth 211 (4), 212 (4), & 213 (4) Fundamentals coursework is required. Students must also com-
of Elementary Mathematics................................ 12 plete the required content courses for the subject
Writing. (Students majoring in a field of Education (7 credits) they plan to teach to apply to GTEP.
study outside Liberal Arts and Sciences also Ed 420 (4), Introduction to Education..................... 4
may declare an academic minor in one of SpEd 418 (3), Survey of Exceptional Learner........... 3 MINOR IN SPECIAL EDUCATION
these programs.) The requirements for these Social Studies (8 credits) The Minor in Special Education is intended
minors are indicated within the appropriate Psy 311 (4), Human Development............................ 4 for students who plan to enter a graduate
department sections of this Bulletin. Soc 337 (4), Minorities.............................................. 4
teacher education program and be licensed
Fine and Performing Arts (7 credits)
COMPUTER APPLICATIONS MINOR— Art 312 (3), Art in the Elementary School............... 3 to teach Special Education. While the minor
COLLEGE-WIDE Mus 381 (4), Music Fundamentals............................ 4 is not a requirement for admission to the
The computer applications minor may Health (4 credits) PSU Graduate School of Education, Special
accompany any departmental major. This
PHE 250 (4), Our Community, Our Health OR Education Program (SPED), it does include
PHE 365 (4), Health Programs for
minor is designed to encourage and empha- Children and Youth .............................................. 4
all the prerequisites and highly recommend-
size the application of computer technology Total 53*
ed courses for admission to the program.
and to acquaint the student with hardware * The total may vary depending on the transfer of Students seeking a license for teaching spe-
and software function and design appropri- community college equivalent courses which carry, cial education must complete a graduate-lev-
ate to modern academic disciplines. The credits must be upper-division. Only grades of C- or
el program. The Graduate School of
minor is tailored to the specific needs and above may be counted toward these requirements. Education recommends students for teacher
Students must take all coursework for differentiat- licensure at the completion of the Special
interests of the student. ed grades. At least 16 credits must be in residence
All students who declare this minor must at PSU. A minimum cumulative GPA of 2.5 in Education Program.
coursework is required.
coordinate their program through an Credits
assigned adviser in one of the following MINOR IN SECONDARY EDUCATION Core Courses
departments: Anthropology, Applied The Minor in Secondary Education is Mth 211, 212, & 213 Foundations of Elem.
Education............................................................. 12
Linguistics, Biology, Chemistry, intended for students who plan to enter a SpEd 417 Careers in Special Education.................... 4
Communication, Economics, English, graduate teacher education program and be SpEd 419 Principles in Special Education................ 3
Geography, Geology, History, Mathematics licensed in Secondary Education. While the Ed 420 Intro to Education and Society.................... 4
and Statistics, Physics, Psychology, minor is not a requirement for admission to CI 432 Computer Applications in the Classroom ... 3
Sociology, or World Languages and the PSU Graduate Teacher Education Psy 311U Human Development................................ 4
SpEd 418 Survey of the Exceptional Learner.......... 3
Literatures. Selection of a department con- Program (GTEP), it does include the pre- SpEd 460/UnSt 421 Outdoor Education/
stitutes a student’s declared emphasis. requisites and highly recommended courses Recreation With Persons with Disabilities........... 6
Credits for admission to the program. Students must Elective (choose one class): 2-4
Three lower-division, adviser-approved computer also complete the content courses required CFS 491 Conceptual Foundations in Child and
science courses selected from, but not restricted to,
the following: CS 105, CS 106, CS 107, CS 161, CS by the department for the subject they plan Family Studies
162, CS 163, CS 199, CS 200, CS 201, CS 202, CS 208, G 355 Geosciences for Elementary Educators
to teach to apply to GTEP. Psy 460 Child Psychology
CS 250................................................................. 10-12
Four adviser-approved courses in advanced com- Students seeking a license for secondary Psy 461U Psych. Of Adolescence and Early Maturity
puter applications, with at least 3 credits outside education must complete a graduate-level Psy 340 Principles of Behavior Analysis
the student’s major department. These courses may licensure program. The Graduate School of Sci 311U Teaching Everyday Science
come from any unit in the University but may not SpEd 455 Working with LEP Children w/ Special
include 405 reading/conference courses............... 12 Education provides the teacher licensure as Needs
A one-term, adviser-approved part of the GTEP. SpHr 365 Survey of Speech, Language, and Hearing
senior practicum or seminar..................................... 3 Disorders
Adviser-approved, upper-division SpHr 372 Speech and Language Development in
research project......................................................... 3 Children
Total 28-30 Total 41-43*
C o l l e g e o f L i b e r a l A r t s a n d S c i e n c e s 191
* The total may vary depending on the transfer of

Courses as a fully online degree completion option.
All Extended Campus Programs allow stu-
credits must be upper-division. Only grades of C- NAS 201 dents to complete a major in interdisciplin-
or above may be counted toward these require- Introduction to Native American Studies (4)
ments. Students must take all coursework for dif-
ary liberal studies and social sciences with
ferentiated grades. At least 16 credits must be in
Introduction to the principal subject matter and optional minors in business administration
residence at PSU. A minimum cumulative GPA of interdisciplinary methods of Native American
2.5 in coursework is required. studies. Topics include understanding traditional
(Salem only), Psychology, Sociology and
cultures and languages and their significance for Women’s studies.
NATIVE AMERICAN STUDIES MINOR contemporary native peoples; the political and
Native American Studies (NAS) is an inter- legal status of Native Americans in the United
disciplinary program with coursework drawn
from Anthropology, English, History, Public
States and at the U.N.; contemporary native com-
munities and tribal governments; Native
Graduate programs
Administration, Social Work, and other American literature, art, music, dance, both con- There are many options available for gradu-
temporary and traditional. ate study within the College of Liberal Arts
departments and schools. The substantive
focus of this curriculum is the histories and NAS 301 and Sciences. Currently students may spe-
Introduction to Native American cialize in any one of the many master’s pro-
cultures of American Indians, Alaska natives, Languages (4)
and Native Hawaiians. The minor is meant General introduction to the linguistic and cultural
grams, or four doctoral programs.
to serve three primary student constituen- background of endangered native languages of MASTER OF ARTS AND MASTER OF
cies: North America. Topics include structure of native
SCIENCE PROGRAMS
 students who have a serious academic languages; relationship of language to other
Master of Arts and Master of Science
interest in Native Americans and who aspects of culture such as worldview, social organi-
zation, and story telling; history of language degrees are designed for the student who
wish to combine the study of Native change and current tribal projects to revitalize wishes to conduct advanced studies in a par-
Americans with their major; native languages. ticular discipline. Generally the programs are
 students who plan careers in Indian or NAS 404 flexible enough for students, with the aid of
native affairs; Cooperative Education/Internship an adviser, to design a program of study that
 students who have a nascent interest in (Credit to be arranged.) allows them to pursue their particular inter-
Native Americans and wish to fulfill Prerequisites: NAS 201, and 8 upper-division
est. The requirements of each discipline are
their general education requirements credits in NAS or courses approved by adviser.
listed under the departments that have the
with courses in this area. NAS 417 M.A./M.S. option available.
The objective of the internship require- Language Maintenance and Revitalization (4)
ment is to place NAS students in communi- General introduction to endangered language MASTER OF ARTS IN TEACHING AND
revitalization, with a focus on native languages of
ty or government organizations so that each MASTER OF SCIENCE IN TEACHING
the Pacific Northwest. Topics include history of
student has an opportunity to acquire attempts to eradicate native languages and the PROGRAMS
understanding of Native issues. effects; theoretical basis for revitalization; emerg- The Master of Arts in Teaching and the
For information and advising, contact ing tribal policies; and relations between linguists Master of Science in Teaching are primarily
director Tim Garrison at garrisont@pdx.edu. and native communities. designed for current middle and high school
Credits level teachers who need to do specific gradu-
NAS 201 Introduction to CERTIFICATES ate work in order to obtain their continuing
Native American Studies........................................... 4 Specialized academic certificates are offered license. The program allows these teachers to
Upper-division credit courses chosen from the by several units in the College of Liberal obtain this further licensure as well as con-
following (or other adviser-approved courses)........ 24
Anth 313 Indian-White Relations
Arts and Sciences: Applied Linguistics/ tinue advanced studies in the area of their
Anth 314 Native Americans TESL, Chicano/Latino Studies, World choice. These degrees are also available to
Anth 364 Pacific Northwest Prehistory Languages/Teaching Japanese, International non-teachers who have an interest in the
Anth 365 North American Prehistory Studies, and postbaccalaureate certificates in interdisciplinary possibilities of these
Anth 366 Meso American Prehistory Black Studies and Women, Gender, and
Anth 417 Advanced Topics degrees. In the case of this second group, the
in Native American Studies Sexuality Studies. (Refer to the appropriate degree does not provide any teaching licen-
Anth 422 Contemporary American department for certificate requirements.) sure. The program of study for these degrees
Indian Policy Requirements for these certificates are met should be carefully designed and must be
Anth 464 Topics in Northwest Prehistory concurrently with completion of a major in
Eng 305 Topics: Native American Cinema approved by an adviser. The specific require-
Eng 308 Topics: Native American
a selected field. ments of each discipline are listed under the
Women Writers Secondary teaching licenses allow the stu- departments for which the M.A.T./M.S.T.
Eng 309 American Indian Literature dent to teach the selected discipline at speci- option is available. (For the interdisciplinary
Hst 330 Native Americans fied grade levels in public schools in options see page 261.)
of Eastern North America
Hst 331 Native Americans
Oregon. Recommended courses for those
of Western North America preparing to be teachers are listed under DOCTORAL PROGRAMS
Hst 349 United States Indian Policy appropriate departments. Many departments in the College of Liberal
Hst 464 Indians of the Pacific Northwest Arts and Sciences participate in one or more
Hst 467 Readings in Native American History OFF-CAMPUS DEGREE COMPLETION multi-disciplinary doctoral programs:
NAS 301 Introduction to Native American In addition to an increasing range of evening Environmental Sciences and Resources,
Languages
NAS 417 Language Maintenance
and weekend courses on campus, the college Systems Science, and Urban Studies. They
and Revitalization offers innovative degree completion options also offer the doctorate in mathematics edu-
Psy 410 Native American Psychological at four off-campus sites; the Salem Center, cation and mathematical sciences. The doc-
Thought and Values
located in downtown Salem at 333 High toral degree is for the person who wants the
Psy 410 Native American Psychological Healing
NAS 404 Cooperative Education/Internship............ 4
Street NE; on three community college loca- most advanced academic degree, generally
Total 32
tions: Mt. Hood Community College in with a life-long objective of expanding the
Gresham, Portland Community college at scope of knowledge of a specialized field of
Cascade and Rock Creek Campuses; as well study. The specific requirements of each
available option are listed under the partici- In addition to the above general require- program and will be formally dropped from
pating departments and programs. ments, each student will be required to com- it. Students who fail to make satisfactory
plete that coursework necessary to indicate progress toward the degree may be dropped
School of the Environment - competence in environmental science and from the program.
Doctor of Philosophy in management at the graduate level. These The student can be readmitted only by for-
courses will be recommended by the stu- mal application, subject to all current admis-
Environmental Sciences and dent’s dissertation committee and approved sion requirements. In addition, completion of
Resources by the director of the School of the the degree will be subject to the student’s
The Environmental Science and Resources Environment. meeting all current degree requirements.
(ESR) Doctoral Program provides an oppor-  Other requirements. Prior to advance- Leave of absence. Under special circum-
tunity for the student to engage in relevant ment to candidacy, a student must have stances, requests for a leave of absence may
research while acquiring advanced academic taken an advisory committee-approved be approved.
training in either the Environmental Science course in Statistics.
and Management Program, Geography, or  Dissertation. The student must submit
Geology. One of the goals of the Program is a prospectus outlining a proposed Courses
to provide a broadly based understanding of research project suitable for the doctoral
ESR 601
the field of environmental science coupled dissertation in environmental science Research (Credit to be arranged.)
with scientific training in one or more spe- and management. This is done under the Research that is not normally part of the thesis.
cialty areas. The student will follow a pro- guidance of the student’s major adviser ESR 603
gram of study and research approved by the and is approved by the dissertation com- Dissertation (Credit to be arranged.)
ESR Program. The graduating student will mittee and the director of the School of All aspects of thesis including thesis research and
be awarded a degree in environmental sci- the Environment. The research for the writing the dissertation.
ence and resources. dissertation is conducted under the guid- ESR 604
ance of the student’s dissertation com- Cooperative Education/Internship
Admission requirements mittee. After the dissertation is complete
and after advancement to candidacy (see ESR 605
Applicants for admission to the ESR Reading and Conference
below), a final oral examination will be
Doctoral Program normally will be expected (Credit to be arranged.)
conducted, open to the public, within Scholarly examination of literature including dis-
to have completed a Bachelor's or Master's
the subject area of the dissertation. cussion between student and professor.
degree in a related field that will have pre-
Advancement to candidacy. As soon as
pared them to become engaged in state-of- ESR 607
the student has successfully completed the Seminar (1)
the-art research. A list of individual faculty
course and comprehensive examination Environmental Science Seminar for Ph.D. stu-
research expertise and research groups is avail-
requirements and has had the dissertation dents. Consent of instructor. Pass/no pass only.
able on the School of the Environment web-
prospectus approved, the student is recom- ESR 610
site http://www.pdx.edu/environment.
mended for advancement to candidacy for Selected Topics (Credit to be arranged.)
Degree requirements the degree of Doctor of Philosophy. This rec-
ommendation is approved by the dean of
In addition to the requirements listed Graduate Studies.
above, each student must complete the fol- Financial support. There are a limited num-
lowing: ber of teaching assistantships and research
Course requirements Credits assistantships available. The student should
ESR 620, 621, 622...................................................... 9
contact the appropriate department or pro-
ESR 607 (six terms).................................................... 6
gram about the availability of these positions.
15
Departmental Dissertation (minimum).................. 27
Withdrawal. Any student who ceases to be
Total (minimum) 42
enrolled for more than one academic term
without formal leave of absence will be
assumed to have withdrawn from the degree
Anthropology
141 Cramer Hall
503-725-3914
Undergraduate All anthropology courses used to satisfy
the departmental major requirements must
www.anthropology.pdx.edu program be taken for a letter grade and must have
been assigned a grade of C- or better.
B.A., B.S.
Minor in Anthropology Admission requirements Courses taken outside the department as
Secondary Education Program— part of departmental requirements (i.e. Ling
Admission to the department is based on 232, 233 or Stat 244, World Languages)
Social Science
M.A.
general admission to the University. See page may be taken pass/no pass (subject to the
Anthropology studies human biological and 37 for more information. University limitations on the maximum
cultural diversity through time and space Limitations. Students majoring in number of hours taken pass/no pass) or for a
and the interplay between culture and biolo- anthropology should seek assignment to a letter grade. However, students who take
gy. It encompasses our closest relatives and department adviser no later than the begin- these courses for a letter grade must earn a
the human experience from our earliest ning of the junior year. Selection of appro- C- or better. Students must earn a cumula-
known bipedal ancestors to the modern priate courses to supplement the student’s tive grade point average of 2.00 or better in
world, from the smallest human groups to major work should be made in consultation all courses required for the anthropology
empires and multinational corporations. with the adviser. No student majoring in bachelor’s degree (including those courses
Anthropologists deal with prehistoric, his- anthropology will be permitted to offer taken outside the department as part of
toric, and contemporary peoples and with more than 72 credits of work in anthropolo- departmental requirements).
such topics as human evolution, subsistence gy for the bachelor’s degree. This limitation Requirements for minor. To earn a minor
and settlement systems, family, urban devel- will be waived only through petition to the in anthropology a student must complete 28
opment, transnationalism, globalization, department. credits (12 credits of which must be taken in
social conflict, gender, symbolic systems, residence at PSU), to include the following:
and human ecology. Anthropologists apply
Degree requirements Credits
the knowledge gained from diverse theoreti- Requirements for major. In addition to Anth 101 Introduction to Biological Anthropology.. 4
cal perspectives to practical human problems meeting the general University degree Anth 102 Introduction to Archaeology................... 4
in settings such as health care, educational requirements, the anthropology major must Anth 103 Introduction to Social/Cultural
Anthropology............................................................ 4
development, and natural and cultural meet minimum departmental requirements One of the following courses:............................... 4-5
resource management, among others. As as follows: Anth 304 Social Theory (4)
scholars, we are committed to the highest Credits Anth 305 Culture Theory (4)
Anth 101 Introduction to Biological Anthropology.4 Anth 350 Archaeological Method and Theory (4)
quality teaching in the classroom and the
Anth 102 Introduction to Archaeology................... 4 Anth 372 Human Variability (4) or
field; to ongoing research both in Portland Anth 103 Introduction to Social/Cultural Anth 370 Paleoanthropology (5)
and abroad; and to active engagement in Anthropology............................................................ 4 Upper-division anthropology electives—three
wider university and community programs. Anth 304 Social Theory or courses. (Upper-division electives must include at
Anth 305 Cultural Theory......................................... 4 least one 400-level course, excluding courses num-
The curriculum in anthropology is bered 401, 404, 405, 407)....................................... 12
Anth 350 Archaeological Method and Theory....... 4
designed to develop an understanding of Anth 372 Human Variability (4) or Total 28-29
human life from these various perspectives. Anth 370 Paleoanthropology (5).......................... 4-5 All anthropology courses used to satisfy the
It does this by providing, both in general Ling 232 or 233, or Stat 244..................................... 4 departmental minor requirements, whether
survey courses (Anth 101, 102, 103) and in Upper-division anthropology electives
(6 courses, see below)............................................. 24 taken in the department or elsewhere, must
its departmental major program, a balanced be graded C- or above. Students must earn a
Total anthropology coursework 52-53
view in terms of the anthropological sub- Anthropology B.A. majors must complete two cumulative grade point average of 2.00 or
fields of physical anthropology, archaeology, years of a foreign language or demonstrate equiv- better in all courses required for the anthro-
linguistics, and socio-cultural alent proficiency.
pology minor (including those courses taken
anthropology. Elective requirements. Upper-division
outside the department as part of departmen-
The departmental major program is of electives shall be selected from at least two
tal requirements).
benefit to the liberal arts student in provid- subfields of anthropology (physical, social/
ing the most broadly based view of human cultural, or archaeology) and include at least
adaptation, variation, and achievement. A
variety of ethnographic courses is offered for
one methods course (i.e., 412, 415, 452, 453,
454, 455, 478, 479). At least 8 of the 24 Graduate programs
persons with particular regional or area credits must be in formally numbered 400- Master of Arts. The department offers a
interests, such as East Asia, Latin America, level courses (i.e., not including 401, 404, program leading to the Master of Arts degree.
Africa, and the Pacific Northwest. Finally, 405, 407, 410). Note: In exceptional circum- The program is designed to give the student a
the major provides the necessary general stances, the department may permit a student graduate level of competence in general
anthropological background for those inter- to apply a maximum of one lower-division anthropology, including the major subfields
ested in graduate study in the discipline. course to the upper-division elective require- of physical anthropology, archaeology, and
ment. social-cultural anthropology. At the same
time, the program will permit the student to numbered between 510-597 or 610-697). With graduate Students who fail to meet this requirement
adviser approval, the remaining two courses (8 credits)
pursue a special interest in one of the sub- may be in courses numbered 504 or 505 (i.e. Internship, will be dropped from the program.
fields. Students have the option of choosing Reading and Conference). 4. Presentation and approval of thesis.
either the thesis track or the applied/policy ‡ This course must be formally numbered and described 5. Passing of an oral defense of thesis.
in the PSU Bulletin. It may not be a course numbered
track. The applied track is designed to pre- 501/601, 502/602, 503/603, 504/604, 505/605,
pare students for professional employment 506/606, 507/607, 508/608, 509/609.
related to applied anthropology. Students in Applied/Policy track. Of the 52 required Courses
this track will complete an internship and credits, 36 must be in anthropology and Courses with an asterisk (*) are not offered every year.
internship paper, and 8 additional hours of must include: Anth 101
coursework, in place of the traditional thesis. Credits Introduction to Biological Anthropology (4)
Interested students are urged to go to the Anth 511, 550, 570 Core Seminars The biological side of anthropology: primate pale-
in Anthropology*.................................................... 12 ontology, human evolution, modern human varia-
Department’s Web site: www.anthropology. Anth 515 Applied Anthropology............................. 4
pdx.edu tion, and primate behavior.
Graduate-level Anthropology Electives
The thesis track candidate is required to (2 courses).................................................................. 8 Anth 102
do research in an area of special interest and Approved graduate-level electives Introduction to Archaeology (4)
(4 courses, at least 2 non-Anth)............................. 16 The study of ancient and prehistoric cultures of
prepare a thesis based upon it. An adviser-approved, graduate-level the world. Introduction to the theories and tech-
The master’s program has been planned for course in research methods...................................... 4
niques of archaeological investigation.
Anth 504 (internship)................................................ 4
students who hold an undergraduate degree Anth 103
Anth 520 (policy paper)............................................ 4
in general anthropology or its equivalent in Introduction to Social/
Total 52
course coverage. Under these circumstances, * Students may substitute an additional elective course for Cultural Anthropology (4)
the master’s degree, including research and one of the core courses, with the approval of their adviser. Study of modern and recent societies in cross-cul-
thesis, may be completed in two to three tural perspective. Focus on methods for under-
years. The undergraduate major is not Five calendar years from the term of standing social and cultural differences and simi-
larities.
required, however, for admission to the pro- admission will be the maximum time
gram. In the latter case, completion of the allowed to complete all requirements for a Anth 300
The Modern World in Anthropological
degree may require a more extended period master’s degree. Terms on approved leave of Perspective (4)
of study. Students without an adequate back- absence will be charged against the five-year Examination of anthropological approaches to
ground in anthropology will be required to limitation. cultural diversity in a global context. Include cul-
take certain selected undergraduate courses to In addition to formal course requirements, tural contact between the Fourth World and the
remove deficiencies. These courses normally the following are also necessary: industrialized world; health, nutrition, and pover-
do not offer graduate credit. 1. Fulfilling the foreign language require- ty in different world areas; ecocide and ethnocide;
political movements in the Fourth World; racism;
ment. Ordinarily the examination is taken
Admission requirements in French, Spanish, or German. Other lan-
and sexism.
guages may, upon departmental approval, Anth 301
For admission to graduate study the student Culture and Ethnography (4)
must have a minimum of a 3.25 grade point be substituted. Students must complete the Cultural diversity and contemporary social issues
average in anthropology courses and an foreign language requirement no later than examined through a series of ethnographic studies
overall GPA of 3.00. In addition, applicants one calendar year following entrance to the that highlight the methodology and efficacy of
must submit GRE scores, a 500-word state- program. ethnographic research. Topics may include, but
ment indicating why he or she is interested 2. Advancement to candidacy involves suc- will not be limited to, issues to identity forma-
cessful passing of a written examination in tion, gender, political economy, and transnational
in pursuing a graduate degree in anthropol- culture flows.
ogy, and a sample of written work (e.g., a general anthropology (covering archaeolo-
gy, physical anthropology, and sociocultur- Anth 304
term paper). All applicants must also Social Theory (4)
arrange to have three letters of recommenda- al anthropology). This examination is nor- Human social organization is examined in cross-
tion indicating professional promise sent mally given as part of the core seminars cultural perspective. Analysis of kinship systems
directly to the Department’s Graduate (Anth 511, 550, 570) in the respective in stateless societies and of the state and other
Admission Committee. To facilitate schedul- fields. Advancement to candidacy can only institutional arrangements in complex societies.
ing of graduate courses, students ordinarily be accomplished before the close of the Attention to the historical development of major
are admitted for fall term only. next-to-the-final term of work. theoretical approaches to social organization:
3. Approval of a thesis topic and the appoint- structural functionalism, structuralism, human
ecology, sociobiology, political economy, post-
Degree requirements ment of the thesis committee. The student modernism. Designed for anthropology majors
Thesis track. Of the 48 required credits, 36 develops a thesis proposal and submits it and minors. Note: This course is not approved for
must be in anthropology and must include: to the department faculty for approval and distribution credits. Recommended prerequisite:
Credits for the formal appointment of the thesis Anth 103.
Anth 511, 550, 570 Core Seminars committee. In addition to advising and Anth 305
in Anthropology*.................................................... 12 guiding the student’s research and thesis Cultural Theory (4)
Graduate-level Anthropology Electives Explores the historical development of the con-
(3 courses)†. ............................................................ 12 preparation, the chairperson of this com-
Approved graduate-level electives mittee files a graduate degree program cept of culture within anthropology and examines
(Anth, non-Anth)†.................................................... 8 with the Office of Graduate Studies and how this concept and the theories based on it
An adviser-approved, graduate-level course in have shaped both fieldwork practices and produc-
research methods‡. .................................................. 4 Research. Students must have a master’s tion of ethnographic texts. Designed for anthro-
Anth 501 (thesis research)........................................ 4 thesis proposal submitted to and approved pology majors and minors. Note: This course is
Anth 503 (thesis)....................................................... 8 by the department faculty as soon as possi- not approved for distribution credits.
Total 48 ble following admission to the program, Recommended prerequisite: Anth 103.
* Students may substitute an additional elective course but in no case later than the end of the
for one of the core courses, with the approval of their Anth 311
adviser. seventh term (excluding Summer Session) Peoples and Cultures of Latin America (4)
† At least three of these courses (12 credits) must be in following admission to the program. Introduction to the peoples and cultures of Latin
formally numbered graduate-level courses (i.e. courses America, including Mexico, Central and South
America, and the Caribbean. Course topics include course examines the unity and diversity of these *Anth 361
religion, ecology, race and ethnicity, gender, urban- cultures from Alaska to the Oregon-California European Prehistory (4)
ization, conflict, and social change. border by tracing their historical evolution and Methods and results of the study of prehistoric
Anth 312 responses to contemporary problems. Topics cultures of Europe from the earliest traces until
Southeast Asian Societies and Cultures (4) include: subsistence economies and resource ten- the advent of written records. Recommended pre-
Introduction to the societies and cultures of ure, social identity, art, ceremonial and spiritual requisite: Anth 350.
Southeast Asia, the area encompassed today by the life, culture change and revitalization, and modern *Anth 362
nations of Burma (Myanmar), Thailand, Laos, indigenous-state relations. Prerequisites: Anth African Prehistory (4)
Cambodia, Vietnam, Malaysia, Singapore, Brunei, 103, 314 or 313. Methods and the results of the study of prehistor-
Indonesia, and the Philippines. Course topics Anth 325 ic cultures of Africa-with an emphasis on those
explore the religious and cultural diversity of the Culture, Health, and Healing (4) south of the Sahara-from the earliest traces until
area, as well as historical and cultural themes that Introduction to the field of medical anthropology. the first historical records. Recommended prereq-
traverse this region. Recommended prerequisite: Biocultural aspects of disease and healing. uisite: Anth 350.
students are strongly encouraged to complete Comparison of healers and healing professions in *Anth 364
Anth 103 before enrolling in this course. Western and non-Western societies. Interactions Pacific Northwest Prehistory (4)
Anth 313 among culture, social relations, environment, and The prehistory of northwestern North America
Indian-White Relations (4) health. Topics include healers and healing roles, from its earliest occupants to the arrival of
Consideration of North Americans since 1500: ethnomedicine and medical pluralism, clinical Europeans, with emphasis on developments dur-
problems of social and cultural survival and change, medical anthropology, and nutritional anthropol- ing the last 5,000 years. Recommended prerequi-
as well as changing governmental policies, popula- ogy. site: Anth 350.
tion, non-Indian conceptions of “The Indian.” Anth 330 Anth 365
Anth 314 Anthropology of Folklore (4) North American Prehistory (4)
Native Americans (4) Review of folklore, including legend, folktales, A survey of pre-contact cultures north of Mexico,
Ethnographic survey of North American Indian music, and dance, and its role in society. from the first prehistoric migrant populations and
cultures-from simple hunter-gatherers to complex Emphasis will be on the study of folklore by early hunter-gatherers to the complex agricultural
empires-illustrating the patterns of adaptations to anthropologists in both western and non-western societies encountered by 15th and 16th century
the variety of landscapes and historical processes. contexts. Explores how folklore can reveal social European explorers. Recommended prerequisite:
relations, conflict and resistance, social change Anth 350.
*Anth 315 and gender relations.
American Culture (4) *Anth 366
Central beliefs and core values of modern Anth 333 Mesoamerican Prehistory (4)
American society are examined from an anthropo- Anthropology of Food (4) Early cultures of Mesoamerica with an emphasis
logical perspective. Considers: value of constructs Explores biological and cultural aspects of past and on the domestication of plants and animals and
such as individualism and conformity; creation of present human food systems. Topics include nutri- the development of civilization, focusing on the
public images; kinship and friendship; privacy; tion, the cultural significance of food, domestication Maya and Highland Mexico. Recommended pre-
schools and neighborhoods; and conflicts involv- of plants and animals, archaeological records of com- requisite: Anth 350.
ing ethnicity, social class, and gender. Questions petitive feasting, global movement of foods during
the colonial period, new revolutions in food technol- *Anth 367
the role of culture in our own lives, thereby gain- East Asian Prehistory (4)
ing a greater understanding of social experience ogy, the politics and economics of contemporary
food systems, and eating disorders such as obesity, The archaeology of China, Japan, and Korea from
and of the concept of culture. about 1 million years ago to the establishment of
anorexia, and bulimia.
Anth 316 the Yamato State in Japan. Focuses on develop-
Traditional East Asia (4) Anth 335 ments during the past 18,000 years, including the
Comparative ethnographic examination of peasant Anthropology of Space and Place (4) domestication of plants and animals, the spread of
cultures in East Asia (China, Japan, Korea) prior Space and place are foundational to human cogni- agriculture, and the development of civilization
to World War II. Recommended prerequisite: stu- tion, emotion, and experience, and yet we often and regional states. Recommended prerequisite:
dents are strongly encouraged to complete Anth take them for granted. This course examines the Anth 350.
103 before enrolling in this course. origins, development and contemporary variation
of human senses of space, place, and environment *Anth 368
Anth 317 Oceania Prehistory (4)
Peoples and Cultures of South Asia (4) in a variety of cultural settings around the world.
Prerequisites: Anth 103. Reviews issues related to the peopling of Australia
Introduction to the peoples and cultures of South about 40,000 years ago, and subsequent voyaging
Asia, the area encompassed by India, Pakistan, Sri Anth 350 and colonization of all parts of the South Pacific.
Lanka, Nepal, Bangladesh, Butan and the Maldive Archaeological Method and Theory (4) Examines prehistoric cultural developments in
Islands. Topics include cultural diversity, religious A survey of current techniques and conceptual Hawaii, New Zealand, Easter Island, and island
traditions, the caste system, class and gender hier- models applied in the discovery and analysis of groups in Micronesia. Examines evidence of
archies, and social change. archaeological materials. The fundamentals of human modification of island ecosystems.
archaeological research design, field survey, exca- Recommended prerequisite: Anth 350.
Anth 318
Asian American Experience (4) vation, dating, cultural reconstruction, and the
application of interdisciplinary studies. †Anth 370
Explores the contemporary experiences of Asian Paleoanthropology (5)
immigrants to the United States, focusing on issues Recommended prerequisite: Anth 102.
Method and theory in paleoanthropology. A study
of migration, family adjustments, community for- Anth 355 of hominoid and human evolution from the
mations, and identity constructions among diverse Historical Archaeology and the Origins of the Miocene to modern times. Emphasis will be placed
groups of Asians including Chinese, Japanese, Modern Pacific Northwest
on the fossil record and the interactions between
Korean, Filipino, Vietnamese, South Asians, and Explores the origins of the modern Pacific
biology and culture in the evolution of the human
others. Recommended: Anth 103. Northwest from fur-trade/indigenous contacts to
species. Four hours lecture and one biweekly labo-
the present using theories and methods of histori-
*Anth 319 ratory. Recommended prerequisite: Anth 101.
cal archaeology in North America and elsewhere.
Traditional Cultures of Africa (4) †Anth 370 and Anth 372 are offered in alternating years
Topics include heritage, history, and interpreta-
A survey of the culture history and characteristics †Anth 372
tion; the archaeology of the fur trade; the indus-
of the traditional (before Western influence) cul- Human Variability (4)
trial revolution and industrial archaeology; slavery
tures of African peoples. The causes and significance of biological variation
and inequality; and military sites archaeology.
*Anth 320 Prerequisites: Anth 102. in contemporary human populations-genetic,
Native Americans of the Northwest Coast (4) environmental and cultural factors.
Native Americans of the Pacific Northwest coast Recommended prerequisite: Anth 101.
are among the most affluent, diverse, and complex †Anth 370 and Anth 372 are offered in alternating years
hunting-gathering peoples in the world. This
Anth 373 Anth 417/517 A critical examination of both classic and recent
Primate Ecology and Behavior (4) Advanced Topics in anthropological theories in the cross-cultural
Study of origins, diversity, ecology, behavior, and Native American Studies (4) study of symbolic forms. Recommended prerequi-
conservation of living non-human primates. In-depth examination of a current scholarly topic site: 8 credits in sociocultural anthropology (Anth
Primate ecology and behavior are explored from a in the anthropology of native North America, 304, 305 strongly recommended).
comparative and evolutionary perspective. especially in relation to colonialism and native
*Anth 431/531
Emphasis is on primates in natural habitats rather resistance. Course will cover appropriate theory, as Advanced Topics in Latin American
than in captive settings, spanning apes, monkeys, well as ethnographic and ethnohistorical materi- Anthropology (4)
and prosimians. Recommended prerequisite: Anth als. Recommended prerequisites: Anth 313 and In-depth exploration of a current topic in Latin
101. 314 or two courses on Native Americans in any American anthropology, especially in relation to
Anth 399 department. the study of social change. Course materials will
Special Studies (Credit to be arranged.) Anth 418/518 cover both theory and ethnography.
Anth 401/501 Environmental Anthropology (4) Recommended prerequisite: either Anth 311 or
Research (Credit to be arranged.) What can anthropology teach us about contem- two courses related to Latin America.
Consent of instructor. porary environmental problems? Emphasizing key Anth 432/532
issues of environmental change, adaptation, con- Gender in Cross-Cultural Perspective (4)
Anth 404/504
Cooperative Education/internship servation and sustainability, biocultural diversity, A cross-cultural examination of sex roles and gen-
(Credit to be arranged.) resilience, political ecology, and environmental der beliefs including political, social, economic,
justice, this course examines how the cross-cultur- and ideological aspects of the position of the
Anth 405/505
Reading and Conference al study of human-environmental relations can sexes. Recommended prerequisites: upper-division
(Credit to be arranged.) improve our understanding of contemporary standing and at least one basic course in sociocul-
Consent of instructor. environmental problems and their solutions. tural anthropology (Anth 103, 304, or 305).
Prerequisites: Anth 102, 103, 301 or 304,
Anth 407/507 414/514. *Anth 435/535
Seminar (Credit to be arranged.) Visual Anthropology (4)
Consent of instructor. Anth 422/522 Examination of visual representation and visual
Contemporary American Indian Policy (4) research in Sociocultural Anthropology with a
Anth 410/510 An examination of current federal, state, and trib-
Selected Topics (Credit to be arranged.) focus on photographic images, ethnographic
al law and policy pertaining to Indian affairs, films, and mass media. Recommended prerequi-
Consent of instructor. including tribal government organization, govern- site: 8 credits of sociocultural anthropology (Anth
Anth 412/512 ment-to-government relations, economic develop- 304, 305 strongly recommended). Upper-division
Research Methods in Social and Cultural ment, natural and cultural resource management, standing required.
Anthropology (4) health care, welfare, and education. Both reserva-
Methods and techniques of research involving pri- tion communities and the Portland metropolitan Anth 446/546
mary contacts with people, institutions and com- Indian community are considered. Student Chinese Culture and Society (4)
munities. The initiating and developing of proj- research is based on reading, field trips, and inter- Issues in the study of Chinese societies today,
ects designed to produce data for basic ethno- views with tribal officials and other policy profes- including those found in the Chinese mainland,
graphic, as well as applied, anthropological sionals. Anth 313, 314 recommended. Hong Kong, Taiwan, and Southeast Asia.
research. Recommended prerequisite: 12 credits In-depth examination of questions surrounding
Anth 425/525 kinship organization, religious practice, ethnic
in anthropology (Anth 304, 305 strongly recom- Perspectives in Medical Anthropology (4)
mended). identities, gender relations, and economic and
Examination of critical, interpretive, and ecologi- political change. Recommended prerequisite: 8
*Anth 414/514 cal perspectives in medical anthropology. credits in sociocultural anthropology (Anth 304
Culture and Ecology (4) Anthropological study of practice of biomedicine and 305 strongly recommended).
A critical analysis of the interrelations of culture, in the United States, and response to global dis-
social structure, and human ecology. Social organi- eases, including AIDS. Topics include the new Anth 447/547
zation as influenced by characteristic patterns of medical technologies, social meanings of the body, Advanced Topics in South Asian Anthropology
resource exploitation. The uses of natural environ- bioethics, and the medicalization of social prob- (4)
ment from the viewpoint of the members of societ- lems. Recommended prerequisite: Anth 325 or 8 In-depth exploration of a current topic in South
ies. Recommended prerequisites: Anth 304, 305. credits of socio-cultural anthropology. Asian anthropology, especially in relation to social
change, nationalism and conflict, colonialism, or
Anth 415/515 Anth 426/526 modernization. Course materials will cover both
Applied Anthropology (4) Transnationalism and Migration (4) theory and ethnography. Recommended prerequi-
The application of anthropological knowledge to In-depth exploration of globalization, transna- site: either Anth 317 or two related courses in
various kinds of projects and action programs in tionalism, and migration. Topics include colonial- Asian studies. (Anth 304, 305 strongly recom-
which cultural factors are critical elements. An ism and the history of world connections, the mended.)
examination of problems produced by rapid tech- global economic system, cultural imperialism,
nological, social and cultural change, conflicts of nationalism and identity, migration, refugees, *Anth 451/551
values, and unequal access to resources in multi- tourism, and the commodification of local cul- History of Archaeology (4)
ethnic societies and “developing” nations; research tures. Recommended prerequisite: 8 credits in A chronological survey of developments in the
leading to possible solutions is considered. socio-cultural anthropology (Anth 304, 305 field of archaeological inquiry: major schools of
Recommended prerequisite: 8 credits in anthro- strongly recommended). thoughts, innovations in method and theory, key
pology (Anth 304, 305 strongly recommended). personalities and their contributions.
*Anth 428/528 Recommended prerequisites: Anth 350 plus at
*Anth 416/516 Political Anthropology (4) least one additional upper-division archaeology
Urban Anthropology (4) Survey of major anthropological approaches to course.
Cross-cultural examination of urban phenomena politics and power. Coverage includes structural
including: variability in cultural and institutional functionalism, evolutionism, action theory, struc- Anth 452/552
patterning of cities, acculturation processes affect- turalism, political economy, and post-structural- Lab Methods in Archaeology (4)
ing urban populations, migration and social ism. Ethnographic cases include both primitive Techniques and their applications in the analysis
accommodation of rural and tribal peoples to politics and contemporary ethnic, class, and gen- of materials recovered from archaeological sites.
urban settings, and the varieties of new subcul- der struggles in heterogeneous societies. Course content will vary, emphasizing the study
tures that emerge in urban society. Recommended Recommended prerequisites: 8 credits sociocul- of various artifact types-lithics, ceramics, textiles,
prerequisite: 8 credits in sociocultural anthropolo- tural anthropology (Anth 304, 305 strongly rec- botanical remains, etc. (May be repeated with
gy or allied social science (Anth 304, 305 strongly ommended). departmental consent. Maximum 8 credits)
recommended). Recommended prerequisites: Anth 350 plus at
*Anth 430/530 least one additional upper-division archaeology
Myth, Ritual, and Symbol (4) course.
Anth 453/553 world. Recommended prerequisites: Anth 102, co-legal (forensic) problems. Recommended pre-
Archaeological Field Methods (4) 350. requisites: Anth 478/578 or consent of instructor.
The theory and practice of contemporary archaeo- *Anth 461/561 Anth 490/590
logical field investigation-research design, survey Advanced Topics in Archaeology (4) The Anthropology of Violence (4)
and reconnaissance, site excavation, sampling and In-depth exploration and analysis of a major cur- Theoretical and ethnographic exploration of the
recording techniques, cultural resource manage- rent problem in archaeology. Problems may be nature of violence. Topics include identity politics
ment. Recommended prerequisite: Anth 350. substantive or theoretical. Recommended prereq- and nationalism; the biology of aggression and the
Anth 454/554 uisite: Anth 350. cultural meanings of pain; state violence; symbolic
Archaeological Field School (6) *Anth 464/564 and structural violence; and human rights.
Archaeological excavation of prehistoric or historic Topics in Northwest Prehistory (4) Recommended prerequisite:
archaeological sites; or reconnaissance, survey and In-depth exploration of current problems in the 8 credits in socio-cultural anthropology (Anth
mapping of sites during a summer field project. study of Northwest Prehistory, particularly as it 304, 305 strongly recommended).
Approximately 40 hours of field work per week articulates with general theories of hunter-gatherer Anth 503 Thesis (Credit to be arranged.)
for 6 weeks, with a week of laboratory work. adaptations and cultural evolution. Recommended
Recommended prerequisite: Anth 350. *Anth 511
prerequisite: Anth 364. Core Seminar in Social and Cultural
Anth 455/555 *Anth 471/571 Anthropology (4)
Analysis of Faunal Remains (5) Advanced Topics in Paleoanthropology (4) A seminar that provides a methodological, theo-
Reviews issues of recovery, identification, quantifi- In-depth exploration and analysis of current prob- retical, and substantive review and integration of
cation, and interpretation of archaeological faunal lems in the study of Paleoanthropology. Emphasis anthropological materials in social and cultural
remains. Seminar component involves discussion on articulation of evolutionary theory with fossils anthropology. Prerequisites: graduate standing in
and critical review of recent faunal studies. and other relevant evidence. Recommended pre- anthropology and consent of instructor.
Laboratory component introduces student to skel- requisite: Anth 370. Anth 520
etal anatomy of vertebrates (with focus on fishes Policy Paper (4)
and mammals) and basic procedures used in fau- *Anth 472/572
Population Dynamics (4) For students completing the policy track within
nal analysis. Recommended prerequisite: Anth the department’s M.A. program. Preparing a grad-
350. The study of the principles of Mendelian and
population genetics as they apply to the evolution uate level paper, 25-30 pages in length, based on
Anth 456/556 of human populations and the maintenance of the student’s internship experience and the rele-
Issues in Cultural Resource Management (4) diversity in modern populations. Emphasis also is vant policy topic they are exploring. Student
Examines the current cultural, legal and regulato- placed on the articulation of genetic methods with meets regularly with their faculty adviser.
ry issues, problems, and frameworks affecting the evolutionary theory. Recommended prerequisites: Prerequisite: Anth 504.
management of cultural resources in North Anth 372; 2 years of high school algebra or equiv- *Anth 550
America and elsewhere in the world. Course cov- alent; Bi 341 as a pre- or corequisite. Core Seminar in Archaeology (4)
erage will include such topics as the laws affecting A seminar that provides a methodological, theo-
antiquities trafficking, and the relationships *Anth 478/578
Human Osteology (4) retical, and substantive review and integration of
between indigenous peoples and archaeologists. anthropological materials in archaeology.
Recommended prerequisite: Anth 350. The identification and interpretation of human
skeletal material from archaeological sites: the Prerequisites: graduate standing in anthropology
*Anth 457/557 determination of age, gender, and population and consent of instructor.
Hunter-Gatherers (4) affinity; an introduction to paleopathology and Anth 570
An investigation of the economic and social diver- the recognition of genetic and cultural variation. Core Seminar in Physical Anthropology (4)
sity among modern and ancient hunter-gatherers Recommended prerequisites: Anth 350 and Anth A seminar that provides a methodological, theo-
and the theories and methods used by archaeolo- 370. retical, and substantive review and integration of
gists to investigate and explain that diversity. anthropological materials in physical anthropolo-
Examines topics such as the evolution of hunting *Anth 479/579
Forensic Anthropology (2) gy. Prerequisites: graduate standing in anthropolo-
and gathering, hunter-gatherer settlement and
Advanced techniques of human skeletal identifica- gy and consent of instructor.
mobility strategies, social complexity among hunt-
er-gatherers and hunter-gatherers in the modern tion and their application to the solution of medi-
Applied Linguistics
122 East Hall being human. An interdisciplinary field, lin- other so rapidly? How is language different
503-725-4088 guistics involves the physical sciences, the from other communication systems, such as
www.pdx.edu/linguistics social sciences, and the humanities. that of animals or computer languages? How
Becoming a linguist does not mean learning does language change through time? How
B.A.
Minor in Linguistics
to speak a lot of languages but rather study- do dialects diverge enough to become sepa-
Certificate in Teaching English ing the essence of language in general, its rate languages? What was the first language?
as a Second Language forms and functions. Linguists ask questions Where did language originally come from?
M.A.—Teaching English to Speakers such as: How do the sounds we utter relate The Department of Applied Linguistics is
of Other Languages to the meanings we express? What are the concerned with these as well as with related,
M.A.T and M.S.T. (General Arts patterns and structure of linguistic sound more practical questions: How is language
and Letters) systems? How are they produced? How is a learned? How can second languages best be
word formed? What are the different parts taught? How do we evaluate teaching and
of a sentence? How can a grammar be suc- learning? What is involved in learning how
Undergraduate cinctly characterized? How do children learn to write and read? How does one’s cultural
programs language so quickly without being taught?
How is language mapped in the brain? How
background influence the way one learns
another language? How do we model what
Linguistics is the scientific study of lan- can people speak more than one language language users know and how they use lan-
guage, one of the most important aspects of and how do they switch from one to the guage? How does one create an alphabet for
an unwritten language? How does one resus- Linguistics electives (upper-division level)............. 16 these test results as well as on TOEFL score
citate a language that is in danger of disap- Total 28 reports if available.
pearing? How can linguistics help to create All courses used to satisfy the department Qualified students interested in English
natural language understanding systems? minor requirements must be graded C or only study can participate in an Intensive
How does language as it’s spoken and used above. Courses taken pass/no pass are not English Language Program offered in the
differ from what we’re told in grammar acceptable toward fulfilling department Department of Applied Linguistics. For
books? minor requirements. information and application materials, con-
At the undergraduate level the tact the IELP in the Department of Applied
Department of Applied Linguistics offers a Intensive Program in English as a Linguistics.
B.A. and a minor, as well as a certificate in Second Language (ESL)-Ling 101-170
teaching English as a second language. The The Intensive English Language Program Writing for Non-Native Writers
major would serve either as preparation for (IELP) is a series of courses designed to -Ling 115
graduate study or as an organizing theme for develop the student’s competence in listen- A course designed for writers whose first lan-
a rich undergraduate education. The depart- ing, speaking, reading, and writing for aca- guage is not English to develop their skills
ment also administers programs in English demic purposes. The IELP is a year-round and confidence in writing for college. This
as a Second Language and in English for intensive program offered throughout the course focuses on the rhetorical structures of
Non-Native Residents. These programs aim regular academic year as well as during the American College-level academic writing
to develop English proficiency in non-native summer. There are six levels: introductory, including essay structure, summaries,
speakers. The graduate degree prepares stu- beginning, lower-intermediate, intermediate, responses, and research writing. In addition,
dents to become teachers, language consul- upper-intermediate, and advanced (Levels I students work on grammar and sentence
tants, and researchers in the field of lan- – 5.) Students may earn from 3 to 14 credits structure problems which occur more often
guage learning and teaching. The English as per term. Full-time students register for 14 in non-native writing and do peer editing
a Second Language and the English for credits. Students in lower level classes may and self-editing. Understanding complex
Non-Native Residents programs are not take other academic courses. Students in assignments, synthesizing ideas, and strategies
designed to develop non-native English levels 4 and/or 5 may enroll in some non- for test taking are also addressed in this
speakers’ competence in English. ESL courses with the approval of the course.
Academic Coordinator, if their academic
Admission requirements record allows. Specifically, the IELP courses Certificate in Teaching English as a
Admission to the department is based on are divided into the following: Second Language (TESL)
general admission to the University. See Level 1-3: The program is administered by the
page 37 for more information. Grammar/writing - 3 credits Department of Applied Linguistics. It is spe-
Reading and vocabulary development – 3 cifically designed to prepare persons to teach
Degree requirements credits English to speakers of other languages in the
Requirements for major. In addition to Oral communication skills – 3 credits United States and abroad. In contrast with
meeting the general University requirements Skills Enhancement Course (SEC) – 2 the M.A., TESOL, this certificate will fit
for the B.A. degree, majors must complete credits into the programs of majors in a wide vari-
an adviser-approved program to include: Levels 4, 5: ety of fields, such as world languages, com-
Credits
Grammar – 3 credits munication, education, and the social sci-
Ling 390 Introduction to Linguistics........................ 4 Writing – 3 credits ences. Candidates may enroll in the pro-
Ling 407 Senior Seminar........................................... 4 Reading and vocabulary development – 3 gram as undergraduates or as post-baccalau-
Ling 411 Syntax......................................................... 4 credits reate students.
Ling 435 Applied Linguistics..................................... 4 Oral communication skills – 3 credits
Ling 490 History of the English Language.............. 4
Skills Enhancement Course (SEC) – 2 Admission requirements
Linguistics electives (upper-division level)............. 20
Two-terms of a non-Indo-European language....... 8 credits 1. Admission to Portland State University.
(If the language used to fulfill the University lan- To reinforce classroom instruction, stu- 2. English proficiency in spoken and written
guage requirement is non-Indo-European, the students can improve their skills in the dedicat- English if the student is not a native speak-
dent may choose any other language to fulfill this
requirement) ed computer centers or in individual tutorial er of English (a TOEFL score report of
Total 48 sessions in necessary. 550 or 80 iBT or higher is required for
In all of these courses students must earn a In addition to academic preparation and proof of proficiency). The student is to be
“C” or better. By the end of the first quarter America, an essential function of the IELP tested upon arrival. (Required for both cer-
of admission to the program, students must is orienting international students to tificate and M.A. programs.)
consult with their assigned linguistics advis- American life and culture. Students are 3. Two years proficiency in at least one for-
er to select the appropriate courses and areas encouraged to take part in social and educa- eign language if the student is a native
of concentration. Upon completion the tional activities, both on campus and in the speaker of English.
entire program must also be approved by community.
Course requirements
the student’s adviser.
Requirements for minor. To earn a Admission requirements In addition to fulfilling minimum
minor in linguistics a student must com- The student must submit a completed University or graduate school requirements,
plete 28 adviser-approved credits (12 credits application form and other materials the following adviser-approved courses are
of which must be taken in residence at requested on the application to the Office of required:
PSU), to include the following: Admissions at Portland State University. If Credits
Credits
the student is accepted, the I-20 or other Ling 390 Introduction to Linguistics........................ 4
appropriate form will be issued. Upon arriv- Ling 438 Second Language Acquisition................... 4
Ling 390 Introduction to Linguistics........................ 4
Ling 492 Structure of the English Language........... 4
Ling 411 Syntax or al the student must take a placement test in Ling 471 Understanding the International
Ling 492 Structure of the English Language........... 4 English administered by the IELP. Experience................................................................. 4
Ling 490 History of the English Language.............. 4 Placement into courses will be based on Ling 477, 478 TESOL Methods.................................. 8
Ling 475 Curriculum Design & Materials Ling 492 Structure of English or passing will consult with an adviser to choose one of
Development............................................................. 4
Ling 439 Language Assessment............................... 4
the departmental grammar test is a gradua- the following options for the Culminating
Linguistics electives (upper-division level)............... 8 tion requirement. Students are encouraged Experience: (1) Thesis. The thesis requires stu-
Total 40 to complete this requirement as soon as pos- dents to conduct an emprical analysis of data
All courses used to satisfy certificate course sible. that they have gathered to answer a research-
requirements must be upper-division courses Credits oriented question that deals with a specific
in which the student earns a mark of “C” or Language Education/Applied Linguistic Theory... 20 aspect of TESOL or applied linguistics.
above. Courses taken under the undifferenti- Students in the Thesis option must take 6
Required Courses
ated grading option (P/NP) are not accept- Ling 538 Second Language Acquisition
credits of Ling 503 (Thesis). (2) Project. The
able toward fulfilling department require- Ling 571 Understanding the International project addresses a practical problem in the
ments. Before the end of the first quarter Experience field of TESOL or applied linguistics and
Ling 577 TESOL Methods I presents a solution to it. Rather than an aca-
after beginning the program, the student is Ling 578 TESOL Methods II
required to consult with a departmental demic thesis, the project may, for example,
As part of the TESOL Methods requirement, stu-
adviser to select the appropriate courses and dents must submit a portfolio documenting a take the form of a curriculum plan for a spe-
sequence. The entire program must be minimum of 70 hours of practical experience. cific course or a short article about teaching
4 credits from the following technique for a teaching publication. Students
approved by the adviser. Ling 509 Practicum
Some courses used in the TESL certificate Ling 539 Language Assessment
in the Project option must take 4 credits of
program can also be applied to obtaining Ling 565 Administration of ESL/EFL Programs Ling 507 (Seminar: Research Writing) and 2
the ESL/bilingual endorsement for public Ling 570 Grammar for TESOL credits of Ling 506 (Project). (3)
school teachers. Students seeking this Ling 575 Curriculum Design and Materials Comprehensive Exams. The written compre-
Development
endorsement must plan a program through hensive examinations will synthesize theoreti-
Ling 576 Corpus Linguistics in Language Teaching
a departmental adviser and must complete Foundations in Language/ Linguistic Theory........ 16
cal and practical knowledge covered in the
100 hours of practice in the K-12 setting. Linguistic Analysis program. Students in the Exam option must
Choose 4 credits from the following courses: take 4 credits of Ling 507 (Seminar: Research
Ling 513 Linguistic Semantics Writing) and 2 credits of Ling 501 (Research:
Graduate program
Ling 514 Linguistic Pragmatics
Comprehensive Exams). The thesis, project,
Ling 515 Linguistic Phonetics
Ling 516 Discourse Analysis
and comprehensive exams will conform to
Master of Arts in Teaching of English to current departmental guidelines for details
Ling 520 Historical-Comparative Linguistics
Speakers of Other Languages. The Choose 4 credits from the following courses: such as thesis proposal meetings, exam scor-
M.A.,TESOL degree qualifies its recipients Ling 511 Syntax ing, and formatting of the project.
to teach English at an advanced level to Ling 512 Phonology Following successful completion of a the-
speakers of languages other than English. It Choose 8 credits from Language and Society and/
sis or project, students will take a final oral
or Language and the Mind
is increasingly the degree of preference for Language and Society examination covering the topic of their
employers both in the United States and Ling 532 Sociolinguistics work.
abroad. Ling 580 Bilingualism Persons interested in applying for the M.A.,
Ling 581 World Englishes TESOL Program should write to the
Admission requirements Ling 582 Pidgins and Creoles
Department of Applied Linguistics, or visit
Language and Mind
1. Admission to graduate study at Portland Ling 533 Psycholinguistics the department’s Web site www.pdx.edu/lin-
State University. Ling 537 First Language Acquisition guistics, for additional information.
2. Proficiency in English if the student is Ling 545 Linguistics and Cognitive Science Master of Arts in Teaching or Master
not a native speaker of English and Research Design and Culminating Experience...... 10 of Science in Teaching. For information
doesn’t hold a degree (B.A.) from an Ling 559 Introduction to Graduate Study in on the Master of Arts in Teaching and the
Applied Linguistics (2)
American university: minimal TOEFL Ling 560 Research Design: Methodology (2)
Master of Science in Teaching
score of 600 or 100 iBT. Ling 561 Research Design: Applications (2) (Interdisciplinary Studies), see page 261.
3. At least two years’ proficiency in at least 6 additional credits as specified below for thesis,
one foreign language if the student is a project or comprehensive exam option (6)
native speaker of English. This require- Total
All courses need to be passed with a grade
46 Courses
ment may be completed while working
toward the M.A. degree. of “B” or better in order to count toward Courses with an asterisk (*) are not offered every year.
this degree. Ling 505 (Reading and Ling 101
Degree requirements Conference), Ling 507 (Seminar) and Ling Grammar/Writing Level 1 (Low Beginning) (3)
An introduction to form, meaning and use of
In addition to the minimum graduate 510 (Selected Topics) will count for
simple verb tenses; use of and, but, so, because, if;
school requirements, students must have an Language Education/Applied Linguistic simple present, present continuous, simple past,
adviser-approved program that meets the Theory, Foundations in Language/ future (be going to) verb tenses; use of should,
following criteria. (For those students who Linguistic Theory, Language and Society/ must, can, can’t; subject, object, possessive,
have completed the Certificate in TESL, Mind, or Research Design depending on demonstrative pronouns. Students will learn to
course content, as determined by the identify parts of speech and sentences and write
certain adviser-approved courses will be used cohesive, coherent paragraphs; understand and
to substitute for some of the following instructor.
By the end of the first quarter after admis- use the basic rules for capitalization, punctuation
requirements.) and spelling; practice good penmanship.
Ling 390 Introduction to Linguistics or sion to the program, students are required
to consult with a departmental adviser to Ling 104
equivalent is a prerequisite to all courses Reading Level 1 (Low Beginning) (3)
except Ling 571. Students who have not select the appropriate courses and areas of An introduction to basic reading skills including
taken an introductory linguistics course, concentration. The entire program must be basic comprehension, pre-reading, skimming, and
should make every effort to complete Ling approved by the adviser and the department scanning; guessing meaning from content; finding
390 before applying to the M.A. program. graduate committee. main ideas; differentiating between fact and opin-
In order to complete the degree the student ion. Introduction to basic dictionary skills; main
idea vs. supporting details. Emphasis on building Introduction to process, comparison/ contrast, incorporating correct usage in written assign-
vocabulary and reading for basic understanding. and classification as rhetorical styles; use of logical ments, including paraphrases and summaries.
Ling 106 connectors for addition and contrast; outlining Ling 143
Speaking/Listening Level 1 ideas for essay organization. An introduction to Writing Level 4 (Upper-Intermediate) (3)
(Low Beginning) (3) present perfect tense, modal auxiliaries, gerunds Focus on writing a short source paper. Review of
An introduction to basic listening and speaking and infinitives, passive voice, real conditions, and rules for essay formatting, use of transitional ele-
skills. Practice with listening to conversations and comparative and superlative forms of adjectives ments, development of effective introductions and
interviews; asking/answering questions; making and adverbs. Emphasis on expanding single para- conclusions. Introduction to analysis and synthesis
positive and negative statements in present and graph essays into short essays of three or more as rhetorical styles; process of writing a short
past tenses; describing things and places; express- paragraphs using correct form, meaning and use resource paper, including MLA or APA documen-
ing wants, needs and likes. Emphasis is on proof all new and reviewed structures. tation style, process of selecting and narrowing a
nunciation and understanding and being under- Ling 124 topic, and incorporating citations. Emphasis is on
stood in simple conversational situations. Reading Level 2 (Low-Intermediate) (3) using sources provided by instructor to develop a
Ling 111 Focus on improving comprehension skills and short resource paper using correct documentation
Grammar/Writing Level E reading speed. Introduction to locating main style.
(High Beginning) (3) ideas, identifying word forms, using a dictionary Ling 144
Focus on sentence structure, developing a basic to choose correct meaning, and inferring ideas in Reading Level 4 (Upper-Intermediate) (3)
single paragraph with topic and supporting sen- a passage. Emphasis is on reading both fiction and Focus on textual analysis and comprehension
tences. Introduction to narrative and descriptive non-fiction. skills in academic passages. Introduction to con-
rhetorical styles, general and specific ideas, basic Ling 126 cepts of author's point of view, audience, and pur-
rules of paragraph formatting, word processor for Speaking/Listening Level 2 pose in reading selections; predicting possible
paragraph revision, and e-mail for correspon- (Low-Intermediate) (3) examination questions related to readings; answer-
dence. An introduction to form, meaning and use Focus on topics relating to Oregon and the Pacific ing essay questions under time constraints.
of the present, past, and future tenses, including Northwest, including history, geography, and pop- Emphasis is on reading passages from academic
statement and question forms; contractions; time ular sites. Practice with question forms (including texts and a novel.
expressions used with each tense; count/non- tag) in present, past, future, and present perfect Ling 146
count nouns; pronouns; demonstratives; preposi- tenses; short note-taking activities from taped lec- Speaking/Listening Level 4 (Upper-
tions; and comparative forms of adjectives and tures; planning and delivery of short oral presen- Intermediate) (3)
adverbs. Emphasis on developing paragraphs with tation about areas in the Pacific Northwest. Focus on topics relating to American issues.
correct sentence structure. Emphasis on understanding and being understood Expansion of note-taking and oral presentation
Ling 114 in conversations and short prepared presentations. skills, including ability to summarize events from
Reading Level E (High Beginning) (3) Ling 131 taped television and radio news and/or lectures;
Focus on basic reading skills, including skimming Grammar/Writing Level 3 (Intermediate) (3) participation in small group discussions by taking
and scanning, differentiating main ideas from Review of rhetorical patterns and verb forms from a variety of group roles and employing active lis-
supporting details and examples, identifying com- previous levels, rules of essay formatting. tening techniques; presentation using information
mon prefixes and suffixes, and figuring out the Introduction to cause/effect, and argumentation gathered from interviews and questionnaires.
meaning of words from context clues. Dictionary as rhetorical styles; practice narrowing a topic, Emphasis is on further expanding note-taking and
exercises used to practice alphabetical order, syl- developing more effective introductions and con- discussion skills in academic situations.
labification, and word stress. Emphasis on reading clusions; and use of transitions to subordinate/ Ling 152
short, adapted materials. coordinate ideas. An introduction to past perfect Grammar Level 5 (Advanced) (3)
Ling 115 and future perfect tenses, past modal auxiliaries, A quick review and expansion of perfective verb
Writing Workshop for Non-native Writers (4) subordinate clauses, reported speech, parallel forms, subordination/coordination of structures,
A course designed for writers whose first language structure and relative clauses. Emphasis on and conditionals; an introduction to subjunctive,
is not English to develop their skills and confi- expanding essays to five or more paragraphs while fronting and inversion of structures. Emphasis is
dence in writing for college. This course focuses developing effective introductory and concluding on usage, particularly in editing, academic writing
on the rhetorical structures of American College- paragraphs and transitional elements. and oral presentations.
level academic writing including essay structure, Ling 134 Ling 153
summaries, responses, and research writing. In Reading Level 3 (Intermediate) (3) Writing Level 5 (Advanced) (3)
addition, students work on grammar and sentence Focus on developing critical reading skills and Focus on writing a multi-page research paper.
structure problems which occur more often in analyzing short original texts. Students are intro- Review of essay form, research process, including
non-native writing and do peer editing and self- duced to rhetorical patterns in texts, distinguish- selecting and narrowing topic, note-taking, sum-
editing. Understanding complex assignments, syn- ing fact from opinion in a passage, paraphrasing marizing and paraphrasing material, using docu-
thesizing ideas, and strategies for test taking are and summarizing points in a reading, and identi- mentation style. Introduction to material collec-
also addressed in this course. fying features of longer works of fiction. Emphasis tion from library and primary sources, develop-
Ling 116 on reading short original passages of an academic ment of a bibliography, and use of library data
Speaking/Listening Level E nature and a short novel. bases for research. Emphasis on locating and
(High Beginning) (3) Ling 136 selecting appropriate sources to use in writing a
Focus on topics relating to the Portland area, Speaking/Listening Level 3 (Intermediate) (3) multi-page research paper that demonstrates
including Portland State University and academic Focus on issues relating to American culture/cross- sophistication of thought process and mastery of
life. Practice with questions, statements, and nega- cultural situations. Practice with note-taking from expository writing techniques.
tives in present, past, and future tenses; preposi- taped lectures; planning and participation for Ling 154
tions of place and direction, including giving and small group discussion, impromptu speaking and Reading Level 5 (Advanced) (3)
following directions; introduction of self and oth- short individual presentation on topics related to Focus on expanding critical thinking skills intro-
ers; vocabulary related to academic life and day- American culture, using information gathered duced in earlier levels, including determining
to-day survival skills. Emphasis is on understand- from interviews. Emphasis is on expanding note- author's point of view and tone, distinguishing fact
ing and being understood in conversational situa- taking and discussion skills in academic situations. from opinion, inferring information from textual
tions. Ling 142 cues, and predicting possible examination questions
Ling 121 Grammar Level 4 (Upper-Intermediate) (3) about readings. Emphasis is on reading unabridged
Grammar/Writing Level 2 A review of entire verb tense system and subordi- academic passages and a full-length novel.
(Low-Intermediate) (3) nate clauses; an introduction to reduced forms of Ling 156
Focus on paragraph development, with work on subordinate clauses, perfective forms of gerunds Speaking/Listening Level 5 (Advanced) (3)
introduction, body and conclusion for a short and infinitives, unreal conditions, causative verbs, Focus on topics related to global issues. Further
essay. Review of narrative and descriptive rhetori- and adjective/noun complements. Emphasis is on expansion of note-taking skills in full-length class-
cal styles and verb forms introduced in Level E.
room and taped lectures; active participation in Ling 405/505 *Ling 420/520
small group discussions, producing written sum- Reading and Conference Historical and Comparative Linguistics (4)
maries of individual and group progress; prepara- (Credit to be arranged.) Study of language relationships and language
tion and delivery of small group and individual Ling 406/506 change. Topics include the genetic classification of
oral presentations related to global issues that Project (Credit to be arranged.) languages, language and prehistory, methods of his-
demonstrate evidence of research and organiza- Ling 407/507 torical reconstruction, and language contact.
tional cues/transitions; use of visual aids, includ- Seminar (Credit to be arranged.) Prerequisite: Ling 390. Recommended: Ling
ing those developed from software programs. Ling 408/508 412/512.
Emphasis is on using research to develop and sup- Workshop (Credit to be arranged.) †Ling 422/522
port ideas in discussions and presentations. Ling 409/509 How Do People Learn a Second
Ling 160 Practicum (Credit to be arranged.) Language (3)
TOEFL Preparation (3) Ling 410/510 Gain a historical perspective of language teaching
Focus is on the various parts of the TOEFL test – Selected Topics (Credit to be arranged.) and look at current language learning and teach-
reading, writing, listening, speaking, structure Ling 411/511 ing models. Examine variables involved in first
with explicit instruction on how the study/take Syntax (4) and second language acquisition, including the
the exam. Introduction to modern grammatical theory, its effect of the first language, socio-economic fac-
methods, and findings. Presents patterns of argu- tors, and instruction.
Ling 170 † Ling 422/522 and Ling 423/523 are to be used only
Skills Enhancement (3) mentation, models, and basic results of research.
for ESL/bilingual endorsement for public school teachers,
A variety of classes aimed at learning English in a Prerequisite: Ling 390 and one other course in offered through Continuing Education. These courses
variety of manners, ie. English through Drama, linguistics. cannot be used as linguistics electives or toward the TESL
Pronunciation, Vocabulary Building, just to name Ling 412/512 certificate or TESOL master’s degree without explicit
approval by the Applied Linguistics department.
a few. Course selection varies on a quarterly basis. Phonology (4)
How sounds pattern and how they are used in the
Ling 199 †Ling 423/523
Special Studies (Credit to be arranged.) world’s languages, how those patterns should be
represented, and what theories have been advanced Taking Stock: Assessment and Evaluation in
Ling 232 Programs With Language Minority Students (2)
Language and Society (4) to explain those patterns. Some historical back-
Consider ways to expand the assessment domain
General introduction to what languages are like, ground to the subdiscipline and some training in
so that it describes the full range of student work
how they are used and how they vary, focusing on linguistic analysis and argumentation. Prerequisite:
and includes all populations. Learn about techni-
how language interacts with society and culture. Ling 390. Recommended: Ling 415/515.
cal standards needed to ensure fair, accurate, and
Some questions that will be addressed include: Ling 413/513 meaningful information. Discuss using assessment
Why doesn’t everyone speak the same language? Linguistic Semantics (4) results to focus school and district services for lan-
Do men and women talk differently? What is the Survey of linguistic approaches to meaning, guage minority students.
relationship between endangered species and including approaches from logic and philosophy † Ling 422/522 and Ling 423/523 are to be used only
endangered languages? How does language influ- of language. Addresses general questions of mean- for ESL/bilingual endorsement for public school teachers,
ence our thoughts or behaviors? ing, methods for studying meaning, and the rela- offered through Continuing Education. These courses
tionship of semantic theory to theories of syntax cannot be used as linguistics electives or toward the TESL
Ling 233 certificate or TESOL master’s degree without explicit
Language and Mind (4) and pragmatics. Prerequisite: Ling 390. approval by the Applied Linguistics department.
General introduction to what languages are like, Recommended: Ling 411/511 or 492.
how they are used, and how they vary, focusing on Ling 414/514 Ling 432/532
how language is learned and produced. Some ques- Linguistic Pragmatics (4) Sociolinguistics (4)
tions that will be addressed include: Is language A study of current theories of language use, par- Examines the role of language in society and how
innate? Is it unique to humans? How is language ticularly contextual and functional aspects of com- social factors can influence language. The social
related to thought or to culture? How is language munication. Prerequisite: Ling 390. issues around language including language policy
represented in the brain? How is language acquired Recommended: Ling 411/511 or 413/513. and language ideology. Prerequisite: Ling 390.
in different cultures and different circumstances? Ling 415/515 *Ling 433/533
Ling 299 Linguistic Phonetics (4) Psycholinguistics (4)
Special Studies (Credit to be arranged.) Introduces the sounds of the world’s languages with A survey of psycholinguistics and the psychology
Ling 301 a concentration on English. Practical exercises of language, focusing on the general question of
Introduction to Native American designed to develop skills in production, discrimi- the relation between human language and human
Languages (4) nation, and phonetic transcription. Applications to beings. Prerequisite: Ling 390.
General introduction to the linguistic and cultural speech technology and speech pathology. †*Ling 435/535
background of endangered native languages of Prerequisite: Ling 390. Applied Linguistics (4)
North America. Topics include structure of native *Ling 416/516 An examination of current areas of applied lin-
languages; relationship of language to other aspects Discourse Analysis (4) guistics research. Prerequisite: Ling 390.
of culture such as worldview, social organization, The examination of forms and functions in dis- † Ling 535 may not be counted toward MA TESOL
and story telling; history of language change and course. Using several analytic procedures for degree.
current tribal projects to revitalize native languages. understanding how conversation works, especially Ling 437/537
Ling 390 as applied to language learning and teaching. First Language Acquisition (4)
Introduction to Linguistics (4) Prerequisite: Ling 390. Introduction to main aspects of first language
A general introduction to the study of linguistics, Ling 417/517 acquisition in childhood, from infancy to the early
including a basic survey of phonology, morpholo- Maintenance and Revitalization of Endangered school years. Examines comprehension and produc-
gy, syntax, and semantics, brief overview of other Languages (4) tion of the structural and social aspects of language.
topics such as language acquisition and language General introduction to endangered language revi- Includes discussion of language acquisition theories
in social contexts, a brief sketch placing English in talization, with a focus on native languages of the from linguistic, psycholinguistic and sociolinguistic
historical perspective, and a preliminary examina- Pacific Northwest. Topics include history of perspectives. Research project based on collection
tion of principles in modern language study. attempts to eradicate native languages and the and analysis of child language data required.
Ling 399 effects on those languages and their communities; Prerequisite: Ling 390.
Special Studies (Credit to be arranged.) Ling theoretical basis for revitalization; emerging tribal Ling 438/538
401/501 policies; and relations between linguists and native Second Language Acquisition (4)
Research (Credit to be arranged.) communities. Recommended prerequisites: Ling Introduction to main aspects of second language
Ling 404/504 390, NAS 301 or equivalent. acquisition from sociolinguistic and psycholinguis-
Cooperative Education/Internship tic perspectives. Examines comprehension and pro-
(Credit to be arranged.) duction, stages in acquisition, cognitive processes,
linguistic environment, individual variables, rela- language program. Covers structural, notional and guistic criteria and methodology. Recommended
tionship between first and second language. communicative, task-based, and content-based prerequisite: Ling 390.
Research project based on collection and analysis of syllabus. Prerequisite: Ling 390; Ling 477/577 or † Ling 590 may not be counted toward MA TESOL
language-learner language. Prerequisite: Ling 390. instructor’s approval. Recommended: Ling degree.
Ling 439/539 478/578 or teaching experience. Ling 492
Language Assessment (4) Ling 476/576 Structure of the English Language (4)
Theoretical background and practical consider- Corpus Linguistics in Language Teaching (4) A study of English structure and modern
ations in the conduct of language assessment. Introduction to the methods of corpus linguistics, approaches to grammar. This course satisfies state
Students will explore traditional, quantitative a type of computer-assisted linguistic analysis, standards for teaching English. Recommended
methods as well as alternative, qualitative methods applied to second/foreign language teaching and prerequisite: Ling 390.
for systematically gathering information to inform materials development. Includes weekly computer Ling 503
decisions about individual language ability. lab sessions conducting corpus linguistics work. Thesis (Credit to be arranged.)
Prerequisite: Ling 390; 477/577. Prerequisite: Ling 390. Ling 559
*Ling 445/545 Ling 477/577, 478/578 Introduction to Graduate Study in Applied
Linguistics and Cognitive Science (4) TESOL Methods (4, 4) Linguistics (2)
Presents current developments in linguistic theory, Approaches, methods, and techniques in teaching Serves as an introduction to graduate study in
and in psychological theories of perception, cogni- English to speakers of other languages, covering applied linguistics with an emphasis on critical
tion, and information processing (with special theoretical material and its applications to lan- reading, writing, and research skills needed for
focus on language processing). Examines the guage teaching. Requires 25 hours/term of obser- success in the M.A. TESOL program.
fusion of linguistic and psychological theories into vation, tutoring, and practice teaching, and addi- Ling 560
the rapidly growing field of cognitive science. tional 5-10 out-of-class hours for 578. Courses Research Design for Applied Linguistics (2)
Prerequisite: Ling 390. Recommended: Ling must be taken in sequence. Ling 477/577: Presents the major designs for research in applied
433/533. Introduces current knowledge concerning lan- linguistics. Introduces basic quantitative and qual-
Ling 470/570 guage teaching methodology and second language itative methodological concepts. Provides a basis
Grammar for TESOL (4) learner characteristics. Prerequisites: Ling to critically read research literature in TESOL and
A study of how to teach difficult grammatical 471/571, 438/538. Ling 478/578: Emphasizes applied linguistics. Students write a preliminary
structures in English, how to resolve problems and techniques for teaching and classroom manage- review of the literature and research question(s)
questions that frequently arise in the ESL class- ment. Prerequisite: Ling 477/577. for a research proposal. Prerequisite: admission to
room, and how to adapt and supplement ESL *Ling 480/580 the M.A. TESOL program and at least 16 gradu-
grammar tests. Prerequisites: Ling 390; 492 or Bilingualism (4) ate credits in applied linguistics including Ling
departmental grammar test. Survey of issues involved with bilingualism 559.
throughout the world. Explores the linguistic, Ling 561
Ling 471/571
Understanding sociolinguistic, and psycholinguistic aspects of Research Methodology for Applied Linguistics
the International Experience (4) simultaneous and subsequent acquisition of one (2)
Examination of communication-based dimensions or more languages. Includes perspectives of indi- Second course in a two-course sequence required
of an international or intercultural experience, vidual and societal bilingualism, and examines for M.A. TESOL students, focusing on data col-
including teaching English to speakers of other issues involved with bilingual language use, lan- lection and analysis. Builds upon introduction to
languages. Development of strategies and activities guage processing, education, language planning, methods in Ling 560. Students work with data,
required to meet the challenges of teaching, work- and language and identity. Prerequisite: Ling 390. using both quantitative and qualitative tech-
ing, or doing research in an international/intercul- *Ling 481/581 niques. Students write a preliminary draft of the
tural setting. All linguistics students must register World Englishes (4) methods section for their M.A. thesis proposal.
for Ling 471/571, however, this course is also Explores the role of English as a world language. Prerequisite: Ling 560 (no concurrent enrollment
offered as Intl 471 and BSt 471. Course may be Using film, audio tapes, and English language allowed).
taken only once for credit. newspapers from around the world, students will *Ling 565
become familiar with such Englishes as Malaysian Administration of ESL/EFL Programs (4)
*Ling 474/574
ESL in the Workplace (4) English, Indian English, Nigerian English, and Analyzes models of intensive and non-intensive
Theory and practice in developing programs to Filipino English. Prerequisite: Ling 232 or 390. programs in terms of goals, students, levels, staff,
teach English language programs in the work- *Ling 482/582 schedules, materials and approaches based on
place. Students observe workplace programs, Pidgins and Creoles (4) resources and facilities available. Discusses theo-
examine case studies, and work in teams to assess Introduces students to the language varieties aris- retical, financial and pedagogical issues in design-
needs, write curriculum, and develop materials for ing in contact situations. Concentration on ing and maintaining a successful program.
a local company employing non-native speakers. African and New World creoles (and African Prerequisite: Ling 390; 477.
Recommended prerequisite: Ling 477/577 or American Vernacular English). Considers the for-
teaching experience. mation of pidgins and creoles in terms of both
first and second language acquisition. Looks at the
Ling 475/575
Curriculum Design and Materials Development social factors involved in their creation.
in TESOL (4) Prerequisite: Ling 390.
Principles of curriculum design and instructional †Ling 490/590
materials development in teaching English to History of the English Language (4)
speakers of other languages. Students work in A survey in which the development of English
teams to assess needs, design syllabus, develop les- phonology, morphology, vocabulary, and syntax is
sons and materials, plan evaluation for English studied through the application of modern lin-
Biology
246 Science Building II chemistry at the 200 level or higher. All ny, microbiology, and field biology. Please
503-725-3851 biology majors must complete at least 60 consult your adviser for more details. The
www.bio.pdx.edu credits in biology including three terms of remaining courses taken to meet upper-divi-
science majors’ introductory biology with sion elective requirements in biology may be
B.A., B.S. selected from any upper-division courses
Minor
laboratory. Of the 60 credits in biology at
least 44 must be upper-division, including offered by the Department of Biology (cours-
Secondary Education Program es with a “Bi” prefix).
M.A., M.S. one term of genetics (Bi 341, Introduction
M.A.T. and M.S.T. (Science/Biology) to Genetics) and fulfillment of one of the Option II: Organismal Biology
Ph.D.—Biology options listed below. Students must receive a Credits
grade of C- or better in all upper-division Bi 251-253 Principles of Biology............................. 15
courses specifically listed in the four options. Bi 341 Genetics.......................................................... 4
Undergraduate Biology courses taken pass/no pass are not Bi 336 Cell Biology.................................................... 5
Bi 357 General Ecology............................................. 4
acceptable toward fulfilling departmental
programs major requirements, with the exception of
Bi 358 Evolution........................................................ 4
Upper-division electives.......................................... 28
The biology program is designed to prepare courses numbered Bi 401, 404, 405, 406, Courses taken as upper-division biology
students for careers in biological research, and 407 which are only offered pass/no pass. electives must include at least one course
development, and teaching, and in health sci- Of the 60 credits required in biology, at least from each of the following sub-areas:
ences, nursing, biotechnology, conservation 46 credits must be in courses other than Bi Systems physiology
Bi 301, Bi 302, Bi 303 Human Anatomy and
biology and wildlife management, forestry, 401, 404, 405, 406, and 407. The remain- Physiology (4, 4, 4)
and other applied fields. It also provides the ing 14 credits may include no more than a Bi 417 Mammalian Physiology (4)
necessary background for prospective teachers total of 6 credits in Bi 401, 404, 405, and Bi 418 Comparative Animal Physiology (4)
Bi 419 Animal Physiology Laboratory (4)
and for advanced study leading to graduate 406. Bi 441 Plant Physiology (5)
degrees in the more specialized fields of the Biology majors interested in the Biology Bi 462 Neurophysiology (4)
biological sciences. honors track may obtain information on Bi 463 Sensory Physiology (4)
A student planning to enter medicine, den- that in the Biology Dept. Office. Structure/systematics/development
tistry, or other professional fields should con- Bi 326 Comparative Vertebrate Embryology (5)
Option I: General Biology Bi 328 Comparative Vertebrate Anatomy (5)
sult the catalog of the professional school to Bi 387 Vertebrate Zoology (6)
Credits
which the student intends to apply following Bi 251-253 Principles of Biology............................. 15
Bi 413 Herpetology (6)
pre-professional work in biology and other sci- Bi 341 Genetics.......................................................... 4
Bi 414 Ornithology (6)
Bi 415 Mammalogy (6)
ences at Portland State. Biology is also a teach- At least two of the following courses:
Bi 416 Marine Mammals (6)
ing endorsement area in the program of sec- Bi 336 Cell Biology................................................. 4 Bi 433 Morphology of Vascular Plants (4)
Bi 344 Molecular Biology...................................... 5
ondary education. Bi 357 General Ecology.......................................... 4
Bi 435 Plant Systematics (4)
The Oregon University System maintains Upper-division electives..................................... 32-33
Bi 455 Histology (6)
the Institute of Marine Biology near Coos Bay Ecology/genetics/evolution/behavior
Courses taken as upper-division biology Bi 360 Introduction to Marine Biology (3)
and the Hatfield Marine Sciences Center in
electives must include at least one other Bi 412 Animal Behavior (4)
Newport on the Oregon coast. PSU also par- Bi 427 Evolutionary Genetics (4)
upper-division course in each of the follow-
ticipates in programs at the Malheur Field Bi 428 Human Genetics (4)
ing areas:
Station in southeastern Oregon. Biology Bi 471 Plant Ecology (4)
Botany Bi 472 Natural History (3)
majors are encouraged to spend a summer at Bi 433 Morphology of Vascular Plants Bi 476 Population Biology (4)
one of these institutions. Bi 435 Plant Systematics ESM 475 Limnology and Aquatic Ecology (4)
Bi 441 Plant Physiology The remaining courses taken to meet
Admission requirements Bi 471 Plant Ecology
upper-division elective requirements in biol-
Admission to the department is based on ESM 445 Phytoplankton Ecology
ogy may be selected from any upper-division
general admission to the University. See page Zoology courses offered by the Department of
Bi 387 Vertebrate Zoology
37 for more information. Biology (courses with a “Bi” prefix).
Bi 413 Herpetology
Degree Requirements Bi 414 Ornithology Option III: Microbiology/

Bi 415 Mammalogy Molecular Biology
Requirements for major. In addition to Bi 416 Marine Mammals
Credits
satisfying general University requirements, a Bi 461 Invertebrate Zoology
Bi 251-253 Principles of Biology............................. 15
student majoring in biology must meet gen- Microbiology Bi 336 Cell Biology.................................................... 5
Bi 421 Virology
eral department major requirements and Bi 430 Theory of Recombinant DNA Techniques
Bi 337 Cell Biology Lab............................................. 2
specific requirements in one of the biology Bi 480, 488 Microbiology and Techniques
Bi 344 Molecular Biology.......................................... 4
Bi 341 Genetics.......................................................... 4
major options. Evolutionary biology Bi 358 Evolution........................................................ 4
General requirements are completion of Bi 358 Evolution
Bi 480, 488 Microbiology and Techniques............... 6
two terms of statistics or two terms of calcu- Bi 427 Evolutionary Genetics
Upper-division electives (must include
Bi 428 Human Genetics
lus; three terms of science majors’ introduc- Bi 476 Population Biology
at least 12 credits from the following list:)........... 20
tory chemistry with laboratory; one term of Bi 421 Virology
organic chemistry; Ph 201, 214; and 12 Several different avenues of study may be Bi 423 Microbial Ecology
elective credits from geology, physics, or followed under the general track. These Bi 424 Molecular Genetics
include emphases in ecology, evolution, bota- Bi 428 Human Genetics
Bi 430, 431 Recombinant DNA Techniques and

Laboratory
Bi 358 Evolution
Bi 360, 361 Introduction to Marine Biology and
Bi 456 Developmental Biology Laboratory In addition to the instructions for admission
Bi 481 Microbial Physiology Bi 423 Microbial Ecology to the graduate program as they appear on
Bi 486 Pathogenic Bacteriology Total 27-30
Bi 487 Immunology
page 59, the department requires the follow-
Courses taken under the undifferentiated ing information from each applicant to the
Bi 450 Phylogenetic Biology
Selected Bi 410/510 courses with advisor
grading option (pass/no pass) will not be M.A./M.S. program in biology and the
approval. accepted toward fulfilling department minor Ph.D. program:
The remaining courses taken to meet requirements. Bi 401, 404, 405, 406, and 1. Satisfactory scores on the general
upper-division elective requirements in biol- 407 are not allowed for the minor. Graduate Record Examination (GRE),
ogy may be selected from any upper-division Additional courses may be required as pre- satisfactory scores on the advanced biolo-
courses offered by the Department of requisites. gy examination if applicant does not have
Biology (courses with a “Bi” prefix). SECONDARY EDUCATION a degree in biology.
Adviser: S. Eppley, L. Weasel 2. Three letters of evaluation from persons
Option IV: Botany qualified to assess the applicant’s promise
Students who wish to teach biology in sec-
Credits
ondary schools should complete one of the as a graduate student.
Bi 251-253 Principles of Biology............................. 15
two programs shown. Courses are to be The student should contact the department
Bi 341 Genetics.......................................................... 4
At least two of the following courses: taken for differentiated grades, except for for a statement of current admission policy.
Bi 344 Molecular Biology...................................... 4 those offered for pass/no pass only. Students The prospective student should realize that
Bi 336 Cell Biology................................................. 5
must have at least a 3.00 GPA in the recom- a high GPA and acceptable GRE scores do
Bi 357 Ecology........................................................ 4
Upper-division biology electives.................... 32-33 mended science courses and must earn at not guarantee admission to the graduate
Courses taken as upper-division biology least a C in each course of the endorsement programs in biology. This is because of the
electives must include at least four courses area. Students should also take Ed 420 many departmental factors which must be
from the lists below and at least one course Introduction to Education and Society; Psy taken into consideration, such as availability
from each of the following sub-areas. 311; and one of the following: Comm 100, of appropriate advisers and research space.
229, 220, 262, or 324.
Structure and function
Bi 330 Introduction to Plant Biology Biology majors. The student must com-
Degree requirements
Bi 433 Morphology of Vascular Plants plete a biology major’s program as outlined University master’s degree requirements are
Bi 434 Plant Anatomy listed on page 67. Specific departmental
above, to include a course each in microbi-
Bi 441 Plant Physiology
ology, ecology, genetics, and evolution. (See requirements are listed below. All M.S.,
ESM 445 Phytoplankton Ecology
adviser.) M.S.T., M.A.T. and Ph.D. students are
Evolution and systematics
Bi 426 Evolution Credits
required to take Bi 598 Graduate Research
Bi 435 Plant Systematics Prospectus, and Bi 599 Graduate Grant
Biology (see adviser)............................................... 60
Bi 476 Population Biology Writing, in the fall and winter quarters,
Mathematics (see above).......................................... 8
Ecology respectively, following admission to the pro-
Chemistry (see above)............................................. 19
Bi 471 Plant Ecology gram.
Physics (see above).................................................... 5
ESM 475 Limnology and Aquatic Ecology Master of Arts or Master of Science.
Electives (see above)............................................... 12
The remaining courses taken to meet Satisfactory completion of at least 45 credits
Total 104
upper-division elective requirements in biol- of approved graduate-level courses required
ogy may be selected from any upper-division Nonbiology majors
for a master's degree. The student must
One year-long sequence in introductory biology.. 9
courses offered by the Department of complete at least 30 credits in the field of
Bi 234, 235 Elementary Microbiology...................... 6
Biology (courses with a “Bi” prefix). One course each in both anatomy and physiology.8 biology. No more than 9 credits may be in
Requirements for minor. To earn a Bi 341 Introduction to Genetics............................... 4 Bi 503 Thesis. No more than a total of 12
minor in biology, a student must complete Bi 357 General Ecology............................................. 4 credits may be in research (Bi 501) and
Bi 426 Evolution........................................................ 4
at least 27 credits (at least 9 credits of which reading and conference (Bi 505). No more
Biology elective in botany
must be taken in residence at PSU), to or field-oriented course............................................ 4 than a total of 9 credits may be in seminar
include the following: Biology total 39 (Bi 507). A maximum of 12 credits may be
Credits Physical science electives programmed as electives in fields related to
Bi 251, 252, 253 Principles of Biology.................... 15 as approved by adviser........................................... 18 biology in consultation with the degree
Upper-division credits to include Total 57 adviser. Successful completion of a final oral
at least one course from
each of the following three areas.................... 12-15 examination and a thesis is required. Full
time students must complete their degree
Area I: Cellular Biology
Bi 336 Cell Biology Graduate programs within 4 years of entry into the program.
Bi 341 Introduction to Genetics The Department of Biology offers graduate Master of Arts in Teaching or Master
Bi 480 Microbiology
degrees leading to the Master of Arts or of Science in Teaching. The College of
Area II: Organismal Biology
Master of Science, and the Master of Arts in Liberal Arts and Sciences offers the M.A.T./
Bi 301, 302, 303 Human Anatomy and Physiology
Teaching or Master in Teaching Science/ M.S.T. degrees in Science/Biology. In con-
Bi 326 Comparative Vertebrate Embryology sultation with the graduate adviser, the stu-
Bi 328 Comparative Vertebrate Anatomy Biology. The department also offers an
Bi 330 Introduction to Plant Biology advanced Ph.D. degree in biology. The latter dent should establish the degree program
Bi 387 Vertebrate Zoology specialized degree is attained through the before the completion of 15 credits of
Bi 433 Morphology of Vascular Plants successful completion of requirements as coursework. The program must include a
Bi 434 Plant Anatomy
stipulated by the department and the stu- minimum of 45 credits in approved graduate
Bi 455 Histology
dent’s research committee (see below). courses, to include a minimum of 24 credits
Bi 461 Invertebrate Zoology
in the area of concentration. At least 9 cred-
Area III: Ecology and Evolutionary Biology its, but no more than 15 credits, must be in
Bi 357 General Ecology
education courses and must include Ed 520 be restricted Concurrent enrollment in Bi 104, Recommended prerequisite: one year of college
Introduction to Education and Society. The 105, 106 required. biological science.
45 credits required must include 6 credits in Bi 104, 105, 106 *Bi 326
either Bi 501 Project Track: Research Project General Biology Labs (1, 1, 1) Comparative Vertebrate Embryology (5)
relating to biology teaching (i.e. curriculum Laboratory to accompany General Biology (Bi Comparative study of the development of repre-
101, 102, 103). Previous or concurrent enroll- sentative vertebrates, including the cellular mech-
module, grant proposal, community devel- ment in 101, 102, 103 is required. One 2-hour anisms responsible for early morphogenesis. One
opment project) as approved by student’s laboratory per week. 4-hour laboratory period. Recommended prereq-
committee; or Bi 504 Practicum Track: 6 uisite: one year of introductory biology.
*Bi 161
credits in practicum/internship/ community Food, Plants, and People (3) *Bi 328
outreach experience as approved by student’s The role of plants in human affairs as sources of Comparative Vertebrate Anatomy (5)
committee. In order to fulfill requirements food, fiber, fuel, beverages, and drugs. This course Gross dissection and comparison of organ systems
for the degree, the student must satisfactorily does not satisfy the Department of Biology bota- in representative vertebrate forms. Two
complete the degree program and pass both ny course requirement and is intended for 4-hour laboratory periods. Recommended prereq-
a final written examination and a final oral nonmajors. uisite: Bi 252.
examination. *Bi 175 *Bi 330 Introduction to Plant Biology (4)
Evolutionary Concepts (3) Plant diversity, structure and function in relation-
Continuing teaching license. The require-
This class is designed to provide background in ship to evolution, habitat, and interactions with
ments for the continuing teaching license evolutionary concepts for nonmajors and to other organisms. Historical impacts of plants on
include satisfactory completion of 45 credits address current issues in evolution as they are per- human culture, including conservation, biotech-
of upper-division and graduate work earned ceived and are being investigated by various mem- nology, and world food supply. Recommended
subsequent to receipt of a bachelor’s degree. bers of our faculty in biology and geology. It is a prerequisites: Bi 251, 252, 253.
The 45 credits are in addition to those combined lecture and discussion class and will Bi 334
required for the initial teaching license. For include occasional guest lecturers presenting their Molecular Biology (4)
research and views on various topics in evolution. The principles, concepts and methods of molecu-
the continuing endorsement in biology, the
student must take at least 15 credits of advis- Bi 199 lar biology focusing on structure, biochemistry,
Special Studies (Credit to be arranged.) biosynthesis and regulation of cellular macromol-
er-approved graduate-level work distributed
Bi 234 ecules-DNA, RNA and proteins. Topics covered
to strengthen the student’s background in sci- Elementary Microbiology (4) include the nature, structure, regulation and
ence. Although no specific courses in science Introduction to the basic and applied aspects of expression of genes, molecular aspects and regula-
are required for the continuing endorsement, microbiology, with special emphasis on the role of tion of translation, DNA replication and repair,
combined undergraduate and graduate prepa- microorganisms in human affairs. Such fields as mutagenesis, and an introduction to molecular
ration must include at least 36 credits in biol- nursing, environmental protection, food technol- techniques. Expected preparation: Bi 251.
ogy and must include specific courses. Each ogy, and public health are given special attention. Bi 336
Topics will include microbial growth and death, Cell Biology (5)
student’s program is tailored to meet the human disease, environmental microbiology, food
needs of the individual and the requirements An introduction to the biology of eukaryotic
and industrial microbiology, microbial aspects of (plant/animal) and prokaryotic cells (bacteria,
of the continuing endorsement and the con- water and sewage treatment, aspects of microbial etc.) with emphasis on physiology, biochemistry,
tinuing license. See page 99 for the required gene flow, genetic engineering, and vaccine devel- morphology, and energetics. Four hours of lecture
education courses. opment. and one hour of recitation. Recommended pre-
Doctor of Philosophy. Prospective Ph.D. Bi 235 requisites: one year of introductory biology and
students are required to take Bi 598 Microbiology Laboratory (2) one year of introductory chemistry.
(Graduate Research Prospectus), Bi 599 The laboratory is designed for science majors and Bi 337
(Graduate Grant Writing) in the fall and others who need practical experience in culturing Cell Biology Laboratory (2)
and observation of microorganisms. Topics will Experiments in cell biology to complement lec-
winter quarters, respectively, of their first include culture techniques, use of the microscope
year of admission to the program. The stu- ture. One three-hour laboratory. Recommended
for observation of microorganisms, and proce- prerequisite: prior completion of/or concurrent
dent must also have taken a departmental dures for study of microorganisms in the labora- enrollment in Bi 336.
comprehensive exam by the fifth quarter tory and field. Two 2-hour laboratory periods.
Bi 341
after entering the program, followed the Bi 251, 252, 253 Introduction to Genetics (4)
next quarter by a formal defense of their Principles of Biology (5,5,5) A study of the mechanism of biological inheri-
Ph.D. prospectus. Successful completion of Study of the basic principles of living organisms. tance. One 2-hour recitation period.
the degree is contingent on the completion The course will study both plants and animals Recommended prerequisite: one year of biological
and topics will include cell structure, energy pro- science.
of original research, and presentation of
duction synthesis, nutrition, genetics, evolution,
results in a public oral defense and produc- classification, excretion mechanisms of response, Bi 343
tion of a formal dissertation that is submit- reproduction and development, and ecology. Lab Genes and Society (4)
ted to and approved by the student’s investigations will use laboratory, field study, and Explores the principles of genetics, molecular
biology, and biotechnology within social and his-
research committee and the University’s special readings. Four hours lecture and one
torical context. Emphasis on the ethical issues
Office of Graduate Studies. Students must 3-hour laboratory. Recommended prerequisite:
Ch 221, 227 or concurrent enrollment in Ch arising from the intersection of genetics, technol-
complete their degree within seven years of ogy, and society, with attention to the role of gen-
221, 227.
entry into the program. der, race, and class in the formation and applica-
Bi 299 tion of scientific knowledge.
Bi 357
Courses Bi 301, 302, 303
Human Anatomy and Physiology (4, 4, 4)
General Ecology (4)
The study of the interrelationships of plants and
Fundamental principles of microanatomy, macro-
Courses with an asterisk (*) are not offered every year. animals with their environment. Emphasis is on
anatomy, genetics, embryology, and physiology, as
Bi 101, 102, 103 basic ecological principles and concepts, not on
applied to the human organism will be presented
General Biology (3, 3, 3) current environmental problems. Recommended
and correlated to provide a comprehensive under-
The fundamental principles of life as they apply prerequisite: one year of biological science.
standing of man as a functionally integrated bio-
to both plants and animals. If taken after com- logical entity. One 3-hour laboratory period. A
pleting courses with similar materials credit will previous course in chemistry is recommended.
Bi 358 Bi 415/515 Bi 429/529

Evolution (4) Mammalogy (6) Conservation Biology (4)
Examination of processes underlying evolutionary Study of the diversity, characteristics, evolution, Examination of the principles of conservation
change and patterns of biodiversity generated by structure, function, distribution, and life habits of biology and applications of theory to conservation
these processes. Introduction to elementary popu- mammals. North American Species are empha- issues, globally and in the Northwest.
lation genetics, quantitative genetics, and phyloge- sized. Two 2-hour lectures, two 2-hour laborato- Recommended prerequisites: Bi 341, 357,
netics. Emphasizes methods of reasoning and ries. Recommended prerequisite: Bi 387. 387, 426.
experimentation used in evolutionary research. *Bi 416/516 Bi 430/530
Recommended prerequisite: Bi 341. Marine Mammals (6) Theory of Recombinant DNA Techniques (4)
*Bi 360 Study of the distinguishing features, classification, Lectures on the principles and theory of recombi-
Introduction to Marine Biology (3) origins, evolution, physiology, anatomy, behavior, nant DNA and molecular cloning techniques.
Introduction to the marine environment and its ecology, and status of groups of marine mammals. Topics will cover use of restriction and other
life forms. Survey of organismal diversity with Two 2-hour lectures, two 3-hour laboratories. DNA modifying enzymes, host-vector systems,
emphasis on structural and physiological adapta- Expected preparation: upper-division physiology DNA fragment and plasmid isolation techniques,
tions to the marine realm. Recommended prereq- course. gene mapping, subcloning techniques, in vitro
uisite: one year of biological science. Bi 417/517 mutagenesis, cDNA and genomic cloning, screen-
*Bi 361 Mammalian Physiology (4) ing of clones, blot hybridizations, DNA transfec-
Introduction to Marine Biology Laboratory (1) Physiology of the mammalian cardiovascular, tion and use of reporter genes, DNA sequencing
Laboratory and field work in marine biology. One respiratory, renal and digestive systems with and PCR. Recommended prerequisite: Bi 338.
3-hour laboratory period. Recommended prerequi- emphasis on homeostatic control and integration Bi 431/531
site: completion of or concurrent enrollment in Bi of these systems in normal and pathophysiological Recombinant DNA Techniques
360. states. Recommended prerequisite: upper-division Laboratory (2)
physiology course. Laboratory of recombinant DNA and molecular
Bi 387
Vertebrate Zoology (6) Bi 418/518 cloning techniques. Corequisite: Bi 430/530.
Introduction to the classification, anatomical char- Comparative Animal Physiology (4) *BI 432/532
acteristics, distribution, and life habits of fishes, Physiology of metabolic, respiratory, circulatory, Plant Diversity and Evolution (5)
amphibians, reptiles, birds, and mammals. Two excretory, muscle, and nervous systems with Study of the morphology, structure, and life histo-
2-hour lectures, one 3-hour laboratory. emphasis on a comparative ecological approach. ry of green algae, bryophytes, and vascular plants
Recommended prerequisite: one year of college-lev- Recommended prerequisite: upper-division physi- from an evolutionary point of view. Two 2-hour
el biology or zoology. ology course. lectures and one 3-hour laboratory.
*Bi 419/519 Recommended prerequisite: Bi 253
Bi 399
Special Studies (Credit to be arranged.) Animal Physiology Laboratory (4) *Bi 433/533
Bi 401/501 Laboratory experiments on the physiology of ani- Morphology of Vascular Plants (4)
Research (Credit to be arranged.) mals from the cell through organismic levels. Two Study of the gross morphology, development, and
Bi 404/504 3.5-hour laboratory periods. Recommended pre- structure of roots, stems, leaves, and flowers from
Cooperative Education/internship requisite: Bi 336, 417 or 418. May be concurrent. an evolutionary point of view. One 3-hour labora-
(Credit to be arranged.) Bi 421/521 tory. Recommended prerequisite: Bi 330.
Bi 405/505 Virology (4) *Bi 434/534
Reading and Conference A study of the classification, structure, genetics, Plant Anatomy (5)
(Credit to be arranged.) Pass/no pass only. molecular biology of replication, cell interactions, Study of the structure of meristems, cells, tissues,
Bi 406 and host response of representative groups of bac- and tissue systems of roots, stems, leaves, flowers,
Laboratory Project (Credit to be arranged.) terial, plant, and animal viruses, and the medical and fruits from the developmental and compara-
Bi 407/507 aspects of important human viruses. tive standpoint. One 3-hour laboratory.
Seminar (Credit to be arranged.) Recommended prerequisite: Bi 338. Recommended prerequisite: Bi 330.
Selected topics in biology. Bi 423/523 Bi 435/535
Bi 410/510 Microbial Ecology (4) Plant Systematics (4)
Selected Topics (Credit to be arranged.) Study of the interaction of microorganisms with Study of angiosperm classification, diversity, and
Consent of instructor. each other and plants and animals; soil and aquat- evolutionary relationships. Methods of phyloge-
Bi 412/512 ic systems; microbial evolution; cycles of matter; netic analysis and current hypotheses regarding
Animal Behavior (4) biodegradation and microbial pest control. angiosperm phylogeny are emphasized. Lab will
An evolutionary approach to the study of animal Recommended prerequisite: Bi 480. focus on the form and floral structure of about 30
behavior. The importance of ecological, physiologi- Bi 424/524 local plant families. One 3-hour laboratory.
cal, and social variables will be examined in relation Molecular Genetics (4) Recommended prerequisite: Bi 330.
to the behavior of the individual animal. The nature of the gene and its mode of action, Bi 441/541
Recommended prerequisites: one year of introduc- organization of the genetic material, and the regu- Plant Physiology (5)
tory biology and upper-division standing. lation of gene action. Recommended prerequisite: An introduction to the metabolic activities of
*Bi 413/513 Bi 338. plants. Two 3-hour laboratory periods.
Herpetology (6) *Bi 427/527 Recommended prerequisite: Bi 336 or one term
Study of the distinguishing features, anatomy, Evolutionary Genetics (4) of biochemistry.
physiology, origins, evolution, and ecology of An introduction to population genetics theory *Bi 442/542
amphibians and reptiles. North American species and an examination of the genetic techniques that Plant Physiology (3)
are emphasized. Two 2-hour lectures, two 2-hour are used to look at populations, speciation, and Biochemical activities of plants, photosynthesis,
laboratories. Recommended prerequisite: Bi 387. phylogenetic relationships. Recommended prereq- and respiration. Course is intended to be taken in
*Bi 414/514 uisite: Bi 341, Bi 426. sequence with Bi 441. Recommended prerequi-
Ornithology (6) *Bi 428/528 site: Bi 441.
Study of the evolution, diversity, ecology, physiolo- Human Genetics (4) Bi 450/550
gy, and behavior of birds. Two 2-hour lectures and The organization of the human genome, pedigree Phylogenetic Biology (4)
one 3-hour laboratory. The laboratory emphasizes analysis, gene mapping, chromosome abnormali- Study of the history of life’s diversification
species identification and exposes students to tech- ties, sex determination, and gene defects (meta- through the use of phylogenetic trees, with a focus
niques used in museum and field studies. Students bolic and hemoglobin). Topics are discussed from on how genes, organisms, and traits have evolved.
are required to conduct a research project outside the point of view of clinical applications and cur- Includes hands-on computer analyses of DNA
of scheduled laboratory time. Recommended pre- rent research. Recommended prerequisite: Bi 341. sequences. Recommended prerequisites: Bi 424,
requisite: Bi 387. 426.
Bi 455/555 cific population growth; population growth in a *Bi 590/690

Histology (6) limited environment; competitive and predator- Advanced Comparative Physiology (4)
Systemic study, description, and identification of prey interactions; biotic diversity; data collection Advanced topics and current research on various
histological structures. Two 3-hour laboratory and mathematical modeling of actual populations. aspects of comparative physiology. Recommended
periods. Recommended prerequisite: two years of Recommended prerequisite: Bi 357. prerequisites: Bi 417 or Bi 418 and Bi 419.
biology. Bi 480/580 *Bi 592/692
Bi 456/556 Microbiology (4) Advanced Topics in Marine Mammals (2)
Developmental Biology (4) Fundamental concepts and techniques of microbi- A study of one or more advanced topics in marine
Explores basic principles of how organisms devel- ology. The general principles of microbial cell mammals; covering new developments in regard
op from a fertilized egg into a complex, multicel- structure and function, physiology and biochem- to their evolution, physiological and anatomical
lular adult. Focuses on contemporary issues in istry, growth, survival, classification, and diversity adaptations, echolocation, population structure
developmental biology, including pattern forma- are emphasized. Expected preparation: Bi 334 and dynamics, and behavior.
tion, morphogenesis, determination, and differen- and Bi 336. Recommended prerequisite: Bi 416.
tiation in vertebrates and invertebrates. *Bi 481/581 *Bi 595/695
Recommended prerequisite: Bi 336, 341. Microbial Physiology (3) Advanced Topics in Genetics (2)
*Bi 461/561 Physiology and biochemistry of microorganisms. New developments in genetics. Topics to include
Invertebrate Zoology (5) Modern contributions to microbiology empha- current research in the areas of genetics, human
A survey of invertebrate animal diversity, with a sized. Micro- and macro-molecular anatomy of genetics, evolutionary genetics, and molecular
focus on species of the Pacific Northwest. microbial cells; energy metabolism, biosynthetic genetics. Recommended prerequisite: Bi 341.
Emphasis on evolution of adaptations in anatomy, pathways and their regulation, kinetic and molec- *Bi 596/696
physiology, and behavior. Two 2-hour lectures, ular aspects of growth, genetics, evolution, and Advanced Topics in Evolution (2)
one 3-hour laboratory, with some field trips out- ecology. Recommended prerequisites: Bi 480, New developments in evolution. A study of one
side of class time. Recommended prerequisite: 488, and either Bi 336 or one term of biochemis- or more advanced topics relating to the patterns
one year of introductory biology. try. and processes of microevolution and macroevolu-
Bi 462/562 *Bi 486/586 tion. Recommended prerequisite: Bi 426.
Neurophysiology (4) Pathogenic Bacteriology (4) *Bi 597/697
Lectures covering the basic anatomy of the verte- Study of bacteria pathogenic to humans and their Advanced Topics in Mammalogy (3)
brate central nervous system (CNS) and the cellu- relationship to infectious disease. Emphasis on the Study of one or more advanced topics in mam-
lar bases for resting, graded and action potentials. biochemical mechanism of infection and labora- malogy.
Also, chemical and electrical signaling between tory diagnosis. Recommended prerequisite: Bi
cells of the nervous system is discussed, including 480. Bi 598/698
pharmacological intervention in the CNS. Lastly, Graduate Research Prospectus (3)
Bi 487/587 Each student develops and presents a thesis pro-
several model systems for integrative neuroscience Immunology and Serology (4)
are described including the visual and somatosen- spectus. The prospectus is to include a review of
The study of resistance to infectious disease and the literature and a detailed statement of signifi-
sory systems, learning, memory, and simple motor the properties and behavior of antisera formed
pattern generators. Recommended prerequisite: Bi cance, specific aims, research design, and meth-
within an animal in response to foreign antigenic ods. All entering biology graduate students
336. substances. Recommended prerequisite: Bi 480. (M.S.T., M.A./M.S. and Ph.D.) are required to
Bi 463/563 Bi 488/588 take this course.
Sensory Physiology (4) Microbiology Techniques (2)
An exploration of the range of animal senses with Bi 599/699
Techniques in microbiology, including staining Graduate Grant Writing (3)
lecture and discussion of the principles of sensa- and microscopy, isolation and maintenance of
tion and sensory communication in general, and Each student is required to write a major grant
bacteria, counting techniques, and methods for a proposal based on their research prospectus. All
the detailed physiology of transduction for wide range of physiological and morphological
mechanical, electromagnetic, chemical, nocicep- biology graduate students (M.S.T., M.A./M.S.
tests. Prerequisites: Bi 235, or Bi 337, or Bi and Ph.D.) are required to take this course.
tive, and thermal senses. Recommended prerequi- 431/531, or consent of instructor.
site: Bi 462/562. Recommended prerequisite: Bi 598.
Bi 489/589 Bi 601
*Bi 471/571 Microbiology Physiology Laboratory (1)
Plant Ecology (4) Research (Credit to be arranged.)
Application of the principles of microbiology in Bi 603
A study of the interrelationships between plants the laboratory. One 3-hour laboratory period.
and their environment with emphasis upon indi- Dissertation (Credit to be arranged.)
Recommended prerequisite: concurrent with Bi Bi 604
vidual adaptation and community dynamics. One 481/581.
3-hour laboratory period. Recommended prereq- Cooperative Education/Internship
uisite: Bi 357 or equivalent. Bi 503 (Credit to be arranged.)
Thesis (Credit to be arranged.) Bi 605
*Bi 472/572 Bi 526 Reading and Conference
Natural History (3) Principles of Evolution (4) (Credit to be arranged.)
A study of plant and animal interrelationships, Lectures and discussions on advanced topics in Pass/no pass only.
emphasizing maintenance of proper field records, evolutionary biology; evaluation of historical and
identification, distribution, and ecology of verte- Bi 607
current trends in this field. Recommended pre- Seminar (Credit to be arranged.)
brates in Oregon. Includes one two-hour labora- requisite: Bi 358 or equivalent.
tory. Recommended prerequisite: one year of biol- Bi 610
ogy. *Bi 543/643 Selected Topics (Credit to be arranged.)
Advances in Plant Physiology (3)
Bi 473/573 Lectures and discussions on selected topics in
Field Sampling (4) plant physiology; evaluation of current trends in
An introduction to the methods commonly this field. Recommended prerequisite: Bi 442 (or
employed for collecting and interpreting ecologi- concurrently). May be repeated once for credit.
cal data. One 3-hour laboratory. Recommended
prerequisite: Bi 357. *Bi 585/685
Advances in Microbiology (3)
*Bi 476/576 Analysis of new developments in microbiology
Population Biology (4) including metabolic pathways, anaerobic systems,
A study of classical and modern theories of the mechanisms of pathogenicity, and the exploitation
growth and regulation of natural populations of of microorganisms to generate products for man-
plants and animals. Emphasis will be placed on kind. Recommended prerequisite: Bi 480.
quantitative models. Topics will include: age-spe-
Black Studies
308 Neuberger Hall grading option (pass/no pass) are not accept- BSt 306 African History, 1800-Present
able toward fulfilling the major requirements BSt 362 African Prehistory
503-725-3472
BSt 412 Oregon African American History
www.blackstudies.pdx.edu in the area of specialization. At least 30 of BSt 413 Slavery
the total 60 credits required for the major or BSt 414 Racism
B.A., B.S.
Minor
45 of the total credits presented for gradua- BSt 417 African American Family
Postbaccalaureate Certificate tion must be taken in residence at Portland BSt 419 African American Women in America
State University. A minimum 2.50 GPA is BSt 421 African American Writers
The Department of Black Studies is an aca- BSt 424 African American/African
demic interdisciplinary unit within the required in courses taken for the major. Culture in Cinema
College of Liberal Arts and Sciences. The pri- Core courses Credits BSt 430 African American Political Thought
BST 202 Introduction to Black Studies................. 4 BSt 440 Caribbean Studies
mary focus is in the social sciences and liberal
Lower Division Black Studies courses................. 12 BSt 470 African Art
arts. The Department of Black Studies is Upper Division electives in Black Studies BSt 484 African American Community
devoted to the exploration and analysis of the selected in consultation with major adviser Development
history, politics, and culture of African people and spread over the geographic and thematic Eight adviser-approved credits chosen from related
specializations of Africa; African-American (USA), courses within departments in the College of
in the United States, the Caribbean, and Caribbean/Latin America..................................... 32 Liberal Arts and Sciences.......................................... 8
Africa. It seeks to objectively explore the Adviser approved non-Black Studies
Total credits for minor 28
Upper Division electives...................................... 12
black experience, to illuminate the contribu- Requirements for certificate. A B.A. or
Total 60
tions of African people to world culture, and B.S. is a prerequisite for a certificate in black
to provide an alternative to traditional  A maximum of 16 lower division credits
in Black Studies may be applied to the studies. Candidates for the black studies cer-
approaches to the study of world history that tificate must satisfy the requirements out-
have bypassed the African experience. major
 Of the 32 upper division Black Studies lined below. Completion of 36 credits is
The objectives of the Department of Black required for the certification in black stud-
Studies include providing comprehensive electives a minimum of 4 credits must
be taken from each of the three areas of ies. It is recommended that of these 36 cred-
learning programs aimed at greater under- its, 24 credits be Department of Black
standing by all people of the black experi- specialization within the department:
Africa, African-American (USA), Studies course offerings. Twenty-four credits
ence, past, present, and future. will be upper-division courses within an area
The Department of Black Studies seeks to Caribbean/Latin America
 Of the upper division Black Studies of specialization constructed with the con-
expose students from all cultural, religious, sent of the adviser and approval of faculty.
and ethnic backgrounds to academic experi- electives a minimum of 24 credits must
be taken under the graded option 1. Completion of 12 credits of lower-divi-
ences beyond those generally found in tradi- sion courses with consent of adviser and
tional college curricula.  Upper division Black Studies courses
may be substituted for some or all of the approval of faculty. These 12 credits must
The program will provide students with a relate to black studies areas of specializa-
general historical background of the black non-black studies electives requirement
with Adviser approval tion listen below.
experience in Africa and the Western hemi- Elective Courses 2. Completion of 24 credits of upper-divi-
sphere, as well as provide detailed examina- (Adviser-approved credits in other disciplines. sion courses in an area of specialization
tion of cross-cultural and multi-ethnic May also include upper-division Black Studies
within a program constructed with con-
courses outside area of specialization)
dynamics in the contemporary social-politi- Fr 435 Francophone Literature 20th Century (4) sent of adviser and approval of faculty.
cal context. Geog 363 Geography of Africa (4) Areas of specialization include:
In addition, this program will enhance the Mus 374 World Music (Africa) (4)  Black culture and civilization (history,
students ability to function in current job Soc 337 Minorities (4)
art, music, literature, etc.)
markets that serve multi-cultural and multi- WS 330 Women of Color in the United States (4)
Intl 471 Understanding  Black social development (sociology,
ethnic populations, particularly where the International Experience (4) political science, psychology, etc.)
black experience is crucial. It will also give Ling 471 Understanding All courses used to satisfy certificate
students a competitive advantage in obtain- International Experience (4)
requirements need not be black studies
ing careers in those areas and within com- Sub-total 12
courses, but can include appropriate courses
munities that interact with African, African Total 60
in other departments as approved by an
American, and Caribbean cultures. Requirements for minor. To earn a
adviser. Students may focus on the
minor in black studies a student must com-
American, Caribbean, or African experienc-
Admission requirements plete 28 credits (12 credits of which must be
es.
Admission to the department is based on taken in residence at PSU), to include the
Courses taken under the undifferentiated
general admission to the University. See following:
grading option (pass/no pass) are not accept-
page 37 for more information. Credits
able toward fulfilling certificate require-
Two courses chosen from:........................................ 8
ments.
Program requirements BSt 203, 204 Introduction
to African-American History Languages. There are no special language
Requirement for major. In addition to BSt 206 Introduction to Caribbean Studies requirements for a Black Studies certificate.
BSt 211 Introduction to African Studies
meeting the general University degree However, students interested in travel to
BSt 221 Introduction to African American
requirements for completing a B.A. or B.S., Literature Africa, the Caribbean, or South America are
candidates enrolled in the Black Studies Three courses chosen from..................................... 12 encouraged to acquire skills in African lan-
major must meet the 60-credit minimum. BSt 302 African American Experience guages, French, Spanish, or Portuguese.
in the 20th Century
Courses taken under the undifferentiated BSt 305 African History, Before 1800
Center for regions. Special attention will be given to issues in

the creation of multicultural society, such as the
of African society prior to 1800. This course is the
same as Hst 312; course may be taken only once
Black Studies dynamics of resistance and the interplay of cultur- for credit. Prerequisite: BSt 211.
al identity and political domination. BSt 306
308 Neuberger Hall BSt 207 African History, 1800-Present (4)
503-725-3472 Introduction to Race, Class, and Gender (4) An upper-division course designed to survey the
Established in 1969, the Center for Black Provides theoretical foundation to examine the history of the African continent from 1800 to the
origins of the categories “race,” “gender,” and present, with emphasis on the colonial period,
Studies at Portland State University facili- “class” as used in African diasporic societies. independence and post-independence. This course
tates the study of the past and present expe- Analyzes social, political, economic, and cultural is the same as Hst 313; course may be taken only
riences of black America. phenomenon as they are influenced by construct- once for credit. Prerequisite: BSt 211.
Among the goals of the center is to act as a ed categories. Focus on how the intersections of BSt 319
forum between faculty members and stu- identities function at the individual, societal, and Traditional Cultures of Africa (4)
dents of different disciplines who share an structural levels. Survey of African cultures. Some of the main fea-
interest in black studies; to collect and dis- BSt 211 tures examined include: environment and people,
seminate information which accurately Introduction to African Studies (4) oral traditions, time and seasons, naming and
reflects and helps improve the black experi- An introductory course designed to provide stu- numbering systems, language and communication
dents with an understanding of methods and systems, religious, political and legal institutions,
ence; and to link the University and black sources used by the historian of the African past. music, dance, and family. Recommended prereq-
communities by maintaining an active role Museum visits, guest speakers, and films will sup- uisite: BSt 211 or Sophomore Inquiry.
in community service. plement the lecture format. In addition to a sur- BSt 325
The center provides the University and the vey of major themes and issues in the history of Race and Ethnicity in Latin America (4)
broader community with cultural activities the African continent, the course will consider the Focus on the experiences of people of African
and the stimulation of an exciting and rise of complex societies, indigenous African descent in Latin America through the theoretical
enlightening intellectual atmosphere in the towns, agricultural and technological achieve- and empirical research on race and ethnicity in
ments, African state systems, and the impact of the region. Topics include regional and national
Portland community, contributing to greater international trade and Islam on Africa. variations concerning racial and ethnic identity
understanding and cooperation between
BSt 214 and the intersection of race/ethnicity, gender and
races. A lecture series brings to the campus Introduction to Contemporary Race and social class. Also explores how Blackness is con-
and the Portland community black speakers Ethnic Relations (4) tested in the media including literature and popu-
of different disciplines and philosophies who Introductory examination of the origins and man- lar culture.
have made notable contributions to society. ifestations of the socio-historical concept of race. BSt 326
The center promotes national and interna- Critical theory approach is used to analyze the Cuba, Dominican Republic, Puerto Rico (4)
tional activities in this area through the gen- manner in which race has been interpreted and its History, culture, politics and contemporary societ-
influence on the socio-political relations between ies of the people of the Spanish-speaking
eration of grants, proposals, and programs races and ethnic groupings. Particular emphasis
that combine University staff, money, and Caribbean − Cuba, the Dominican Republic and
on topical race issues in the literature which per- Puerto Rico.
expertise with resources from the govern- tain to categorization, gender, culture, and politi-
ment and the private sector. cal economy. BSt 342
Black Feminism/Womanism (4)
*BSt 221 Examines the historical evolution of black femi-
Introduction to African nist theory. Starts with emancipation or slave nar-
Courses American Literature (4)
An overview of African American fiction, poetry,
ratives and ends with contemporary manifesta-
tions of black feminism, such as hip hop femi-
Courses with an asterisk (*) are not offered every year. drama, and expository prose. nism; will redefine feminist resistance in the con-
BSt 199 *BSt 261 text of race and gender. Analysis of the pluralism
Special Studies (Credit to be arranged.) The African American within black feminism including black lesbian
BSt 202 Economic Experience (4) feminism, womanist theology, and radical black
Introduction to Black Studies (4) The role of African-Americans in the American subjectivity. Examines the people and organiza-
Historical and theoretical underpinnings of black economic system. Employment, wage differentials, tions that shaped black feminist thought and the
studies as an inter- and multidisciplinary field in welfare payments, and the ghetto economy are black liberation movements.
the arts and humanities. Introduced through examined.
*BSt 351, 352
exemplary scholarship in African, African BSt 302 African American Literature (4, 4)
American and Caribbean studies. What makes a African American Experience A study of African American literature from its
specialization unique within the academy and its in the 20th Century (4) oral and folk beginnings to the present.
applicability to other disciplines. An upper-division course designed to examine the Recommended prerequisite: BSt 221 or Eng 256.
*BSt 203, 204 history of the black experience in the 20th centu-
ry. Primarily a discussion-reading format aug- BSt 362
Introduction to African African Prehistory (4)
American History (4, 4) mented with speakers and films. Special consider-
ation will be given to developing in the student Methods, sources of evidence, and the results of
An introductory sequence designed to provide the study of prehistoric cultures of Africa from the
students with a factual framework and conceptual the skill to re-examine traditional concepts and
approaches to the study of the black experience earliest traces until the first written records; it
foundation to analyze the history of the black race includes human origins (physical and cultural evo-
in the New World. Primarily a lecture-discussion within the broader context of mainstream devel-
opments in American life and history. lution), the earliest civilization, peopling of Africa,
format augmented with speakers and films, the migrations, earliest settlements, origins of agricul-
course will trace the pertinent contacts between BSt 305 ture and metallurgy.
the African and European worlds from ancient African History, Before 1800 (4)
times to the present. Special consideration will be An upper-division course designed to survey the *BSt 396
given to developing the student’s skill to re-exam- history of the African continent from the period Research Methodologies in Black Studies (4)
ine traditional historical concepts and information of European exploration to the eve of colonialism. Introduces students to qualitative research meth-
from the perspective of the black experience. Using a lecture/discussion format, the course will ods in the humanities and social sciences.
examine the impact of the European presence on Exploration of research methods including, but
*BSt 206 not limited to, interviewing, content analysis,
Introduction to Caribbean Studies (4) African institutions and trade, and the relative
importance of the environment, technology, and archival research, library research, Internet
Interdisciplinary examination of the historical and research, and participant-observation. Special
cultural experience of the circum-Caribbean indigenous social systems on the transformation
attention will be paid to how to conduct research *BSt 414/514 of the black experience. Prerequisite: upper-divi-
in marginalized communities. Racism (4) sion standing.
BSt 399 A survey of the pertinent social-psychological lit- BSt 425/525
Special Studies (Credit to be arranged.) erature on individual and cultural forms of racism Black Cinema: the 1970s (4)
in America. The rationalizations, processes and Examination of the treatment of Black themes,
BSt 401
Research (Credit to be arranged.) machinery of oppression as constructed by white issues and characterization during the decade of
Consent of instructor. European and American governments which con- the 1970s in the cinema industry. Particular
trol and exploit the resources of non-white peo- attention will be focused on the genre of the blax-
BSt 404 ples will be examined. Special attention will be
Cooperative Education/internship ploitation film as an industry response to the rap-
paid to the theoretical social-psychological expla- idly shifting social and racial dynamics of
(Credit to be arranged.) nations of black/white differences. .
BSt 405 American culture as the Civil Rights era wound
Reading and Conference *BSt 416/516 down. Prerequisite: upper-division standing.
(Credit to be arranged.) African American Urban BSt 426/526
Consent of instructor. Education Problems (4) Contemporary African American Cinema (4)
Course examines the education systems in major Examination of the treatment of Black themes,
BSt 406/506 cities being inherited by African-Americans. The
Overseas Experience (4) issues, and characterization in the contemporary
relationship between public and private education cinema industry. Particular attention will be
Provides community-based learning in an interna- will be studied for impacts on African-Americans.
tional context through immersion in departmen- focused on the development of new Black actors,
Educational system response to African American directors, and producers. The impact of these new
tal programs in Africa and/or the Caribbean. The enrollment will be discussed. Moreover, pertinent
fee-based programs provide students with rich, factors in the industry will be analyzed for the
literature, e.g., the Coleman Report, Jensen’s the- influence they have on the traditions of cinema
multicultural environments in which to learn and sis, and others will be introduced with respect to
serve international communities. Students will be history relative to the Black experience.
their overall effect on the curricula available to the Prerequisite: upper-division standing.
asked to apply for admission to the overseas pro- African American child. Topics of concern include
grams focused in the Caribbean and Africa. community control, citizen involvement, alterna- BSt 427/527
BSt 407/507 tive education forms, race relations, faculty-staff African American Films and Film Makers (4)
Seminar (Credit to be arranged.) responses, modern trends, etc. Prerequisite: junior, Examination of films made by African-Americans
Consent of instructor. senior, or graduate-level standing. from the early years of cinema history down
through contemporary films. Examination will
BSt 408 *BSt 419 include a focus on the internal structure and con-
Workshop (Credit to be arranged.) African American Women in America (4) tent of the films as well as consideration of the
Consent of instructor. Designed to investigate the evolution of the larger social, cultural, economic, and political
BSt 409 African American woman from slavery to the context of the society in which the films were
Practicum (Credit to be arranged.) contemporary period. African American women’s produced.
Consent of instructor. agency will be examined in the antislavery, suf-
frage, club, civil rights, nationalist, black feminist, *BSt 430/530
BSt 410 and current movements for social justice. African American Political Thought (4)
Selected Topics (Credit to be arranged.) Recommended prerequisite: BSt 207. An examination in-depth of the political theory
Consent of instructor. of African American leaders in America between
*BSt 420/520 1850-1920 and the impact of that thought on
*BSt 411/511 Caribbean Literature (4)
African American History Seminar (4) American political thought. Prerequisite: upper
A selection of poetry and fiction from the English division standing.
This course will provide an in-depth analysis of and French speaking Caribbean (in translation
critical topics and issues in African American his- where necessary). Prerequisites: One previous BSt 440/540
tory. The focus will be topical rather than chrono- African American literature course and 12 addi- Caribbean Studies (4)
logical and the approach will emphasize specific tional literature credits. Interdisciplinary examination of historical or cul-
periods, individuals, or relevant developments for tural issues in the Caribbean experience. Emphasis
a concentrated treatment in a seminar environ- *BSt 421/521 will be on issues and dilemmas related to the cre-
ment. African American Writers (4) ation of a multicultural society. Prerequisite: BSt
A concentrated examination of significant African 206.
BSt 412/512 American literary figures and their impact on
Oregon African American History (4) American arts and letters. The course will identify BSt 450/550
An examination of the black experience in each term a particular author or literary period of Topics in African/Caribbean History
Oregon history. The course will include coverage writing and then read, analyze, and discuss the And Culture (4)
of the slavery controversy in early Oregon devel- major works and the background information of In-depth exploration of selected topics in African
opment as well as the individual contributions of that period. Special consideration will be given to and/or Caribbean cultural history. Special atten-
blacks to the growth of the state. Additional top- the relationships between the topic of focus and tion will be given to thematic issues of broad
ics will include the black migration of World War the larger spheres of American and world writing. application to the understanding of cultural inter-
II, Vanport flood, and various legislative actions Prerequisites: BSt 221; Eng 107, 108, 253, 254. action, continuity, and change.
related to black status in Oregon. *BSt 467/567
*BSt 422/522, 423/523
*BSt 413/513 African Fiction (4, 4) African Development Issues (4)
Slavery (4) Readings in African fiction in regional, cultural, An examination of the causes of poverty and
An examination of the institution which has generational, and gender contexts. Prerequisites: underdevelopment of the African continent. A
played a central role in establishing the status and One previous African American literature course comparative analysis of pre-colonial, colonial and
position of the modern black population in and 12 additional literature credits. post-colonial circumstances will be conducted.
American society, both in physical and psycholog- Prerequisite: upper division standing.
ical terms. The course will attempt to put infor- BSt 424/524
African American/African *BSt 470/570
mation and understandings of slavery in the prop- African Art (4)
er and accurate context of an institution which Culture in Cinema (4)
An examination of the treatment accorded black Examination of selected African art forms, styles,
has been a part of the human experience since the and traditions. Emphasis on the context of the art
ancient world and which has a legacy and impli- culture and individuals in the evolution of the
cinema industry. Coverage will include review and and artist, and their relationship to politics and
cations far beyond the racially associated percep- society in African history. Prerequisites: ArH 204,
tions usually attached to it. The approach will be analysis of classic film productions from the
infancy of Hollywood through to the black urban 205, 206, BSt 211. This course is the same as
through the comparative analysis of the numerous ArH 470/570; course may be taken only once for
forms the institution of slavery has assumed in films of the modern period. Emphasis will focus
on the relationships between racial stereotypes credit.
human history.
and the creation of majority culture perceptions
BSt 471 must register for Ling 471/571 which includes a community development, community organiza-
Understanding zero-credit lab, however, this course is also offered tion, ghettos as colonies, citizen participation,
the International Experience (4) as Intl 471. Course may only be taken once for roles of change agents, social planning, and social
Examination of communication-based dimensions credit. change implications. Prerequisite: upper division
of an international or intercultural experience, standing.
*BSt 484/584
including teaching English to speakers of other African American
languages. Development of strategies and activities Community Development (4)
required to meet the challenges of teaching, work- Designed to investigate processes of community
ing, or doing research in an international/intercul- development for their application to urban
tural setting. Prerequisite: upper-division or post- African American communities. Topics include
bac academic standing. All linguistics students
Chemistry
262 Science Building II years of professional experience. One year of physics with calculus
with laboratory.................................................... 15
503-725-3811 Calculus through Mth 253 or equivalent.............. 12
www.chem.pdx.edu/ Admission requirements Bi 251, 252, 253....................................................... 15
B.A., B.S. Admission to the department is based on Total in other fields 42

† May include two credits of graded Ch 401 if taken
Minor general admission to the University. See over two terms.
Secondary Education Program page 37 for more information. ‡ Ch 490 requires the Ch 334, 335, 336 Organic
M.A., M.S., M.A.T. and M.S.T. (Science/ Chemistry sequence as a prerequisite.
Chemistry) Degree requirements
Ph.D. —Chemistry All courses used to satisfy the departmen-
Requirements for major. A student major-
Ph.D.—Environmental Sciences and tal major requirements, whether taken in
ing in chemistry is required to take a mini- the department or elsewhere, including
Resources
mum of 70 credits in the subject and will courses from supporting departments (e.g.,
take courses in the core areas of general mathematics, physics, and biology), must be
chemistry, analytical chemistry, organic
Undergraduate chemistry, physical chemistry, inorganic
graded C- or above, with a combined GPA
of 2.25 or higher, except for those major
programs chemistry, and biochemistry. For transfer course requirements offered only on a pass/
students, a minimum of 20 credits in upper- no pass basis (e.g., General Chemistry
Chemistry is the study of the reactions of division chemistry courses must be earned at
atoms and molecules, the stuff from which Laboratory). If an unsatisfactory grade is
PSU. received in an upper-division course offered
people and their physical environment are In addition to meeting the general
made. With a relatively small knowledge of in the Department of Chemistry, a student
University degree requirements, the major in will be allowed to retake the course to
atoms and molecules, it is possible to have a chemistry must meet the following depart-
considerable understanding of many chemi- improve their grade only once.
mental requirements: A student will be certified by the American
cal phenomena we see and use. A compre- Option I: Chemistry Credits
hensive knowledge of chemistry is essential Chemical Society and is eligible to become a
Ch 221, 222, 223 General Chemistry...................... 12
for the person who wishes to help solve the Ch 227, 228, 229 General Chemistry Laboratory.... 3
member of the society after graduation, if the
problems of today—problems of illness and Ch 320, 321 Quantitative Analysis........................... 6 student is following Option I, and if the 400-
Ch 334, 335, 336, 337, 339 Organic Chemistry...... 17 level chemistry electives include Ch 411, Ch
disease, problems of wise use of our resourc-
Ch 426, 427 Instrumental Analysis........................... 6 490 (or Ch 350), and a lab course that
es—and for the person who wants to do Ch 436, 437 Spectrometric Analysis or includes at least 30 clock hours (including Ch
basic research in chemistry or who wants to Ch 411 Chemical Bonding or 401 and 406).
work in the chemical industry. Ch 412 Advanced Inorganic Chemistry.................... 4
Requirements for a minor. To earn a
The Department of Chemistry is commit- Ch 440, 441, 442, 443, 444, Physical Chemistry..... 17
Approved 400-level chemistry courses†.................. 6 minor in chemistry a student must complete
ted to maintaining a teaching program of the courses outlined below; at least 10 cred-
excellence at the undergraduate level as well Total in chemistry 71
One year of physics with calculus its of these must be taken in residence at
as having a graduate program emphasizing with laboratory.................................................... 15 PSU.
cutting-edge research in the chemistry of the Calculus through Mth 253 or equivalent.............. 12
Credits
environment, novel materials and biological Total in other fields 27 Ch 221, 222, 223 General Chemistry...................... 12
systems. Courses tailored for the student Option II: Biochemistry Credits Ch 227, 228, 229 General Chemistry Laboratory.... 3
desiring only an introduction to the field are Ch 221, 222, 223 General Chemistry...................... 12 Ch 320, 321 Quantitative Analysis........................... 6
offered on a regular basis. A wide variety of Ch 227, 228, 229 General Chemistry Laboratory.... 3 Ch 334, 335, 336, 337, 338 Organic Chemistry or
Ch 320, 321 Quantitative Analysis........................... 6 Ch 327, 328, 331, 332 Elements of Organic
other courses in the program are designed to Ch 334, 335, 336, 337, 339 Organic Chemistry...... 17 Chemistry............................................................ 12-16
offer fundamental training for students Ch 416, 417 Physical Chemistry for the Biosciences And one of the following:
majoring in chemistry or for students in or Ch 440, 441 Physical Chemistry........................... 8 Ch 416 or 440 Physical Chemistry
Ch 426, 427 Instrumental Analysis........................... 6 or Ch 350 or 490‡ Biochemistry............................... 4
other science areas, such as biology or
Ch 490 ‡, 491, 492, 493 General Biochemistry...... 15 Total 37-42
health-related occupations. Approved 400-level science electives†. ................... 6 Courses taken under the undifferentiated
The curriculum, faculty, library, and facili- Total in chemistry 73 grading option (pass/no pass) are not
ties of the department are approved by the acceptable toward fulfilling department
American Chemical Society. Graduating minor requirements (except for Ch
chemistry majors are eligible for certification 227-229).
to become members of the ACS after two
SECONDARY EDUCATION PROGRAM (M.S.) is not feasible due to (typically) sis, an experimental or theoretical research
Adviser: C. Wamser employment obligations. The M.A. program project resulting in an original contribution
Students who plan to obtain a teaching involves advanced coursework, a literature to chemical knowledge, must be defended in
license with an endorsement to teach chem- project, and a seminar presentation. an oral examination. The examination is not
istry at the high school level should com- The M.A.T./M.S.T. is offered to provide restricted to the thesis material alone but
plete a baccalaureate degree with a major in scientific training for teachers in secondary may cover any aspect of chemistry or related
chemistry (preferred) or in general studies/ schools. The program is composed of cours- fields.
science. The degree program should include es intended to increase the sophistication of Master of Arts in Teaching or Master
the following courses: the student in chemical principles and to of Science in Teaching. The College of
Credits acquaint the student with current techniques Liberal Arts and Sciences offers the M.A.T/
Ch 221, 222, 223 General Chemistry...................... 12 in teaching methods. M.S.T. degrees in Science/Chemistry. In
Ch 227, 228, 229 General Chemistry Laboratory.... 3 The programs leading to the Ph.D. in consultation with the graduate adviser, the
Ch 320, 321 Quantitative Analysis........................... 6 student should establish the degree program
Ch 334, 335, 336, 337, 338 Organic Chemistry or
Chemistry and the School of the
Ch 327, 328, 331, 332 Elements of Organic Environment, ESR Ph.D. combine advanced before the completion of 15 credits of
Chemistry............................................................ 12-16 coursework in various disciplines of chemis- coursework. The program must include a
Ch 416 or 440 Physical Chemistry minimum of 45 credits in approved gradu-
or Ch 350 or 490 Biochemistry................................ 4 try with original research. Students com-
plete the programs prepared to pursue ate courses, to include a minimum of 24
Subtotal 37-41
Ph 201, 202, 203 or careers in academic, industrial, or govern- credits in the area of concentration. At least
211, 212, 213 General Physics.............................. 9-12 ment research. The ESR Ph.D. is an inter- 9 credits, but no more than 15 credits, must
Ph 204, 205, 206, or disciplinary program offered through the be in education courses. In order to fulfill
214, 215, 216 Physics Laboratory............................. 3
Environmental Sciences and Resources requirements for the degree, the student
Subtotal 12-15
Chemistry or Physics elective................................. 3-4 Doctoral Program in the College of Liberal must satisfactorily complete the degree pro-
Arts and Sciences' School of the gram and pass both a final written examina-
Total 52-60
Environment. For more information, see tion and a final oral examination.
Those majoring in general studies/science
page 192. Doctor of Philosophy in Chemistry or
are advised to strengthen their preparation for Environmental Sciences and Resources.
teaching by taking additional chemistry and
physics courses as their degree programs per-
Admission requirements As with the M.S./M.A. programs, candidates
Admission to the department is based on must satisfy requirements related to entrance
mit. Consult with the secondary education exams, coursework, seminar, and a thesis, as
adviser for suitable courses. Chemistry teach- general admission to the University. See page
well as comprehensive examinations and a
ers in many schools also teach physics, so it is 37 for more information. Students should also prospectus exam. The details of all require-
recommended that additional physics courses apply directly to the department. Contact ments are outlined in the Department of
be taken in preparation for eventually adding our office or check the Web site, www.chem. Chemistry’s Graduate Student Handbook.
a physics endorsement to the license. pdx.edu for application forms and other Additional requirements for the
Courses should be taken for differentiated information. Environmental Sciences and Resources
grades, except those offered only on a pass/ Ph.D. are given on page 80.
no pass basis. A positive departmental rec- Degree requirements
ommendation for admission to the fifth-year University master’s degree requirements are
teacher-education program will depend on
at least a C- in all chemistry and physics
listed on page 67; requirements related to Courses
the Environmental Sciences and Resources
courses, as well as a combined 2.25 GPA for Doctoral Program are given on page 125. All courses in chemistry will be taught with
these courses. Specific departmental requirements are listed the assumption that the student has success-
below and in the graduate handbook. fully completed all recommended prerequi-
sites.
Graduate programs Prior to initial course registration in the Courses with an asterisk (*) are not offered
every year.
M.A./M.S. program, the student must take
The Department of Chemistry offers gradu- Students registering for labs must attend the
entrance examinations in those areas of
ate work leading to the following degrees: first lab meeting.
chemistry represented in the student’s previ-
Master of Arts or Master of Science; Master Ch 104, 105, 106
ous coursework. Any three of these examina- Introductory Chemistry I, II, III (4, 4, 4)
of Arts in Teaching or Master of Science in
tions must be passed by the end of the first A survey of chemistry for students in nursing, in
Teaching (Science); Ph.D. in Chemistry;
three academic terms of residence. allied health fields such as dental hygiene, in for-
and an interdisciplinary Ph.D. in estry, and in the liberal arts. This course is not
The candidate must complete a minimum
Environmental Sciences and Resources intended for science or engineering majors. Must
of 45 credits in approved graduate courses.
administered by the School of the be taken in sequence. Prerequisite for Ch 104:
Of these, 6 credits of coursework must be
Environment. two years of high school algebra or Mth 95.
outside of the major area of interest but
The M.S. program is designed for the stu- Ch 107, 108, 109
within the Department of Chemistry. All
dent who wishes to pursue a career as a pro- Introductory Chemistry Laboratory
students participate in a one-term course I, II, III (1, 1, 1)
fessional chemist or a scientist in other allied
entitled Seminar Preparation as well as pres- Laboratory work to accompany Ch 104, 105, 106
disciplines. The program involves work in
ent to the department one seminar on an respectively. Concurrent enrollment in the appro-
advanced courses with training in research priate lecture course is required. Ch 107, 108; one
acceptable topic. For the M.A., if the stu-
techniques. An integral part of the program 2-hour laboratory period. Pass/no pass only. Ch
dent has not successfully completed two aca-
is the individual research project and thesis. 109: one 3-hour laboratory period.
demic years of German, Russian, or French
The M.A. program is designed for the stu- *Ch 170
at the undergraduate level, the student must
dent who wishes to obtain an advanced Fundamentals of
show competence by examination. Environmental Chemistry (4)
degree in chemistry, but for whom the time
Each candidate for the M.S. degree in A course designed to increase the scientific knowl-
commitment of a traditional research degree
chemistry must complete a thesis. The the- edge of the non-science major. The interaction
between science and society, the nature of matter laboratory courses are Ch 337, 339 for chemistry Ch 405/505
and chemical reactions. Energy, radiation, and and biochemistry majors, and Ch 337, 338 for Reading and Conference
nuclear power. non-chemistry majors. Prerequisites: Ch 223. (Credit to be arranged.)
Concurrent enrollment in the laboratory course is Consent of instructor and department chair.
Ch 199
Special Studies (Credit to be arranged.) recommended. Ch 505 pass/no pass only.
† Ch 331, 332 duplicate to some extent Ch 334, 335,
Ch 221, 222, 223 Ch 406
General Chemistry (4, 4, 4) 336. No more than 12 credits will be allowed in organic Chemical Preparations
Fundamental basis of chemistry for science, engi- chemistry lecture. (Credit to be arranged.)
neering and health professional students (such as Ch 337 Methods of synthesis of compounds in the fields
predental, premedical, premedical technology and Organic Chemistry Laboratory I (2) of inorganic, organic, or biochemistry. Maximum:
veterinary students). Concurrent enrollment in Part one of the laboratory work to accompany the 6 credits. Recommended prerequisites: consent of
Ch 227 for Ch 221, Ch 228 for Ch 222, and Ch sequence of Ch 334, 335, 336. One 4-hour labo- instructor and chair of department.
229 for Ch 223 is recommended. Prerequisite for ratory period. Concurrent enrollment in the lec-
ture course is recommended. Ch 407/507
Ch 221: 2nd year high school algebra or Mth 111 Seminar (Credit to be arranged.)
(or concurrent enrollment), or junior class stand- Ch 338 Consent of instructor. Ch 507 pass/no pass only.
ing. High school chemistry or equivalent is rec- Organic Chemistry Laboratory II
(nonmajors) (2) Ch 410/510
ommended. Prerequisite for Selected Topics (Credit to be arranged.)
Ch 222: Ch 221; for Ch 223: Ch 222. Part two of the laboratory work to accompany the
sequence Ch 334, 335, 336. One 4-hour laborato- Consent of instructor and chair of department.
Ch 227, 228, 229 ry period. Not open to chemistry majors. Ch 411/511
General Chemistry Laboratory (1, 1, 1)
Prerequisites: Ch 337. Concurrent enrollment in Chemical Bonding (4)
Laboratory work to accompany General Chemistry
the lecture course is recommended. Atomic orbitals, ionic bonding, valence bond the-
(Ch 221, 222, 223). Completion of or concurrent
Ch 339 ory, molecular orbital theory, crystal field theory,
enrollment in lecture required. One 3-hour labora-
Organic Chemistry Laboratory II and introduction to coordination theory.
tory. Pass/no pass only.
(chem majors) (3) Prerequisites: Ch 223, Ph 203 or Ph 213, Mth
Ch 250 Part two of the laboratory work to accompany the 253. Recommended prerequisites: Ch 417 or
Nutrition (4) sequence Ch 334, 335, 336. More extensive labo- 442.
Nutritive value of foods from the standpoint of ratory course than Ch 338; required for chemistry
newer scientific investigations; nutritional require- ‡Ch 412/512
and biochemistry majors. Two 4-hour laboratory Advanced Inorganic Chemistry (4)
ments for normal human beings; selection of an periods. Prerequisites: Ch 337. Concurrent enroll- Ligand field theory, coordination chemistry, tran-
optimal diet for health; present-day problems in ment in the lecture course is recommended. sition metals, organometallic chemistry, acids and
nutrition; recent trends in American dietary hab-
Ch 350 bases, nonaqueous solvents, and descriptive chem-
its.
Biochemistry (4) istry of the elements. Prerequisites:
Ch 284, 285, 286 Biochemistry for students having a limited back- Ch 223, Ph 203 or Ph 213, Mth 253.
General Chemistry ground in physical chemistry. Prerequisites: Recommended prerequisites: Ch 417 or 442.
Workshop I, II, III (1, 1, 1)
Optional peer-led problem-solving sessions Ch 229 and 332 or 336. Ch 416/516, 417/517
designed to promote the success of students in Ch ‡Ch 360 Physical Chemistry
221, 222, 223 general chemistry sequence. Origins of Life on Earth (4) for the Biosciences I, II (4, 4)
Corequisite: corresponding lecture course Scientific description of the chemical events lead- Intended primarily for students in the biological
Ch 221, 222, 223. Pass/no pass only. ing to life on the Earth. Current and past theories sciences and allied medical health fields. The
of how life arose and experiments that support emphasis is on the application of modern physical
Ch 320 these ideas will be presented. Cultural and societal chemistry to problems of biological interest. Ch
Quantitative Analysis (4) 416 includes the study of heat, work, energy,
Fundamental principles of quantitative analytical issues surrounding the origins of life will also be
discussed. Prerequisites: one college-level course in entropy, vapor pressure, chemical equilibrium,
chemistry. Prerequisites: Ch 223 and 229. and transport phenomena. Ch 417 covers chemi-
biology, chemistry, geology.
Ch 321 cal and enzyme kinetics, quantum chemistry,
Quantitative Analysis Laboratory (2) *Ch 371
Environmental Chemistry (4) photochemistry, and spectroscopy. Courses must
Basic quantitative analytical laboratory work be taken in sequence. Prerequisite: Ch 320, 321,
including volumetric and instrumental methods. Current environmental problems. Stratospheric
ozone, greenhouse effect, photochemical smog, a year of general physics with calculus, and two
Prerequisites: Ch 320 or concurrent enrollment. terms of calculus. Prerequisites: Ch 223 and Ch
particulates, acid rain, and trace metals, water
Ch 327, 328 resources, pollution, and treatment; oil spills; 229.
Elements of Organic Chemistry solid waste disposal; hazardous chemicals. *Ch 418/518
Laboratories I, II (2, 2) Recommended prerequisites: one term of college Advanced Chemistry Laboratory (4)
Laboratory work to accompany the sequence of chemistry. Advanced techniques and their use in the prepara-
Ch 331, 332. One 4-hour laboratory period. tion of compounds. One lecture; two 3-hour lab-
Recommended prerequisites for Ch 328: Ch 384, 385, 386
Organic Chemistry Workshop I, II, III (1, 1, 1) oratory periods. Prerequisites: Ch 338 or 339.
Ch 327. Concurrent enrollment in Ch 331 or
332 respectively is required. Optional peer-led problem-solving sessions ‡Ch 424/524
designed to promote the success of students in Ch Electronics and Instrumentation
†Ch 331, 332 334, 335, 336 organic chemistry sequence. for Chemists (2)
Elements of Organic Chemistry I, II (4, 4) Corequisite: corresponding lecture course Ch Selected topics in chemical instrumentation will
Chemistry of the carbon compounds, the aliphat- 334, 335, 336. Pass/no pass only. be presented at a basic level. Representative topics
ics, aromatics, and derivatives. The corresponding are current and voltage measurements, voltage
laboratory courses are Ch 327, 328. Prerequisites Ch 399 Special Studies
(Credit to be arranged.) dividers, simple filters, introduction to operation-
for Ch 331: Ch 223; concurrent enrollment in al amplifiers and digital circuits. Requires concur-
Ch 337 is recommended. Prerequisites for Ch Ch 401/501
Research (Credit to be arranged.) rent enrollment in Ch 425/525. Recommended
332: Ch 331; concurrent enrollment in Ch 338 is prerequisites: Ch 320, 321, Ph 203, and Ch 416
recommended. Consent of instructor and chair of department.
Credit will only be awarded after filing in the or 440/540.
† Ch 331, 332 duplicate to some extent Ch 334, 335,
‡ Alternate years.
336. No more than 12 credits will be allowed in organic department office a well-written, detailed report
chemistry lecture. approved by the instructor and the department *Ch 425/525
†Ch 334, 335, 336 chair. Ch 501 pass/no pass only. Electronics and Instrumentation Laboratory
Organic Chemistry I, II, III (4, 4, 4) (3)
Ch 404/504 Laboratory work to accompany Ch 424/524. Two
A comprehensive study of the chemistry of the Cooperative Education/Internship
compounds of carbon. Meets chemistry and bio- (Credit to be arranged.) 3-hour lab periods. Requires concurrent enroll-
chemistry major requirements. The corresponding ment in Ch 424/524.
#Ch 426/526 ic and photonic materials. Equal emphasis is Ch 603

Instrumental Analysis (4) placed on synthesis and physical characterization. Thesis (Credit to be arranged.)
Theory and application of modern instrumental Prerequisites: Ch 338 or 339. Pass/no pass only.
methods, including UV-visible, fluorescence, atom- #‡Ch 460/560 Ch 604
ic absorption and emission, infrared, nuclear mag- Prebiotic Chemistry (4) Cooperative Education/internship
netic resonance, and mass spectrometry; potenti- Reaction pathways for the abiological production (Credit to be arranged.)
ometry and voltammetry; gas and liquid chroma- of molecules involved in biological information Ch 605
tography, and capillary electrophoresis. flow. Recommended prerequisite: completion or Reading and Conference
Prerequisites: Ch 320/321, and one year of physics. concurrent enrollment in Ch 492/592. (Credit to be arranged.)
Recommended prerequisites: Ch 417 or Ch 442. ‡ Alternate years. Pass/no pass only.
#Carries graduate credit only for nonchemistry degrees. #Carries graduate credit only for nonchemistry degrees. Ch 607
#Ch 427/527 #‡Ch 470/570 Seminar (Credit to be arranged.)
Instrumental Analysis Laboratory (2) NMR Spectroscopy (4) Pass/no pass only.
Laboratory work to accompany Ch 426/526. One Nuclear magnetic resonance spectroscopy theory
4-hour laboratory period. Ch 610
and practice. Basic quantum theory of magnetic Selected Topics (Credit to be arranged.)
#Carries graduate credit only for nonchemistry degrees. moments, the semi-classical vector model of spins,
#Ch 430/530, 431/531 and the product operator formalism will be *Ch 615
Selected Topics in Inorganic Chemistry (3)
Advanced Organic Chemistry (4,4) applied using a variety of NMR spectroscopic
Current topics in inorganic chemistry such as
Advanced treatment of general organic reactions techniques. Recommended prerequisite: Ch 417
advances in oxidation, solution chemistry, and flu-
and structure; emphasis on bonding, stereochem- or 442.
‡ Alternate years. orine chemistry. As subject matter varies, course
istry, the correlation of structure and reactivity, may be repeated with consent of instructor.
scope and mechanisms of organic reactions classi- #Carries graduate credit only for nonchemistry degrees.
Prerequisite: Ch 411/511.
fied by reaction type. Prerequisite: Ch 336. #‡Ch 471/571
#Carries graduate credit only for nonchemistry degrees. Biological NMR Spectroscopy (4) *Ch 621
Nuclear magnetic resonance spectroscopy (NMR) Advanced Analytical Theory (3)
Ch 435/535 Modern methods of analysis and their application
Polymer Chemistry (4) of biological systems. The basic theory of NMR,
its application to complex biological molecules to the analytical chemistry of elements.
Fundamentals of polymers. Topics include poly-
and complexes. Recommended prerequisite: Ch Prerequisites: Ch 425/525 and 442/542.
mer structures, molecular weights and determina-
tion, methods of polymerization including kinet- 470/570. *Ch 633
‡ Alternate years. Organic Synthesis (3)
ics and statistics, testing and spectroscopy charac-
terization of polymers, polymer composites and #Carries graduate credit only for nonchemistry degrees. Organic reactions, mechanisms and stereochemis-
fillers, polymer reactions. Expected preparation: Ch 490/590 try with application to multi-step synthesis.
Ch 336. Biochemistry: Structure and Function (4) Recommended prerequisite: Ch 431/531.
First term of a three-term course for students pre- *Ch 634
Ch 436/536 paring for professional biochemical work.
Spectrometric Analysis (3) Advanced Topics in Organic Chemistry (3)
Structures of biological molecules and assemblies, Current topics such as stereochemistry, natural
Ultraviolet, infrared, nuclear magnetic resonance
including proteins, nucleic acids, and lipids, and products, pericyclic reactions, carbonium ions,
and mass spectrometry in the analysis of molecular
how these structures give rise to their biological heterocyclic and polycyclic compounds, organic
structure. Prerequisites: Ch 336 and 339. functions. Prerequisite: Ch 336. Recommended photochemistry. As subject matter varies, course
Ch 437/537 pre- or corequisites: Ch 416 or 440, Ch 320/321, may be repeated with consent of instructor.
Spectrometric Analysis Laboratory (1) and Bi 253. Recommended prerequisite: Ch 431/531.
Use of infrared spectrometers and nuclear magnet-
Ch 491/591 *Ch 635
ic resonance spectrometers. One 3-hour laborato- Biochemistry: Enzymology
ry period. Prerequisites: Ch 436/536 or concur- Physical Organic Chemistry (3)
and Metabolism (4)
rent enrollment. Modern concepts of physical-organic chemistry
Second term of a three-term course for students
and their use in the study of mechanisms of
Ch 440/540, 441/541, 442/542 preparing for professional biochemical work. Basic
Physical Chemistry (4, 4, 4) organic reactions and reactivities of organic com-
principles of enzyme catalysis and mechanism, the
The study of thermodynamics, phase and chemi- pounds. Recommended prerequisite: Ch 431/531.
chemistry and energetics of the primary metabolic
cal equilibria, solutions, electrochemistry, reaction pathways responsible for life, including glycolysis/ *Ch 661
rates and mechanisms, quantum mechanics, spec- glyconeogenesis, citric acid cycle, lipid and amino Photochemistry (3)
troscopy, electron transport, molecular modeling acid metabolism, oxidative phosphorylation, and An introduction to the chemistry of the interac-
and statistical mechanics. Prerequisites: photosynthesis. Prerequisite: Ch 490/590. tion of light with matter. Absorption and emission
Ch 320, Ph 213, and Mth 253. of light, photochemical and photophysical pro-
Ch 492/592
Biochemistry: Nucleic Acids and Biological cesses, photochemical kinetics and mechanisms.
Ch 443/543
Numerical Data Analysis and Modeling in Information Flow (4) Reactivity of excited states of molecules and
Chemistry (2) Third term of a three-term course for students atoms. Prerequisite: Ch 441/541.
The study of statistical analysis of experimental preparing for professional biochemical work. Ch 662
data and modeling of chemical systems using Structure and function of nucleotides and nucleic Chemical Kinetics (4)
modern computational resources. Prerequisites: acids. Biochemical detail of DNA replication, Chemical kinetics in the gas phase and in solu-
Ch 320/321, and Ph 223 or Ph 213. Concurrent RNA transcription, and protein translation. tion, catalysis, and absolute rate theory. Expected
enrollment in Ch 440/540 recommended. Prerequisites: Ch 490/590 and 491/591. preparation: Ch 442/542.
Ch 444/544, 445/545 Ch 493/593 *Ch 663
Physical Chemistry Laboratory (3 3) Biochemistry Laboratory (3) Chemical Thermodynamics (3)
Laboratory work to accompany Ch 441/541, Introduction to general techniques of biochemis- The laws of thermodynamics and their applica-
442/542. One hour of lecture and one 4-hour try including purification and characterization of tions. Prerequisite: Ch 442/542.
laboratory period. Expected preparation: CH 321 enzymes. One 4-hour laboratory period, plus one *Ch 665
and concurrent enrollment in Ch 441/541, hour of lecture. Prerequisite: Ch 491/591 or con- Statistical Thermodynamics (3)
442/542 respectively. current enrollment. Foundations of the subject with application to the
Ch 451/551 Ch 503 equilibrium thermodynamics of gases, liquids, and
Materials Chemistry Laboratory (3) Thesis (Credit to be arranged.) solids. Prerequisite: Ch 664.
A suite of laboratory experiments in modern Pass/no pass only. *Ch 670
materials chemistry. Topics include nonmolecular Atmospheric Chemistry (3)
Ch 601
inorganic solids (semiconductors, superconduc- Research (Credit to be arranged.) Physical chemistry of the earth’s atmosphere,
tors, sols, and gels), thin polymeric films, magnet- Pass/no pass only. including global chemical budgets, atmospheric
thermodynamics, photo-chemical reactions in the *Ch 694 *Ch 695

lower and upper atmosphere, chemical properties Nucleic Acid Structure and Function (4) Advances in Biochemistry (3)
of aerosols, and global climate change. Comprehensive examination of nucleic acid struc- Current topics in biochemistry such as neurobio-
Prerequisite: Ch 442/542. ture-function relationships at the molecular level. chemistry, membrane structure, differentiation,
*Ch 693 Geometry of DNA and RNA will be presented, metabolic regulation, bioenergetics, nucleic acids.
Enzyme Structure and Function (4) along with the impact this has on gene expression. As subject matter varies, course may be repeated
Chemical and physical properties of enzymes; DNA structural thermodynamics and RNA- with consent of instructor. Prerequisite: Ch
energetics, kinetics, and mechanism of enzymatic directed catalysis will also be covered. 492/592.
reactions. Prerequisite: Ch 492/592. Prerequisites: completion of a full year of under-
graduate-level biochemistry (Ch 490, 491, 492).
Chicano/Latino
Studies
308 Neuberger Hall Credits expose students to available bibliographic resourc-
503-725- 8499 or 503-725-3472 ChLa 201 Introduction to Chicano/ es in the field.
Latino Studies........................................................ 4
www.chla.pdx.edu ChLa 301 Chicano/Latino Communities................... 4 ChLa 303
ChLa 302 Survey of Chicano/Latino Literature........ 4
Chicana/Latina Experience (4)
Certificate in Chicano/Latino Studies The social, political, and literary experience of
ChLa 303 Chicana/Latina Experience....................... 4
Span 301, 302 Third-Year Spanish............................ 8 women in the Chicano and Latino communities.
Admission requirements Upper-division electives from the following (or The women’s perspective and position in historical
other adviser-approved electives) including at events, community organizing, and social issues
Admission to the department is based on least 4 credits at the 400-level............................... 12 will be explored through literature, art, music, and
general admission to the University. See page ChLa 330 U.S. Latino Popular Culture (4) social science research.
37 for more information. ChLa 375 Southwestern Borderlands (4)
ChLa 330
ChLa 380 Latinos, the Economy, and Politics (4) Latino Popular Culture (4)
Certificate requirements ChLa 390 Latinos in the Pacific Northwest (4)
Explores a wide scope of Latino popular culture:
Chicano/Latino studies is the interdisciplin- ChLa 399 Special Studies (8)
highly produced entertainment (television, radio,
ary study of social, cultural, political, eco- ChLa 405 Reading and Conference (4)
film, magazines); commercial and non-commer-
nomic, and historical forces that have shaped ChLa 407 Seminar (4)
cial musical and artistic expression; popular cele-
ChLa 408 Workshop (4)
the development of the people of Mexico ChLa 410 Selected Topics (8)
brations; and the culture of “everyday life,” from
and other Latin American countries in the traditional folklore to newly invented customs and
ChLa 411 Chicano/Latino History (4)
United States over the past 300 years. rituals. Popular culture is examined to reveal how
ChLa 414 Chicano/Latino Literature (4)
Emphasis is on the experience of the ChLa 450 Latinos in the Education System (4)
Latino groups (Mexicans, Cubans, Dominicans,
Puerto Ricans, etc.), reinvent their culture, heri-
Chicano and other Latinos as residents and Total 36 tage, and ethnic identity in the United States, and
citizens in the United States and not in their how Latinos in the process are changing American
countries of origin or descent. popular culture and national identity. Students
The Chicano/Latino experience predates Courses will become familiar with theories of popular cul-
ture and get hands-on experience investigating a
from the mid-19th century when territories
ChLa 201 Latino popular culture form.
belonging to Mexico were occupied by the Introduction to Chicano/Latino Studies (4)
United States. Latinos living in the United An introductory history of Latinos in the United ChLa 375
States have, over the years, developed a rich Southwestern Borderlands (4)
States. Beginning with Spanish colonization and Social, economic, political organization, and rep-
and extensive literature. They have been moving to the recent migration of Latin and resentation of the United States/Mexico border-
involved in all aspects of American life and South Americans in the 1970s, 1980s, and early lands. While conflict characterizes the history of
have made major contributions in all areas 1990s. Special attention will be given to particular the interactions among border actors, the contem-
of society. events that shaped and influenced the Latino porary period reveals growing interdependence
experience, such as the Mexican-American War, and economic integration. Explores cultural and
Graduates with a certificate in Chicano/ Repatriation, Bracero Program, World War II,
Latino studies will have augmented their social formations of Anglo-Americans and
War on Poverty, the Chicano Movement, and Mexican Americans in a dynamic contact zone, as
major field of study by broadening their U.S. foreign policy in Latin America. well as the continuities and discontinuities in
scope of knowledge. They will have gained ChLa 301 popular and academic representations of the bor-
important insight into a very different cul- Chicano/Latino Communities (4) der experience.
ture within U.S. borders. This increased Contemporary sociological studies and theory
ChLa 380
awareness and insight will lead to successful used to understand and explain the status of Latinos in the Economy and Politics (4)
interaction on many levels of society. Chicanos and Latinos in the U.S. Topics will Offers an overview of economic and political
include family, gender relations, immigration,
Graduates also will be better prepared to work and employment, inter- and intra-ethnic
issues facing Latino communities in the United
enter the work force with its rapidly chang- States, with an emphasis on labor market experi-
and racial relations in the community. ence, the causes of poverty, and the role of politi-
ing demographics.
ChLa 302 cal and civic organizations in shaping Latino eth-
In addition to meeting the general PSU Survey of Chicano/Latino Literature (4) nic identity.
requirements for a degree in any field, stu- A representative overview of Chicano/Latino liter-
dents pursuing a certificate in Chicano/ ature covering poetry, theater, novel, short story, ChLa 390
Latinos in the Pacific Northwest (4)
Latino studies must complete 36 credits to and essay. The course will include literary tech-
Introduction to past and present experiences of
be distributed as follows: niques, modes of expression, trends in Chicano
Mexicans and other Latin American-origin popu-
and Latino creativity, critical approaches, and will
lations in the U.S. Pacific Northwest. Attention to
current population growth, including sources of ChLa 408 Examination of the works created by some of the
migration and settlement patterns. Explores the Workshop (Credit to be arranged.) leading Chicano/Latino novelists, poets, and short
present social, economic, and political status of Consent of instructor. fiction writers from the 1960s to present day. The
Latinos in this region of the country. Prerequisite: ChLa 410 course will look at the impact of their work and
ChLa 201. Selected Topics (Credit to be arranged.) how it impacts how Latinos view themselves and
ChLa 399 ChLa 411 their place in American society. Recommended
Special Studies (Credit to be arranged.) Chicano/Latino History Seminar (4) prerequisite: ChLa 203 or ChLa 302.
ChLa 401 This course will take an in-depth look at the his- ChLa 450
Research (Credit to be arranged.) tory of Chicano/Latino experience in this country Latinos in Education (4)
Consent of instructor. examining such issues as the Treaty of Guadalupe- Surveys historical and contemporary social science
Hidalgo and its affect on Latinos. Additional top- research on the factors influencing the educational
ChLa 405
Reading and Conference ics will include issues dealing with why the Puerto status of Latinos in the United States. A brief his-
(Credit to be arranged.) Rican and Cuban experience has been different tory of the Latino schooling experience serves as
Consent of instructor. than for other Latinos in this country. an introduction to current issues such as bilingual
Recommended prerequisite: ChLa 201. education, school segregation, and higher educa-
ChLa 407 tion access. Special attention is given to educa-
Seminar (Credit to be arranged.) ChLa 414
Chicano/Latino Literature (4) tional inequalities among Latinos and to the rela-
Consent of instructor. tionship between schooling and limited class
mobility. Prerequisite: upper-division standing.
Communication
23 Neuberger Hall munication courses plus Writing 222 or 333 ing departments, and 16 credits must be
503-725-5384 for a total of 64 credits. upper-division.
www.comm.pdx.edu Credits Courses taken under the undifferentiated
Comm 200 Principles of Communication................ 4 grading system (pass/no pass) will not be
B.A., B.S. Comm 311 Research Methods in
Minor Communication......................................................... 4
counted. A minimum grade of C is required
M.A., M.S. Comm 316 Communication, Individuals and for courses to be counted toward the minor.
Discourse.................................................................... 4 Adviser-approved film courses taken in com-
Comm 326 Communication, Society and Culture... 4 munication will also be credited toward the
Undergraduate Communication electives........................................ 44
Total 60
major.
programs
The Department of Communication offers
Wr 222 or Wr 333...................................................... 4
Total required courses 64
Graduate program
programs leading to degrees at both the Of the 44 credits of communication elec- The Department of Communication offers
undergraduate and graduate levels. tives, graduate work leading to the degrees of
The courses offered in communication are  At least 36 must be in upper-division Master of Arts and Master of Science in
based on the premise that an educated indi- communication studies courses, of Communication. In keeping with the
vidual must be able to think critically and which University’s mission to enhance the intellec-
analytically, comprehend political, social, cul-  At least 16 must be in course numbered tual, social, cultural and economic qualities
tural, institutional, international, and mediat- 400 and above. of urban life, our program focuses on dis-
ed communication, listen effectively, and be  No more than 8 credits may be counted course in urban communities, and our facul-
sensitive and adaptive to communicative toward the major from courses num- ty concentrate on research in the areas of
encounters with persons of diverse abilities, bered Comm 401 through Comm 409, Media Theories; Critical, Cultural and
backgrounds, and situations. The effective including Communication Internship. Relational Theories; and Cognitive Theories.
communicator has an understanding of the Requirements for minor in communica-
complexity and dynamic nature of the com- tion: To earn a minor in communication, a Admission requirements
munication process, as well as a sense of student must complete 28 credits with a min-
responsibility for the substance and conse- Admission to the program occurs once a year.
imum of 16 credits at the upper-division All materials are due by March 1 for students
quences of communicative interaction. level. Total for Comm 404 and Comm 409 to be considered for fall term admission.
may not exceed 8 credits. A minimum of 12
Admission requirements credits must be taken in residence at PSU.
Applicants must also apply separately to
Portland State University (see PSU Web site
Admission to the department is based on Requirements for minor in film stud- for information and deadlines).
general admission to the University. See ies: Students may elect to pursue a minor in For admission to graduate study, the stu-
page 37 for more information. film studies, jointly offered by dent’s background and preparation should
Communication, English, and Theater Arts reflect an ability to pursue graduate work in
Degree requirements and should consult the department adviser communication. It is not required that the
All classes in the major or minor must be for a complete list of courses that apply to applicant have an undergraduate degree in
taken for a letter grade and only classes the minor from offerings in communication; students with undergradu-
graded C or better will be counted toward Communication, English, and Theater Arts. ate backgrounds in related disciplines are
the major or minor. A minimum of 20 adviser-approved credits
Requirements for major in communica-
encouraged to apply. Should the student’s
in film studies is required. At least 16 of preparation be deemed inadequate in certain
tion: In addition to meeting the general
these credits must be taken at Portland State areas, the student will be required to over-
University requirements, the student must
complete a minimum of 60 credits in com- University from any of the three participat- come those deficiencies through formal
coursework and/or directed readings. All Comm 531 Qualitative Methods of Communication Overview of major topic areas in communication,
Research; including models of communication, social uses of
such work is separate from work toward the Comm 532 Critical Methods of Media Inquiry........ 8
master’s degree. language, communication codes-verbal/nonverbal,
Emphasis Area: listening and communication in interpersonal,
Application Process. Prospective students At least 4 courses ................................................... 16 group, intercultural, public, and mass media con-
should check the Department Web site for texts. Application of theory through skills develop-
specific application details, and applications Students are required to develop, in consultation ment and community focused assessments.
should be received by March 1. with their adviser, competency in one area of
emphasis in discourse in urban communities. Comm 199
Applicants submit a letter of introduction, Sample courses include: Special Studies (Credit to be arranged.)
a statement of purpose as to why they want Comm 420/520 Political Communication Comm 200
to pursue an advanced degree in communi- Comm 438/538 Everyday Talk Principles of Communication (4)
cation, official transcripts, TOEFL (for Comm 460/560 Framing & Mass Media Introduces the skills and concepts students need for
international students) and other relevant Elective Area: literacy in communication and provides a broad
introduction to the perspectives on communication
testing scores, three letters of recommenda- Complete 8 credits of elective coursework to com-
that will be encountered in upper-division
plement the student’s area of emphasis, in consul-
tion, writing samples, application forms, etc. tation with the adviser. Students are encouraged Communication courses. Pre-requisite for Comm
Whenever possible the three letters of rec- to choose electives from within the Department, 311, Comm 316 and Comm 326.
and courses taken outside the Department must be
ommendation should come from individuals approved by student’s program adviser in order to Comm 212
closely acquainted with the applicant’s aca- count toward the requirements of the degree...... 8 Mass Communication and Society (4)
demic career. For a list of requirements visit Thesis: A survey of the development of print, broadcast,
the Communication Department Web site, (6 credits) OR film, and new communication technology as social,
http://www.comm.pdx.edu/. Project: cultural, and economic forces in American society.
All students are admitted to the program on At least 6 credits....................................................... 6 Examination of news media and their relationship
to American political institutions. Discussion of
a conditional status. The conditional status Total: 50
advertising as an economic and popular cultural
will be removed when the graduate faculty force. Survey of major trends in media research.
determine that the student has made satisfac- Class research project examines content of contem-
tory progress in her or his academic program. porary commercial media.
Satisfactory progress is determined after stu- Program Options Comm 215
dents have completed at least 12 credits. All students complete one of the following Introduction to Intercultural
Students will be required to earn a minimum Communication (4)
with close supervision of their adviser. We Designed to give a theoretical understanding of
grade point average of 3.00, and students strongly encourage students to pursue the the process and role of communication (both
who earn less than a B-minus in any class will thesis option. mass and interpersonal) when faced with cultural
have their progress reviewed by the graduate a. Thesis. Students interested in a research or differences and plurality. Provides a background of
faculty. If the faculty agree that the student academic career, or who anticipate classical theories in intercultural communication,
has made satisfactory progress the conditional advanced graduate work leading toward a and in interdisciplinary areas (cultural studies,
status will be removed. gender studies, cultural anthropology, political sci-
Ph.D., should choose the thesis option. ence, and international development) where cul-
The thesis entails a systematic study of a
Degree and program significant problem and contributes to the
ture and communication have been theorized.
Discussions will focus on the changing cultural
requirements body of knowledge relevant to the study. terrain in the United States and upon internation-
All students must meet both University and Theses may be either quantitative or quali- alization and globalization of mass or popular cul-
tative. Each student who elects the thesis ture as it impacts other parts of the world.
Department requirements to successfully
complete the program in communication. We option will complete a written thesis and Comm 218
pass a final oral examination on the thesis. Interpersonal Communication (4)
offer a Master of Arts and a Master of Science Study of communication concepts, processes, and
degree. The M.A. requires foreign language Prior to beginning work on the thesis, stu-
practices in interpersonal contexts with applica-
proficiency, while the M.S. does not. All students must demonstrate proficiency in rel- tion of principles and concepts to actual interper-
dents must complete a total of 50 graduate evant theories and research methods. sonal communication situations. Includes situa-
credits, of which 44 are taken in coursework, Students must complete at least 6 thesis tional management and behavioral repertoire
plus an additional 6 credits toward the stu- credits (Comm 503). development, verbal/nonverbal code features
b. Project. Students who elect the project structuring conversation and relationships, charac-
dent’s thesis or project. Students entering this
option will complete an applied focus in teristics of functional relational systems, intercul-
program are expected to develop an under- tural/inter-ethnic factors.
standing and appreciation of the theoretical, discourse in urban communication. The
project is more creative than a thesis in Comm 220
conceptual and methodological breadth of Public Speaking (4)
the discipline and to develop expertise in the that the requirements may vary from stu-
Research, writing, delivery, and listening skills for
pursuit of particular interests in the study of dent to student, subject to the approval of oral presentation in a variety of settings, including
communication. the student’s committee. All projects must multicultural. Equal consideration given to speech
Each student’s program must be based on be grounded in relevant theories, concepts preparation and delivery with critical thinking,
the following: and practices, and all students who chose argument forms, and audience analysis empha-
this option must demonstrate appropriate sized. Issues of speech anxiety addressed.
Requirements
Core theory courses: Credits
research and methodological competency. Comm 227
Students must complete at least 6 project Nonverbal Communication (4)
Three core theory courses (listed below) are
required of each student and include the following: credits (Comm 506). The study of nonverbal communication as related
Comm 561 Social, Institutional and Media Theories to verbal communication. Course emphasis on
Comm 562 Cognitive and Relational Theories theories and typologies of nonverbal behavior.
Comm 563 Critical and Cultural Theories.............. 12 Courses Examination of the influence of such factors as
para-language, body movement, eye behavior,
Core methods courses:
Courses with an asterisk (*) are not offered every year. touch space, time, and physical and social envi-
Choose at least 2 of 3 courses (4 credits each):
Comm 521 Quantitative Methods of Comm 100 ronments. Course requirements include comple-
Communication Research Introduction to Communication (4) tion and report of a personal research project.
Comm 230 Comm 317 problems; the facts of differences being confused
Listening (4) Communicating About Violence and Children with attitudes about differences; perception of
Listening as an integral part of the communica- (4) women and men as speaking different languages
tion process. The contextual nature of competent Examination of theory and practice for the and communicator behaviors as choices.
and incompetent listening behavior is presented. improvement of communication with children
Comm 340
Topics include: knowing when to use emphatic (primarily grades K-6), regarding issues of child Interviewing (4)
listening instead of sympathetic listening, refrain- abuse (emotional, physical, sexual, and domestic A study of principles for effective interviewing
ing from using biased listening when comprehen- violence). Professional and interpersonal contexts with emphasis upon information-gathering, in-
sive listening would be appropriate. Opportunity are addressed. Multiple communication issues in depth interviewing. Examine interview structures,
to observe, assess and evaluate competent and relationship to children and violence include: cul- preparation of interview schedules, question
incompetent listening behavior in an extensive tural values and beliefs, stereotypes, media repre- phrasing, approaches to interviewer-interviewee
skill-building project. sentations, language use, nonverbal communica- relationship. Specific interview contexts will vary
Comm 311 tion, power, control and conflict. among employment, performance appraisal, help-
Research Methods in Communication (4) Comm 318 ing, and focus group, and will be examined from
Introduction to the assumptions and methods of Family Communication (4) both interviewer and interviewee perspectives.
research in the study of human communication. Focuses on the study of families from a commu- Prerequisite: upper-division standing. Comm 218
Students will learn to design and conduct practi- nication perspective; that is, how families create, recommended.
cal research projects and improve their ability to maintain and reinforce patterns of interaction
Comm 389
understand, evaluate, and use reports of research through daily living, story-telling and other habit- Ethics of Human Communication (4)
and scholarship encountered in future coursework ual forms of communication. Course applies the- Applies important ethical theories to communica-
and in everyday life. Prerequisites: Wr 222 or oretical frameworks such as family systems theory, tion settings and problems, including aspects of
333. social construction theory and dialectical theory interpersonal, group, organization, public,
Comm 312 to issues of courtship and relational development, Internet and mass communication, showing how
Media Literacy (4) the changes in the life of families, and family ethics relate to all communication events. Reveals
Focuses on building critical skills for evaluating roles. how communication can either validate or under-
mass media, going beyond the ways that messages *Comm 320 mine the basic humanity, dignity and value of
represent the world to the ways that messages and Advanced Public Presentation (4) others in the communication setting. Prerequisite:
the institutions that produce them actually consti- Designed for students who have basic experience junior standing, open to those outside of commu-
tute the social world. Primary issues include cul- in choosing, researching, organizing, and present- nication.
tural domination and empowerment; public opin- ing speeches, and who wish to augment their
Comm 399
ion and the legitimizing role of the media; mass skills in being a more dynamic and effective pub- Special Studies (Credit to be arranged.)
culture and ideology; cultural opposition; the lic speaker. The course requirements will include
several speeches presented in class, one speech Comm 401/501
political-economy of news media; and the general Research (Credit to be Arranged.)
role of media in political socialization. Extensive which must be presented in a different setting,
Consent of instructor. Communication
in-class and small-group media analysis. practice in impromptu speech making, as well as
Laboratory.
Comm 313 sharpening skills in audience-centeredness.
Prerequisite: Comm 220. Comm 404/504
Communication in Groups (4) Cooperative Education/Internship (Credit to
Focuses on communication processes in small, Comm 324 be Arranged.)
decision-making groups. Students examine the Critical Thinking and Argumentation (4)
A study of the relationship among evidence, rea- Comm 405/505
relation between actual communicative behaviors Reading and Conference
of group members and group structure, functions, soning, and argument. Course examines formal (Credit to be arranged.)
and outcomes. Topics include leadership emer- reasoning as well as practical argument in its actu- Consent of instructor.
gence and enactment, quality of problem solving al forms and uses in everyday life. Primary
strategies utilized, the impact of socio-cultural emphasis upon students’ ability to analyze evi- Comm 406/506
and institutional features on small group commu- dence, forms of reasoning, and arguments that Special Projects (Credit to be arranged.)
nicative practices. Theoretical application in the structure public issues of the day. Strongly recom- Consent of instructor.
critical analysis of various group settings and mended for all communications majors. Comm 407/507
effective communication in ongoing group proj- Comm 326 Seminar (Credit to be arranged.)
ects. Communication, Society and Culture (4) Comm 408/508
Comm 314 Develops the idea that communicative action is Workshop (Credit to be arranged.)
Persuasion (4) theoretically driven; continues the discussion of Comm 409/509
A consideration of concepts, principles, and theo- constitutive and social-cultural theories; distin- Practicum (Credit to be arranged.)
ries related to persuasion, and a consideration of guishes between normative and social science the- Comm 410/510
the role of persuasive communication in public ories of communication and introduces cultural Selected Topics (Credit to be arranged.)
discourse. Opportunity for practical application and critical theories of communication. Comm *Comm 412/512
of principles in student projects. Comm 100 or 326 develops ideas of interpretation and critique Empirical Theories
Comm 220 recommended. that are introduced in Comm 200. The course of Mass Communication (4)
extends ideas of normative theorizing including Surveys social scientific theories of mass commu-
Comm 316 nication. Prerequisite: Comm 212. Stat 243,
Communication, Individuals and Discourse (4) interpretive, critical and cultural theories of com-
munication. Required for communication Comm 314, or Psy 342 recommended.
Extends the discussion of empirical approaches to
communication introduced in Comm 200. majors. Comm 415/515
Introduces relevant social science theories of com- Comm 337 Problems of Intercultural Communication (4)
munication including theories based on cognitive, Communication and Gender (4) Builds upon the theories and issues discussed in
evolutionary, social psychological, constitutive and Study and practice of the skills involved in com- the introductory course by including contempo-
social cultural approaches. Students will study petent communication (primarily comprehensive rary and classical literature on multicultural and
communication as a process through which indi- listening and reading, and speaking and writing) intercultural communication. Identifies and ana-
viduals mutually shape and are shaped by culture in order to separate myths, assumptions and lyzes politically constructed categories of race, age,
through discourse. Comm 316 is a requirement notions from the facts, realities and truths about class, gender in society against the backdrop of
for the communication major and is recommend- communication and about women and men. debates on multiculturalism in the United States.
ed as a pre-requisite for all 400-level communica- Examination of communication and gender top- Examines these categorizations of race, class, etc.
tion courses. ics will include: the role of anger in communicat- in their historical, social, and cultural context,
ing about gender issues; the impact of the type of and how those have influenced mass-mediated
information on discussions about gender; gender and interpersonal communication. Uses mass
difference as a “catch all” explanation for gender media (television, radio, daily print media, music)
texts to provide examples of how we understand Comm 423/523 *Comm 439/539

“difference” and “otherness” in our daily lives. Organizational Communication (4) Gesture and Meaning in Everyday Talk (4)
Prerequisites: junior/senior standing or instructor Application of communication theory to the How humans use gesture and vocal intonation in
permission. study of human interaction in the organizational conversation, with a primary emphasis on infor-
Comm 416 context. Examination of the relationships between mal settings, interaction of gesture with language,
Theories of Communication (4) structural variables in the organization and infor- metaphorical aspects of gesture, and the contribu-
Examines the major lines of theoretical develop- mal communication channels, including analysis tion of gesture to cognitive and interactive pro-
ment in the study of human communication, as of leadership style, decision-making, conflict cesses of message origination and interpretation.
well as examining their diverse and alternative management, and computer-mediated communi- Recommended prerequisites: Comm 311 or
assumptive bases for theory construction and crit- cation. Course requirements include completion equivalent; upper-division or graduate standing.
ical analysis. Course offered multiple times each and report of a personal research project. *Comm 440/540
year. Prerequisites: senior-level standing. Prerequisite: upper-division standing. Comm 218 Metaphor, Play, and Humor (4)
and Comm 313 recommended. How metaphor, play, humor, and other forms of
*Comm 417
Communication and Conflict (4) *Comm 427/527 “non-serious” language and gesture contribute to
Examines assumptions underlying the selection of Issues in International Communication (4) the creation of meaning and sustaining of rela-
communicative behaviors in conflict situations, A study of historical and contemporary theories tionships in everyday social interactions. Topics
and the assessment of choices for expected or and practices in the conduct of trans-border com- vary from quarter to quarter, and may include:
desired consequences. Interpersonal, group, orga- munication. Topics may include international metaphor; playful communication; humor and
nizational, intercultural and international settings communication issues of law, diplomacy, conflict, irony; and narratives. May be repeated for under-
are examined. Examination of traditional and the Cold War, international organizations, mass graduate or graduate credit. Recommended pre-
nontraditional approaches to conflict manage- media, information, advertising and news flows, requisites: Comm 311 or equivalent; upper-divi-
ment. Required development of case study apply- and social-economic development, as well as dis- sion or graduate standing.
ing concepts of the course, and class presentation. cussions of specific cases of cultural and institu- *Comm 447
Comm 218, 313, 314, or 324 recommended. tional communication, spoken, written and pro- Communication and Aging (4)
duced, in various industrial and developing societ- Focuses on the intersecting areas of communica-
*Comm 418/518 ies. Prerequisite: upper-division standing or grad-
Advanced Interpersonal Communication (4) tion and gerontology. Ages of communicators as
uate standing. variables affecting the process and outcome of
Theory course in which students analyze current
concepts and theories related to inter-personal *Comm 430 interaction. Students examine communication
communication, comparing and contrasting vari- Advanced Speaking and Listening Skills (4) and aging through interaction (intrapersonal,
ous models and their relative adequacy in repre- Advanced work in the theory and practice of interpersonal, intercultural) and through context
senting the complexity of communication process- effective speaking and listening, employee and cli- (organizational, family, medical.) Student projects
es. The impact on actual communicative practices ent relations, and competency assessment. include interviews with elderly subjects and case
is examined. The influence of particular historical Addresses characteristics that differentiate effective studies.
perspectives and contemporary issues and trends on from ineffective communication. Develop and Comm 452/552
interpersonal communication is analyzed through implement a model for communication skill Gender and Race in the Media (4)
evaluation of empirical data and general cultural building through behavior modification. Primarily examines the representations of gender
texts. Research project required. Recommended prerequisite: senior or graduate and race, including age, class and sexual orienta-
standing. tion in various media (mainstream and alterna-
Comm 419
Gossip and Shop Talk: Interpersonal *Comm 436/536 tive), and will examine theoretical and method-
Challenges in the Workplace (4) Communication and Cognition (4) ological approaches which may be used to inter-
Designed for students in professions where com- Exploration of human communication from a pret these representations. In addition, considers
munication competencies are central to their posi- cognitive perspective. Prerequisite: graduate stand- the potential impact that media institutions have
tions, for those interested in developing as commu- ing or Comm 416 (or equivalent) and consent of on people’s lives, political decisions and social rela-
nication professionals or for those interested in instructor. tions. The overall aim is for students to under-
learning about the seemingly intangible factors *Comm 437/537 stand how their own cultural identities affect their
which contribute to the casually referred to “people Urban Communication (4) media consumption and social positioning. This
problem” in the workplace. Assessment of positive Course utilizes a cultural, contextual approach to course is the same as WS 452; course may only be
and negative interpretations of gossip; techniques the study of urban communication structures, taken once for credit.
to improve communication climates. processes and practices. Macro and micro features *Comm 457/557
Recommended prerequisite: upper-division stand- are examined with the goal of understanding the The Language of Violence (4)
ing. role of communication in structuring social life in Examination of violent language as a reflection of
Comm 420/520 urban environments. Relevant theories on urban culture. Students will identify violent attitudes,
Political Communication (4) life and multiple dimensions of verbal and non- themes, contradictions, metaphors, etc. implicit
An analysis of the relationship of communication verbal communication codes are examined as they and explicit in our language. Verbal abuse and
to the exercise of politics and political power. apply in urban contexts. Theoretical and empiri- verbal aggression, violent words and metaphors in
Topics may include the ethics and practices of elec- cal approaches recognize urban centers as dynamic everyday speech, and the use of descriptive lan-
toral politics, political ideologies, political advertis- multicultural environments. Research project guage to evaluative language when classifying acts
ing, propaganda, public opinion formation, the required. Prerequisites: senior-level or graduate of violence will provide insight into the notion of
role of mass media as a source and form of political standing. a “public violent mind.” Students will also exam-
communication, speech writing, public policy writ- *Comm 438/538 ine messages in violent entertainment, news
ing and analysis, political news writing, and politi- Everyday Talk: Structure and Process (4) reports, Internet, and other media. This course is
cal campaigning. The focus is on how communica- How humans organize talk, with a primary the same as WS 457; course may only be taken
tion strategies and media can be used to organize emphasis on face-to-face talk in an informal set- once for credit.
consent or dissent to ruling parties, representatives, ting. Attention will be given to the structure of *Comm 460/560
and ideas. Comm 212 recommended. roles and turns, sequencing of stages and topics, Framing and Mass Media (4)
Comm 422/522 issues of common ground and relevance, and cog- Examines how messages are constructed and the
Critical Theories in Mass Communication (4) nitive processes of message origination and inter- effects frames have on audiences. Framing theory
Surveys critical and institutional theories of mass pretation in particular contexts. Recommended is linked to propaganda, public relations, market-
communication. Primary focus is analysis of the prerequisites: Comm 311 or equivalent; upper ing, political communication and cognition, and
relationship between media and communication division or graduate standing. has a rich theoretical and methodological tradi-
institutions and the state and other social institution. Examines the conceptual definitions, and
tions. Prerequisite: upper-division standing. the underpinning theory and methodology used
in framing scholarship. Agenda setting, bias and
framing, public opinion formation, cultivation
analysis, behavioral effects, and macrolevel and assumptions regarding intent, effects, meaning, *Comm 533 Seminar:
microlevel methods are also examined. understanding, and interpretation, and their Organizational Communication (4)
*Comm 487/587 implications for studying communication from Examines the implications of evolving perspectives
Propaganda, Public Relations, and Media (4) modernist and post-modernist perspectives. in organizational theory, as well as cultural factors
Introduction to how mass media, particularly Specific topics vary with instructor. May be which may influence communication processes in
film, are used to promote causes, influence opin- repeated for graduate credit. the organizational context. Different approaches
ion, sell products and promote stereotypes. Two Comm 521 to assessing organizational communication pro-
streams of theory are pivotal to the course: theo- Quantitative Methods in Communication cesses are considered with relevance to enhancing
ries of propaganda, public relations, persuasion Research (4) organizational effectiveness and facilitating organi-
and mass media, and film theory. Prerequisite: An examination of the methods of quantitative zational transition and change. Course require-
junior, senior or graduate standing. empirical research in communication. Emphasis is ments include completion and report of a research
upon selected research designs, data collection and project.
*Comm 489/589
Media Ethics (4) analysis, data input for computer analysis with *Comm 556
Applies important ethical theories to decision statistical packages, results interpretation, and Seminar: Topics in Language, Meaning,
making within the mass media, including consid- writing reports of completed research. and Interpretation (4)
erations of personal, organizational, professional *Comm 525 Exploration of cognitive, linguistic, and interpre-
and cultural understandings of ethics to analyze Seminar: International Communication and tive approaches of emerging interest in the study
how decisions regarding media content are made. Culture (4) of human communication. Specific topics vary
Provides guidelines for identifying and under- Study and analysis of the international dimensions with instructor. May be repeated for graduate
standing ethical dilemmas commonly encountered of communication. Focus is on understanding the credit. Prerequisite: graduate standing.
by media professionals and help in making theo- cultural and power contexts and differences Comm 561
ry-grounded decisions in print and broadcast among and between peoples and institutions that Social, Institutional and Media Theories (4)
journalism, advertising and public relations, the establish the boundaries in the exchange of mean- This course surveys contemporary theories of
Internet, and entertainment media. Prerequisite: ings, values, and ideas. Emphasis is given to ques- communication from social, institutional and
junior, senior or graduate standing. tions of cultural, economic and political sover- media approaches. Focus of the course is on
eignty in the pursuit of national, regional, and broad, macrosocial theories about the role of
Comm 503
Thesis (Credit to be arranged.) personal identity and development. media in institutions and institutional influences
*Comm 528 Seminar: on communication, impacts on society and com-
Comm 506 munity of mass media, and the influence of new
Project (Credit to be arranged.) Communication in Relational Contexts (4)
Advanced work in interpersonal communication modes of media. This is part of a three-course
*Comm 511 sequence required of all first year master’s stu-
Introduction to Graduate Studies (4) theories, and concepts such as family, aging, and
conflict. Critique of current research in light of dents. Recommended prerequisite: post-bac or
Introduction to the development and scope of the graduate status.
communication discipline, including a critical such considerations as cultural constraints, shifts
examination of the lines of inquiry and methods in relational definitions and configurations. Comm 562
of investigation that shape the discipline. Research project. Prerequisite: graduate standing Cognitive and Relational Theories (4)
Emphasis is placed on those elements of scholarly or permission of instructor. Survey of cognitive, symbolic, interactive and rela-
inquiry that enable students to become competent Comm 531 tional theories of communication. Addresses the
consumers of current research and contribute to Qualitative Methods in Communication cognitive processes involved in creation and inter-
their ability to conduct original research in com- Research (4) pretation of messages in urban communities, and
munication. An examination of naturalistic empirical commu- the use and interpretation of language particular
nication research and the assumptive bases. to urban communities. This is part of a three-
*Comm 513 course sequence required of all first year master’s
Seminar: Communication in Institutional Particular attention given to descriptive, interpre-
tive, and critical approaches for analysis, and to students. Recommended prerequisite: post-bac or
Contexts (4)
specific methods of participant observation, inter- graduate status.
Various configurations and features of institution-
al life are examined. The impact of culture, poli- viewing, and textual analysis. Critical examination Comm 563
tics, media on organizational communicative of selected research as models for original student Critical and Cultural Theories (4)
structures and processes, communication consul- research. The course is a survey of critical and cultural
tation, institutional-community interface are Comm 532 communication theories of communication, and
among the topics covered. Current research is Critical Methods of Media Inquiry (4) addresses these approaches in the context of urban
examined. Students conduct an organizational Prepares graduate students for understanding and communities. This is part of a three-course
research project. Prerequisite: graduate standing or employing critical methodologies in research. sequence required of all first year master’s stu-
instructor permission. Repeatable for credit. Contrasts the context-based critical mode of dents. Recommended prerequisite: post-bac or
inquiry with the epistemological premises in posi- graduate status.
*Comm 514
Seminar: Topics in Communication, Culture, tivistic claims of value-free research. Offers ways
and Community (4) of integrating theory, methods, research strategy,
Examination and analysis of human symbolic and social criticism.
activity as the management of meaning, with the
capacity to shape and influence thought, action,
and world view. Particular attention given to
Conflict Resolution
239 Neuberger Hall the satisfactory completion of 12 graduate es. These four courses, combined with the
503-725-9175 credits with a minimum grade of 3.00 in core courses, must support at least two
each course and evidence of satisfactory emphasis areas. The program director main-
M.A., M.S.
progress toward the degree. tains a current list of recommended elective
The Master of Arts/Sciences degree program
courses that support emphasis areas.
in conflict resolution is an interdisciplinary, Degree requirements Practicum. Each student will complete a
academic program within the humanities 9 credit, 300-hour practicum (CR 509) that
and social sciences, as well as a professional University master’s degree requirements are
listed on page 67. Specific program require- covers at least one of the emphasis areas. The
program. The program’s general divisions practicum will be set up in consultation with
are: ments are listed below.
Students entering this program are expected the student’s program adviser. Optimally, the
 Conflict resolution theories, methods, practicum will give the student professional
and practices to develop an understanding and appreciation
of the theoretical, conceptual, and method- experience in an emphasis area, as well as
 International and intercultural conflict ological breadth of the field and to develop give the student ideas about research topics.
resolution Culminating experience. Students
expertise in the pursuit of their own particular
 Peace and justice interests in the study of conflict resolution. In must complete one of the following culmi-
These divisions include the following areas conjunction with the student’s adviser, each nating experiences. The decision to pursue
of emphasis: mediation, democratic dia- student will design a program based upon one or the other of these options is to be
logue, violence prevention, restorative jus- particular interests within the field of conflict made in conjunction with the student’s fac-
tice, peace education, nonviolent social resolution. ulty adviser.
change, international conflict resolution, This program will provide the student with  Master’s thesis. Each student will
intercultural conflict resolution, peace psy- the appropriate research competencies—criti- complete a thesis and pass a final oral
chology, law-related conflict resolution, envi- cal, qualitative, or quantitative—to pursue examination on the thesis. Students
ronmental conflict resolution, public policy independent inquiry under faculty guidance. must complete at least 9 credits of CR
conflict resolution, gender and peace, and The master’s degree program consists of a 503 Thesis; 9 credits maximum count
dispute systems design and evaluation. minimum of 63 credits of coursework, toward the degree. The thesis director
Graduate courses in conflict resolution are including 9 credits of thesis or project work and thesis committee will be selected, in
also offered in support of graduate programs and 9 credits of practicum work. Each stu- consultation with the program adviser.
in other fields. dent’s program must be based upon the fol- Prior to beginning work on the thesis,
lowing courses or their transfer equivalencies. all students will be required to take the
Admission requirements Credit Thesis Preparation Seminar where they
For admission to graduate study, the stu- CR 512 Perspectives on Conflict Resolution........... 4 demonstrate proficiency in relevant the-
dent’s background and preparation should CR 513 Philosophy of Conflict Resolution............... 4 ories and research methodology.
reflect an ability to pursue graduate work in CR 518 Psychology of Conflict Resolution............... 4  Master’s project. The student will
CR 515 Negotiation and Mediation......................... 4
conflict resolution. It is not required that the complete a major project relating to his
CR 524 Advanced Mediation.................................... 4
applicant’s undergraduate degree be in any CR 526 Intercultural Conflict.................................... 4
or her major area of study and present
specific academic discipline. Because the CR 522 Thesis Preparation Seminar......................... 1 the results, with a written report and lit-
program is broadly interdisciplinary, stu- At least one 4-credit course in research methods.. 4 erature review, to faculty and students.
dents with any undergraduate degree are (Several departments offer courses that satisfy this The student will comply with current
requirement, such as Anth 512, Eng 596, PS 595,
encouraged to apply for admission. Should Psy 597, Psy 598, Soc 592, Soc 593, Comm 521, program guidelines for selection of proj-
the student’s preparation be deemed inade- Comm 531). ect topic, project format, project com-
quate in certain areas, the student will be Areas of emphasis. All graduate stu- mittee, and presentation of the project
required to overcome those deficiencies dents are expected to develop a theoretical outcomes. The student will complete the
through formal coursework and/or directed competency in at least two areas of empha- project under the direct supervision of
readings. All such work is separate from sis. Areas of emphasis will be designed in the academic adviser. Students pursuing
work toward the master’s degree. consultation with the student’s program this option are required to sign up for at
Each applicant to the conflict resolution adviser. Areas of emphasis currently support- least 9 credits of CR 506 Special Project.
graduate program must submit a statement ed in this program include: mediation, dem-
of purpose explaining his or her reasons for ocratic dialogue, violence prevention, restor-
pursuing an advanced degree, along with an ative justice, peace education, nonviolent Courses
academic writing sample of at least ten pages social change, international conflict resolu-
CR 301
in length. Additionally, each applicant must tion, intercultural conflict resolution, peace Introduction to Conflict Resolution (4)
submit three letters of recommendation psychology, law-related conflict resolution, Introduces conflict resolution studies. Explores
from individuals closely acquainted with the environmental conflict resolution, public both the nature of conflict and our understanding
applicant’s academic career and, where appli- policy conflict resolution, gender and peace, of what resolution seeks to achieve. Emphasizes
cable, with the applicant’s professional back- and dispute systems design and evaluation. strategies students currently employ toward resolv-
Other areas of emphasis may be developed, ing conflict in their own lives, with suggestions
ground and competencies. and examples that broaden their understanding of
All students are admitted to the program according to particular student needs, in what is possible. Small groups, simulated conflict
on conditional status. Regular status and consultation with the program adviser. situations, role plays, and examples from commu-
retention in the graduate program requires Emphasis area coursework. Students nity service provide students with the opportunity
must take a minimum of four elective cours-
to both better understand their own strategies and CR 514 Introduction to a variety of approaches to thesis
develop new ones. Conflict Resolution in Divergent Settings (4) writing and research. Students examine completed
CR 417 Examination of the variety of settings where con- master’s degree theses in conflict resolution.
Introduction to Nonviolence (4) flict resolution takes place. Guest speakers share Recommended prerequisite: one year completed
Analysis of history of nonviolent action, of cam- their experience and theoretical insights. in the master’s degree program.
paigns for social change, of national liberation Prerequisites: CR 512, 513. CR 524
and of protection of populations and their CR 515 Advanced Mediation (4)
resources through witness, interposition and other Negotiation and Mediation (4) Focus on the qualities of the practitioner that
nonviolent strategies and tactics. Surveys the roots Introduction to collaborative approaches to enhance the practice of mediation. The practice
of the practitioners from religious to secular, per- responding to conflict. A theoretical framework of mediation involves a particular kind of pres-
sonal to political and studies examples of success will be established for using negotiation and ence, that of a non-judgmental observer. To main-
and failure. mediation in a variety of settings. Students will tain such a presence while in the midst of emo-
CR 512 learn how to function as a neutral third party tions, intense interactions, hostility, and conflict
Perspectives in Conflict Resolution (4) focusing on: conflict analysis, communication requires much clarity, steadiness, and stability.
Introduction to full scope of the master’s degree skills, maintaining a neutral role, creating a safe Students will learn ways to achieve these qualities
program. Since the program is intended to environment, and ensuring procedural, substan- through the cultivation of mindfulness.
embrace both humanities and social science orien- tive and psychological satisfaction. Ethical issues Recommended prerequisites: CR 515.
tations, students need to become acquainted with and concerns in the field of mediation will be CR 525
the methods and terms of criticism arising from presented. Recommended prerequisite: 3 credits Conflict Resolution Systems Design (4)
these sometimes-divergent disciplines. Students psychology or sociology. Acquaints the student with a systems approach to
also need to become acquainted with the diverse CR 517 designing conflict resolution services. These ser-
models of conflict resolution derived from both Nonviolence (4) vices are designed for a wide variety of settings to
the humanities and social sciences. A particular Designed to acquaint students with the theories handle conflicts effectively at the lowest cost.
focus will be given to the legal and ethical aspects and history of nonviolence from ancient times to Students learn to diagnose and correct problems
of these models, along with a full exploration of the present, with some speculation as to future in an existing system, as well as create and imple-
legalities and professional ethics in conflict resolu- use. Recommended prerequisite: 3 credits of phi- ment a wholly new system.
tion practice. Recommended prerequisite: 4 cred- losophy. CR 526
its literature and 4 credits psychology or sociology. CR 518 Intercultural Conflict Resolution (4)
CR 513 Psychology of Conflict Resolution (4) Explores the ways in which cultural similarities or
Philosophy of Conflict Resolution (4) Introduction to the psychological research and difference might influence the conflict resolution
Introduction to the insights that philosophy offers insights that illuminate conflict resolution theory process. In this context, culture is defined broadly
to the field of conflict resolution. The course will and practice. A dual focus on both methods and and will be considered as it plays a part in either
also explore the impact that conflict resolution research will be maintained throughout the cur- the actuality or perceptions of our experience. In
practice may have on philosophical theory. riculum. Recommended prerequisite: 3 credits addition, issues of power and marginality as they
Additionally, ethical issues that arise during con- psychology. relate to dynamics of culture will be explored.
flict resolution work will be carefully considered. CR 522 Students explore and learn from other cultures
Recommended prerequisite: 3 credits philosophy. Thesis Preparation Seminar (1) and apply this learning in the evaluation and use
of conflict resolution paradigms.
Economics
241 Cramer Hall ics; and to present courses that offer insight Admission to the department is based on
503-725-3915 into the economic problems of the day. general admission to the University. See
www.econ.pdx.edu “Admissions requirements” on page 37 for
more information.
B.A., B.S.
Minor in Economics Undergraduate
Degree requirements
Minor in International Economics
Minor in Political Economy
programs Requirements for major. In addition to
Secondary Education Program— The major in economics is required to take meeting the general University degree
Social Science 42 credits in economics courses, plus speci- requirements, the major in economics
M.A., M.S. fied courses in mathematics and statistics. must meet the following departmental
M.A.T. and M.S.T. (General Social Many majors concentrate their electives so requirements:
Science)
that they in effect establish a minor in busi- Credits
Ph.D. in Systems Science-Economics
Ph.D.—Participating department in ness administration, engineering, mathemat- Ec 201, 202 Principles of Economics......................... 8
Urban Studies Doctoral Program ics, or one of the other fields in the social Ec 311 Microeconomic Theory................................. 4
Ec 312 Macroeconomic Theory................................ 4
The program in economics is designed to sciences.
Ec 469, 456, 457, 460 (any one course).................... 4
meet four major objectives: to provide a
basic knowledge of economic analysis for the Admission requirements A minimum total of 28 credits of 300 and 400-level
coursework, including Ec 456, 457, 460, and 469
when not used to satisfy the 4-credit requirement
student intending to do undergraduate work As soon as students decide to become eco- immediately above. At least 16 of these credits
in preparation for a professional career in nomics majors, they should consult the must be in courses numbered above 410.............. 28
business or government; to serve as the core department secretary for referral to the Total in economics 48
of a liberal arts program for students plan- appropriate adviser. Economics majors who Mth 251 Calculus I..................................................... 4
anticipate that they may do graduate work Stat 243, 244 Introduction to Probability
ning to enter business or industry directly and Statistics.......................................................... 8
upon graduation; to provide courses prepar- in economics should consult their adviser to
Total in other fields 12
ing students for graduate work in econom- develop a proper background program.
Total 60
Majors must take a minimum of 16 cred- SECONDARY EDUCATION PROGRAM Economics elective courses, or partially with
its of coursework in residence from this Adviser: M. King a maximum of 8 credits of Economics
department and must maintain at least a (See Interdisciplinary Studies on page 261.) research. Students have two options for com-
2.00 grade point average in work completed pleting the Economics Electives and/or
in this department. Research requirement: (Option 1) elect 16
All courses used to satisfy the departmen- Graduate programs credits of Economics Electives; or (Option 2)
tal major requirements, whether taken in The Department of Economics offers gradu- elect 8 (maximum 12) credits of economics
the department or elsewhere, must be taken ate work leading to the Master of Arts and elective courses and 8 (minimum 4) credits of
for a letter grade and must be graded C- or Master of Science degrees. The department research to be completed in any combination
above. also participates in the Urban Studies of Ec 501, Ec 596, and Ec 597. Economics
Requirements for minor in economics. elective courses may be substituted by gradu-
To earn a minor in economics, a student Doctoral Degree Program. Specialized theo-
retical and applied courses in economics, ate courses from other departments with
must complete 28 credits (12 credits of Department of Economics approval.
which must be taken in residence at PSU), when combined with urban studies general
seminars, partially fulfill the requirements
to include the following: Credits
for the Ph.D in Urban Studies with an Core economics courses.......................................... 36
Credits
emphasis in economics. The Department of
Ec 201, 202 Principles of Economics......................... 8 Ec 560 History of Economic Thought (4)
† Upper-division economics electives (No more Economics participates in the Systems Ec 576 Advanced Microeconomics (4)
than 8 credits of Ec 410 or 469 will be accepted for Science Ph.D. Program. Candidates for the Ec 570 Econometrics (4)
Ec 575 Advanced Macroeconomics (4)
this minor. No omnibus courses other than 399 and Ph.D. in Systems Science-Economics are
Ec 571 Advanced Econometrics (4)
410 will be accepted).............................................. 20 encouraged to enroll in advanced courses in Ec 580 Mathematical Economics (4)
Total 28 economics, and may elect economics as a Ec 590 Applications of Advanced
† Additional prerequisites may be required..
major or minor field of study within that Macroeconomic Theory (4)
Courses must be taken for a letter grade program. For information relating to the Ec 591 Applications of Advanced
Microeconomic Theory (4)
and must be graded C- or above. Ph.D. programs, see pages 68 and 72. Ec 595 Applications of Advanced Econometrics (4)
Requirements for minor in international
Economics electives and/or Economics Research..... 16
economics. To earn a minor in international Admission requirements Option I: Economics Electives (16)
economics, a student must complete 28 credits Master of Arts or Master of Science. Option II: Economic Electives (8-12) and
(12 credits of which must be taken in resi- Admission to the master’s program in the
Economics Research (4-8)
dence at PSU), to include the following: Department of Economics requires, in addi-
Total 52
Credits In addition to the general requirements for
tion to the University admissions require- advancement to candidacy, the student must
Ec 201, 202 Principles of Economics......................... 8
Ec 440 International Trade Theory and Policy........ 4
ments: complete 12 credits in residence work for
Ec 441 International Monetary Theory and Policy. 4 1. A minimum of a 3.00 GPA in overall graduate credit in economics with a GPA of
Upper-division economics electives chosen from:.12 coursework and a minimum of a 3.00 at least 3.00 and be recommended by the
Ec 442 The Multinational Enterprise GPA in economics coursework. graduate committee of the department.
in the World Economy
2. Completion of the core undergraduate Any transferred graduate credits that satis-
Ec 445 Comparative Economic Systems
Ec 447 Economics of Transition
courses in the Economics program at fy University requirements may be applied
Ec 448 East Asian Economic Development Portland State University, including theo- toward major electives. Under no circum-
Ec 450 Economics of Development ry, statistics, and econometrics or present stances can the core requirements be waived
Total 28 equivalent competence. or substituted for with coursework from
Courses must be taken for a letter grade 3. Have a cumulative GPA of 3.50 in all other PSU departments or from other insti-
and must be graded C- or above. graduate credit earned at accredited institutions. Students with questions concerning
Requirements for minor in political tutions. transferred credits should contact the
economy. To earn a minor in political econ- 4. GRE scores of 1100 (quantitative and departmental office for advising.
omy, a student must complete 28 credits (12 verbal combined) or higher; GMAT can
credits of which must be taken in residence be substituted for GRE.
at PSU), to include the following: 5. Three (3) letters of recommendation.
6. Essay: Statement of Purpose.
Courses
Credits
Ec 201, 202 Principles of Economics......................... 8 Approximately 500 word essay on goals Courses with an asterisk (*) are not offered every year.
Ec 460 History of Economic Thought....................... 4 and aspirations for entering and complet- Economics does not allow credit for Ec 201, 202
Economics electives chosen from:.......................... 16 after credit has been earned in an upper-division eco-
ing the graduate program.
Ec 338 The Political Economy of Latin America nomics class for which Ec 201, 202 is a recommend-
Ec 339 Political Economy of Japanese Development A working knowledge of mathematics and
ed prerequisite.
Ec 345 Marxist Political Economy statistical methods is required for all stu-
*Ec 101
Ec 348 The Globalization Debate dents. This requirement may be fulfilled by Contemporary Economic Issues (4)
Ec 410 Women and Development examination or by the successful completion Introduction to economists’ approaches to some
Ec 411 Cultural Economics of courses in mathematics and statistics of the most pressing, current political and eco-
Ec 417 Women in the Economy nomic issues. Topics will vary depending upon
Ec 419 The Economics of Race and Ethnicity
approved by the Department. Differential
calculus, integral calculus and linear algebra the instructor, but are likely to include the sources
Ec 445 Comparative Economic Systems
are highly recommended. of economic development and growth, what con-
Ec 446 Institutional Economics
stitutes a desirable standard of living and quality
Ec 447 Economics of Transition
of life, analyses of poverty and inequality, eco-
Ec 450 Economics of Development Degree requirements nomic pressures on the family, and strategies for
Ec 451 Small Businesses in Developing Areas
Master of Arts or Master of Science. environmental sustainability.
Total 28
Students must complete a nine-course core Ec 201
Courses must be taken for a letter grade requirement (36 credits), with 52 credits in Principles of Economics (4)
and must be graded C- or above. total. Credit requirements beyond the core A study of the market system, involving the essen-
courses may be satisfied entirely with tials of demand and supply analysis; competition
and monopoly; labor public policy toward business; Ec 338 Ec 404/504

the distribution of income; international trade and The Political Economy of Cooperative Education/internship
commercial policy; comparative advantage, tariffs, Latin American Development (4) (Credit to be arranged.)
and quotas. Provides students an opportunity to analyze the Ec 405/505
political and economic complexities of develop- Reading and Conference
Ec 202
Principles of Economics (4) ment in Latin America. Studies the social, politi- (Credit to be arranged.)
A study of factors affecting the level of national cal, and economic institutions that have shaped Consent of instructor.
income: the essentials of money and banking; the the development process in Latin America; Ec 407/507
role of government expenditure and taxation in reviews competing theoretical frameworks; and Seminar (Credit to be arranged.)
achieving economic stability, growth, and devel- discusses current issues such as the foreign debt, Consent of instructor.
opment; international monetary issues including privatization, trade liberalization, and recurrent
financial crises. Ec 409
exchange rates and the balance of payments. Practicum (Credit to be arranged.)
Prerequisites: Ec 201. EC 339 By prior arrangement with the department, eco-
Ec 311 Political Economy of nomics majors may receive a maximum of 3 credits
Microeconomic Theory (4) Japanese Development (4) in their total undergraduate program for economics
Theories of consumer behavior and demand, pro- Key topics in the economic development of Japan research done in the community in conjunction
duction and cost, the firm and market organiza- in modern times. Investigation of political, social, with guided reading and regular consultations with
tion, strategic behavior, and functional income and historical factors that enabled Japan to the practicum instructor. Recommended prerequi-
distribution. This course cannot be counted as achieve its “miraculous” development since 1867 sites: Ec 201, 202, and consent of instructor.
credit for economics graduate students, but may through the post-WWII era. Examination of
aspects of Japan’s experience that can be applicable Ec 410/510
be taken by graduate students in other programs. Selected Topics (Credit to be arranged.)
Prerequisites: Ec 201. to development issues of other countries.
Ec 411/511
Ec 312 Ec 340 Cultural Economics (4)
Macroeconomic Theory (4) International Economics (4) Focus is on a general theory of economic develop-
Examines tools and models to analyze factors Examines trade and financial relations among coun- ment and growth, in the conceptual framework of
influencing the levels of output, employment, and tries with an emphasis on policy perspectives. culture and its evolution. The economic process
prices. Fundamentals of the theory of Business Outlines international policy options and the princi- fed by the dynamics of technological change is
cycles, economic growth, inflation. The role of ples that govern world trade and financial arrange- analyzed in cultural and social terms in the tradi-
government in dealing with these and related ments. Regional and international trade organization of institutional and/or evolutionary econom-
problems. This course cannot be counted as credit tions and currency arrangements will be discussed. ics. This framework is relevant and will be applied
for economics graduate students, but may be *Ec 345 to current issues such as: globalization, trade, jobs
taken by graduate students in other programs. Marxist Political Economy (4) and the environment, sustainable development,
Prerequisites: Ec 202, Ec 311 or consent of An inquiry into the contribution to social and corporate power, cultural lags and social justice.
instructor. economic thought advanced by Karl Marx. Based
Ec 417/517
on reading and interpreting primary sources. Women in the Economy (4)
Ec 314
Private and Public Investment Analysis (4) Considers the legacy of Marx’s ideas on the course Different economic theoretical perspectives are
Examines the tools required to analyze expenditures of history in the 20th century, and the potential presented to account for women’s particular eco-
that yield benefits over time—investments. The use influence in the 21st century. nomic roles currently and historically. Emphasis
of accounting documents and a focus on the time Ec 348 on women’s responsibility for child rearing and
value of money allows students to analyze choices The Globalization Debate: housework; women’s relatively low wages; occupa-
in a variety of security, loan, and equipment invest- Concept, History, and Theory (4) tional segregation by gender; economic differences
ment decisions. Works to clarify the meaning and conception of among women due to ethnicity, generation, and
globalization. Analyzes its roots from a historical class; and policy issues with particular importance
*Ec 315 and evolutionary perspective dating from the nine-
Economics of Sports (4) for women’s economic situation. Recommended
teenth century, on to the present and future pros- prerequisite: Ec 201.
Investigates the application of economic theory to
pects. Applies an interdisciplinary methodology to
the particular arena of sports. Emphasis is placed *Ec 419/519
present both the pros and cons of the globalization
on the theories of labor, industrial organization, Economics of Race and Ethnicity (4)
debate dealing with the World Trade Organization,
and quantitative methods and their application to Survey of the economic history of ethnic groups in
environmental, third world development and labor
such topics as player compensation and move- the United States, various economic theoretical per-
concerns. Applies different economic theories to
ment, stadium financing, team relocation, and spectives advanced to account for past and current
explain and analyze globalization in the context of
racial discrimination. experience of people of color in the U.S. economy,
the evolutionary dynamics of economic develop-
Ec 316 and examination of selected economic policy issues.
ment.
Introduction to Health Care Economics (4) Recommended prerequisite: Ec 201.
Provides an introduction to basic economic con- Ec 380
Introduction to Mathematical Economics (4) *Ec 420/520
cepts that are most relevant to the study of the Money And Banking (4)
Economic concepts are explored using mathemati-
health care system. Examines the efficiency and Functional and empirical definitions of money and
cal methods. Applications are drawn from a wide
equity implications of providing health care under interest rates. Characteristics and role of bank and
range of fields in economics including microeco-
the traditional fee-for-service system versus provid- non-bank financial institutions in determining the
nomics, macroeconomics, economic growth,
ing health care under the relatively new systems of level of money and interest rates. History of the
international trade, international finance, labor
health care delivery such as health maintenance Federal Reserve System. Instruments of monetary
and environmental economics, industrial organi-
organizations (HMOs), preferred provider organi- control by the Federal Reserve. Alternative models
zation and development economics. Mathematical
zations (PPOs), etc. Compares the American health of monetary influence on the economy.
methods utilized include equations, functions, sets
care system to the systems employed in other devel- Prerequisites: Ec 201, 202; Ec 312 or consent of
total and partial differentiation, and linear alge-
oped countries. Special attention will be paid to the instructor.
bra. Prerequisites: Mth 251, Ec 201, Ec 202.
delivery of health care in Oregon. *Ec 425/525
Ec 399 Economics of Industrial Organization (4)
Ec 332 Special Studies (Credit to be arranged.)
Economics of Environmental Issues (4) Study based upon the application of microeconom-
Examines several local, national and global envi- Ec 401/501 ic theory to the analysis of firms, markets, and
Research (Credit to be arranged.) industries. Search for economic explanations for the
ronmental issues. Students will be introduced to
Consent of instructor. structure of markets and for the behavior of the
some basic economic concepts and tools funda-
mental to understanding the social, economic and Ec 403 firms which trade in them. Seeks also to explain the
environmental impacts of current and proposed Honors Thesis (Credit to be arranged.) internal organization of firms and to assess the effi-
environmental policies. Consent of instructor. ciency of the market in determining organization.
Prerequisites: Ec 201; Ec 311 or consent of instruc- federalism and the theory and principles of public The economic feasibility and rationale of produc-
tor. debts. Recommended: Ec 201, 202. ing electricity using several alternative environ-
*Ec 426/526 Ec 436/536 mentally friendly technologies. The economic and
Economics of Regulation (4) Taxation and Income Policies (4) environmental costs and benefits of employing
Study of government regulation designed to con- Principles and problems of government financing. these technologies are identified and compared to
trol—or at least to influence—the performance of Critical analysis of alternative taxes as sources of the dominant technologies (coal, oil, hydropow-
the market in specific ways. Historical and eco- public revenue with emphasis on theories of inci- er). Alternative policies that provide incentives for
nomic analyses of three main forms of regulation: dence and economic effect. Recommended: Ec the adoption of green technologies are examined.
direct regulation of monopoly and competition, 201, 202. Recommended: Ec 201.
and social regulation to protect the environment Ec 437/537 Ec 445/545
and the individual. Recommended: Ec 201. Public Utility Economics (4) Comparative Economic Systems (4)
Ec 430/530 Examines the rationale, economic principles, and Introduces the evolutionary-institutional method
Resource and Environmental Economics (4) institutions of historic economic regulation. of analysis, incorporating history, the legacy of
Overview of different approaches to economic Contemporary theory of the firm and microeco- ideas, and the dynamics of change over time.
analysis of resources and environment, and funda- nomic pricing are analyzed. Technological changes Using this method, we shall examine economic
mental issues of economy/environment interac- suggest that to achieve economic efficiency it may systems of Ancient Rome, Medieval Feudalism,
tions, as well as the emerging subject of sustain- no longer be necessary or appropriate to subject the Laissez-Faire Market Economy, Fascist
ability. Covers the basics of standard environmen- energy and telecommunications firms to traditional Command Economy, and others. Recommended:
tal and resource economics including the theory utility regulation. There is academic enthusiasm for Ec 201, 202.
of externalities, resource allocation over time, displacing economic regulation with competition. Ec 446/546
common property resources, public goods and Deregulation and restructuring are explored with Institutional Economics (4)
valuation. Includes an overview of the economic emphasis on contemporary issues in Oregon, the Considers the contributions of seminal thinkers to
dimension of policies designed to protect and Pacific Northwest, and the nation. In particular, what is regarded as an alternate or heterodox
improve environmental quality and protect and difficulties in transformation to the marketplace school in economic science. Contribution of
efficiently manage natural resources. Prerequisite: will be examined. Expert guest lecturers from the Thornstein Veblen, John R. Commons, Wesley
Ec 201. utility and regulatory communities will be sched- Mitchell, Simon Kuznets, Clarence Ayres, Gunnar
Ec 431/531 uled, and contemporary scholarly literature will be Myrdal, and John Kenneth Galbraith, as well as
Urban Economics (4) reviewed. Recommended: Ec 201, 202. more contemporary thinkers will be explored.
Functions of the urban economy: the market sec- Ec 440/540 Institutional theory will be compared and con-
tor and the public sector. Economic analysis of International Trade Theory and Policy (4) trasted with neoclassical economics, and shown as
issues such as land use, environmental quality, Theories of international trade. Analysis of the a viable theory posing a formidable challenge to
transportation, housing, income distribution, and normative aspects of trade including the gains the dominant paradigm of orthodoxy. Neo-
the organization and financing of urban public from trade and the effect of trade on economic institutionalist challenges will also be considered.
services. Recommended: Ec 201, 202. This course welfare. Examination of international trade policy Ec 447/547
is the same as USP 431/531; course may only be and issues of economic integration, economic Economics of Transition (4)
taken once for credit. growth, and current trade problems. Prerequisites: Examines the formation of the Soviet-type eco-
Ec 201; Ec 311 or consent of instructor. nomic system in the 1920s and 30s and its dis-
Ec 432/532
Advanced Environmental Economics (4) Ec 441/541 semination after World War II to Eastern Europe,
Examination of the economics of environmental International Monetary China, and other selected countries. Emphasis is
degradation, externalities and pollution control. Theory and Policy (4) placed on the history of ideas and the historical
Emphasis is on the theoretical aspects of market Balance of payments theory including balance of setting which gave rise to the Soviet model.
failure, policies/regulations to promote efficient payments accounting and foreign exchange mar- Includes the examination of the internal contra-
outcomes and policy applications. Prerequisites: Ec ket; theoretical models of fixed and flexible dictions of the model, the “unwinding” of
311 and Ec 430/530 or permission of instructor. exchange rate systems using both Neoclassical and planned socialism, and the prospects for the move
Ec 469 or equivalent recommended. Keynesian approaches. Historical evolution of the toward mixed market economies. Recommended:
international monetary system. Current interna- Ec 201, 202.
Ec 433/533
Advanced Natural Resource Economics (4) tional monetary policies and problems. Ec 450/550
An examination of the economic concepts and Prerequisites: Ec 201, Ec 202; Ec 312 or consent Economics of Development (4)
theories for analyzing natural resource production, of instructor. Examines problems of post-colonial legacy: under-
extraction and use. Focus on natural resources, Ec 442/542 development and persistent poverty. Rapid popu-
such as land, minerals, forests, fisheries and wild- The Multinational Enterprise lation growth, uneven development, capital flight,
life and the barriers to achieving sustainability. in the World Economy (4) dual economy, brain drain. Industrialization strat-
Regional, national and international case studies The study of the multinational (transnational) egies, foreign trade, education and human capital,
used to illustrate key policy issues. Prerequisites: enterprise as a form of direct foreign investment. population slowdown, microcredit institutions,
Ec 311 and Ec 430/530 or permission of instruc- Analysis of theories of direct investment; the role of women. Prerequisites: Ec 201, 202.
tor. Ec 469 or equivalent recommended. impact of the multinational enterprise on the *Ec 451/551
national and international economy and the rela- Microenterprises in Developing Areas (4)
Ec 434/534 tionship of such firms to the concept of the
Business Environmental Management Examines role of small businesses in promoting
Economics (4) nation-state. Recommended: Ec 201, 202. economic development in low income areas in
Examines the economic costs and benefits that Ec 443/543 Asia, Latin America, and Africa. Entrepreneurship
affect the decisions of business firms to develop Global Environmental Economics (4) as motor of economic growth and social transfor-
integrated environmental management systems. An examination of economic forces and theories mation. Appraisal of institutions as constraints
Analysis of policy options to foster business envi- to understand the causes of global environmental and advantages. Consideration of complex politi-
ronmental management for public goods. Case problems and evaluate policy options. Primary cal environments affecting small business. Survival
studies of selected firms. Recommended: Ec 201. emphasis is on developing countries and countries strategies of entrepreneurs. Recommended: Ec
Ec 435/535 in transition, though linkages with developed 201, 202.
Public Spending and Debt Policy (4) countries also considered. Topics include poverty, Ec 453/553
Analysis of the role of the state in a competitive population, economic development and the envi- Theory of Economic Growth (4)
economy. Development of decision rules for state ronment, global warming, biodiversity protection, Introduction to the theory of economic growth.
economic action. Includes a detailed study of the sustainability, and pollution control. This course will emphasize the theoretical basis
principles of voting, public budgeting including *Ec 444/544 and the models developed to measure growth and
cost benefit analysis and PPBS, the theory of fiscal Economics of Green Power (4) change in modern industrial societies.
Recommended: Ec 201, 202.
†Ec 456/556 Ec 472/572 Ec 581

American Economic History: the First Century Time Series Analysis and Forecasts (4) Advanced Microeconomics (4)
(4) Time series analysis, emphasizing model identifica- Theory of consumer behavior and of the firm.
The economic background of the War of tion, estimation, and forecasting. Non-stationary Market and multimarket equilibrium and stability.
Independence and the seeds of the Civil War. time series analysis includes unit root and cointe- Varieties of imperfect competition. Prerequisites:
Industrialization, urbanization, and development gration tests. Techniques of moving average, differ- Ec 480/580 or consent of instructor.
of the frontier. Rise of big business and organized encing, and autocorrelation adjustment are intro- Ec 582
labor. Laissez-faire, federalism, and the gradual duced. Diagnostic checking following the model Advanced Macroeconomics (4)
emergence of the national government in eco- evaluation provides the base model for forecasting. Theories of national income, employment and
nomic policy. Changes in foreign trade and in the Recommended: Ec 469 for 472, 570 for 572. price levels with special emphasis on recent devel-
international position of the U.S. Ec 480/580 opments in analytical techniques and empirical
Recommended: Ec 201, 202. Mathematical Economics (4) findings. Prerequisites: Ec 480/580 or consent of
† Also offered as Hst 438/538. Mathematics for economists. Applications of dif- instructor and Ec 581 or consent of instructor.
‡Ec 457/557 ferential calculus and matrix algebra to economics. Ec 583
American Economic History: the 20th Century Topics include consumer theory, production func- Impact Assessment (4)
(4) tions, and applied general equilibrium Empirical techniques employed in measuring the
Economic impact of U.S. involvement in World models. Prerequisites: Ec 311, 312, and 380 (or impacts associated with land use change. Topics:
War I. Postwar structural changes. Waning of lais- equivalently: Mth 251, 252 and Mth 261 in place goals achievement matrix approaches to impact
sez-faire. Causes of the Great Depression. of Ec 380). assessment; trade-offs between community and
Economic policies of Hoover and Roosevelt regional welfare; distance and times in urban anal-
Ec 485/585
administrations. The New Deal reforms. World Cost-benefit Analysis (4) ysis; estimating the social profitability of land
War II and emergence of the administered system. Main theory and empirical methodologies for development; cost-benefit analysis applied to free-
Evolution of the mixed economy and growing role assessing costs and benefits of projects with vary- way location techniques for valuation of non-
of the government. The industrial-military coming timeframes and levels of uncertainty. Focus on priced resources; measuring municipal revenue
plex. Social imbalance. Recommended: Ec 201, public projects, including environmental, infra- and expenditure impacts; gravity models and
202. structure and social service activities. transport demand estimation; economic base anal-
‡ Also offered as Hst 439/539. Methodologies for valuation of nonmarketed ysis for employment and population impact
Ec 460/560 goods, such as environmental services, also cov- assessment; and estimating air and noise pollution
History of Economic Thought (4) ered. Prerequisite: Ec 201. associated with land development. Recommended:
Selections from the economic writings of various Ec 486/586 Ec 474.
thinkers from antiquity through the Reformation. Project Evaluation (4) Ec 591
A survey of the work of the most important eco- Cost and benefit evaluation. Choice of projects. Applications of Advanced Microeconomic
nomic theorists of the 18th, 19th, and 20th cen- Case studies related to water resources, transporta- Theory (4)
turies including Adam Smith, Ricardo, Marx, tion, and industrial projects. Recommended: Ec Applies theories of consumer and producer behav-
Marshall, Veblen, and Keynes. Readings include 474. ior to a variety of real world problems. Different
original writings and interpretations by later econ- sub-disciplines of microeconomics will be covered,
omists. Scholars will be studied in terms of their Ec 487/587
Economic Planning (4) which may include two or three of the following:
historical context and the contemporary relevance information economics, environmental econom-
Aspects of the economic planning process including
of the theories and policy recommendations. ics, economics of regulation, industrial organiza-
target setting, tests of feasibility, consistency, optimal-
Prerequisites: Ec 201, 202. tion, law and economics, natural resource eco-
ity, and plan implementation. Recommended: Ec
Ec 461/561 474. nomics, labor economics, regional economics,
The Economics of Empire and War (4) urban economics, and the economics of contract-
Historical and contemporary analyses of the eco- Ec 503 ing. For each sub-discipline covered, the most
nomic motivations and consequences of imperial- important economic model will be discussed and
ism and war, distinguishing formal and informal Ec 522 a review of major research studies and techniques
imperialism, with a particular focus on the recent Economics of Sustainability: Theory and will be undertaken. Prerequisites: Ec 581 or con-
Practice (4)
history of the United States. Prerequisites: junior sent of instructor.
Economic concepts and theories for analyzing sus-
standing. Expected preparation: Ec 201 and 202. Ec 592
tainable development, including the emerging
Ec 465/565 field of ecological economics. Roles and practices Applications of Advanced Macroeconomic
Labor Economics and Industrial Relations (4) of the business, government and nonprofit sectors Theory (4)
After a survey of the history of American labor in fostering sustainability. Coverage includes current topics of interest in
market institutions including unions, this course macroeconomics. The focus is on the applications
investigates the big questions in labor economic Ec 570 of neoclassical and Keynesian theories of macro-
Econometrics (4) economic theory to a variety of real world prob-
theory including the sources of unemployment,
Covers the theory and application of statistical lems. The various sub-disciplines of macroeco-
wage determination, and the reasons demographic
regression, hypothesis testing, and simulation of nomics that may be covered include: financial
groups fare differently in the labor market. Also
econometric models. Emphases are placed on economics, monetary economics, economic
considered are appropriate policies for current
model construction and efficient use of economic growth models, labor economics, public finance,
developments in the labor market, such as increas-
data. Problems of multicolinearity, heteroscedas- international economics, and radical macroeco-
ing wage inequality, globalization, and the wide-
ticity, autocorrelation, and distributed lags are dis- nomic thought. Prerequisites: Ec 582 or consent
spread use of new technologies.
cussed. Some familiarity with calculus, matrix of instructor.
Recommended: Ec 201.
algebra, and computer applications are assumed.
EC 469/569 Prerequisites: Ec 469 or consent of instructor. Ec 595
Introduction to Econometrics (4) Applied Advanced Econometrics (4)
General survey of empirical techniques useful for Ec 571 Covers advanced topics related to methodological
Advanced Econometrics (4) issues in econometrics, with emphases on compu-
economic analysis. Focus on the applications of
Advanced econometrics topics including systems tation, simulation, and non-linear methods in
mathematical tools and regression analysis in eco-
of linear equations, panel data, nonlinear models, econometrics. Nonlinear econometric models
nomics. Quantitative topics will be introduced
nonparametric estimation and prediction, and including Box-Cox variable transformation,
systematically with hands-on case studies and
applications in consumption and production autoregressive time series analysis, and qualitative
examples related to the fields of economics, public
models. Data resources available to the practicing choice models. Simulation-based econometrics
policy, and urban studies. This course will not be
economist will be covered. Prerequisites: Ec 570 covers topics of Monte Carlo experiments and
counted as credit for economics graduate students,
or consent of instructor. bootstrapping methods. Prerequisites: Ec 570, 571
but may be taken by graduate students in other
programs. Prerequisites: Ec 201, 202, Mth 251, or consent of instructor.
Stat 243 and 244.
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 cov- Extended analysis of microeconomic theory cover-
field project requirement. Course activities ering static, deterministic models through recent ing individual and social choice issues. Selected
include: independent reading on researchable dynamic and stochastic macro modeling. Analytic topics of interest and significance include but are
field-related topics; individual development of a tools in both theoretic and empirical models are not limited to: rational choice behavior of con-
research project, i.e., selection of a subject and illustrated in the study of inflation, unemploy- sumers and producers, theory of the market, par-
plan of study; and periodic reporting of individual ment, growth and government policy. tial and general equilibrium analysis, welfare eco-
research projects progress. Recommended: Ec 595. Recommended: Ec 575. nomics, and economics of inflation.
Recommended: Ec 576.
English
Eng 360‡ American Literature to 1865
405 Neuberger Hall Admission requirements Eng 363 American Literature 1865-1965
503-725-3521
Admission to the department is based on Eng 364, 365, 366 American Fiction
www.english.pdx.edu/ Eng 367 Topics: American Literature and Culture
general admission to the University. See page
Eng 384, 385 Contemporary Literature
B.A.—English 37 for more information. Eng 411‡, 412 English Drama
B.A., B.S.—General Studies: Arts and Eng 426‡ Advanced Topics in Medieval Literature
Letters Degree requirements Eng 430‡ Advanced Topics in Sixteenth
Minor in English Century Literature
Requirements for major. In addition to
Minor in Film Studies Eng 440‡ Advanced Topics in Seventeenth
Minor in Writing
meeting the general University degree require- Century Literature
ments, the English major will meet the fol- Eng 441‡ Advanced Topics In Renaissance
Secondary Education Program Literature and Culture
M.A. lowing requirements for the B. A. degree:
Eng 450† Advanced Topics in Eighteenth
M.A./M.S. in Writing Lower-division courses Credits Century Literature
M.F.A in Creative Writing Two courses selected from the following:.............. 8 Eng 458‡ Advanced Topics in Romanticism
Eng 201 Shakespeare Eng 460‡ Advanced Topics in American
Eng 204 Survey of English Literature Literature to 1800
Eng 461 Advanced Topics in American
Undergraduate
Eng 205 Survey of English Literature
Eng 253 Survey of American Literature Literature to 1900
Eng 464 Advanced Topics in American
programs
Eng 254 Survey of American Literature
Literature: 20th Century
Eng 260 Introduction to Women’s Literature
Eng 467 Advanced Topics in American Literature
Wr 200 Writing about Literature and Culture
The study of English has long been consid-
Total lower-division credits 8† Eng 475, 476 Advanced Topics in Victorian
ered one of the best ways to obtain a liberal Literature
Upper-division courses
education. Courses are designed to develop Eng 477, 478 American Poetry
Theory (Group A)
students’ critical capabilities, to deepen their Eng 480 Advanced Topics in Twentieth Century
Eng 300..................................................................... 4 British Literature
understanding of diverse cultural issues, and Elective in criticism and practice.............................. 4 Eng 486 Contemporary American Novel
to improve their abilities to analyze and pro- Eng 491, 492 Literary Criticism Eng 487 Contemporary American Short Story
duce complex texts. The department pre- Eng 493 Advanced Topics in Feminist Theory Eng 488 Contemporary American Poetry
Eng 494 Topics in Critical Theory and Methods
pares its majors for careers in writing and Also see: Eng 306, 308, 405, 407, 447, 448, 410 for
Literatures of Ethnicity, Gender, Class, and Culture pre-1800’s
teaching, as well as for a variety of profes- (Group B) †Adviser-approved lower and upper-division credits may
sions in which high levels of literacy and Electives..................................................................... 8 be substituted for some or all of these lower-division
credits.
critical thought are required. Eng 309 American Indian Literature ‡ Indicates pre-1800 courses.
Various concentrations in literature and Eng 330 Jewish and Israeli Literature
Writing, Rhetoric, Composition, and Linguistics
Eng 351, 352, 353 African American Literature
writing allow students flexible ways to com- Eng 369 Asian-American Literture
(Group D)
bine interests in the literary arts with person- Eng 387 Women’s Literature
One upper-division writing course.......................... 4
al and professional goals. Community-based Elective....................................................................... 4
Eng 420 Caribbean Literature
Eng 325 Grammar and the Sentence
learning courses encourage students to inte- Eng 421, 422 African Fiction
Eng 331 Introduction to Rhetoric and
grate their academic skills with experience in Eng 443, 444 British Women Writers Composition Studies
Eng 445, 446 American Women Writers
the metropolitan area. Indeed, the breadth Eng 469 Asian-American Literature and Culture
Eng 413 Teaching and Tutoring Writing
Eng 414 Contemporary Composition Theories
of knowledge and the communication skills Period Studies in British and American Literature Eng 415 Research Methods in Composition
that English majors typically acquire make (Group C) Eng 425 Practical Grammar
them attractive to many potential employers At least one pre-1800 courses.................................. 4 Eng 490 Rhetoric
and prepare them for graduate work leading At least two upper division courses must be 400 Eng (appropriate adviser-approved course
level English courses (course prefix "Eng".............. 8 offered under omnibus number)
to professions such as law. Eng 301‡ Topics: Shakespeare Ling 390 Introduction to Language
For those who wish to teach, the English Eng 313 The American Short Story Wr 300 Topics in Rhetoric and Composition
Department prepares majors for graduate Eng 320‡ 321 The English Novel Wr 312 Intermediate Fiction Writing
work leading to teaching certification or for Eng 340‡ Medieval Literature Wr 313 Intermediate Poetry Writing
Eng 341‡ Renaissance Literature Wr 314 Intermediate Nonfiction Writing
entry into graduate master’s or doctoral pro- Eng 342‡ Restoration and 18th Century Wr 319 Planning and Producing Publications
grams in English. PSU graduates in English Literature Wr 323 Writing as Critical Inquiry
have gone on to succeed in advanced degree Eng 343‡ Romanticism Wr 324 Advanced Writing about Literature
programs at many major universities. Eng 344 Victorian Literature Wr 327 Technical Report Writing
Eng 345 Modern British Literature Wr 328 News Editing
Wr 330 Desktop Publishing I major requirements, whether taken in Wr 330 Desktop Publishing I
Wr 333 Advanced Composition Wr 399 Special Studies. Topics vary, including:
the department or elsewhere, must be Feature Writing, and Nonfiction Writing.
Wr 412 Advanced Fiction Writing
Wr 413 Advanced Poetry Writing taken under the differentiated grading Wr 404 Internship and Cooperative Education
Wr 416 Screenwriting option and must have been assigned a Wr 410 Special Topics in Writing. Topics vary,
Wr 420 Writing: Process and Response grade of C or above. including: Legal Writing, Writing for
Presentations, Publications Project Management,
Wr 425 Advanced Technical Writing  No more than 12 credits of coursework Information Technology for Writers, Multimedia
Wr 426 Document Design
Wr 427 Technical Editing
taken for the Film Minor may be Production
applied to the English major. Wr 416 Screenwriting
Wr 428 Advanced News Writing
Wr 425 Advanced Technical Writing
Wr 429 Writing Computer Documentation  A minimum of 24 credits in English Wr 426 Document Design
Wr 430 Desktop Publishing II and/or writing at PSU is required. Wr 429 Writing Computer Documentation
Wr 456 Forms of Nonfiction Requirements for minor. To earn a Wr 430 Desktop Publishing II
Wr 457 Personal Essay Writing
Wr 458 Magazine Writing
minor in English a student must complete One writing intensive course
Wr 459 Writing the Memoir 28 adviser-approved credits (12 credits of Any adviser-approved, upper-division expository
writing, creative writing, or technical/profession-
Wr 460 Introduction to Book Publishing which must be taken in residence at PSU). al writing course, excluding Wr 323.
Wr 461 Book Editing  Twelve credits must be literature courses. One course from another department approved
Wr 462 Book Design and Production
Wr 463 Book Marketing and Promotion
 Sixteen credits must be at the upperdivi- for inclusion in the technical/professional writing
minor (see list in English Department)
Wr 464 Bookselling sion level.
Total 28
Wr 470 Intellectual Property and Copyright  No more than 8 credits total and no Requirements for the minor in film
Wr (appropriate adviser-approved, upper-division more than 4 credits in each of the fol- studies.The film studies minor is offered
course)
lowing may be applied to the English through the Departments of English,
Electives (Group E)
minor: Eng 199, 399, 401, 405, 408, Communication, and Theater Arts. The
Electives in theory, literature, writing, and rheto-
ric.‡ May include up to four adviser-approved, 409, Wr 199, 399, and/or 405. minor requires 28 credit hours in appropri-
lower-division credits)............................................. 16  With the exception of upperdivision ate coursework, including internships and
Total upper-division credits 52 creative writing courses, any course used advisor-approved courses at the Northwest
Total 60 to satisfy departmental minor require- Film Center. Students may select from a
‡Courses to be selected from any upper-division English ments must be taken under the differen-
course (with the exception of Eng 474) or from any writ- number of courses listed in various depart-
ing course listed under Group D. tiated grading option and must have ments throughout PSU. These include
English majors will be expected to choose been assigned a grade of C or above. courses offered by the Departments of
their courses in consultation with their advis- Upperdivision creative writing courses World Languages, Art, History, Black
ers. For upper-division coursework in the sev- assigned a grade of pass may apply to Studies, Women, Gender, and Sexuality
eral groups, consult the following lists of the minor. Studies, Sociology, and more.
acceptable courses: Note: The following courses will not count
Credits
Alternate courses. The following cours- as part of the English minor: Wr 115 Eng 304 Critical Theory of Cinema.......................... 4
es, depending on their content, may fulfill Introduction to College Writing; Wr 121 TA 331U Understanding Movies.............................. 4
major requirements in Groups A, B, C, and English Composition; Wr 211 Writing Film History................................................................ 8
D. Students should consult specific offerings Practice; Wr 222 Writing Research Papers; Electives................................................................... 12
each term and meet with their adviser to and Wr 323 English Composition Note: Electives may include additional the-
have them approved: Requirements for minor in writing. To ory or history classes, as well as classes in
Eng 305 Topics in Film earn a minor in writing, a student must film production at the Northwest Film
Eng 306 Topics in Literature and Popular Culture Center. All courses in the minor must be
complete 28 credits (12 credits of which
Eng 308 Cultural Studies in Literature
Eng 367 Topics in American Lit and Culture
must be taken in residence at PSU), to taken for a letter grade rather than Pass/No
Eng 399 Special Studies include the following: pass. Up to 12 credits taken for fulfillment
Eng 407 Seminar Group I: Foundation courses Credits of the Minor in Film Studies may be applied
Eng 410 Special Topics Three courses chosen from the following:............ 12 to the student’s major. Courses taken for
Eng 441 Advanced Topics in Renaissance Lit and For creative: fulfillment of the Minor in Film Studies
Culture Wr 212 Introduction to Fiction Writing
Eng 447 Major Forces in Literature
may also be applied to University Studies
Wr 213 Introduction to Poetry Writing
Eng 448 Major Figures in Literature Wr 312 Intermediate Fiction Writing
requirements.
Eng 449 Advanced Topics in Cultural Studies Wr 313 Intermediate Poetry Writing
Eng 467 Advanced Topics in American Lit and
SECONDARY EDUCATION PROGRAM
Wr 412 Advanced Fiction Writing
Culture
Wr 413 Advanced Poetry Writing
(GTEP)
Eng 494 Topics in Critical Theory and Methods
For technical: Students who complete a major in English
Wr 399 Special Studies and wish to teach English in secondary
Wr 227 Introduction to Technical Writing
Wr 410 Special Topics
Wr 327 Technical Report Writing schools must be accepted into the Graduate
 Eng 300 Critical Approaches to Literature Wr 427 Technical Editing Teacher Education Program and complete
is strongly recommended as a prerequisite For nonfiction:
specific requirements in both English and
for all 400 level courses in the English Wr 214 Beginning Nonfiction
education.
major. Wr 228 Introduction to News Writing
Wr 328 News Editing At the time of entering, the time of com-
 English majors in upper-division English Wr 428 Advanced News Writing pleting student teaching, and the time of
courses are expected to be able to write a For book publishing: completing the secondary teaching program,
library research paper when required. The Wr 460 Introduction to Book Publishing the student must hold a minimum 3.00
department recommends that majors Wr 461 Book Editing
GPA in English and writing courses. Those
without prior training in research paper Wr 462 Book Design and Production
who do not meet this GPA requirement
writing enroll in Wr 222. Wr 463 Book Marketing
Wr 464 Bookselling may request that their adviser initiate pro-
 Upperdivision credits may not include ceedings for a special evaluation by the
Group II: Electives
Wr 472 or Eng 474. Department of English teacher education
Four courses chosen from the following............... 16
 Any course used to satisfy departmental Eng 425 Practical Grammar committee.
Students must consult with an English department requires a minimum of 32 grad- fiction and nonfiction may work in long or
education adviser to learn the requirements uate credits in English (courses prefixed with short form and the thesis may be a collec-
for the initial teaching license. "Eng"), including Eng 500 Problems and tion of short pieces or a full-length work.
Methods of Literary Study, Eng 507 Many students come to the Creative Writing
Seminar, 4 credits of pre-1800 British or program with a background in English liter-
Graduate programs American literature, 4 credits of pre-1900 ature, writing or journalism, but this is not
literature, and 4 credits of critical theory. required. The program can be completed in
in English The remainder of the student’s program two years of full-time coursework; however,
The Department of English offers graduate may, with the approval of the adviser, many students take additional courses or
work leading to the Master of Arts degree. include coursework in fields related to attend part-time, and they have a maximum
English. A minimum of 45 graduate credits of four years to complete the degree.
Admission requirements is required for the M.A. in English.
In every case, the student’s program must Admission Requirements
 Application deadline January 18. be approved by the departmental adviser and Applicants to the M.F.A Program must pro-
 Applications received after this date may the Director of the English M.A. Program. vide satisfactory evidence of preparedness to
not be reviewed. The student will have a choice of two tracks: undertake advanced work, which would
 Applicants will be asked to submit: I. The three-area, non-thesis option, empha- include a B.A. or B.S. degree from a region-
 Two letters of academic recommenda- sizing general coverage of literary material. ally accredited college or university and a
tion II. The thesis option, permitting more spe- 3.25 GPA in undergraduate work. The
 Statement of purpose of study cialized research. application deadline is January 3. Applicants
 Two recent samples of written work to Students pursuing option I must choose must submit the following:
include an analytical essay one specialized area of study that will com- A Departmental application form indicat-
 GRE (Graduate Record Exam) scores. prise a portion of their written exam; the rest ing the genre they will focus on: fiction,
Verbal and quantitative scores are of the exam will test their general knowledge nonfiction, or poetry.
required; the subject area exam is of the field of English. One transcript from each post-secondary
optional. institution attended.
Applicants are expected to have extensive Three letters of recommendation.
experience in literary studies, especially
English language and literature. Applicants
Graduate programs A two-to-three-page, 1.5 spaced personal
introduction describing the applicant’s back-
who do not already have a bachelor’s degree in writing ground as a writer, goals, and interest in this
in English are expected to have taken 20-30 particular program.
The Department of English offers graduate
credit hours in literatures in English and Applicants should submit work in the
writing, so that they come into the program work leading to the M.F.A. in Creative
Writing (Fiction, Nonfiction, and Poetry), genre to which they are applying.
with a knowledge of literary history, excel- Applications should be typed and the pages
lent writing skills, and experience doing the M.A. or M.S. in Publishing, and the
numbered. Poetry manuscripts may be single
advanced critical analysis in upper-division M.A. or M.S. in Professional and Technical spaced. Prose must be double spaced.
coursework. Applicants are also expected to Writing. Previously published, single-authored work
have a minimum GPA of 3.25 in all English will be accepted if photocopied, not bound.
courses. M.F.A. IN CREATIVE WRITING
The M.F.A. degree offers an intensive pro- Manuscripts should demonstrate mastery of
Those who do not meet these require- basic craft and literary promise, and repre-
ments may be considered for conditional gram of writing in small core workshops and
seminars taught by established writers. sent your best work regardless of whether it
admission. They will need to provide satis- has been published.
factory evidence of preparedness to under- Students engage in close readings and cri-
tiques of their work, and in seminars in In poetry: 12-15 pages, pages numbered.
take advanced work. Their application will In fiction: 20-30 pages, double-spaced and
need to include: which the focus may be a formal element,
regional tradition, historical period, the works numbered.
 3.25 GPA in four or five graduate In non-fiction: 20-30 pages of magazine
English courses of a seminal writer or two, or a literary move-
ment. The degree requirements are integrated articles or creative non-fiction, double-
 Explanation of undergraduate record spaced and numbered.
and purpose of study with the M.A. in English curriculum so that
students work with accomplished faculty in A stamped, self-addressed notification
 Two samples of written work from postcard.
recent English courses literature, critical theory, and rhetoric and
composition. The degree emphasizes faculty Note: Graduate Record Examination
Students whose native language is not (GRE) scores are not required for admission
English must score at least 600 on the mentorship throughout each student’s course-
work and thesis completion. Consistent with to the M.F.A. in Creative Writing.
TOEFL paper examination, at least 100
total on the internet-based exam, and at PSU's mandate to serve our city's cultural
and professional needs, engagement in Degree Requirements
least 250 on the computer-based exam. M.F.A students will complete 48 credit
Portland’s vibrant local community of writers
hours of coursework, with 36 credits in writ-
Degree requirements is central to our students’ movement from
ing and 12 in English literature. They must
academic to creative careers.
University master’s degree requirements are also complete a creative thesis of high liter-
M.F.A. students work in a selected genre:
listed on page 67. Department requirements ary merit, pass a written examination based
fiction, nonfiction or poetry. Prospective
are described in detail in the Department of on the thesis and an advisor-approved list of
students must apply specifically to the genre
English brochure, M.A. in English, and the 30-40 texts, and pass an oral examination
in which they wish to work. Core work-
English MA Handbook, which are available based on the written examination and cre-
shops are taken in the student’s primary
upon request. ative thesis. The M.F.A. curriculum consists
genre, but writing electives may allow stu-
Master of Arts. For the M.A., the of three core workshops: WR 521 (Fiction),
dents to explore other genres. Students of
522 (Poetry), and 523 (Nonfiction); two publishing professional, statement of goals, publishing, the department requires a mini-
writing seminars; one course in pre-1900 lit- and proposed plan of study in either the mum of 28 graduate credits in writing. The
erature; two electives in literature (one of technical/professional writing program or in remainder of the student's program may,
which may be in critical theory or rhetoric the book publishing program. with the approval of the advisor, include
and composition); two writing electives; and Writing samples in the applicant's primary coursework in fields related to writing.
eight credits of work on the thesis. The genre(s) or form(s). Previously published, sin- In every case, the student's program must
M.F.A. core workshops are restricted to gle-authored work will be accepted in the be approved by the advisor and the Chair of
M.F.A. students and may be taken four form in which it was originally published, the M.A./M.S. in Writing Committee. The
times for a total of 16 credits. but please do not submit bound materials. student will choose between two tracks:
(Please see Manuscript Submission technical/professional writing and book
M.A. AND M.S. IN WRITING Guidelines below.) Applicants who have pub- publishing.
The Department of English offers graduate lished online can print hard copy as well as
work leading to the Master of Arts in Writing directing the admissions committee to the Technical and Professional Writing
and the Master of Science in Writing degrees. URL. Students typically will complete 16 core
The 48-credit M.A./M.S. in Writing is A stamped, self-addressed notification credits (4 courses), 16 elective credits (4
designed for students who are prepared to courses), and 16 credits (4 courses) in a spe-
postcard.
undertake advanced work in the field. The cialization that may involve coursework in
Note: Please do not submit these materials
program provides a range of courses in tech- another discipline (e.g., Management,
in a three-ring binder due to limited storage
nical and professional writing and in book Marketing, ISQA).
space. Please do not submit bound materials
publishing. The motives and destinations of Students will be required to submit a final
of any kind, i.e. books or magazines. Use
the students in the program vary, but the project in addition to completing their
offprints/photocopies instead.
focus on writing to earn a living will attract course work. This project typically will be a
those who wish to make writing a career. When it is relevant, Book Publishing portfolio of their work demonstrating com-
The M.A./M.S. in Book Publishing and applicants may submit CDs or DVDs of petence at a professional level but, with
Technical/Professional Writing programs websites and web-published pieces, hand- advisor approval, may be a single, substan-
have rolling admissions which follow the made books, and marketing or other pub- tive work.
University's admission deadlines as follows: lishing-related materials of a physical nature Note: core courses include Management
April 1st for Fall admission only; Jan 18 for that are best displayed digitally. 550, Organizational Management, or an
those also applying for both Fall admission Note: Graduate Record Examination alternate advisor-approved business course,
and a Graduate Assistantship; Sept. 1st for (GRE) scores are not required for admission which are offered through the School of
Winter; Nov. 1st for Spring; and Feb. 1st for to the M.A. in Writing or the M.S. in Business Administration. Students may
Summer. Writing program. substitute WR 560: Introduction to Book
Please note that all Graduate Assistanship Publishing for Management 550.
applications, including Technical and Manuscript Submission Guidelines Electives include seminars and workshops
Professional Writing, can only be accepted In technical/professional writing: 15–30 on a variety of topics. Writers are encouraged
from fall term applicants, who must meet pages from customary genres, including (but to supplement their core courses in technical/
the January 3 deadline. Graduate not limited to) descriptions, specifications, professional writing with electives from cre-
Assistantships in Publishing are awarded computer documentation, proposals, memo- ative writing, nonfiction writing, or literature.
only for one year, and only in the second randa, formal reports, newsletters, on-line Advisor-approved courses from outside the
year of the program; the deadlines for appli- documentation, web pages. Manuscripts department may also count as electives.
cation will be announced within the pro- should demonstrate mastery of basic craft Note: the M.S. option does not require
gram annually; and receiving such an and promise of success in technical/profes- students to demonstrate proficiency in a
appointment is conditional on the appointee sional writing. language other than English. In cases where
remaining for the entire coming school year. In book publishing: 15–30 pages of writ- a student does opt to demonstrate proficien-
ten work demonstrating promise of success cy in a language other than English, the
Admission Requirements in the publications industry. Samples may M.A. in Writing: Technical and Professional
Admission to graduate study is granted on be professional, academic, business, techni- Writing will be awarded.
the basis of evidence of suitable preparation cal, or artistic. Applicants are also welcome Core Courses 16 Credits
and the probability of success in the intend- Wr 525 Advanced Technical Writing
to include samples of edited work (with a Wr 526 Document Design
ed field of study. In both Book Publishing cover note detailing role), samples (see note Wr 527 Technical Editing
and Technical/Professional Writing, strong below) of books or other publications Mgmt 550 Organizational Management OR Wr 560
writing skills are considered central. designed or published by the applicant (with Introduction to Book Publishing (may also be
Applicants do not need to have a previous replaced with an alternate graduate business
appropriate notes), or other samples that course with advisor approval).
degree in English or Writing, but must hold demonstrate creativity, organization, and Electives 16 Credits
a B.A. or B.S. degree from a regionally initiative in delivering words from authors Wr 504 Internship (Credit TBA)
accredited college or university. Applicants to readers in any medium (e.g., offprints or, Wr 505 Writing and Conference (Credit TBA)
must also submit the following: Wr 510 Selected Topics in Writing (4) (Topics vary,
in Publishing, CDs/DVDs, etc.). including, e.g., Technical Publications Project Man-
A Departmental application form. Applications not fulfilling the require- agement, Writing for Presentations, Information
One transcript from each post-secondary ments may be reconsidered after the student Technology for Writers, Multimedia for PT Writers,
institution attended (unofficial transcripts has met certain conditions (e.g., additional Managing Web Communications, International
Aspects of PTW, History of Business and Technical
are acceptable). preliminary coursework) as specified by the Writing, Legal Issues for Technical Writers, Public
A 3.25 GPA in undergraduate work. admissions committee. Relations Writing in Technical Industries, and many
Three letters of recommendation. others. Consult the Bulletin for each quarter’s
The applicant’s curriculum vitae or résumé. offerings.)
Degree Requirements Wr 529 Writing Computer Documentation (4)
A one-page personal introduction, includ- For technical/professional writing and book Wr 530 Desktop Publishing (4)
ing background as a writer or prospective
Note: Students needing training in relevant ing the coursework, will be a portfolio of Reading, analysis, and appreciation of significant
software are encouraged to look for the Wr work demonstrating competence at a profes- works of drama, from classical times to the pres-
510 Trends series offered in Framemaker, sional level, but with advisor approval, may ent.
RoboHelp, Adobe Creative Suite, and oth- be a single, substantive work. Upon comple- Eng 106
Introduction to Poetry (4)
ers. tion and delivery of the final project or Reading, analysis, and appreciation of significant
Specialization Tracks 16 Credits portfolio to the student's orals committee, a poems.
Students will select a specialization track topic will be assigned by the student's advi-
*Eng 107, 108
in consultation with the program advisor. sor for a final paper of approximately ten World Literature (4, 4)
Possible specializations include publications pages to be delivered within 10 days to each Narrative prose, drama, and poetry. Complete
management (e.g., Introduction to Book member of the committee. books are included so that the student may
Publishing, Book Editing, Book Design & The student will take an oral exam in become familiar with some of the masterpieces in
Production, Book Marketing, Bookselling, defense of the final project and final paper. world literature.
Publications Project Management, PT Work included in a portfolio will be repre- Eng 199
sentative of that done in each course, and Special Studies (Credit to be arranged.)
Editing, Workshops in Publication
Eng 201
Technologies, Writing Seminars, Selected appropriate to it, but may otherwise focus Shakespeare (4)
Topics, Internship), technical communica- in greater detail on one or more areas of Introduces students to the works of Shakespeare.
tion (e.g., Writing Computer study. For instance, the portfolio may Eng 204, 205
Documentation, Writing for Presentations, include samples of editorial work, query let- Survey of English Literature (4, 4)
Information Technology for Writers, PT ters for fiction and nonfiction books, book From Beowulf to 1900: Eng 204, Beowulf to
Editing, Writing Seminars, Selected Topics, marketing plans, book design proposals and Milton; Eng 205, Enlightenment through
Internship). finished designs, research and writing on Victorian period.
Additional specializations outside of tech- issues in contemporary publishing. Other Eng 253, 254
nical/professional writing include nonfiction possibilities are negotiable with the assigned Survey of American Literature (4, 4)
(i.e., four courses from the nonfiction strand graduate advisor in publishing. American literature from its beginnings to the
present.
chosen in consultation with the advisor) and Core Courses 20 Credits
creative writing (i.e., four courses from the Wr 560 Introduction to Book Publishing *Eng 260
Wr 561 Book Editing Introduction to Women’s Literature (4)
creative writing strand chosen in consulta- Introduction to the texts and contexts of women’s
Wr 562 Book Design & Production
tion with the PTW advisor). Wr 563 Book Marketing literature.
Possible specializations outside the field of Wr 564 Bookselling Eng 299
writing include business administration Wr 570 Intellectual Property & Copyright Law Special Studies (Credit to be arranged.)
(management, marketing/public relations), Eng 300
communication (speech), computer science, Electives Critical Approaches to Literature (4)
environmental sciences and resources, and 28 credits from other writing courses, from litera- Study of analytical and evaluative methods
ture courses, or from another discipline.
information systems. Students are encour- through application of critical theories to literary
aged to enhance their professional develop- works. Recommended for, but not restricted to,
Students earn eight (8) of their elective credits by
English majors. This course is strongly recom-
ment by specializing in a series of courses participating in the work of Ooligan Press, a small
mended as a prerequisite for all other upper-divi-
trade publishing house. Students work in groups
that will create advantages in employment to review, accept, and edit manuscripts; design the sion English classes. Expected preparation: 8 low-
opportunities. Students will identify possible interior and the exterior of books; send books to er-division credits in literature.
press; and market the books to booksellers, librar-
specializations in consultation with the pro- ies, and other outlets. Eng 301
gram advisor and with an appropriate facul- Note: the M.S. option does not require Topics: Shakespeare (4)
ty advisor from the related discipline. students to demonstrate proficiency in a Study of Shakespeare’s works focusing on topics
In consultation with the School of language other than English. In cases where such as genre (tragedy, comedy, etc.), period
Business Administration, for example, MS (Elizabethan/Jacobean) or cultural context. Some
a student does opt to demonstrate proficien- familiarity with Shakespeare and/or the
advisors have identified the following series cy in a language other than English, the Renaissance is expected. Course may be repeated
of courses that would well serve technical M.A. in Writing: Book Publishing will be for credit with different topics.
communicators in the workforce: awarded. Eng 304
Mktg 544 Marketing Management Critical Theory of Cinema (4)
Mktg 548 Product Management & Innovation Outlines the central elements of cinema criticism,
Mktg 552 Relationship & Service Marketing
Mktg 555 Technology Marketing
Courses including interpretive theories and approaches.
Begins with an outline of critical approaches,
Mgmt 544 Technology Management including critical history. Moves to contemporary
Mgmt 545 Managing Technological Innovations
*Eng 100 criticism, including feminist, structuralist, socio-
Mgmt 556 Organizational Politics
Mgmt 560 Managerial Responsibility & Public Policy Introduction to Literature (4) logical, and psychoanalytic analyses. Includes dis-
Introduction to the study of short stories, plays, cussion of film as a cultural commodity.
Book Publishing poems, and essays. Includes representative Eng 305
Students typically will complete 20 core approaches for studying literature and writing Topics in Film (4)
credits (5 courses), 16 elective credits (4 about it. Recommended especially for students Study of film as text, including auteur, formalist,
courses) in writing, and 12 elective credits with no previous college-level coursework in liter- historical, and cultural perspectives. Course may
ature. Credit for Eng 100 will not be allowed if be repeated for credit with different topics.
(3 courses) that may involve coursework in student has previously taken more than one litera-
another discipline with Advisor’s approval. ture course. No prerequisites. Eng 306
Of the 28 elective credits, candidates are Topics in Literature and Popular Culture (4)
Eng 104 Study of literary issues in popular culture.
expected to take a total of eight (8) credits Introduction to Fiction (4) Courses taught under this number may examine
working at Ooligan Press in either or both Reading, analysis, and appreciation of significant literature as a popular form (such as detective or
Wr 510 Publishing Studio or Wr 510 works of fiction. romance fiction) and the relationship between lit-
Publishing Lab. Eng 105 erature and popular genres (such as comics or
The final project, in addition to complet- Introduction to Drama (4) music), or use techniques of literary/textual analy-
sis to analyze forms of popular culture (blogs, Christian themes in Arthurian romance and Eng 344
music videos, etc.). Course may be repeated for Beowulf. Victorian Literature (4)
credit with different topics. Eng 320, 321 Selected works of Victorian literature; introduc-
*Eng 307 English Novel (4, 4) tion to themes, genres, history and culture of the
Science Fiction (4) The English novel, from its beginnings to the Victorian Era.
Study of recent science fiction, both novels and present. Eng 320: From early fictional forms Eng 345
shorter fiction by American, European and other through the 18th century. Eng 321: From the Modern British Literature (4)
writers. 19th century to the present. Selected works of British literature; introduction
Eng 308 Eng 325 to themes, genres, history, and culture of modern-
Cultural Studies in Literature (4) Grammar and the Sentence (4) ism.
Study of a variety of cultural and historical issues Focus on sentence-level discourse to cover issues *Eng 351, 352, 353
as they appear in literary texts. Study of a variety of syntax, usage, and punctuation. ENG 325 pro- African American Literature (4, 4, 4)
of cultural and historical issues (such as genocide, vides background for WR 435/535 (Grammar for A study of African American literature from its
immigration, aging, disability) as they appear in Writers) and ENG 425/525 (Practical Grammar). oral and folk beginnings to the present.
literary texts. Course may be repeated for credit ENG 330 Eng 360
with different topics. Jewish and Israeli Literature (4) American Literature to 1865 (4)
Eng 309 Introduction to modern Jewish literature in its dia- Overview of genres, themes, and styles in the litera-
American Indian Literature (4) sporic and national contexts. Emphasis on the tures of Early America and of the Early Republic.
An introductory survey of traditional and recent transition from sacred to secular literature; reflec-
Eng 363
literature by American Indian people. Poetry, leg- tion of historical and social realities; development American Literature 1865-1965 (4)
ends, myths, oratory, short stories, and novels, as of literatures in Europe and the Middle East. Historical study of selected figures and move-
well as background (historical and political) mate- Eng 331 ments in American literature from 1865 to 1965.
rials. Introduction to Rhetoric and Composition
Studies (4) Eng 364, 365, 366
Eng 311 American Fiction (4, 4, 4)
Tragedy (4) Introduction to contemporary issues in rhetoric
and composition studies by way of the rhetorical American narrative, short story, and novel, with
A study of the nature of tragedy in world litera- emphasis upon the major novelists of the 19th
ture. tradition of Greece, the rise of composition in the
modern North American university, and their rela- and early 20th centuries.
Eng 312 tion to the process-oriented approach to composi- Eng 367
Comedy and Satire (4) tion which has dominated composition instruction Topics in American Literature and Culture (4)
Study of drama and other literature that expresses since the 1960’s. Focuses are on such perennial Studies of various American literatures within the
comic social judgment, either to satirize or to cel- issues as the relationship between writing and the context of American history and culture from
ebrate. self, the link between writing and “content,” the colonial period to the present. May be repeated
Eng 313 relationship of writing to speech and reading, the with different topics: maximum of 8 hours.
The American Short Story (4) political dimensions of writing, and the role of the Prerequisite: 12 credits in literature.
A survey of the American short story, from its audience in composing. Eng 368
beginnings in the 19th century to the present. Eng 333 Literature and Ecology (4)
*Eng 314 Topics in Literature and Film (4) Study of the role literature and language play in
The Epic (4) Study of the interplay between the textual and shaping cultural responses to the nonhuman
Reading in epic literature in the Western tradition cinematic presentation: how these media have world.
and world literature, beginning with the Iliad and treated specific historical, social, and cultural phe- Eng 369
Odyssey. nomena, as well as the ways literature and film Asian-American Literature (4)
Eng 315 have inspired and influenced each other in terms Survey of significant texts and contexts of Asian-
The Shorter Poem (4) of content, form, and audience. Course may be American culture.
Shorter poems in world literature. Primary atten- repeated for credit with different topics.
Eng 371
tion will be given to poems in the English lan- Eng 334 The Novel (4)
guage, but the classics of other languages will be Topics in Film Genres and Movements (4) The novel as a literary form, exemplified by works
read in translation as appropriate to tracing of Study of major aesthetic, cultural, and social written in languages other than English.
forms and themes. movements in film. Course may be repeated for
credit with different topics. Eng 384, 385
Eng 316 Contemporary Literature (4, 4)
The Short Story (4) Eng 340 Prose, poetry, and drama from contemporary
A survey of the short story as it developed from the Medieval Literature (4) world literatures.
tale, the legend, and the anecdote to its modern Selected works of medieval literature; introduc-
form. Although fiction from many literatures will tion to the themes, genres, history, and cultures of Eng 387
be studied, all works will be read in English. the Middle Ages. Women’s Literature (4)
A close study of writing by women from the
Eng 317 Eng 341 medieval period to the present including poetry,
Greek Mythology (4) Renaissance Literature (4) drama, fiction and non-fiction.
Greek mythology as recorded by Homer, Hesiod, Selected works of sixteenth- and early seven-
Ovid, and various of the Greek playwrights and teenth-century literature (c. 1500-1660); intro- Eng 399
philosophers. Special attention is given to the duction to the themes, genres, history and cul-
Greek legacy of ideas, themes, figures, and images. tures of the Renaissance. Eng 401/501
Eng 318 Eng 342 Eng 404/504
The Bible As Literature (4) Restoration and Eighteenth Century Literature Cooperative Education/Internship
A study of the various kinds of literature con- (4) (Credit to be arranged.)
tained in the Bible. An analysis of the ways in Selected works from the long eighteenth century Eng 405/505
which the Biblical expression reflects the cultural (1660-1800); introduction to themes, genres, his- Reading and Conference
and historical milieu of the Hebraic-Christian tory and culture of the eighteenth century. (Credit to be arranged.)
experience. Eng 343 Consent of instructor.
*Eng 319 Romanticism (4) Eng 407
Northern European Mythology (4) Selected works of Romantic literature; introduc- Seminar (Credit to be arranged.)
A study of Nordic (Germanic) and Celtic myths, tion to themes, genres, history, and culture of Consent of instructor.
their literary development, and fusion with Romanticism.
Eng 408/508 repeated for credit with different topics. Eng 449/549
Workshop (Credit to be arranged.) Prerequisites: 12 credits in literature or Eng 387. Advanced Topics in Cultural Studies (4)
Eng 409/509 Eng 430/530 Interdisciplinary study of modern culture and
Practicum (Credit to be arranged.) Advanced Topics in Sixteenth Century media. The courses offered under this number use
Eng 410/510 Literature (4) a range of theoretical approaches to analyze the
Selected Topics (Credit to be arranged.) Specialized studies in Renaissance English litera- role of cultural texts, their production and recep-
*Eng 411/511, 412/512 ture. Topics include individual writers and literary tion. Specific topics include: Major Figures/
English Drama (4, 4) groups; sixteenth-century poetry and prose; the Concepts in Social Theory; Politics of Consumer
Development of English drama from the begin- English sonnet; the Renaissance epic and pastoral Culture; Globalization and American Culture; and
nings to Shaw. Eng 411/511, from liturgical traditions; Elizabethan drama, verse narrative, sat- Culture, Gender, Race, Sexuality. Recommended
drama through the Renaissance; Eng 412/512, ire, and invective; humanism; the rise of the pro- for graduate students and undergraduates with at
from the Restoration to Shaw. Recommended: 12 fessional writer; literature and the visual arts. least junior standing. Course may be repeated with
credits in literature. Course may be repeated for credit with different different topics; maximum of 8 hours may be
topics. Prerequisites: 12 credits in literature or applied to the master’s degree.
Eng 413/513
Teaching and Tutoring Writing (4) Eng 387. Eng 450/550
Examines current practices of tutoring and teach- Eng 440/540 Advanced Topics in Eighteenth Century
ing writing in all subject areas. Focuses on the Advanced Topics in Seventeenth Century Literature (4)
process theory of writing to foster thinking and Literature (4) Specialized studies in British poetry and prose from
learning in subject areas and the problems and Specialized studies in seventeenth-century litera- 1660-1800. Topics include survey of eighteenth-cen-
issues surrounding individual composing. ture. Topics include cavalier and metaphysical tury literature; individual writers and literary groups;
Recommended: at least junior standing. poetry; revenge tragedy; prose forms of the early prose and verse satire; epistolary fiction; drama.
seventeenth century; popular genres of the English Course may be repeated for credit with different
Eng 414/514 topics. Prerequisite: 12 credits in literature.
Contemporary Composition Theories (4) civil war; women writers; and restoration drama.
Examines theories of composition as they conflict Course may be repeated for credit with different Eng 458/558
and converge to form our prevailing theories of topics. Prerequisites: 12 credits in literature or Advanced Topics in Romanticism (4)
writing. Focuses on contemporary theories of Eng 387. Specialized studies in literature of the Romantic
composing written discourse. Recommended: at Eng 441/541 movement in Britain and continental Europe.
least senior standing. Advanced Topics in Renaissance Literature and Topics include individual writers and literary
Culture (4) groups; poetry and poetic theory; gothic fiction;
*Eng 415/515 romanticism and the novel; autobiographical and
Research Methods in Composition (4) Advanced topics in early modern (1500-1700)
cultural studies, focusing on issues of religion, confessional literature; aesthetic ideologies;
Examines current methodologies used in the field women and romanticism; revolutionary and impe-
of composition and asks students to design and social class, ethnicity, gender, and sexuality and
studying both literary and non-literary texts. rialist aspects of romanticism; the impact of
implement a research project which will add to the romanticism on later literary movements (such as
cumulative knowledge of the discipline. It serves as Course may be repeated for credit with different
topics. Prerequisite: 12 credits in literature. symbolism and modernism). Course may be
the foundation course in design and implementa- repeated for credit with different topics.
tion of qualitative research. Recommended: at least *Eng 443/543, 444/544 Prerequisite: 12 credits in literature.
senior standing. British Women Writers (4, 4)
Study of the works of British women writers with Eng 460/560
*Eng 420/520 Advanced Topics in American Literature to
Caribbean Literature (4) attention to themes, styles, and characteristic con-
cerns in the light of feminist criticism and schol- 1800 (4)
A selection of poetry and fiction from the English Advanced historical study of major figures and
and French speaking Caribbean (in translation arship. Recommended prerequisite: 12 credits in
literature. Eng 260 recommended. movements in American literature to 1865.
where necessary). Recommended: One previous Course may be repeated for credit with different
African American literature course and 12 addi- Eng 445/545 topics. Expected preparation: 12 credits in
tional literature credits. American Women Writers: 19th Century (4) literature.
*Eng 421/521, 422/522 Study of American women writers, with attention
to themes, styles, and characteristic concerns, in Eng 461/561
African Fiction (4, 4) Advanced Topics in American Literature to
Readings in African fiction in regional, cultural, the light of feminist criticism and scholarship.
Recommended prerequisite: 12 credits in litera- 1900 (4)
generational, and gender contexts. Recommended Study of themes, genres, history, and culture in
prerequisites: One previous African American literature. Eng 260 recommended.
19th century American literature: Topics: senti-
ture course and 12 additional literature credits. Eng 446/546 mental literature, immigrant literature, post-Civil
Eng 425/525 American Women Writers: 20th Century (4) War literature, imperial adventures, minority liter-
Practical Grammar (4) Study of American women writers, with attention atures in 19th century American literature. For
Designed to enable students to understand, and to themes, styles, and characteristic concerns, in offerings for a particular term, consult the
therefore consciously to make effective, the struc- the light of feminist criticism and scholarship. University schedule, the English Department Web
tures of their written sentences. The course exam- Recommended prerequisite: 12 credits in litera- site and/or an adviser. Course may be repeated
ines grammatical categories, structures, and termi- ture. Eng 260 recommended. with different topics: maximum of 8 hours to be
nology; relationships between grammatical struc- Eng 447/547 applied to master’s degree. Prerequisite: 12 credits
tures and punctuation; and prescriptive grammars Major Forces in Literature (4) in literature.
for written texts. Recommended: successful com- A study of literary forms, theories, and move- Eng 464/564
pletion of 12 credits of English or writing. ments: i.e., The Comic Novel, Literature and Advanced Topics in American Literature: 20th
Eng 426/526 Theology, Southern American Women Writers. Century (4)
Advanced Topics in Medieval Literature (4) Recommended prerequisite: 12 credits in Study of themes, genres, history, and culture in
Specialized studies in Medieval English literature literature. 20th century American literature: Topics: Cold
(c. 800-1500). Topics courses are designed to fol- Eng 448/548 War literature, the 1930’s, new immigrant fiction,
low a two-quarter sequence: (1) Anglo-Saxon Major Figures in Literature (4) literature of exile, suburban representations. For
works, and the exegetical reading model; some Concentrated study of the canon of one or more offerings for a particular term, consult the
later Middle English and continental vernacular major writers: for example, Chaucer, The Brontes, University schedule, the English Department Web
and Latin medieval works are included and (2) James Joyce, Hemingway and Fitzgerald. site and/or an adviser. Course may be repeated
later medieval works (1200-1500), focusing pri- Recommended prerequisite: 12 credits in litera- with different topics: maximum of 8 hours to be
marily on the Middle English vernacular tradi- ture. applied to master’s degree. Prerequisite: 12 credits
tion. Students will have some opportunity to learn in literature.
to read Old and Middle English. Course may be
Eng 467/567 Eng 491/591, 492/592 Literary criticism in theory and practice in the
Advanced Topics in American Literature and Literary Criticism (4, 4) 20th century. Graduate only or consent of
Culture (4) Study of the history, principles, and practice of lit- instructor.
Interdisciplinary thematic studies of American literary criticism from Plato into the 20th century.
erature and culture. Course may be repeated with
different topics: maximum of 8 credits to be
Recommended: 12 credits in literature. Writing
Eng 493/593
applied to master’s degree. Prerequisite: 12 credits Advanced Topics in Feminist Wr 115
in literature. Literary Theory (4) Introduction to College Writing (4)
Provides in-depth study of specific critical schools A writing course for first-year students to help
Eng 469/569
Asian-American Literature and Culture (4) within the larger arena of feminist theory. Possible prepare them for Freshman Inquiry or Wr 121.
Readings in Asian-American literature and culture topics will include post colonialism and feminism; Introduces college-level writing and reading, along
in generational, national, international, and gen- feminism and the body; historical perspectives on with general study skills. Provides practice at for-
dered contexts. Topics will include gender and feminism. Course may be repeated for credit with mal and informal writing, responding to a variety
sexuality in Asian-American literature and film; different topics. Prerequisite: 12 credits in litera- of readings, learning textual conventions, and
transnational Asian-American narrative; Asian ture or literary theory. building confidence.
North American literature. Eng 494/594 Wr 121
Topics in Critical Theory and Methods (4) College Writing (4)
Eng 475/575
Advanced Topics in Victorian Literature (4) A course in critical theories and techniques, to A writing course for lower-division students, in
Specialized studies of Victorian literature in the complement offerings in literary history and textual which they develop critical thinking abilities by
context of the history, ideas, and culture of the analysis. This course will focus on the critical or reading and writing, increase their rhetorical strat-
period. Topics include individual writers and liter- methodological topic selected by the instructor. egies, practice writing processes, and learn textual
ary movements such as Dickens; pre-Raphaelit- Recommended for advanced students in literature conventions. Includes formal and informal writ-
ism; literature of the industrial period. Course and theory. Course may be repeated for credit ing, responding to a variety of readings, sharing
may be repeated for credit with different topics. with different topics. Expected preparation: 12 writing with other students, and revising individ-
Prerequisite: 12 credits in literature. credits in literature. ual pieces for a final portfolio of work.
Eng 477/577, 478/578 Eng 500 Wr 199
American Poetry (4, 4) Problems and Methods of Literary Study (4) Special Studies (Credit to be arranged.)
Tradition and innovation in American poetry Bibliography and the methods of literary study as May be repeated for a maximum of 12 credits.
from the beginnings to the mid-20th century. an introduction to graduate work: three hours lec- Wr 200
Recommended prerequisite: 12 credits in ture and at least two additional hours of library Writing About Literature (4)
literature. research. Required for M.A. candidates in English. Introduction to various approaches for writing
about literature. Focuses on ways of responding to
Eng 480/580 Eng 503
Advanced Topics in Twentieth Century British Thesis (Credit to be arranged.) literature, ways of explicating literature, ways of
Literature (4) analyzing literature through writing, and ways of
Eng 507 integrating formal research into a written analysis
Specialized studies in twentieth-century British lit- Seminar (Credit to be arranged.)
erature. Topics include individual writers and lit- of literature. Special attention will be paid to the
Variable topics. Graduate only or consent of
erary groups; poetry, prose, and fiction; theories of writing process, including multiple drafting and
instructor. At least one Eng 507 seminar is
modernism; technology, politics, propaganda, and revision.
required of M.A. candidates in English.
the arts; literature and twentieth-century philoso- Wr 210
*Eng 517 Grammar Refresher (2)
phy. Course may be repeated for credit with dif- Middle English (4)
ferent topics. Prerequisite: 12 credits in literature. A writing course for students who wish to refresh
Introduction to Middle English language through
*Eng 484/584 their grammar skills. Using informal and formal
study of (largely non-Chaucerian) 12th to 15th
Modern Drama (4) writing, it focuses on parts of speech, sentence
century literature in the original. Graduate only
Examines major European, English, and American construction, and punctuation; tracking particular
or consent of instructor.
plays in the period 1880-1940. Recommended pre- grammar problems; and learning to edit.
Eng 518
requisite: 12 credits in literature. College Composition Teaching (1) *Wr 211
*Eng 485/585 Writing Practice (4)
Introduces and develops the theoretical and prac-
Contemporary Drama (4) Writing Practice is a writing elective. Students
tical expertise of the graduate teaching assistant in
Examines major developments in world drama proceed at their own pace through an individual-
the area of college composition teaching. May be
since World War II. Recommended: 12 credits in ized writing program that emphasizes the writing
taken up to three times for credit. Prerequisite:
literature. process and revision. Class time is spent writing
appointment to teaching assistantship in English
and in conference. Recommended: Wr 121 or
Eng 486/586 Department.
Freshman Inquiry.
Contemporary American Novel (4) Eng 519
American novel since 1965, with emphasis upon Advanced College Composition Teaching (1) Wr 212
traditions, themes and trends. Recommended: 12 Introductory Fiction Writing (4)
Continues the development of the theoretical and
credits in literature. Introduces the beginning fiction writer to basic
practical expertise of the graduate teaching assis-
techniques of developing character, point of view,
Eng 487/587 tant in advanced areas of college composition
plot, and story idea in fiction. Includes discussion
Contemporary American Short Story (4) teaching. May be repeated up to three times for
of student work. May be repeated once for a total
The American short story from mid-20th century credit. Required prerequisite: appointment to
of 8 credits. Recommended: Freshman Inquiry.
to the present. Recommended: 12 credits in litera- 2nd year teaching assistantship in English
ture. Department. Wr 213
Introductory Poetry Writing (4)
Eng 488/588 *Eng 532, 533, 534 Introduces the beginning writer of poetry to basic
Contemporary American Poetry (4) Old English (4, 4, 4)
techniques for developing a sense of language,
Study of significant trends in contemporary 532: An introduction to the history and grammar
meter, sound, imagery, and structure. Includes
American poetry and poetics. Recommended: 12 of Old English. 533: Old English translation,
discussion of professional examples and student
credits in literature. poetry, and prose. 534: Special attention to
work. May be repeated twice for a total of 12
Beowulf in Old English. Recommended prerequi-
Eng 490/590 credits. Recommended: Freshman Inquiry.
Rhetoric (4) site: Eng 532 is prerequisite for Eng 533 or 534.
Graduate only or consent of instructor. Wr 214
An examination of classical and modern traditions Beginning Non-fiction Writing (4)
in rhetoric with attention to central concepts and Eng 595 An introduction to writing with the major forms
perspectives on writing. Prerequisites: 12 credits Contemporary Critical Theory (4)
and techniques of literary nonfiction, this course
in English, philosophy, speech, and/or writing. explores modern classics by such writers as David
Foster Wallace, Marjane Satrapi, and Dave Eggers, isfactory completion of Wr 121 or Freshman Students will have an opportunity to do research
and delves into the skills that have fostered their Inquiry. and can expect to confront a variety of technical
art. Beginning with the raw material of exercises Wr 324 problems emerging from class discussion. The
in description, dialogue, and reportage, we’ll be Advanced Writing About Literature (4) exploration of various techniques, schools, and
writing and workshopping short works of creative Covers advanced issues in reading and interpret- poetic voices will be encouraged. Recommended:
nonfiction. May be repeated once for a total of 8 ing literary texts, applied critical approaches, and Wr 313. May be repeated once for a total of 8
credits. the conventions of writing about literature, credits. Consent of instructor required.
Wr 222 including documentation. Emphasizes writing Wr 416/516
Writing Research Papers (4) and research processes, includes peer workshops. Screenwriting (4)
An elective course. The techniques for compiling Prerequisite: upper-division standing. Students will be introduced to the process of con-
and writing research papers. Attention to available Wr 327 ceiving, structuring, writing, rewriting, and mar-
reference materials, use of library, taking notes, Technical Report Writing (4) keting a screenplay for the contemporary
critical evaluation of evidence, and conventions Strategies for presenting technical information American marketplace. “Screenplay paradigms”
for documenting academic papers. Practice in from the technician, management, and lay per- will be discussed, and a variety of movies will be
organizing and writing a long expository essay son’s perspectives; rhetorical theory and tech- analyzed. May be repeated once for a total of 8
based on use of library resources. Recommended: niques for adapting technical prose to nontechni- credits.
Wr 121 or Freshman Inquiry. May not be used to cal audiences; and techniques for emphasizing Wr 420/520
fulfill English major requirements. and de-emphasizing information. Recommended: Writing: Process and Response (4)
Wr 227 Wr 323. Provides opportunities for students to write in
Introductory Technical Writing (4) Wr 328 various genres. Includes language attitudes, writ-
Practical experience in forms of technical commu- News Editing (4) ing process, and reader response. Recommended:
nication, emphasizing basic organization and pre- Preparation of news and feature stories for publi- one upper-division writing course. May be repeat-
sentation of technical information. Focuses on cation. Emphasis is on line editing, copy editing, ed once for a total of 8 credits. Does not fulfill
strategies for analyzing the audience and its infor- editorial troubleshooting, headline writing, and M.F.A. requirements.
mation needs. Recommended: Wr 121 or layout. Prerequisites: Wr 228. Wr 425/525
Freshman Inquiry. Advanced Technical Writing (4)
Wr 330
Wr 228 Desktop Publishing I (4) Emphasis on a problem-solving approach to
News Writing (4) Integrates writing, design, and visual communica- adapting technical documents to audiences and
An introductory course in news reporting and tion with computer technology, with emphasis on organizations. The course includes strategies of
writing. Focus on identifying newsworthiness, preparing students to produce a variety of shorter organization for complex technical documents,
writing leads, constructing news stories, inter- products combining writing and design elements. such as proposals and professional articles; strate-
viewing, and attributing quotes. Students learn to gies for discussing tables and figures; and the use
gather local news, writing some stories in a com- Wr 333 of metaphor to communicate technical informa-
puter lab on deadline. Recommended: Wr 121 or Advanced Composition (4) tion to lay audiences. Recommended: Wr 327.
Freshman Inquiry. May be repeated once for a Essay writing with particular attention to stu- May be repeated for a maximum of 8 credits.
total of 8 credits. dent’s area of specialization. Advanced practice in
essay writing. Recommended: Freshman Inquiry *Wr 426/526
Wr 300 or two writing courses. Document Design (4)
Topics in Composition (4) Document planning, creation, and revision,
Issues in composition. Includes such topics as Wr 394 including discussion of the use and abuse of lan-
writing and critical reasoning, writing with tech- Writing Careers for English Majors (4) guage in business, government, insurance, and
nology, and writing in the disciplines. May be A community based learning course for English law. Students will consider general strategies for
repeated for credit with different topics. majors who want to use their English major to document production; analyze different docu-
shape a viable career. Students hold an internship/ ment styles; address questions of target audience;
Wr 312 serve the community and practice public rela-
Intermediate Fiction Writing (4) evaluate documents for readability and efficiency;
tions/other professional writing. Prerequisite: and study the Plain English Movement and its
Continues the study of fictional techniques intro- upper-division standing.
duced in Wr 212. Includes such advanced instruc- legislative and legal implications.
tion as variations on the classic plot, complex Wr 399 Wr 427/527
points of view, conventions of genre, and develop- Special Studies (Credit to be arranged.) Technical Editing (4)
ment of ideas for future use. Emphasizes discus- Wr 404/504 Gives technical writers practice in technical edit-
sion of student work. Recommended: B or above Cooperative Education/Internship (Credit to ing by exposing them to samples of a variety of
in Wr 212. May be repeated once for a total of 8 be arranged.) documents from the files of organizations in the
credits. Consent of instructor required. Wr 405/505 surrounding community. As a community-based
Writing and Conference (Credit to be learning course, it requires students to interact
Wr 313 arranged.) Consent of instructor.
Intermediate Poetry Writing (4) with community partners in collaborative student
Wr 407/507 teams. May be repeated for a maximum of 8 cred-
Continues the study of poetry writing techniques Writing Seminar (Credit to be arranged.)
introduced in Wr 213. Includes additional its.
instruction in poetic forms, variations on tradi- Wr 428/528
tional forms, and experimental forms. Emphasizes Wr 410/510 Advanced News Writing (4)
discussion of student work. Recommended: B or Selected Topics in Writing (Credit to be Building on the journalism skills learned in News
above in Wr 213. May be repeated once for a arranged.) Writing and News Editing, students use the city
total of 8 credits. Consent of instructor required. Wr 412/512 of Portland as their laboratory, covering and writ-
Advanced Fiction Writing (4) ing breaking stories from community information
Wr 323 Further refines technical skills by demanding lon-
Writing as Critical Inquiry (4) sources like the police, courts, and city council.
ger and more ambitious works of fiction by the Students are also introduced to reporting on a
A writing course for upper-division students, advanced writer. Students will have an opportuni-
which offers sophisticated approaches to writing regular basis from news beats of their choosing.
ty to do research and can expect to confront a Recommended: Wr 328.
and reading. Students enhance critical thinking variety of technical problems emerging from class
abilities by reading and writing challenging mate- discussion. Recommended: Wr 312. May be *Wr 429/529
rial, refine their rhetorical strategies, practice writ- repeated once for a total of 8 credits. Consent of Writing Computer Documentation (4)
ing processes with special attention to revision instructor required. Develop skills in writing computer documenta-
and style, and write and read in a variety of tion, primarily user manuals and system specifica-
genres. Includes formal and informal writing, Wr 413 tions. Focuses on analyzing informational needs
sharing writing with other students, and prepar- Advanced Poetry Writing (4) of the audience, and defining and explaining
ing a final portfolio of work. Recommended: sat- Further refines technical skills by demanding more computer terms and concepts for non-technical
ambitious works of poetry by the advanced writer.
and semi-technical audiences. Recommended: Wr editing, and copyediting. Issues specific to both Wr 522
327, ISQA 111 or CS 105 or equivalent, word fiction and nonfiction books will be covered. MFA Core Workshop in Poetry (4)
processing skills. Prerequisite: Wr 323. The graduate workshop in poetry focuses on the
Wr 430/530 Wr 462/562 writing, revision, and critical discussion of student
Desktop Publishing II (4) Book Design and Production (4) poems. Students’ verbal and written critical analy-
Builds from the foundation in Desktop Publishing Comprehensive course in professional book design ses of their peers’ work are informed by their read-
I to explore further the skills needed to produce and production. Issues specific to the design of ing of published poems representing a range of
publications in the computer age. Topics include fiction and nonfiction books in a variety of genres formal strategies and historical and cultural con-
typography, page layout, photography, and infor- and markets will be covered, including the appli- texts, and by their reading in prosody and poetics.
mational graphics, with a special emphasis on cations of both old and new technologies in This course is restricted to graduate students
hands-on project production of a 12-page news- design and production. Prerequisite: Wr 323. admitted to the writing program in poetry. May
letter or magazine. be taken four times for a total of 16 credits.
Wr 463/563
WR 435/535 Book Marketing and Promotion (4) Wr 523
Grammar for Writers (4) Comprehensive course in professional book mar- MFA Core Workshop in Nonfiction Writing (4)
Study of grammar that focuses on writing that keting and promotion. Issues specific to the pro- This course, restricted to graduate students admit-
reads well aloud. Topics include: editing written motion of fiction and nonfiction books in a vari- ted to the writing program in nonfiction, will
work for rhythm, meter, emphasis, and balance; ety of genres and markets will be covered. concentrate on elements necessary for writing suc-
translating prose or poetry; and writing speeches, Students will do market research, interview cessful nonfiction prose— including structure,
letters, and other forms of communication. authors, produce marketing plans, write press voice, dialog, characterization, and point-of-
Provides background for students in upper-divi- releases, write advertising copy, and develop relat- view—with a primary emphasis on the in-class
sion and graduate programs that require writing ed marketing materials for actual books in prog- workshop and peer review of student pieces.
and editing skills. Prerequisite: senior or graduate ress at the teaching press. Prerequisite: Wr 323. Nonfiction models, both short pieces and book-
status. length, will be read and discussed, and students
Wr 464/564 will write critical responses regarding those mod-
*Wr 456/556 Bookselling (4) els. Instructor approval required. May be taken
Forms of Nonfiction (4) Comprehensive course in professional bookselling. four times for a total of 16 credits.
Explores various forms of nonfiction, including Issues specific to the wholesale and retail sale of
essay, personal essay, reviewing, immersion jour- books in a variety of genres and markets will be Wr 552
nalism, and memoir, with practice writing in covered. Changes in the industry and their impact Writing About Lives (4)
each. Instructor approval required. on literary culture will be addressed. Students Examines theories, methodologies, and issues of
learn how bookstores, book wholesalers, and book composing personal narrative throughout the life
*Wr 457/557 span. Forms may include: biography, autobiogra-
Personal Essay Writing (4) distributors are organized and function in the
marketplace. The nature of the book as both intel- phy, memoir, the personal essay, and the recording
The history and contemporary use of personal and transcribing of oral narrative. Following an
essay as a mode of creative communication; gives lectual artifact and commodity will be discussed,
with special emphasis on the impact of new deliv- introduction to appropriate theories and methodol-
an understanding of and practice in this kind of ogies, the course focuses on writing and response to
writing. Instructor approval required. ery technologies. Prerequisite: Wr 323.
the chosen form in a workshop atmosphere. May
*Wr 458/558 Wr 470/570 be repeated for credit.
Magazine Writing (4) Intellectual Property and Copyright (4)
Outlines the opportunities and pitfalls faced by Wr 553
Examines the development of both long- and Writing About Places (4)
short-form magazine pieces, as well as the business the writer (or editor, graphic designer, or artist) in
the legal and ethical spheres. Copyright law, U.S. Examines theories, methodologies, and issues
and economics of magazine publishing. Students involved with writing about place. Topics include
write and peer-critique articles in the styles and First Amendment law, defamation, right of priva-
cy, trademark, and trade secret law. Will discuss strategies for writing about place ranging from
formats of a variety of publications and magazine travel writing to nature writing, from traditional
departments. Instructor approval required. the importance of the Internet in rethinking many
copyright and intellectual property rules. journalistic approaches to creative nonfiction.
*Wr 459/559 Following an introduction to appropriate theories
Writing the Memoir (4) Wr 513 and methodologies and examination of profes-
Concentrates on elements necessary for writing Fiction Writing (4) sional models, this course centers on writing and
successful personal narrative, including structure, An intense coure for writers who are currently response to the chosen form in a workshop atmo-
tone/voice, dialogue, characterization, tense, and embarked on a project involving the writing of sphere. May be repeated for credit.
point-of-view. Memoir models, both short pieces fiction, whether short story, novella, or novel.
Expected preparation: Wr 212, 312, 412 or their Wr 554
and book-length memoirs will be read and dis- Writing About Events (4)
cussed and students will turn in several pieces over equivalents. May be repeated for credit. Consent
of instructor required. Examines theories, methodologies, and issues
the course of the term for workshop discussion. involved with writing about events. Topics include
Instructor approval required. Wr 514 strategies for writing about history and strategies
Wr 460/560 Poetry Writing (4) for relating current events through various forms
Introduction to Book Publishing (4) Traditional workshop format in which students of journalism. This course focuses on writing to
Provides a detailed overview of the publishing pro- write, revise, and respond to the poems of others. foster inquiry into topical issues in nonfiction.
cess, organized around the division of labor, includ- May be repeated for credit. Consent of instructor Following an introduction to appropriate theories
ing introductions to contemporary American pub- required. and methodologies, the course centers on writing
lishing, issues of intellectual commerce, copyright Wr 521 and response to the chosen form in a workshop
law, publishing contracts, book editing, book MFA Core Workshop in Fiction (4) atmosphere. May be repeated for credit.
design and production, book marketings and distri- The graduate workshop in fiction focuses on the Wr 555
bution, and bookselling. Based on work in mock writing, revision, and critical discussion of student Writing About Ideas (4)
publishing companies, students prepare portfolios short stories and chapters from novels. Students’ Focuses on writing to foster inquiry into topical
of written documents, i.e., book proposals, editorial critical analyses of their peers’ work are informed issues in nonfiction, whether scientific, philosoph-
guidelines, design and production standards, and by their study of published fiction in the texts, ical, or ethical. Following an introduction to
marketing plans. Guest speakers from the publish- supplemented by lectures clarifying technical appropriate theories and methodologies, the
ing industry and field trips provide exposure to the strategies in the writing of fiction. This course is course centers on writing and response to the cho-
industry. Prerequisite: Wr 323. restricted to graduate students admitted to the sen form in a workshop atmosphere. May be
Wr 461/561 writing program. Preference given to students repeated for credit.
Book Editing (4) working in this genre. May be taken four times
Provides a comprehensive course in professional for a total of 16 credits in fiction.
book editing, including editorial management,
acquisitions editing, substantive/developmental
Environmental Science and

Management Programs
218 Science Building II and humanities (16 credits). ly encouraged to broaden their studies
725-4982 All courses used to satisfy the beyond science by including courses from the
www.esm.pdx.edu/ Environmental Science major requirements, social sciences and humanities.
whether taken in the program or in other Honors Track in Environmental Science
B.A., B.S. in Environmental Science
departments, must be graded C- or above. and Management.The honors track in
B.A., B.S. in Environmental Studies
Minor in Environmental Studies Program requirements are listed below. Environmental Science and Management
Minor in Sustainability Students must complete the foundation will allow outstanding undergraduate stu-
Certificate in Hydrology courses listed below. All foundation courses dents to obtain recognition for exceptional
M.S., M.E.M. should be completed before a student enrolls performance in coursework and research.
Ph.D. in the upper-division sequence (ESM 320, Students will gain real life experience that
321, 322). Of the 16 credits of 400-level will assist them when applying to graduate
courses required in the core, a maximum of 4 school and/or for a professional career posi-
Undergraduate credits may be taken as ESM 404 Internship. tion. Acceptance into the ESM Honors
Track gives students an opportunity to work
program Foundation Courses
Bi 251, 252, 253 Principles of Biology.................... 15
Credits
closely with a faculty mentor and the gradu-
The Environmental Science and Management Ch 221, 222, 227, 228 General Chemistry.............. 10 ate students in his/her lab. In addition, par-
Ec 201 Microeconomics or Ec 332............................ 4 ticipation in the Honor’s Track strengthens
Programs allows students to develop the skills G 201, 204 or 202, 205 Geology or Ph 201, 214
and interdisciplinary understanding needed to or Ph 211, 214, Physics or Geog 210 Physical the student's resume and provides them
deal with environmental systems and human Geography.............................................................. 4-5 access to professional networking contacts.
impact on those systems. Students should con- Mth 251, 252 Calculus I, II........................................ 8 This program is designed for upper divi-
Stat 243 Introduction to Probability and
sult with a program adviser to assure proper Statistics I and Stat 244 Introduction to Probability
sion ESM majors who wish to deepen their
course planning. and Statistics II........................................................... 8 knowledge base in a particular area of inter-
The B.A./B.S. degrees in environmental OR est. Under the guidance of an assigned fac-
Stat 243 Introduction to Probability and ulty advisor, participants will identify a
science rest on an interdisciplinary curricu- Statistics I and ESM 340 Research Methods in
lum that develops understanding and exper- Environmental Science.............................................. 8 research project that will include readings,
tise in environmental science by building on Total 49-50 field or lab work, and a thesis. For addi-
a foundation in mathematics, natural scienc- Core Courses Credits tional information about the ESM Honors
es, and economics complemented by related ESM 220 Introduction to Environmental Systems... 4 Track, please visit the department website.
courses in environmental policy and man- ESM 221 Applied Environmental Studies: Requirements for minor. To obtain a
Problem Solving........................................................ 4 minor in environmental studies a student
agement. Students complete field experienc-
ESM 222 Applied Environmental Studies: Policy
es by working on projects in the University, Considerations........................................................... 4 must complete at least 28 credits (at least 12
metropolitan community, and region. ESM 320, 321 Analysis of of which must be taken in residence at
The Environmental Science and Environmental Systems I, II....................................... 8 PSU). At least 4 credits each in biological
ESM 323, 324 Environmental Systems science, physical sciences (physics, chemis-
Management Program cooperates with sev- Laboratory I, II........................................................... 4
eral departments and centers, including the ESM 322 Environmental Risk Assessment................ 4 try, geology), economics, and Mth 241 or
departments of Anthropology, Biology, ESM 325 Environmental Risk Assessment Lab......... 2 251 are expected before admission to the
Chemistry, Civil Engineering, Economics, ESM 335 Intro to Environmental Mgmt.................. 4 minor.
ESM 407 Environmental Seminar............................. 1
Geography, Geology, History, Mathematics, Credits
*ESM 410-499 Advanced Environmental Topics... 16
Physics, Political Science, Sociology; and the ESM 222 Applied Environmental Studies:
Total 51 Policy Considerations................................................ 4
School of Business Administration and the *ESM 404 can be substituted for 4 credits of the ESM 320, 321 Analysis
College of Urban and Public Affairs. ESM 410-499 requirement. of Environmental Systems I, II.................................. 8
Connected learning electives. Students ESM 322 Environmental Risk Assessment................ 4
Admission requirements must complete 16 credits of supporting Upper-division environmental policy/
management courses................................................ 4
Admission to the department is based on courses selected from an approved list of Upper-division environmental sciences courses...... 8
general admission to the University. See courses available on the program Web site Total 28
page 37 for more information. www.esm.pdx.edu. These courses are intend- Environmental policy/management cours-
ed to broaden the student’s background and es (minimum 4 credits) include selected
Degree requirements include courses from allied sciences (e.g. biol- upper-division courses from in environmen-
Requirements for major in ogy, geology and geography), courses that tal science and management, economics and
Environmental Science. In addition to sat- focus on the development of skills and tech- geography. Environmental science courses
isfying general University requirements (45 niques (e.g. GIS and remote sensing) useful (minimum 8 credits) include selected upper-
credits), a student majoring in environmen- in environmental science, and courses that division courses from environmental science.
tal science must complete at least 51 credits address the interactions of humans and the A list of approved courses is available from
of environmental science core courses and natural environment (e.g. economics, the Environmental Programs office and the
must meet program requirements for foun- English, history, philosophy, political science, program website. Courses taken under the
dation courses (49-50 credits), and support- sociology, and urban studies and planning). undifferentiated grading option (pass/no
ing elective courses in science, social science, In selecting these courses, students are strong-
pass) will not be accepted toward fulfilling Social Sciences and Humanities Core Courses them access to professional networking con-
minor requirements. Courses with omnibus Human Geography/Management............................ 8 tacts.
Geog 230: Environment and Society: Global
numbers 401, 404, 405, 406, and 407 are Perspectives and Geog 345: Resource Management This program is designed for upper division
not allowed for the minor. Additional cours- Environmental Economics........................................ 4 ESM majors who wish to deepen their
es may be required as prerequisites. Ec 332: Economics of Environmental Issues knowledge base in a particular area of inter-
or equivalent
Courses taken under the undifferentiated est. Under the guidance of an assigned facul-
Environmental Policy/Regulations........................... 8
grading option (pass/no pass) will not be ESM 222: Applied Environmental Studies:
ty advisor, participants will identify a research
accepted toward fulfilling minor require- Policy Considerations; project that will include readings, field or lab
ments. Courses with omnibus numbers 401, ESM 335: Intro to Environmental Management work, and a thesis. For additional informa-
404, 405, 406, and 407 are not allowed for 4 credits from the following list of courses:........... 4 tion about the ESM Honors Track, please
ESM 330: Environmental and Ecological Literacy,
the minor. Additional courses may be PS 319: Politics of the Environment, Phl 310: visit the department website.
required as prerequisites. Only grades of C- Environmental Ethics , Hst 339: The Environment Requirements for minor in sustainabili-
or above count toward satisfying the minor and History, Geog 347: Environmental Issues and ty. This minor requires a multidisciplinary
Action
requirement. study of the environmental, social, and eco-
Total 24
Skills: Students must take a total of 21 credits of
nomic dimensions of sustainability. To obtain
Requirements for major in Environ- skill courses, including the following: a minor in sustainability a student must com-
mental Studies. The Environmental Quantitative Analysis – 4 credits from this list:...... 4 plete at least 29 credits (at least 15 of which
Science and Management Programs and the Stat 243: Introduction to Probability and Statistics must be taken in residence at PSU), to
I, Sci 314: Environmental Statistics, Geog 496:
Department of Geography are collaborating Visualization of Spatial Data, Geog 497: Spatial including the following:
to offer a degree in Environmental Studies. Quantitative Analysis, ESM 340: Research Credits
Methods in Environmental Science
The degree prepares the students for more UnSt 224 Environmental Sustainability................... 4
Visualizing Spatial Data............................................ 9
sophisticated upper division courses at the Geog 380: Maps and Geographic Information and
ESM 222 Regulations/Policy and Sustainability....... 4
Upper-division credits to include at least a total of
interface between science and policy by Geog 488: Geographic Information Systems I: four courses from the following three categories.
requiring them to take some prerequisite Introduction Students must choose at least one course from
Field Methods – 4 credits from this list:.................. 4 each category..................................................... 15-16
courses in natural sciences (biology, chemis- Bi 473: Field Sampling; Geog 420: Field Methods
try and physical geography) and some pre- in Physical Geography ; ESM 342: Field Methods; Economics/Business
requisite courses in the social sciences (geog- Geog 489: Building GIS Database with GPS; Geog Econ 332 Environmental Economics (4)
425: Field Methods in Human Geography Econ 444 Economics of Green Power (4)
raphy, economics and environmental policy). Communications – 4 credits from this list:.............. 4 Ec/ESM 433 Natural Resource Economics (4)
A summary of the requirements are listed Geog 495: Maps, Models and GIS, Wr 327: Ec/ESM 434 Business Environmental Management
below: Technical Writing, Geog 481: Satellite Image Economics (4)
 27-29 credits in natural sciences in the Processing, Geog 485: Map Design and
Production
Ec/ESM 443 Global Environmental Economics (4)
USP 490 Green Economics and Sustainable
subjects of ecology, chemistry, environ- Total 21 Development (3)
mental systems, and physical geography Topical Areas: Students must take at least 4 courses Ec 430 Resource and Environmental
 24 credits in social sciences and humani- from one area of Topical Areas............................. 16 Economics (4)
ties in the subjects of resource manage- These “Topical Area” lists will be reviewed and Ec 332 Economics of Environmental Issues (4)
modified by the degree oversight committee
ment, economics, environmental policy (consisting of a member from each department) Social Issues
and regulations, and others on an annual basis. The intent of these lists is to Arch 367 Fundamental
help students and their adviser select an appro- of Environmental Design (4)
 21 credits from a list of “skills” that priate set of courses to meet the student’s educa- Hist 339 Environment and History (4)
includes quantitative analysis, visualiza- tional goals. For a complete table of approved Geog 346 World Population and Food Supply (4)
tion of spatial data, field methods, and courses, see the ESM website. Geog 345 Resource Management (4)
others Total for Major: 88 - 90 Geog 347 Environmental Issues and Action (4)
 16 credits in identified topical areas that Courses taken under the undifferentiated PS 319 Politics of the Environment (4)
include environmental systems, urban grading option (pass/no pass) will not be Sci 321 Energy and Society I (4)
Sci 322 Energy and Society II (4)
issues, resource management, nature/ accepted toward fulfilling major require-
Soc 341 Population Trends and Policy (4)
society interactions, and environmental ments. Additional courses may be required as Soc 465 Environmental Sociology (4)
education prerequisites. All courses used to satisfy the USP 313 Urban Planning: Environmental Issues (4)
There is a minimum of 88 credits required Environmental Studies major requirements, USP 419 Population and Society (4)
for this major. whether taken in the program or in other USP 425 Community
and the Built Environment (4)
Core Courses: Credits
departments, must be graded C- or above. Phl 310 Environmental Ethics (4)
*Any course taken to meet the core con- Geog 465/565 Tuscany: Sustainability in City and
Natural Sciences Core Courses
Ecology – 8 credits in one of the tent requirement cannot be used to meet the Country (4)
following sequences................................................. 8 topical area requirement. Geog 442 Sustainable Cities (4)
Bi 252, 253: Principles of Biology or Sci 341, 342: The Honors Track in Environmental Environmental Systems
Biology Concepts and Applications
Chemistry – 6 to 8 credits
Science and Management will allow ESM 355 Understanding the Environment (4)
ESM 356 Understanding Environmental
(two quarters or one semester)........................6 to 8 outstanding undergraduate students to obtain Conservation (4)
ESM 230: Fundamentals of Environmental recognition for exceptional performance in ESM 420 Ecological Toxicology (4)
Chemistry I, and ESM 231: Fundamentals of
Environmental Chemistry II.
coursework and research. Students will gain ESM 424 Wetland Ecology and Regulations (4)
Environment Science................................................. 8 real life experience that will assist them when ESM 426 Ecology of Stream and Rivers (4)
ESM 220: Introduction to Environmental Systems applying to graduate school and/or for a pro- ESM 428 Urban Ecology (4)
and ESM 221: Applied Environmental Studies: ESM 445 Old-Growth Forest Ecology (4)
fessional career position. Acceptance into the
Problem Solving Sci 331 Atmospheric Interactions I (4)
Physical Geography................................................... 4 ESM Honors Track gives students an oppor- Sci 332 Atmospheric Interactions II (4)
Geog 210: Physical Geography tunity to work closely with a faculty mentor Sci 335 Water and the Environment I (4)
Senior Seminar and the graduate students in his/her lab. In Sci 336 Water and the Environment II (4)
ESM 407: Environmental Seminar......................... 1 addition, participation in the Honor’s Track Sci 352 Science and Policy of Climate Change (4)
Total 27-29 strengthens the student's resume and provides
In addition, students must choose an appropriate Prospective students should contact the established by the Office of Graduate Studies
capstone:
UnSt 421 Sustainable Community Service Learning
program for a statement of current admis- and Research. Students working toward the
Capstone (A list of acceptable capstone courses will sion policy. A high GPA and acceptable M.E.M. degree will be required to complete a
be prepared for each year.)...................................... 6 GRE scores do not guarantee admission to project in lieu of a thesis. M.E.M. students
Total 29-30 master’s programs in Environmental Science will take in this order: 1 unit of ESM 509
Note: Students earning the minor in sus- and Management; admission is contingent Practicum at the beginning of their program,
tainability may not also earn the sustainable on the availability of program resources and and 5 units of ESM 506. This project is
urban development minor offered by the the identification of an appropriate adviser expected to be the product of original work
Toulan School of Urban Studies and for each student. in cooperation with an agency, organization,
Planning unless the courses presented for the or firm involved in environmental manage-
minors differ by at least 12 credits. Only Degree requirements
University master’s degree requirements are ment activities. The project plan, approach,
grades of C- or above count toward satisfy- and project report must be approved by the
ing the minor requirements. listed on page 67. Specific degree program
requirements are listed below. advisory committee in a manner parallel to
Master of Science and Master of that for thesis research. The project report
Environmental Management. The gradu- must be presented at a public seminar to be
Graduate programs ate study program is developed through dis- followed by an oral defense of the work con-
The Environmental Science and cussions involving the graduate student, the ducted by the student’s graduate committee.
Management(ESM) graduate program pro- student’s adviser, and the student’s graduate
vides a curriculum that will develop scien- committee. The M.S. or M.E.M graduate
tists and managers able to analyze and committee consists of at least three members Courses
understand environmental systems, predict including the major adviser. The major Courses with an asterisk (*) are not offered every year.
environmental change and participate in the adviser must be a member of the graduate ESM 101
management of the environment. Each stu- faculty. The graduate committee must be Environmental Sciences I (4)
approved by the ESM Chair. Introduction to the study of the environment and
dent conducts research and completes a the- sustainability with a focus on natural processes.
sis or project; each student develops depth To encourage the development of interdis- Topics will include physical processes and con-
in a specific academic area; and each student ciplinary graduate study programs, guidelines cepts related to air, water, and land as well as eco-
develops breadth through a set of core for course selection are flexible. Students logical processes and concepts including ecosys-
courses that include concepts in physical sys- must complete at least 45 graduate credits. tems, communities, biodiversity, population
tems, ecological systems and management. The program of study consists of the follow- dynamics, agriculture, and conservation ecology.
ESM participates in a joint campus program ing minimum credit requirements. One two-hour laboratory. The laboratory projects
will focus on urban streams, ecosystems of the
in environmental sciences, studies, and poli- Credits
Portland metropolitan region, and environmental
cy in collaboration with Oregon State Core courses (one from each core area and selected
impacts of land use.
from program list)................................................... 12
University and the University of Oregon. ESM 507 Seminar (three terms)................................ 3 ESM 102
Students may take appropriate courses at the Advanced statistical analysis (selected from pro- Environmental Science II (4)
other participating campuses. gram list).................................................................... 4 Introduction to the analytical study of the interac-
The following procedures are designed to Area of concentration............................................ 12 tion between humans and the environment. This
Elective and supporting courses.............................. 8 term will focus on issues of environmental degrada-
assure that the student is qualified to pursue
Thesis/project............................................................. 6 tion. Topics will include human population growth,
both the program itself and a successful career
Total 45 pollution of the air and water, energy resource use,
in environmental science and management. and social and economic basis for sustainability.
Core courses. One core course is required
in each of the following three categories: One 2-hour laboratory. The laboratory projects will
Admission requirements focus on impact of population growth, pollution,
physical environmental processes, ecological
Master of Science and Master of and resource conservation.
processes, and environmental management.
Environmental Management. In addition ESM 199
Lists of approved core courses are available
to the instructions for admission to the Special Studies (Credit to be arranged.)
from the ESM office or online at http://www.
graduate program as they appear on page ESM 220
pdx.edu/esm. Introduction to Environmental Systems (4)
59, ESM master’s programs require the fol-
Quantitative analysis. A course in Introduction to the structure and function of ter-
lowing information from each applicant.
research methods, experimental design, or restrial, aquatic, and atmospheric systems, includ-
1. Satisfactory scores on the Graduate ing the human actions that affect them. Includes a
statistical analysis, is required to ensure stu-
Record Examination (GRE) aptitude test. lab section that introduces basic quantitative tech-
dents have sufficient skills for environmental
A satisfactory score on the Test of English niques for collecting and analyzing data from envi-
research.
as a Foreign Language (TOEFL) is ronmental systems; 2 lecture periods, one 3-hour
Elective courses. Elective courses are to be lab. Recommended prerequisite: ESM 150 (may be
required for international students.
defined in the student’s program of study, taken concurrently).
2. Three letters of evaluation from persons
and agreed upon by the student’s adviser and
qualified to assess the applicant’s promise ESM 221
graduate committee. Courses may be select- Applied Environmental Studies: Problem
as a graduate student.
ed to provide additional background, to Solving (4)
3. Evidence of undergraduate or graduate
explore new areas, and to add depth to a Environmental sampling, Sampling design, and
course work in biology, chemistry, statis- measurement. Recommended prerequisites:
scholastic program.
tics, physics, and mathematics (including ESM 220; Stat 243.
Thesis or project. A central purpose of the
differential and integral calculus) equiva- ESM 222
M.S. and M.E.M. degree is to teach students
lent to the foundation course require- Applied Environmental Studies: Policy
the process of problem solving and research.
ments for undergraduate students in envi- Considerations (4)
A minimum of 6 credits is required. Students Introduction to environmental laws and the regu-
ronmental science.
working toward the M.S. degree will be lations promulgated under them. Includes an
4. Statement of Interest
required to complete original research leading examination of the genesis of these laws (e.g.,
5. Current resume or CV
to a thesis, that complies with standards NEPA, Clean Air and Water Acts, RCRA,
6. Identification of potential advisors Endangered Species Act) and their history of com-
pliance and violation. Recommended prerequisite: Introduction to general theory of environmental Topics will include toxicity test methods, environ-
ESM 220 and 221. management and strategies that are being used. mental fate of contaminants, and the physiologi-
ESM 230, 231 Case studies of local management project and cal and ecological effects of selected heavy metals,
Fundamentals of Environmental issues. Prerequisite: ESM 222. chlorinated organics, and pesticides.
Chemistry I, II (4, 4) ESM 340 ESM 424/524
Basic concepts and principles of chemistry as it Research Methods in Environmental Science Wetland Ecology (4)
applies to environmental problems. This will (4) Structure and function of wetland ecosystems,
include, the nature of matter and chemical reac- Integrates quantitative skills into environmental with an emphasis on the diversity of regional wet-
tions, water chemistry, water pollution, atmo- research. Introduces research methods commonly land systems. Topics also include wetland soils,
spheric chemistry, soil chemistry, toxicological used in environmental studies with emphasis on plants, and hydrologic setting and requirements
chemistry and industrial ecology. Examples will environmental study designs, data analyses, and for wetland delineation.
be used that illustrate the social and economic data interpretations. ESM 425/525
importance of environmental chemistry. ESM 342 Watershed Hydrology (4)
ESM 320 Field Methods (2) Study of the movement and storage of water in
Analysis of Environmental Systems I (4) Presents crucial safety, field and research skills for watersheds, emphasizing physical processes.
Structure and function of environmental systems, environmental research. Presents different skill Includes systems analysis of watersheds, precipita-
with an emphasis on physical processes and envi- sets for different types of field work for example tion, snowmelt, infiltration, evapotranspiration,
ronmental system dynamics. Includes a laboratory in lakes, wetlands, forests or marine environ- groundwater flow, streamflow generation, open
section using quantitative techniques for concep- ments. Students may count two sections of this channel flow, hydrograph analysis and an intro-
tualizing and analyzing environmental processes; class toward an Environmental Science or duction to watershed hydrologic modeling.
3 hours lecture, one 3-hour lab. Recommended Environmental Studies major. (May be taken Recommended prerequisites: Mth 252, Ph 201,
prerequisites: Mth 241 or 251, and four credits twice). Stat 244; ESM 320.
each in biology, chemistry, and physics or geology. ESM 355 ESM 426/526
ESM 321 Understanding Environmental Ecology of Streams and Rivers (4)
Analysis of Environmental Systems II (4) Sustainability I (4) Evaluation of streams and rivers from an ecosys-
Introduction to the structure and function of Emphasizing sustainability, study of the scientific tem perspective, including stream development,
environmental systems with an emphasis on eco- and ecological principles that govern human interac- biological communities, ecological processes, and
logical processes and human impacts. Includes a tions with the physical and biological systems of the methods of assessment as applied to evaluation of
laboratory focusing on the use of quantitative earth. Topics will include ecosystem function, earth common environmental problems.
techniques for whole system analysis; 3 hours lec- and Northwest resource issues and processes, biodi-
ESM 427/527
ture, one 3-hour lab. Recommended prerequisite: versity, human population dynamics, as well as the Watershed Biogeochemistry (4)
ESM 320. roles of science, society, economics, tehnology and Study of the chemistry of watershed-based ecosys-
ESM 322 ethical environmental sustainability. Not intended tems, emphasizing physical and biological pro-
Environmental Risk Assessment (4) for science majors. cesses. Mechanisms of atmospheric input; rock
Overview of risk assessment applied to environmen- ESM 356 weathering and soil development; physical and
tal problems, including the impact assessment pro- Understanding Environmental biological controls on the storage and flux of min-
cess, application of cost-benefit analysis, hazard Sustainability II (4) erals, carbon, and nutrients in terrestrial ecosys-
identification, risk characterization, risk assessment, Introduction to the concepts and principles neces- tems; and impacts of management on biogeo-
and risk management. Recommended prerequisites: sary to understand the complex relationship chemical processes in watershed-based ecosystems.
Ec 201, ESM 201, ESM 321. between humans and environmental sustainabili- Recommended prerequisites:
ty. Topics will include natural resources issues Bi 253, Ch 223, ESM 320, Mth 252.
ESM 323
Environmental Systems Laboratory I (2) with a focus on nature's services, the global crisis
in water, biodiversity, and food; soil function, the ESM 428/528
Laboratory work to accompany Environmental Urban Ecology (4)
Systems I (ESM 320). One 4-hour laboratory peri- fate of environmental toxins and public health,
Study of ecological processes in urban environ-
od. Requires concurrent enrollment in ESM 320. climate change, alternative energy, as well as eth-
ments. Emphasis on responses of flora and fauna
ics, governance, regulatory compliance, and com-
ESM 324 to changes in climate, hydrology, geomorphology,
munity understanding. Not intended for science
Environmental Systems Laboratory II (2) geochemistry, soils and available habitat in urban
majors. Expected preparation: Unst 224 or ESM
Laboratory work to accompany Environmental areas. Includes issues of species conservation, eco-
355.
Systems II (ESM 321). One 4-hour laboratory peri- system management and sustainability in urban
od. Requires concurrent enrollment in ESM 321. ESM 399 systems. Recommended prerequisite: an under-
Special Studies (Credit to be arranged.) graduate biology course or permission of instruc-
ESM 325 tor.
Environmental Risk Assessment Lab (2) ESM 401
Provides an overview of the main techniques used Research (Credit to be arranged.) ESM 429/529
for environmental risk assessment. Emphasis is on Environmental Impact Assessment (4)
Consent of instructor and program director.
laboratory acute and chronic toxicity tests and Environmental assessments and impact assessment
field biological stream assessment. Recommended ESM 404 techniques; regulatory and technical requirements
prerequisites: ESM 321, 322, 324. Cooperative Education/Internship of impact assessment. The National
(Credit to be arranged.) Environmental Policy Act, its implementation,
ESM 330 ESM 405 implications and uses.
Environmental and Ecological Literacy (4) Reading and Conference
Introduces a broad range of thought about ecology (Credit to be arranged.) ESM 433/533
and the environment, including supporters and Natural Resource Economics (4)
ESM 407
critics such as Aldo Leopold, David Orr, Bjorn Environmental Seminar (1) An examination of the economic concepts and
Lomborg, E.O. Wilson and Thomas Berry. Weekly seminar series involving student-led dis- theories for analyzing natural resource use and
Addresses the idea of ecological literacy as a key cussion of topical environmental issues. May be related environmental pollution, including the
aspect in education and understanding the envi- repeated for up to 3 credits. economics of sustainability. Discussion of renew-
ronment. Recommended prerequisites: ESM 220, able and nonrenewable natural resource issues in
221, and 222. ESM 410 the Pacific Northwest and policy alternatives.
Selected Topics (Credit to be arranged.) Recommended prerequisite: Ec 201. This course
ESM 335 Consent of instructor. is the same as Ec 433/533; course may be taken
Introduction to Environmental
Management (4) ESM 420/520 only once for credit.
Course will focus on environmental project man- Ecological Toxicology (4)
agement. Survey of agencies and entities that cur- Effects of environmental contaminants at the
rently do management and under what authority. individual, population, and ecosystem level.
ESM 434/534 Kinds, origins, and ecological features and All aspects of research and thesis writing for mas-
Business Environmental Management dynamics of freshwater environments. ter’s students.
Economics (4) Recommended prerequisite: Ch 223. ESM 504
Examines the economic costs and benefits that Cooperative Education/Internship
ESM 477/577
affect the decisions of business firms to develop Limnology Laboratory (2) (Credit to be arranged.)
integrated environmental management systems. Techniques in field and laboratory analysis of ESM 505
Analysis of policy options to foster business envi- freshwater systems. Recommended pre- or coreq- Reading and Conference (Credit to be
ronmental management for public goods. Case uisite: ESM 475/575. arranged.)
studies of selected firms. Recommended prerequi-
ESM 478/578 ESM 506
site: Ec 201. This course is the same as Ec Special Projects (Credit to be arranged.)
434/534; course may be taken only once for cred- Aquatic Vascular Plants (4)
it. Classification, biology, ecology, and management ESM 507
of aquatic vascular plants. Course will focus on Seminar (1)
ESM 443/543 freshwater systems and include a laboratory fea- Weekly seminar series on topical environmental
Global Environmental Economics (4) turing field identification and laboratory experi- issues. May be repeated for up to 3 credits for
An examination of the economic forces and theo- mentation. Recommended prerequisite: Bi 357. M.S. or M.E.M students.
ries to understand the causes of global environmen-
tal problems, and to evaluate policy options to ESM 479/579 ESM 509
Fate and Transport of Toxics in the Practicum (Credit to be arranged.)
remedy serious problems. Analyses of the economic
effects of global environmental agreements and the Environment (4) ESM 510
environmental effects of trade and global com- Chemical, physical, and biological principles that Selected Topics (Credit to be arranged.)
merce in developed and developing countries. This govern the behavior of toxic materials such as Consent of instructor.
course is the same as Ec 443/543; course may be heavy metals and synthetic organic compounds in ESM 549
taken only once for credit. the environment. Course emphasizes practical Applied Environmental Statistics (4)
ways to represent chemical processes in models of Analysis of environmental data (mostly observa-
ESM 445/545 pollutant behavior. Topics include: adsorption of
Old-growth Forest Ecology (4) tional data) and the presentation of data and
pollutants on soils and sediments; transport across results using graphics. Statistical estimation and
Exploration of the ecological characteristics of west- sediment-water and air-water interfaces; bioampli-
side old-growth forests, including their outstanding testing (including nonparametric procedures),
fication of pollutants; multiphase fugacity models analysis of variance, linear models, tree-based
biodiversity. Landscape level aspects of forest ecosys- of organics; case studies of contaminated surface
tems, including the role of fire; plus the use of basic models, nonparametric regression models, and
water, sediment and groundwater. Recommended Bayesian decision making.
forestry measurements to contrast old-growth, sec- prerequisite: senior or graduate standing. This
ond-growth, and plantation stands of trees. course is the same as CE 479/579; course may be ESM 550
Emphasizing field study, this eight-day course is Multivariate Analysis
taken only once for credit. of Environmental Data (4)
based at an off-campus location for easy access to
forest ecosystems. Field site costs in addition to ESM 480/580 Biological and environmental data are usually
tuition. Recommended prerequisite: upper-division Coastal Marine Ecology (4) complex, consisting of many observations and
or graduate standing required and an undergraduate Introduces the relationships between marine spe- variables. This course provides an overview of the
sequence in biology. cies and their environment, intra- and inter-spe- main techniques of multivariate data analysis that
cific interactions, and factors structuring marine are relevant and useful in ecology and environ-
ESM 450 communities. Community structure and distribu- mental science. Emphasis is on ordination and
Case Studies in Environmental Problem tion presented in the context of both oceanogra-
Solving (6) cluster analysis. Prerequisite: one college-level sta-
phy and coastal zone ecology. Marine conserva- tistics course.
Evaluation of selected cases of environmental prob- tion issues, including fisheries, addressed. A field
lems, including field studies and project work with ESM 566/666
trip required. Recommended prerequisite: ESM Environmental Data Analysis (4)
government and private agencies. Recommended 321.
prerequisites: ESM 320, 321, 322. Same as CE 566/666. Course may only be taken
ESM 483/583 once for credit.
ESM 460/560 Marine Conservation and Management (4)
Air Quality (4) ESM 570
This course will be divided into three sections. Environmental Education (4)
An overview of urban air quality issues facing cities We will begin by discussing the state of the
in the US and globally. Examine effects of air pollu- Overview of the purpose and scope of environ-
oceans, and ecological differences between marine mental education. Provides an educational frame-
tion on public health and environment, as well as and terrestrial/aquatic systems. The second part of
technologies and regulatory practices. Review pollu- work and examples of the variety of sites where
the course will discuss the major threats to ocean environmental education is practiced. Specific
tion measurement and modeling techniques. systems. The third part of the course will focus on
Recommended prerequisite: ESM 320. examples of teaching strategies, materials, and
solutions in terms of protected areas, management methods will be presented. Students will be
ESM 471/571 and policy strategies, and various aspects of the
Atmospheric Physics (4) expected to carry out a site-based project utilizing
human dimension. Recommended prerequisite: some of the materials developed in class.
Cycles of trace gases in the Earth’s atmosphere ESM 335.
and their role in the environment. Emission, dis- ESM 588
ESM 485/585 Environmental Sustainability (4)
persal, and removal of natural and man-made Ecology and Management of
trace constituents in the atmosphere that deter- Sustainability in natural and human-influenced
Bio-Invasions (4)
mine the Earth’s climate and stratospheric ozone ecosystems, with a focus on processes of regenera-
Invasive, or nonindigenous, species present us with
layer. Prerequisites: one year each of calculus and tion, maturity, collapse and renewal. Topic areas
global ecological and economic problems and have
calculus-based physics. Recommended: introduc- include natural provisioning of ecosystem services,
been ranked as second only to habitat destruction
tory course in differential equations. This course processes of change in ecological systems, interac-
as a threat to our natural areas and native species.
is the same as Ph 471/571, may only be taken tions among ecological and social systems, eco-
These invasive species are a concern because they
once for credit. nomic valuation of ecosystem services, and eco-
restructure ecosystems, affect the evolutionary tra-
system management.
ESM 473/573 jectory of native species, lead to the extinction of
Phytoplankton Ecology (4) species, and impact local industries. ESM 590
Examination of photosynthesis, nutrient uptake, Recommended prerequisite: ESM 321. Ecosystem Services and Sustainability:
regulation and cell growth processes in the con- Developing a Toolkit (1)
ESM 501 Ecosystem services provide a conceptual frame-
text of algal growth in natural waters. Research (Credit to be arranged.)
Recommended prerequisites: Bi 251; ESM 321 work for addressing ecological, social and eco-
Consent of instructor and program director. nomic sustainability. Students will learn to use an
or Bi 357.
ESM 503 interdisciplinary toolbox of methods and tech-
ESM 475/575 Thesis (Credit to be arranged.) niques useful for assessing various aspects of eco-
Limnology and Aquatic Ecology (4)
system services. Students will develop projects on social and economic sustainability. Examining
ecosystem services assessments and valuation. shifts in ecosystem services following development
ESM 591 or removal of built environmental structures.
Ecosystem Services and Sustainability: Student projects evaluate and measure environ-
Field Project (4) mental, economic and social impacts (positive and
Interdisciplinary course and field work. Provides a negative) of the shift in services. Prerequisites:
conceptual framework for addressing ecological, ESM 590.
Geography
424 Cramer Hall Latin America, and Mediterranean Europe. for human or regional geography, but not for
725-3916 Geography is in the School of the both. Geog 497, or Stat 243 and Stat 244,
www.geog.pdx.edu/ Environment and participates in the or equivalent is required for the B.S. degree.
Environmental Science and Resources Ph.D. Credits
B.A., B.S.
Minor
Program. Over 100 undergraduate majors Physical Geography:................................................ 12
Minor in GIS and 30 graduate students participate in two Geog 210 Physical Geography (4) required
Geog 310 Climate and Water Resources (4)
Secondary Education Program-Social departmental groups, the Friends of
Geog 311 Climatology (4)
Science Geography and the Student Chapter of the Geog 312 Climatic Variability (4)
M.A., M.S. American Society for Photogrammetry and Geog 313 Biogeography (4)
Graduate Certificate in GIS Remote Sensing/Columbia River Region. Geog 314 Severe Weather (4)
M.A.T. and M.S.T. (General Social Several research groups and outreach pro- Geog 320 Geomorphic Processes (4)
Science) grams in the department provide additional Geog 321 Mt. Hood (4)
Ph.D.—Environmental Sciences and job and internship opportunities for interest- Geog 322 Alpine Environments (4)
Resources Geog 333 Weather (4)
ed students in public agencies and businesses Geog 340 Global Water Issues & Sustainability (4)
in such fields as planning, environmental Geog 407 Seminar in Physical Geography(4)
management, GIS, and cartography.
Undergraduate The geography program gives students an
Geog 413 Biogeography of the
Pacific Northwest (4)
programs appreciation and understanding of the Geog 414 Hydrology (4)

Geog 415 Soils and Land Use (4)
human environment on global, regional, Geog 418 Landscape Ecology (4)
The Geography Department at Portland and local scales. It provides background and Human Geography:................................................. 12
State University links environmental studies requisite training for careers in resource, Geog 230 Environment and Society:
and cultural studies in a program centered planning, environmental, or education Global Perspectives (4) required
on environmental issues, social and cultural fields. Geography majors find work in urban Geog 240 Geography of Wine (4)
landscapes, sustainability in urban and natu- and natural resource management, spatial/
Geog 331 Geography of Globalization (4)
ral areas, and Geographic Information Geog 332 Urban Geography (4)
GIS analysis, urban planning, map design Geog 340 Global Water Issues and
Science. Coursework emphasizes systematic and production, and statistical analysis. Sustainability (4)
and regional approaches to understanding Geography is the lead department on cam- Geog 345 Resource Management (4)
the physical environment and human-envi- pus for training in GIS, remote sensing and Geog 346 World Population and Food Supply (4)
ronment interactions. Techniques classes (in spatial analysis.
Geog 347 Environmental Issues and Actions (4)
Geog 348 Cultural and Political Ecology (4)
GIS, remote sensing, and spatial analysis)
Geog 349 Mountain Geography (4)
provide the tools to analyze complex local, Admission requirements Geog 407 Seminar in Human Geography (4)
regional, and global phenomena. Access to Geog 430 Cultural Geography (4)
Admission to the department is based on
the Pacific Coast and the Cascade Geog 432 Urban Landscapes (4)
general admission to the University. See
Mountains provides ample opportunity for Geog 442 Sustainable Cities (4)
page 37 for more information. Geog 445 Resource Management Topics (4)
field work-based classes and field work
Geog 446 Water Resource Management (4)
opportunities for research. The PSU Degree requirements Geog 447 Urban Streams (4)
Department of Geography is an excellent Geog 448 The Urban Forest (4)
choice for undergraduate and graduate stu- Requirements for major. In addition to
Geog 462 Sense of Place (4)
dents with interests in the linkages between meeting the general University degree Regional Geography:.............................................. 12
human and natural systems. requirements, the major in geography must Geog 230 Environment and Society:
Faculty engage in local, regional, and complete at least 60 credits in geography Global Perspectives (4) required
international research projects in hydrology, courses, including 12 credits in each of the Geog 321 Mt. Hood (4)
water resources, biogeography, sustainable following areas: geographic techniques, phys- Geog 350 Geography of World Affairs (4)
Geog 351 Pacific Northwest (4)
development, land use analysis, climate ical geography, regional geography, and
Geog 352 The Himalaya and Tibet (4)
change, cultural ecology and cultural land- human geography—as detailed below. Of the Geog 353 Pacific Rim (4)
scapes, the urban environment, geographic courses presented for the major, 13 credits Geog 354 Europe (4)
education, and geographic information sci- are in required courses (Geog 210, 230, and Geog 355 Landscapes of Spain (4)
ence. Ongoing faculty research sites in inter- 380), and a minimum of 16 credits must be Geog 356 Russia and Its Neighbors (4)
at the 400-level. Geog 230 may be counted Geog 360 Latin America (4)
national areas include East Asia, high Asia, Geog 363 Africa (4)
Geog 364 The Middle East (4) Geog 492/592 GIS II: Advanced GIS.......................... 4 should have completed the minimum prepa-
Geog 366 Historical Geography of ration for an undergraduate major in geog-
North America (4) Plus three additional courses from the
Geog 368 United States and Canada (4) list of electives: (12 credits) raphy with a 3.00 grade point average in all
Geog 407 Seminar in Regional Geography (4) Geog 475/575 Digital Compilation and work. Students with majors in other fields
Geog 450 Geography of Portland (4) Database Design.................................................... 4 are encouraged to apply. Normally such stu-
Geog 480/580 Visual Image Analysis.................... 4
Geog 453 Japan (4) dents are admitted on a conditional basis,
Geog 465 Tuscany: Sustainability in City and Geog 481/581 Satellite Image Processing............. 4
Country (4) Geog 482/582 Satellite Image Classification
with the student required to take courses to
Geographic Techniques:......................................... 12 and Change Detection........................................... 4 remedy deficiencies.
Geog 380 Maps and Geographic Geog 484/584 Cartographic In addition to the general University
Information (5) required Applications of GIS................................................ 4 admission requirements for advanced
Geog 407 Seminar in Research Skills (4) Geog 485/585 Map Design & Production............. 4
Geog 420 Field Methods in Physical Geography (4) Geog 489/589 Building a GIS Database
degrees the student must provide the
Geog 425 Field Methods in Human Geography (4) with GPS................................................................. 4 Graduate Record Examination (G.R.E.)
Geog 475 Digital Compilation and Geog 490/590 GIS Programming........................... 4 scores and letters of recommendation from
Database Design (4) Geog 494/594 GIS for Water Resources................ 4 three faculty members of colleges previously
Geog 480 Visual Image Analysis (4) Geog 495/595 Maps, Models, and GIS.................. 4 attended.
Geog 481 Satellite Digital Image Analysis (4) Geog 496/596 Visualization of Spatial Data........ 4
Geog 482 Satellite Image Classification Geog 497/597 Spatial Quantitative Analysis........ 4
Students for whom English is a second
and Change Detection (4) language must present a score of at least 550
Total (minimum) 29
Geog 484 Cartographic Applications of GIS (4) (paper-based) or 213 (computer-based) in
All courses submitted to satisfy require-
Geog 485 Map Design and Production (4) the Test of English as a Foreign Language
Geog 488 Geographic Information Systems I: ments for the minor in GIS must be graded
(TOEFL) with their application for admis-
Introduction (4) and passed with a C or better. At least 16
Geog 489 Building a GIS Database with GPS (4) sion.
credits must be taken in residence at PSU.
Geog 490 GIS Programming (4)
Students who are also working toward the Degree requirements
Geog 492 Geographic Information Systems II:
Advanced GIS (4) major in Geography must take (in addition
Geog 493 Digital Terrain Analysis (4) to the core courses for the GIS minor) at University master’s degree requirements are
Geog 494 GIS for Water Resources least 12 credits from the list of electives that listed on page 67. Specific departmental
Geog 495 Maps and Models (4) will be uniquely applied to the GIS minor. requirements are listed below.
Geog 496 Visualization of Spatial Data (4) Master of Arts or Master of Science.
Geog 497 Spatial Quantitative Analysis (4)
Students considering the GIS minor are
strongly encouraged to meet with a geogra- The student will plan a program of study
Geography Electives................................................ 12
phy adviser to work out an instructional with an adviser and other members of the
Total credits in geography (minimum) 60
program that best meets their needs. supervisory committee during the first term
Course taken under the undifferentiated of residence (the first term after admission
grading option (pass/no pass) will not be SECONDARY EDUCATION PROGRAM to the program). The program of study
accepted toward fulfilling department major Adviser: See department chair must include a minimum of 45 graduate
requirements. (See Interdisciplinary Studies page 261) credits for thesis students and 54 graduate
All courses used to satisfy the departmen- credits for nonthesis students. Of these, a
tal major requirements must be graded C- minimum of 36 graduate credits must be in
or above. Graduate programs geography for the thesis option, to include 6
Requirements for a minor. To earn a credits of Geog 503 (Thesis); a minimum of
minor in geography a student must complete The Department of Geography offers the
degrees of Master of Arts, Master of Science, 40 graduate credits must be in geography
a minimum of 28 credits in geography (at for the nonthesis option, including 2 credits
least 12 credits of which must be taken in Master of Arts in Teaching, and Master of
Science in Teaching (General Social Science). of Geog 501 Research. Both thesis and non-
residence at Portland State University, and 16 thesis programs must include the following:
credits of which must be upper-division), to The department also participates in the
Environmental Science and Resources Ph.D. Geog 521, Geog 522, and Geog 523.
include the following: Students seeking the M.A. degree must
Credits
program, see page 192.
Areas of primary concentration are urban demonstrate their competence in the use of
Geog 210 Physical Geography.................................. 4
Geog 230 Environment and Society: geography, physical geography, resource a foreign language for geographic research;
Global Perspectives................................................... 4 management, culture, environment and soci- those preparing for an M.S. degree must
Geog 380 Maps and Geographic Information........ 5
ety, GIS, and cartography. The M.A. and show proficiency in advanced skills in geogra-
Geography electives (upper-division).................... 16
M.S. degrees are in part designed to meet phy or an equivalent research technique (8
Total (minimum) 29
the needs of students preparing for careers in credits of Techniques/Skills coursework).
All courses used to satisfy the departmen- research or administration in government Students in the M.A. program must com-
tal minor requirements must be graded C- and industry, urban and regional planning, plete a thesis. Those in the M.S. program
or above. and in secondary education and community may choose between thesis and nonthesis
Requirements for a minor in GIS. To options. The thesis option requires the pre-
college teaching. The M.A. and M.S. degrees
earn a minor in GIS (Geographic also provide a predoctoral program in geog- sentation of the student’s independent
Information Systems) a student must com- raphy for students planning to take advanced research into a topic approved by the stu-
plete a minimum of 29 credits in geography work leading to professional careers in uni- dent’s graduate committee. It normally
(at least 16 credits must be taken in residence versity teaching, research, or public service. involves field work and is an original contri-
at Portland State University), to include the Students are encouraged to follow a program bution to knowledge in the field of geogra-
following: that combines breadth of knowledge with phy. A final oral examination by the student’s
Core courses: (17 credits) Credits depth in one field of interest. committee includes defense of the thesis.
Candidates electing the nonthesis option
Geog
Geog
210 Physical Geography or
230 Environment and Society........................ 4 Admission requirements must register for one 2-credit section of Geog
Geog 380 Maps and Geographic Information........ 5 501 Research to rewrite, edit, and revise a
For admission to graduate study for the
Geog 488/588 GIS I: Introduction............................ 4 research paper or project which must evolve
M.A. and M.S. degrees, a student normally
from graduate coursework in geography at and human-induced variability and the effects on Geog 332
PSU. A final oral presentation of the paper is water resources of the region. Students will learn Urban Geography (4)
by gathering data, analyzing the data, and report- Introduction to the geographical factors affecting
required for completion of the degree. All
ing on their results. Reading and discussion will the development of the modern city. Topics
graduate students, whether in thesis or non- accompany the data/laboratory portions of the include urban systems and the location of cities;
thesis programs, are encouraged to attend the course. Includes laboratory and/or fieldwork. residential, commercial, and industrial structure;
department’s colloquia. Recommended prerequisite: Natural Science social and physical characteristics of cities; the
The Geography Department follows the Inquiry. Also listed as Sci 334; course may be built environment; the urban economy; and plan-
University requirement for minimum and taken only once for credit. ning the urban environment. Recommended pre-
continuous enrollment. Geog 313 requisite: upper-division standing.
Master of Arts in Teaching or Master of Biogeography (4) Geog 333
Science in Teaching. For information on the This course examines current and historical distri- Weather (4)
Master of Arts in Teaching and the Master of butions of organisms as explained by environmental Introductory course in the atmospheric environ-
and biological factors. The goal of the course is to ment providing a comprehensive understanding of
Science in Teaching (Interdisciplinary atmospheric structure and the changes over time
improve student understanding of how multiple fac-
Studies), see page 261. tors such as soil properties, natural selection, climate that result in the weather we experience. Topics
change, and human activities shape the geography include, atmospheric moisture (fog, rain, clouds),
of organisms at local to global scales. atmospheric stability and cloud development, air
Courses Recommended prerequisite: Geog 210. pressure and winds, air masses and fronts, and
hurricanes and tornados. This course is the same
Geog 314
Geog 199 Severe Weather (4) as Ph 333; course may be taken only once for
Special Studies (Credit to be arranged.) credit. Recommended: upper division standing or
Examination of severe and hazardous weather pro-
Geog 210 cesses such as hurricanes, tornadoes, and thunder- Geog 210.
Physical Geography (4)
storms. Evaluation of the human-environment Geog 340
An introduction to the physical elements of geogra- Global Water Issues and Sustainability (4)
interaction of severe weather and the potential con-
phy and the environment in which people live. The Examines the availability and quality of freshwater
sequences of global climate change on the intensity
focus is on natural processes that create physical resources around the world. Includes the global
and location of severe weather phenomena.
diversity on the earth. Major topics are weather and water cycle, human use and modifications of glob-
Recommended prerequisite: Geog 210.
climate, vegetation and soils, landforms, ecosystems, al water systems, effects of climate change on
their distribution and significance. Geog 320
Geomorphic Processes (4) global freshwater, water policy in international
Geog 230 Study of landform processes at the earth’s surface rivers, and sustainable water resource manage-
Environment and Society: Global Perspectives ment. Focuses on case studies in major interna-
(4) including the work of water, wind, and ice in ero-
sion, transportation, and deposition on land and tional rivers.
An introduction to the ways in which humans,
acting through social constraints and structures, sea. The significance of geomorphic processes to Geog 345
have lived in and modified their environment. human activities is included. A one- to two-day Resource Management (4)
The spatial patterns produced from human activi- weekend field trip is required. Three lectures; one Survey of natural resources, their occurrence, and
ties (such as population growth, transportation 3-hour lab. This course is the same as Geology their management. Primary focus will be on the
systems, urban structure, economic development, 374; course may be taken only once for credit. United States, with case studies from other coun-
resource use and management, and the evolution Recommended prerequisites: Geog 210 and Mth tries and regions. Recommended prerequisite:
of political patterns) are considered in a global 111. upper-division standing.
context. Case studies from several world regions Geog 321 Geog 346
illustrate the processes by which humans modify Mt. Hood (4) World Population and Food Supply (4)
their world to create distinctive cultural land- Examines the physical and cultural systems that An introduction to the dynamics of the current
scapes. shape Mt. Hood and investigates some of the national and international problems associated
issues that arise when a mostly wild mountain with rapid population growth, unemployment,
Geog 240
Geography of Wine (4) abuts an urban area. Class involves lecture, discus- major population migrations, shortages of food
Core geographic concepts and themes through the sion, research, and field trips. and other critical commodities, and the present
framework of the geography of wine. Exploration Geog 322 and potential adjustments to these situations.
of the physical and cultural dimension of grape- Alpine Environments (4) Recommended prerequisite: upper-division stand-
growing and wine-making, ranging from historical Examines the geoecology of high elevation envi- ing.
geography to climate and climate change and cul- ronments in tropical, mid-latitude, and high alti- Geog 347
tural geography. tude regions with a special emphasis on the alpine Environmental Issues and Action (4)
environment of the Pacific Northwest. The prima- Examines environmentalism as a phenomenon
Geog 310
Climate and Water Resources (4) ry objective is to promote understanding of the reflecting cultural appraisals of nature and society’s
An inquiry-based examination of the principal features and processes found in alpine areas relationship to it. Explores the history and ideolo-
controls on climate and hydrology, with emphasis including their susceptibility to human alteration. gy of the environmental movement, and investi-
on processes and interactions; students will do Topics include an examination of high elevation gates the contemporary structure, concerns,
fieldwork, data analysis, and laboratory work. weather and climate, geomorphology, soils, and effects, critiques, and directions of environmental-
Recommended prerequisite: Natural Science vegetation. Recommended prerequisite: Geog ism. Recommended prerequisite: upper-division
Inquiry. Also listed as Sci 333; course may be 210. standing.
taken only once for credit. Geog 331 Geog 348
Geography of Globalization (4) Cultural and Political Ecology (4)
Geog 311
Climatology (4) An introduction to theories and concepts related Introduction to geographic perspectives on cultur-
A study of the physical processes which comprise to global economic activities within agriculture, al and political ecology. Investigates cultural adap-
the climatic system, from the global scale to the manufacturing, service and information indus- tation and environmental change from an ecologi-
local scale. Particular attention is given to the tries. The course focuses on global processes and cal perspective, focusing on biomes, cultural adap-
nature of climatic variability, its causes, and its linkages between local and global economies. tations within them and the political structures
implications for human activity. Recommended Includes geographic distributions, areal interaction that influence cultural adaptations. Particular
prerequisite: Geog 210. among urban and regional economies, the pro- attention to traditional societies and the impacts
cesses of regional economic development, and of development. Recommended prerequisite:
Geog 312 international economic linkages. Recommended upper-division standing.
Climate Variability (4) prerequisite: upper-division standing.
Examines the role of climate variability in the
Pacific Northwest, including the nature of natural
Geog 349 21st century. Recommended prerequisite: upper- Geog 380

Mountain Geography (4) division standing. Maps and Geographic Information (5)
Investigates mountain environments as distinctive Geog 356 Examines maps as communicative tools, analytical
biophysical and cultural realms. Surveys the Russia and Its Neighbors (4) devices, and cultural artifacts. Fundamental con-
human occupation and use of mountainous areas An exploration of the USSR by topic and region. cepts such as scale, projection, coordinate systems,
of Eurasia, Africa, the Pacific, and the Americas, The course looks at the nature and significance of are reviewed and applied to higher level measure-
and explores highland-lowland interactions in the country’s huge size and diversified physical ment and analytical methods with thematic and
selected cases. Topics include cultural adaptation, environment; examines the origins and implica- topographic maps. The data requirements and
mountain resource management and policy, and tions of its multinational character; and analyses information content of maps are considered with
developments and its impacts in highland patterns of agricultural production and industry, respect to emerging digital geo-spatial technology.
environments. with consideration of the distinctive institutions Geog 399
Geog 350 that have shaped them. Special Studies (Credit to be arranged.)
Geography of World Affairs (4) Geog 360 Geog 401/501
Examines the major world trouble spots in light of Latin America (4) Research (Credit to be arranged.)
long-standing political-geographical rivalries, Analysis of changing landscapes and lifeways in Consent of instructor.
including ethnic group rivalries, economic dispari- Latin America. The focus is on physical, cultural, Geog 403/503
ties, and conflicting historical claims. Particular and economic forces that have interacted to create a Thesis (Credit to be arranged)
emphasis will be placed on political organization distinctive world region. Particular attention is Consent of instructor.
of territory, nationalism, boundary conflicts, colo- given to the impact of large scale issues such as
nialism, and, where relevant, metropolitan political Geog 404/504
global climate change, trade, the environment, and Cooperative Education/Internship
fragmentation. Recommended prerequisite: upper- the debt crisis on the lands and lives of everyday
division standing. (Credit to be arranged.)
people in the region. Recommended prerequisite: Geog 404 Pass/no pass only. Consent of instructor.
Geog 351 upper-division standing.
Pacific Northwest (4) Geog 405/505
Geog 363 Reading and Conference (Credit to be
Study of the Pacific Northwest as a region of the Africa (4) arranged.)
United States. Overview of the region and its rela- A survey course on the physical and human geog- Consent of instructor.
tionship to other parts of the world will be fol- raphy of the continent of Africa, focusing on the
lowed by an analysis of the physical environment, Geog 407/507
variability of the physical landscape, including Seminar (Credit to be arranged.)
natural resources, agriculture, manufacturing, geomorphology, vegetation, and climate and on
transportation, population, and urban develop- the patterns and implications of cultural diversity. Geog 409/509
ment. Special attention will be paid to theoretical Practicum (Credit to be arranged.)
Examines links between natural resources, eco-
developments in contemporary regional geogra- Geog 409 Pass/no pass only. Consent of instructor.
nomic development, and environmental manage-
phy issues. Recommended prerequisite: upper- ment on location, national and regional scales. Geog 410/510
division standing. Case studies from various countries and regions Selected Topics (Credit to be arranged.)
Geog 352 will be used. Geog 413/513
The Himalaya and Tibet (4) Biogeography of Pacific Northwest (4)
Geog 364
Survey of the physical and cultural landscapes of The Middle East (4) This course examines the regional biogeography of
the Himalaya-Hindukush and the Tibetan Plateau. A survey of the physical and cultural landscapes of current and historical plant and animal distributions.
It investigates not only the places and peoples with- southwestern Asia and North Africa, emphasizing Course topics include the abiotic constraints to spe-
in it but also ideas about it and their influence on the interaction of environmental factors and cies distributions, ecological processes (succession
its history and present situation. dynamic economic and political forces in the and disturbance), and biogeographic theory and
Geog 353 region as a whole. Problems common to the management. The course includes two mandatory all
Pacific Rim (4) nations of the region are examined, including the day field trips. Recommended prerequisites: Geog
Provides a comprehensive look at the events and difficulties of political cohesion, urbanization, and 210, 313 or Bio 357.
people shaping the last 150 years of Asia-Pacific ecological impacts of tradition and contemporary Geog 414/514
history and relates them to Pacific Basin relation- land-use practices. Recommended prerequisite: Hydrology (4)
ships today. Reveals how, from the 19th century upper-division standing. A detailed analysis of the physical processes of the
onward, modern nations have emerged from the hydrologic cycle, emphasizing an applied approach
Geog 366
rich and varied cultures and society of Pacific Historical Geography of North America (4) for the purposes of resource management and envi-
Asia. Particular emphasis is placed on political and Survey of the evolving geography of North ronmental analysis: precipitation, runoff processes,
economic geography of East Asia in relation to America during the last four centuries; the forma- evapotranspiration, soil water, flooding and flood-
contemporary American and Japanese interests in tion and growth of regions from the initial period plain utilization, and techniques of hydrologic data
the region. Recommended prerequisite: upper- of European exploration and colonization to the analysis. Recommended prerequisites: Geog 210
division standing. present. Topic include the acquisition of geograph- and Stat 243 and 244.
Geog 354 ical knowledge; cultural transfer and acculturation; Geog 415/515
Europe (4) westward expansion; resource exploitation; regional Soils and Land Use (4)
Focuses on the changing economic and political and national integration; and landscape change. The origin, development and distribution of soils
geography of Europe, post World War II, and the Recommended prerequisite: upper-division stand- and the significance of soil to man. Examines the
adjustments to changing world conditions. ing. importance of soil to landforms, vegetation, and
Analysis of the geographic conditions of individu- ecological development. Major emphasis is given
Geog 368
al countries. Examines their population, urban United States and Canada (4) to land use potentials and limitations on various
and rural settlements, physical geography, agricul- Survey of the contemporary regional geography of kinds of soils with focus on urban and agricultural
ture, and industry. Recommended prerequisite: the United States and Canada including physical settings. There are two half-day field trips.
upper-division standing. environments, cultural landscapes, and economic Recommended prerequisite: Geog 210.
Geog 355 activities. Topics will include the development of Geog 418/518
Landscapes of Spain (4) distinctive regions; the changing spatial relation- Landscape Ecology (4)
Study of the landscapes of Spain, both the physical ships between the location of resources and popu- Examines the structure, function, and change of
and the cultural, and the search for unity in a lation; urban/rural disparities; and national and natural and human-modified communities at the
nation long characterized by diversity. Overview of regional roles in the global economy. scale between individual communities and region-
the climate and topography, the historical develop- Recommended prerequisite: upper-division stand- al biomes. Focuses on spatial patterns and pro-
ment of regional distinctions, and the cultural and ing. cesses as they relate to the patch mosaic of inter-
political conditions that shape the nation in the acting ecological communities. Recommended
prerequisites: Geog 313 or Bi 357. Upper-division
standing required.
Geog 420/520 approach in the development of natural resource meaning in places, global-local tensions, territori-
Field Methods in Physical Geography (4) policy. Emphasis will vary, e.g. water resources, ality, and contested places.
Introduces students to field methods in physical energy resources, public lands. Recommended pre- Geog 465/565
geography. The goal is to familiarize the student requisite: upper-division standing. Tuscany: Sustaiinability in
with field techniques including research and sam- Geog 446/546 City and Country (4)
pling design, field measurements and mapping, Water Resource Management (4) Explores historic and contemporary connections
data analysis and report writing and the use of field Analysis of the distribution, use and management between city and country in Tuscany within a
equipment. Field and lab exercises will focus on the of water resources, emphasizing the systems of framework of environmental, social, and econom-
examination of natural patterns and processes and water rights, legislation, and regulations which gov- ic sustainability. Topics include rural land use,
those resulting from human activity. Techniques ern water resources. Issues of water development sustainable agriculture and forestry, food produc-
involving vegetation sampling, soil description, and water quality are examined. Focus is on U.S. tion and food networks, agritourism, landscape
microclimatic conditions, and geomorphologic water resource, with case studies from other coun- stewardship, urban design, and alternative energy
processes will be covered. Recommended prerequi- tries and regions. Examples are drawn from local, production. Examines international transferability
site: eight hours of upper-division physical geogra- regional, and international water resource manage- of sustainability concepts. Expected preparation:
phy or graduate standing. ment schemes. Recommended prerequisite: upper- junio/senior or graduate class standing; relevant
Geog 425/525 division standing. experience; permission of instructor.
Field Methods in Human Geography (4) Geog 447/547
Field observation, description, and analysis in Geog 475/575
Urban Streams (4) Digital Compilation and Database Design (4)
human geography. Students explore landscapes in Investigates issues associated with human dimen- Class in applied geographic information systems
Portland metropolitan region through a series of sions of streams in the urban environment. Topics featuring the project development of new digital
exercises including sampling techniques, field include the role of streams in the built environment, geo-spatial data. Students learn to digitize existing
mapping, and photography supplemented by data human modifications of stream systems and their map documents, design information databases to
collection from census records, tax records, histor- consequences (e.g., disappearing streams, channeliza- be used with these data, and employ a standard-
ic maps and photographs, and published accounts tion), and local community responses to restore and ized documentation format to describe the data-
about places. Recommended prerequisites: 8 cred- protect urban streams. Case studies are drawn from base. Prerequisites: Geog 488/588, prior or con-
its of upper-division or regional geography or national and international streams as well as local current enrollment in Geog 492/592.
graduate standing. streams in the Portland metropolitan area.
Geog 480/580
Geog 430/530 Recommended prerequisite: Geog 345 or Geog 347 Visual Image Analysis (4)
Cultural Geography (4) or Geog 432/532. Visual interpretation and measurement from
Explores cultural geography as a subfield of the Geog 448/548 remotely sensed imagery used for mapping and
discipline. Examines the major organizing con- The Urban Forest (4) spatial data development. Analysis of air photo
cepts of cultural geography—cultural ecology, Examination of issues related to trees in the urban pattern recognition and scale distortions.
region, landscape, symbolism. Focus is on how environment. Topics will include the values and Examination of various satellite imaging platforms
these concepts are used in cultural geography, the roles of urban trees, species identification, site and product characteristics. Prerequisite: Geog
evolution of research in each area, how the use selection, spatial structure of the urban forest, 380.
and application of the concepts have changed management and regulation of urban trees, and
over time, current theoretical developments, and Geog 481/581
techniques for evaluating the health of the urban Satellite Digital Image Analysis (4)
how this subfield of geography fits into the disci- forest and public and governmental efforts to pro-
pline. Includes field work project. Recommended Interpretation and measurement from digital sat-
mote urban trees. Recommended prerequisite: ellite imagery used for interpretation of the earth’s
prerequisite: Geog 230. one or more of Geog 313, 413/513, 415/515, surface. Analysis will be largely based on the
Geog 432/532 432/532, Bi 357. application of computer technology to imagery.
Urban Landscapes (4) Geog 450 The emphasis will be on natural landforms and
Analysis of the contemporary built environment Geography of Portland (4) vegetative cover. Recommended prerequisite:
of metropolitan areas; social, cultural, political, Analysis of the geography of Portland. Lectures Geog 480/580.
and economic forces that have given cities their and guided field work. Students will work on
form and image; historical processes of urban Geog 482/582
group projects on specific topics involving Satellite Image Classification and Change
development; and messages and meanings of our research, data collection and analysis with oral
surroundings. Focuses on common urban land- Detection (4)
and written presentations. Recommended prereq- Satellite image classification methods are used for
scapes as well as designed spaces. In individual uisite: 12 credits of geography.
and group projects, students analyze the interrela- thematic information extraction and digital
tionships of land use, residential density, street Geog 453/553 change detection methods for measuring land
patterns, homes and yards, and open spaces in the Japan (4) use/land cover change. Image classification trans-
Portland metropolitan area. Recommended pre- The course focuses on the major geographical fac- forms digital satellite images to land cover types.
requisite: Geog 332. tors underlying Japan’s rise to industrial and eco- Includes computer exercises in classification and
nomic greatness in the present day. The main change detection using leading satellite image
Geog 442/542 emphasis is upon the rise and development of cit- processing software packages. Recommended pre-
Sustainable Cities (4) ies and industry, the agricultural characteristics of requisite: Geog 481/581.
Examines efforts to create sustainable cities in the Japan, and its contemporary trade relationship
United States, drawing on ideas from around the Geog 484/584
with the Pacific Northwest. Recommended pre- Cartographic Applications of GIS (4)
world. Explores complexities of balancing social requisite: Geog 353.
justice with environmental health and economic Provides a general introduction to GIS by focus-
vitality. Topics include urban ecology and green Geog 462/562 ing on the mapmaking capabilities of GIS soft-
city initiatives, new ideas in designing the built Sense of Place (4) ware. Topics include basic cartographic principles
environment, growth management and land use Places are created by people, infused with mean- of visual communication and representation, how
planning, community-based efforts to improve ing, and tied to personal experience. This course to turn geographic datasets into effective maps
quality of life, and challenges of globalization for explores meaning in landscapes and identity in both for print and the web, and how to critique
local economies. Includes fieldwork project, half- places, regions, and localities. It looks at places maps. Prerequisites: Geog 380.
day field trips, and community-based learning through three frameworks: place description and Geog 485/585
option. Recommended prerequisites: Geog 332 or depiction (in media images, popular narratives, Map Design and Production (4)
432; USP 311 or 313. scholarly writings, photography, and art); the Introduction to the planning and execution of a
meanings and messages of places; and our personal map, with special emphasis on the arrangement of
Geog 445/545 experience and connections to places. Topics
Resource Management Topics (4) its graphic elements. Students will use cartograph-
include: the distinctiveness of places, bioregional ic and illustration software in the compilation,
Focuses on advanced topics in administration and influences, personal memory and place, creating
management of natural resources. Reviews historical design and production of maps. Prerequisite:
issues and today’s struggles for a sustainable Geog 380.
Geog 488/588 Geog 493/593 spatial autocorrelation, spatial interpolation, and

Geographic Information Systems I: Digital Terrain Analysis (4) multivariate spatial data analysis. Prerequisite:
Introduction (4) Introduction to the theory and methods of the Geog 496/596; Stat 243 and 244 recommended.
Introduces the general principles and application generation, compilation, analysis, and applications Geog 521
of Geographic Information Systems (GIS). Topics of digital elevation data. Topics include GIS ter- Geographic Thought (4)
include geographic data models, the nature of geo- rain data models, digital photogrammetry, LiDAR Geography as a professional field. The first half of
graphic data, databases, data collection, mapmak- data processing, terrain surface analysis, terrain the course deals with the history of geographic
ing, and spatial analysis techniques. Students will visualization, and watershed delineation. thought and literature. The second half focuses on
use GIS software to complete a series of computer Computer lab included. Prerequisites: GEOG the role of geography among the arts and sciences
lab exercises that demonstrate a variety of 488/588 or USP 591. and on more recent developments in the field.
approaches to the analysis and display of spatial Geog 494/594 Required of all graduate students in geography.
data. Students enrolling in this class also must reg- GIS for Water Resources (4)
ister for a computer lab section. Also listed as USP Geog 522
591. Prerequisite: Applications of Geographic Information Systems Research Design (4)
Geog 380 or equivalent experience. (GIS) in hydrology and water resource manage- A guided program for preparing graduate research
ment. Topics include hydrologic networks, water- papers and theses in geography. Attention is given
Geog 489/589 shed characterization by GIS, river channel mod- to formulating topics, developing hypotheses,
Building a GIS Database with GPS (4) eling with GIS, GIS modeling and visualization of determining researchability, acquiring and analyz-
Develops knowledge and skills necessary to use hydrographic data, time-series water resource data ing data, developing conclusions, and organizing
the global positioning systems (GPS) to collect, representation and analysis in GIS, and issues in and writing reports. Required of all graduate stu-
process, and use geographic data. GPS theory and the applications of GIS for watershed manage- dents in geography.
techniques through field survey experiences. ment. Expected preparation: Geog 380, 414/514,
Collect and integrate spatial and non-spatial data Geog 523
and 488/588 or USP 591.
within an integrated geographic information sys- Geographic Research and Applications (1)
tem (GIS) framework. Prerequisites: Geog Geog 495/595 Applications of theory and method in geography
488/588 or USP 591. Maps, Models, and GIS (4) through discussion of faculty research; relates the-
Analysis and display of spatial data, emphasizing oretical underpinnings of the discipline to faculty
Geog 490/590 environmental questions within the framework of research agendas, broadens perspectives on geo-
GIS Programming (4)
the raster data model. Topics include an introduc- graphical research questions. Required of all
Introduction to GIS programming languages for
tion to general systems theory, the nature of mod- geography graduate students.
customizing applications and streamlining spatial
els, cartographic model development, model imple- Geog 601
analysis. Topics include GIS software environ-
mentation procedures, map algebra, vector-to-raster Research (Credit to be arranged.)
ment, programming syntax and styles, interface
data conversion, guidelines for symbol usage, and
customization, GIS routines and functions, and Geog 603
the incorporation of digital remote sensing data Thesis (Credit to be arranged.)
basic algorithms. Programming lab included.
into map models. Prerequisite:
Prerequisite: Geog 488/588. Geog 605
Geog 380; Geog 485/585 recommended.
Geog 492/592 Reading and Conference
Geographic Information Systems II: Advanced Geog 496/596 (Credit to be arranged.)
GIS (4) Visualization of Spatial Data (4) Geog 607
Analysis and applications of geographic informa- The use of graphics as a fundamental descriptive Seminar (Credit to be arranged.)
tion systems concepts and technology to land and explanatory tool for visualizing data in geogra-
planning and management issues. The multipur- phy and other disciplines. Topics include graphic
pose land information systems concept is used as types, their design and meaning, visualization of
an organizing device for spatial registration of data spatial data surfaces, catographic counterparts to
layers to achieve data sharing and compatibility descriptive statistics, data classification techniques,
among functions. User needs assessment and sys- data transformations, index numbers, and spatial
tems design provides the basis for systems pro- graphics software. Recommended: 12 hours of
curement, implementation, and use. Students coursework in geography.
enrolling in this class also must register for a com- Geog 497/597
puter lab section. Also listed as USP 592. Spatial Quantitative Analysis (4)
Prerequisite: Geog 488/588 or USP 591. Introduction to the principles of inferential spatial
statistics. Topics include point pattern analysis,
Geology
17A Cramer Hall Admission requirements include either G 355 or G 450). Up to 8 credits may
be taken in upper-division math, science, or engi-
725-3022 neering..................................................................... 16
www.geol.pdx.edu/ general admission to the University. See page Eight credits from the following courses:............... 8
G 344 Geology and the National Parks (4)
B.A., B.S. 37 for more information. G 345 Life in the Universe (4)
Minor in Geology G 346 Exploring Mars (4)
Minor in Computer Applications Degree requirements G 351 Introduction to Oceanography (4)
Minor in Environmental Geology Bachelor of Science/Bachelor of Arts G 352 Minerals in World Affairs (4)
Minor in Space and Planetary Science in Geology. In addition to meeting the G 353 Natural History of Dinosaurs (4)
Secondary Education Program general University degree requirements, the G 374 Geomorphic Processes (4)
M.A., M.S. major must meet the following departmental G 430 Life of the Past (4)
M.A.T. and M.S.T. (Science/Geology) requirements: G 452 Geology of the Oregon Country (4)
Ph.D.—Environmental Sciences and G 453 Geology of the Pacific Northwest (1-3)
Resources
Credits G 454 Cascade Volcanoes (4)
G 201, 202 Geology................................................... 6 G 456 Astrogeology (4)
G 204, 205 Geology Laboratory or
G 207 Computer Based Geology Laboratory....... 2-3 G 457 Volcanoes and Earthquakes (4)
G 203 Historical Geology.......................................... 3 Total in geology (minimum) 52-53
Undergraduate G 206 Historical Geology Laboratory....................... 1
G 312 Mineralogy...................................................... 5
Upper-division credits in pre-approved
sustainability-related courses................................... 8
programs G 314 Petrology........................................................ 5
G 318 Processes in the Surface Environment.......... 5
Mathematics to include either
option 1: Math to include Mth 251......................... 4
G 324 Computer Applications option 2: Math to include Mth 11 and Mth 212.... 8
The Department of Geology offers programs and Information Technology.................................... 5 Statistics to include Stat 243;
leading to the bachelor’s degree in geology, as G 326 Numerical Modeling of Earth Systems.......... 5 Stat 244 recommended............................................. 4
well as studies in numerical modeling, geo- G 434 Structural Geology and Tectonics.................. 5 One year of 200-level college chemistry or equiva-
chemistry, geomicrobiology, glaciology, G 435 Stratigraphy and Sedimentation................... 5 lent with labs........................................................... 15
G 485 Field Methods in Geosciences....................... 4
hydrogeology, engineering geology, planetary One year of 200-level biology plus labs or
Total in geology 51-52 One year of 200-level physics plus labs................. 15
geology, and environmental geology. At least 16 credits of electives must be chosen from
The programs serve both majors in geology upper-division geology courses (excluding G 301, Subtotal 46-50
G 344, G 345, G 346, G 351, G 352, G 353, G 355, G Total 98-103
and nonmajors: those who may wish to 374, G 430, G 450, G 452, G 453, G 454, G 456, and
broaden their science background; those pre- G 457). This may include up to 8 credits of upper- Courses taken under the undifferentiated
division mathematics, science, or engineering cours- grading option (pass/no pass) are not accept-
paring to teach general or earth sciences or es approved by the undergraduate adviser.
geology in elementary or secondary schools; Students may use up to 4 credits from an approved able toward fulfilling departmental major
summer field camp course...................................... 16 requirements.
and those preparing for a master’s or a doc-
Subtotal 67-68 Requirements for minor in geology. To
toral degree. Mathematics through calculus to include
Postbaccalaureate students (with a bache- Mth 251, 252, 261, 254........................................... 16 earn a minor in geology, a student must
lor’s degree, not in geology) who wish to One year of 200-level chemistry complete a minimum of 29 credits (at least
become professional geologists may complete or equivalent with labs...................................... 13-16 14 credits of which must be taken in resi-
Ph 201, 202, 203 plus labs; or dence at PSU), to include the following:
this curriculum while doing both undergrad- Ph 211, 212, 213 plus labs; or
uate and graduate work in geology. Ph 211, Ph 212 plus labs Credits
and EAS 211 Statics............................................ 14-15
Geologists are employed by government G 200 Field Studies.................................................... 1
Subtotal 43-47
agencies at federal, state, county, and city lev- G 201, 202 Geology................................................... 6
els; by independent consulting firms to work Total 110-115
G 204, 205 Geology Laboratory or
with engineers, architects and planners; in Courses taken under the undifferentiated 207 Computer Based Geology Laboratory........... 2-3
the construction, mining, and petroleum grading option (pass/no pass) are not accept- Twenty upper-division credits in geology............. 20
industries; and as teachers in elementary and able toward fulfilling departmental major Total (minimum) 29
high schools and at the college level. requirements. Requirements for minor in environ-
Geologists who have graduated from PSU Bachelor of Arts/Bachelor of Science mental geology. To earn a minor in envi-
are employed as reseachers in mitigation of in Earth Science. In addition to meeting ronmental geology, a student must complete a
environmental problems, assessment of the general University degree requirements, minimum of 29 credits (at least 14 credits of
the major must meet the following depart- which must be taken in residence at PSU) to
ground and surface water resources, explora- include the following:
tion, development and management of min- mental requirements:
eral and fuel resources, urban planning, GIS, Credits Credits
G 201, 202 Geology................................................... 6 G 200 Field Studies.................................................... 1
evaluation of the effects of forest roads and
G 204, 205 Geology Laboratory or G 201, 202 Geology................................................... 6
quarries on watershed health, management 207 Computer Based Geology Laboratory........... 2-3
of their own companies, and instruction at G 203 Historical Geology.......................................... 3 G 204, 205 Geology Laboratory or
207 Computer Based Geology Laboratory........... 2-3
all educational levels. G 206 Historical Geology Laboratory....................... 1
G 200 Field Studies.................................................... 1 G 460 Soil Geomorphology or
Students majoring in geology should plan
G 312 Mineralogy...................................................... 5 G 461 Environmental Geology................................. 4
to complete the required mathematics, G 314 Petrology......................................................... 5 Sixteen upper-division credits chosen from:......... 16
chemistry, and physics courses as early in G 318 processes in the Surface Environment.......... 5 G 312 Mineralogy (5)
their program as possible. At least 16 credits of electives must be chosen from G 318 Processes in the Surface Environment (5)
upper-division geology courses (excluding G 301, G G 322 Global Biogeochemical Cycles (5)
344, G 345, G 346, G 351, G 352, G 353, G 374, G
430, G 452, G 453, G 454, G 456, G 457) (may G 324 Computer Applications and Information
Technology (5) filling department minor requirements with Master of Arts in Teaching or Master
G 424 Geographic Information Systems the exceptions of G404 and G405 which are of Science in Teaching. The College of
for the Natural Sciences (4)
G 434 Structural Geology (4) offered only for pass/no pass. Liberal Arts and Sciences offers the M.A.T./
G 435 Stratigraphy (4) M.S.T. degrees in Science/Geology. To be
G 440 Volcanology (4)
SECONDARY EDUCATION PROGRAM admitted to the M.A.T./M.S.T. program in
Adviser: M.L. Cummings
G 443 Groundwater Geology (4) Science/Geology, a student must hold a
G 447 Environmental Sediment Transport (4) Students preparing for careers in K-12
bachelor’s degree in geology, or in the physi-
G 448 Chemical Hydrogeology (4) teaching upon completion of a Graduate
cal or life sciences—including the equivalent
G 452 Geology of the Oregon Country (4) Teacher Education Program (GTEP) may
G 459 Quaternary Climate (4) of a minor in geology. Students must take
qualify to teach geology and general science
G 460 Soil Geomorphology (4) the general Graduate Record Examination
in middle and high schools by completing a
G 461 Environmental Geology (4) and submit scores before admission for
B.A. or B.S. in geology or the requirements
G 470 Engineering Geology (4) advising purposes.
Total 29
listed on page 176 for integrated science.
Requirements for minor in computer It is recommended that students who want Degree requirements
applications. To earn a minor in computer to teach science in grades 5-9 major in geol-
Master of Arts and Master of Science.
applications with an emphasis in geosciences, a ogy and include a year-long introductory
University master’s degree requirements are
student must complete 30 credits (at least course in biology and a course in meteorolo-
given on page 67. Specific departmental
24 credits of which must be taken in resi- gy, astronomy, and oceanography; or major
requirements for the M.S./M.A. are:
dence at PSU) to include the following: in general studies in science and complete
1. Completion of a minimum of 45 credits
the integrated science program on page 176.
Credits in approved graduate courses.
100- or 200-level computer science course............. 4 Science courses are to be taken for differen-
a. Students must take G 523 Statistics and
G 324 Computer Applications and Information tiated grades, except for those offered only on
Technology................................................................ 5 Data Analysis in the Geosciences unless
a pass/no pass basis. Students must have at
G 326 Numerical Modeling of Earth Systems.......... 5 already taken as G 423 as an undergradu-
least a 2.75 GPA in science courses and must
Three adviser-approved courses in advanced com- ate.
puter applications, with at least 4 credits outside earn at least a C in each course.
of geology. These courses may come from any unit b. Students must take at least 8 credits in
in the University but may not include 405 reading/ geology courses numbered 610 or higher.
conference courses.................................................. 12
A one-term adviser-approved, upper-division
research project or practicum.................................. 4
Graduate programs c. Students must take at least another 12
credits (16 credits if G 423 Computer
Total 30 The Department of Geology offers programs Application in Geology was completed as
Students are encouraged to contact leading to a graduate certificate, the Master of an undergraduate) in the field of geology
Michael L. Cummings, undergraduate advis- Arts or Master of Science in geology, an from 510 or higher level courses.
er, for help in designing a program leading option in geohydrology, the Master of Arts in d. A maximum of 9 credits will be allowed
to a minor in environmental geology, geolo- Teaching or Master of Science in Teaching for courses numbered 501 Research, 504
gy, space and planetary sciences, or comput- (Science), and to the Ph.D. degree in the Cooperative Education/Internship, 505
er applications. Upper-division courses taken School of the Environment. Reading and Conference, or 506 Special
under the undifferentiated grading option The M.A./M.S. program is designed to Problems. These courses are offered for P/
(pass/no pass) are not acceptable toward ful- train geology students beyond the baccalau- NP credit only.
filling department minor requirements. reate degree for professional employment or e. Students must complete at least 6 credits
Requirements for minor in space and for advanced graduate work. The M.A.T./ of G 503 Thesis (P/NP only); up to 9
planetary science. To earn a minor in M.S.T. program is offered for teachers in credits can count for the degree.
space and planetary science, a student must secondary schools and community colleges. 2. The department will evaluate a student’s
complete a minimum of 28 credits (at least Geology is in the School of the record for deficiencies at the time of
16 credits of which must be taken in resi- Environment and participates in the admission and develop a list of courses
dence at PSU), to include the following: Environmental Sciences and Resources that must be completed for a grade of B
Credits Doctoral Program. Specialized studies in or better in each course within a length of
Eight credits selected from the following:.............. 8 hydrogeology, geomicrobiology, environ- time specified in the admission letter.
G 201/204, 202/205/207 Geology, Geology mental geology, engineering geology, geome- 3. Completion of field camp (could have
Laboratory, Computer Based Geology Laboratory been taken as an undergraduate) or
(8-9 credits)
chanics, glaciology, and applied stratigraphy,
or Ph 121, 122 or Ph 261, 262 General Astronomy along with multidisciplinary environmental equivalent field experience as approved by
(8 credits). science courses and seminars, will partially the field camp director.
Sixteen credits of electives selected from the fol- fulfill the requirements for the Ph.D. in 4. Presentation of a thesis.
lowing (may include other elective courses pre-
approved by the undergraduate adviser.):........... 16 environmental science and resources. For 5. Completion of a final oral examination
Chem 360 Origins of Life on Earth (4) information relative to the Ph.D. program (thesis defense) taken before the end of
G345 Life in the Universe (4) in environmental sciences and resources, see the sixth week of the final term in resi-
G374 Geomorphic Processes (4) page 192. dence.
G456 Astrogeology (4)
Specific departmental requirements for the
G446 Meteorites (4)
G458 Astrobiology (4)
Admission requirements M.A./M.S. geology-geohydrology option are
Ph 366, 367 Complexity Master of Arts and Master of Science. To the same as above, or with a nonthesis
and the Universe I and II (8)
be admitted to the graduate degree program, option, are:
Ph 476 Observational Astronomy (2) 1. Completion of a minimum of 45 credits
Four credits selected from the following:............... 4
the student must have a baccalaureate degree
G404 Cooperative Education/Internship in geology or its equivalent, as determined in approved graduate courses of which 36
G405 Reading and Conference by the departmental graduate committee. It must be for differentiated grades (A-F).
Total 28 is required that the General Graduate a. Students must take G 523 Statistics and
Pass/No Pass: Upper-division courses must Record Examination be taken before admis- Data Analysis in the Geosciences unless
be taken for a letter grade to count toward ful- sion.
already taken as G 423 as an undergradu- G 201, 202 G 324

ate. Geology (3, 3) Computer Applications and Information
Study of Earth’s materials, structures, and the pro- Technology (5)
b. Students must take at least 8 credits in Application of digital computers to problems in
cesses that have changed the Earth’s surface
geology courses numbered G 610 or high- throughout geologic time, in the light of the uni- geology through familiarization with software and
er. fying plate tectonics model. Requires concurrent hardware for collecting, processing, analyzing, and
c. Students must take at least another 12 enrollment in G 204 for G 201, and presenting data. Topics covered include use of
credits (16 credits if G 423 Computer G 205 or G207 for G 202. Classes will meet the databases, spreadsheets, programming, analysis of
Application in Geology was completed as requirements for science with an integrated labo- data collected along a traverse, over a map area,
an undergraduate) in the field of geology ratory experience and multivariate data. Applications to stratigraphic
G 204, 205 sections, chart recordings, sample locations, map-
from G 510 or higher level courses. ping, trend surfaces, and clustering. Three lectures
d. Student must complete 3 credits in Geology Laboratory (1, 1)
Laboratory work to accompany G 201 and 202, and two 2-hour laboratories. Prerequisite: Mth
G 501 Research respectively, involving basic geologic principles 251 or concurrent enrollment.
e. A maximum of 3 additional credits will be and processes emphasizing rocks, minerals, topo- G 326
allowed for courses numbered G 501 graphic and geologic maps. One 2-hour laborato- Numerical Modeling of Earth Systems (5)
Research, G 504 Cooperative ry period. Concurrent enrollment in Application of modeling software to chemical,
Education/Internship, G 505 Reading G 201, 202, respectively, is required. biological and physical global systems.
and Conference, and G 506 Special G 207 Introduction to numerical methods, such as
Computer Based Geology Laboratory (2) finite-elements and finite-differences, for solving
Problems or similarly numbered courses systems of equations that describe geological pro-
in other departments. These courses are Laboratory work to accompany G202 involving
the application of Microsoft Excel, Microsoft cesses. Three lectures and two 2-hour laboratories.
offered for P/NP credit only. Prerequisite: Mth 252 or concurrent enrollment.
Access, and ArcView GIS to solve geoscience
2. The department will evaluate a student’s problems. One 3-hour laboratory period. *G 333
record for deficiencies at the time of Concurrent enrollment in G 202 is required. Evolutionary Concepts (4)
admission and develop a list of courses G 301 Designed to provide background in evolutionary
that must be completed for a grade of B Geology for Engineers (3) concepts and to address current issues in evolution
or better in each course within a length of A study of the origin, interior, and crustal materi- as they are perceived and are being investigated by
time specified in the admission letter. als of the Earth: the natural processes which have scientists in biology and geology. This is a com-
built it up, deformed, and torn down the crust bined lecture and discussion class and will include
3. Completion of field camp (could have occasional guest lecturers presenting their research
been taken as an undergraduate) or throughout geologic time: the environmental
interrelationships between man and geologic pro- and views on various topics in evolution.
equivalent field experience as approved by cesses and resources stressing application to engi- G 344
the field camp director. neering. For majors in civil engineering. Geology and the National Parks (4)
4. Presentation of a research project. Covers the geology that one finds in our national
G 312
5. Completion of a final oral examination Mineralogy (5) park system. Parks will be grouped by similar
on the subject area and the research proj- Description, classification, and genesis of miner- geology. Basic concepts of geology will first be
ect. als. Introduction to optical mineralogy. Two covered in each group and then each park of the
Master of Arts in Teaching or Master of 75-minute lectures; two 2-hour laboratory peri- group discussed. Prerequisite: upper-division
standing.
Science in Teaching. In consultation with ods. Prerequisite: one year of general chemistry.
the graduate adviser, the student should G 314 G 345
Life in the Universe (4)
establish the degree program before the com- Petrology (5)
Origin, classification, and distribution of igneous, Focus on issues surrounding the origin and evolu-
pletion of 16 credits of coursework. The pro- tion of life on Earth, the environmental condi-
gram must include a minimum of 45 credits metamorphic, and sedimentary rocks. Composition
of the Earth’s crust and mantle. Emphasis on rock tions required for life elsewhere, and the potential
in approved graduate courses, to include a type assemblages and their genesis occurring at for life on other planets and satellites in our solar
minimum of 30 credits in geology and relat- major plate tectonic environments as represented system. Additional topics include the discovery,
ed sciences, and 6 credits in G 506. At least by active/passive continental margins, rift zones, occurrence and habitability of extrasolar planets,
9 credits must be in education courses. In ocean basins and trenches, ocean islands, continent- and the philosophical and societal implications of
continent collision belts, and stable cratons. Two searching for life beyond Earth. Prerequisite:
order to fulfill requirements for the degree, upper-division standing. Two lectures, one 2-hour
the student must satisfactorily complete the 75-minute lectures; two 2-hour laboratory periods.
Prerequisite: G 312. laboratory.
degree program and pass both a final written
G 318 G 351
examination and a final oral examination. Introduction to Oceanography (4)
Processes in the Surface Environment (5)
Physical processes occurring in the upper crust A survey course designed to give students a broad
including tectonic provenances, weathering, mass general background. Emphasis is on interrelation-
Courses transport, fluid-sediment transport, depositional ships of oceanography and other sciences. Useful
for general studies, teachers and environmental
environments, stratigraphic sequences, and intra-
Courses with an asterisk (*) are not offered every year. stratal diagenesis. Two 75-minute lectures; two science majors. Prerequisite: upper-division stand-
2-hour laboratory periods. Prerequisite: G 312. ing.
G 199
Special Studies (Credit to be arranged.) G 322 G 352
G 200 Global Biogeochemical Cycles (5) Minerals in World Affairs (4)
Field Studies (1) A survey course in biogeochemistry from an earth The geologic origin and occurrence of metals,
Participation in field trip exercises to enhance the history perspective. Study of the origin and evolu- fuels, and industrial minerals and rocks; their geo-
understanding of materials and processes taught in tion of Earth and its biogeochemical cycles; survey graphic distribution and relative abundance or
corresponding lower division geology courses. of the microbial and chemical reactions that occur lack among nations; the rules and principles
Field studies areas include: coast, mountains, within the atmosphere, lithosphere, hydrosphere which influence their past, present, and future
Portland area, Eastern Oregon, etc. Lecture, field and the biosphere; study of the mechanistic exploration, development, and use. Prerequisite:
trip, and completion of workbook or research understanding of biogeochemical interactions to a Upper-division standing.
paper required. Maximum of one credit in each large-scale, synthetic view of global biogeochemi- G 355
field studies area. Prerequisite: Previous or concur- cal cycles. Three Geosciences for Elementary Educators (4)
rent enrollment in the corresponding lower-divi- 65-minute lectures and one 2-hour laboratory. An integrated survey of concepts from geology,
sion geology course. Prerequisite: one year of chemistry. astronomy, and climatology for students interested
in elementary education. Course is designed G 425/525 *G 442/542

around suggested content in the Oregon Content Field GIS (4) Igneous Petrogenesis (4)
Standards. Prerequisite: upper-division standing. Acquisition, storage, and display of field-based data Investigation into the origin and evolution of mag-
*G 374 for the natural sciences. Geospatial data generated mas and igneous rock suites using geochemical and
Geomorphic Processes (4) using field-based technologies (i.e. GPS) are con- petrographic methods, differentiation of the Earth
A study of landform processes at the earth’s surface verted into appropriate database structures (i.e. through time, global element cycles driven by
including the work of water, wind, and ice in ero- GIS) for analysis and reporting. Project design and igneous processes. Two lectures; two 2-hour labo-
sion, transportation, and deposition on land and implementation are developed in cooperation with ratory periods. Prerequisite: G 314.
sea. The significance of geomorphic processes to the instructor. Integrated laboratory/field experi- G 443/543
human activities is included. A one to two-day ence. Recommended prerequisites: Stat 243 or G Ground Water Geology (4)
weekend field trip is required. Three lectures and 324, 8 to 15 credits of lab-based 200-level intro- Study of the physical and chemical properties of
one 3-hour laboratory. Prerequisite: G 202 or equiv- ductory courses in geology, biology, physics, chem- underground water; the physical properties of
alent. No credit allowed if taken after G 318. May istry, or environmental science. Upper-division aquifers and their control and effect on the con-
not be used as an elective for the B.S. in geology. standing. tained waters; water movement and the conserva-
This course is the same as GEOG 320; course may G 430/530 tion and utilization of existing ground water bod-
be taken only once for credit. Life of the Past (4) ies as well as development of new water bodies
G 399 Origin and development of plants, animals and and rejuvenation of depleted and starved aquifers.
Special Studies (Credit to be arranged.) man on earth, as interpreted from the study of Prerequisites: one year of calculus, general physics,
fossils and the sedimentary rocks in which they general chemistry.
G 401/501
Research (Credit to be arranged.) occur. Includes integrated laboratory and field *G 445/545
Prerequisite: G 405. experience. Prerequisite: upper-division standing. Geochemistry (4)
Two lectures, one 2-hour laboratory (academic A survey of geochemistry. Emphasis on distribu-
G 403 year) or field studies (summer).
Thesis (4) tion of elements in the Earth, nuclear geochemis-
Prerequisite: Successful completion of G 401 *G 434 try and thermodynamics of geologic systems.
(Research) for 4 credits and Departmental approv- Structural Geology (4) Prerequisite: G 314.
al. Graded A-F. Study of origin, interpretation, and mapping of *G 446/546
major and minor geologic structures. Two lec- Meteorites (4)
G 404/504 tures; two 2-hour laboratories; and required field
Cooperative Education/Internship A course examining meteorites and the informa-
study. Prerequisite: G 318. tion they provide about the birth and evolution of
*G 435 the solar system. Topics include asteroids and
G 405/505
Reading and Conference Stratigraphy (4) asteroidal heat sources, the solar nebula, early
(Credit to be arranged.) Principles and techniques of recognition, interpreta- solar system chronology, pre-solar grains, abiotic
tion, and correlation of stratified rock units used to synthesis of organic matter, differentiation,
G 407/507
Seminar (Credit to be arranged.) establish time histories of tectonic, volcanic, and impacts and collisional processes, and meteorites
sufficial processes, and environment of deposition. from Mars. Three lectures. Prerequisites: G 201,
G 410/510 Two lectures, two 2-hour laboratories, and required one year of chemistry.
field study. Prerequisite: G 318. *G 447/547
G 438/538 Environmental Sediment Transport (4)
*G 420/520 Scanning Electron Microscopy for the Study of sediment transport, bedforms, and depo-
Applied Geophysics (4) Biogeosciences (4) sitional environment, with focus on quantitative
Principles of geophysical measurement and inter- Course provides student with a theoretical under- methods of predicting rates of sediment yield,
pretation; seismology, gravimetry, isostasy, geo- standing of various scanning analytical electron transport, and deposition in terrestrial and marine
magnetism, terrestrial electricity. Includes a survey microscopy techniques and hands-on experience environments. Prerequisites:
of geophysical exploration techniques. Three lec- using such techniques to characterize geological ESM 220 or G 202 and Mth 251.
tures, one 2-hour lab. Prerequisites: one year of and biological materials. Topics covered include
general physics, one year of calculus. G 448/548
the basic physics of image and spectrum forma- Chemical Hydrogeology (4)
G 423/523 tion, sample preparation, instrument operation, The study of low temperature aqueous groundwa-
Statistics and Data Analysis in the Geosciences and data analysis. Two hours lecture and two
(4) ter geochemistry with emphasis on factors which
hours of by-arrangement laboratory. Prerequisite: change chemical composition of groundwater and
Application of digital computers to problems in introductory course sequence in geology, biology,
geology. Topics covered are analysis of data col- factors which influence the transport of both inor-
chemistry, physics, or environmental science. ganic and organic contaminants. Topics will
lected along a traverse, over a map area, and mul-
tivariate data. Applications to stratigraphic sec- *G 439/539 include geochemistry of equilibrium reactions,
Powder X-ray Diffraction (2) mineral solubility, complexing, oxidation-reduc-
tions, chart recordings, sample locations, map-
Identifies and quantifies minerals using powder tion reactions, surface reactions and vadose zone
ping, trend surfaces, and clustering. Two lectures
X-ray diffraction (XRD), includes the nature and processes. Prerequisites: one year of chemistry.
and two 2-hour laboratory. Prerequisite: one year
production of X-rays, basic X-ray crystallography, Two lectures, one 2-hour laboratory.
of calculus.
the principles and applications of X-ray diffrac- G 450/550
G 424/524 tion, as well as certification for use of the X-ray
Geographical Information Systems for the Middle School Earth/Space Sciences (4)
diffractometer. Also includes an independent proj- Examines the Earth and Space science content
Natural Sciences (4) ect to identify or quantify unknown minerals
Spatial data are input, analyzed, and displayed. area and classroom and developmentally appropri-
using the XRD. Prerequisite: G 312 or one year ate field experiences for middle school students.
Techniques covered include: data management, of general chemistry.
projections and reference datum, digitizing, raster Emphasis on developing hands-on and technolo-
and vector operations, spatial statistics. Class proj- *G 440/540 gy-based activities centered on the Earth and
ects apply data management and analysis tech- Volcanology (4) Space sciences. Materials are developed within the
niques to the natural sciences. Weekly professional Classification of volcanic rocks and volcanic strati- context of standards-based education models.
quality lab reports are required. GIS tutorial fol- graphic units; eruptive mechanisms; modes of vol- Prerequisites: 24 credits of mathematics and/or
lowed by a gateway exam is used to demonstrate canic deposition; recognition, mapping, and cor- science courses.
mastery of introductory material. Prerequisite: relation of volcanic units; and stratigraphic syn- G 452/552
Upper-division standing in a physical or life sci- theses of volcanic terranes. Two Geology of the Oregon Country (4)
ence or mathematics program. 75-minute lectures, one 2-hour laboratory. Field Origin and geologic history of landscape features
trip is required. Prerequisite: G 314. in Oregon and the Pacific Northwest. Two lec-
tures, one 2-hour laboratory (academic year) or
field studies (summer). Prerequisites: upper-divi-
sion standing and one of the following: *G 460/560 *G 477/577

G 201, 202, 344, 351, 352, 430, 457. Soil Geomorphology (4) Earthquake Accommodation and Design (4)
G 453 Effects of climate, vegetation, parent material, Effects of earthquake shaking in the design of
Geology of the Pacific Northwest (4) topography, and time on the development, buildings, pipelines, bridges, and dams.
Survey of the topographic and geologic features weathering, classification, and chemistry of soils. Incorporating the earthquake hazard assessment for
of the Pacific Northwest, emphasizing geologic Two 75-minute lectures and one 2-hour laborato- a project in the design process. The goal of this
and mining history and focusing on the close ry. Prerequisites: G 201, 202, Ch 200-level (1 course is to allow geologists, geotechnical engineers,
relationship between the Pacific Northwest as the year). structural engineers, and architects to see how their
leading edge of a moving continental plate, the *G 461/561 particular tasks are impacted by the earthquake
geologic/paleobiologic (fossil) record of this area, Environmental Geology (4) effects. Types of analysis used to evaluate earth-
and the implications of recent tectonic activity; Study of natural hazards and related land use quake design requirements in the several disciplines
the Mt. St. Helens eruption, earthquakes, floods, planning (flooding, landslides, earthquakes, vol- including geology, geotechnical engineering, struc-
and threats of major seismic sea waves or tsuna- canic, coastal) waste disposal and pollution in the tural engineering, and architecture. Prerequisite: G
mi. Prerequisite: upper-division standing. (Notes: geological environment, water supply, mineral 475/575 or CE 443/543. This course is the same
Course available only through Independent and energy resources, environmental law related as CE 448/548; course may be taken only once for
Study.) to geology, medical geology, climatic change. Two credit.
G 454/554 75-minute lectures and one 2-hour laboratory. *G 481/581
Cascade Volcanoes (1) Prerequisites: general chemistry Field Geology (4)
Field course in the study of one or more Cascade (1 year), G 201, 202. Geologic mapping in sedimentary and volcanic
volcanoes-origin and development of volcano, erup- *G 465/565 rocks or metamorphic and plutonic rocks during
tive mechanism, deposits, rock types, and hazards. Glacial Geomorphology (4) a summer field camp. A charge will be made for
Course may be repeated for different volcano stud- The investigation of the importance of glaciers to the expenses of the field camp. Approximately 64
ies. Offered summers. Prerequisites: upper-division landscape modification and global environmental hours of field work in the summer. Prerequisites:
standing and one prior course from the following: change via an understanding of their formation, G 485.
G 201, 202. May be used to meet requirements for structure, mass and energy exchange, and move- *G 484/584
the B.A. in geology. May not be used to meet ment. Erosion and deposition processes will also Field Geophysics (4)
requirements for the B.S. in geology. be examined. This class adopts the process per- Applications of geophysical techniques to solving
G 456/556 spective whereby understanding the physical pro- a field problem. Methods applied may include
Astrogeology (4) cesses provides significant insight into the relative gravity, resistivity, refraction ground penetrating
Geology and astronomy are combined to explore importance of the controlling mechanisms of radar, and magnetics. Includes at least one week-
the evolution of the Universe and the Solar change. Field trip is required. Prerequisites: intro- end in the field and production of a final report
System. Comparative geologic evolution of the ductory geology, physical geography, or geomor- with data and conclusions. Prerequisites: Ph 203
planets is emphasized. A significant component phology course. or 213, Mth 253.
of the course is hands-on geologic field investiga- *G 466/566 G 485
tions and astronomical observations (summer) or Glaciology (4) Field Methods in Geosciences (4)
2-hour laboratory (academic year). Prerequisite: The physics of glacier ice and its mathematical Principles of geologic mapping, and data collec-
upper-division standing. description, and the processes that cause glaciers tion using optical surveying instruments, Global
*G 457 and ice sheets to change over time. Intended for Positioning System, and aerial photographs, prep-
Volcanoes and Earthquakes (4) students with interests in glaciers, geophysical aration of reports and maps. Two lectures and
A study of volcanoes and earthquakes as they fluid flows, or who wish to build their quantita- one 4-hour laboratory. One-week field exercise at
affect humans and the development of land- tive and computational skills. Includes computa- end of term. Prerequisite: G 324.
scapes. A field trip is required. Prerequisite: an tional laboratory exercises. Prerequisites: one year *G 491/591
introductory science course. of calculus and one year of physics. Physical Processes in Geology (4)
G 458/558 *G 470/570 Application of mechanics to physical processes in
Astrobiology (4) Engineering Geology (4) geology, such as igneous intrusion, rock folding,
Astrobiology focuses on issues surrounding the Applications of geological information to engi- debris flow, lava flow, groundwater, and glacia-
origin and evolution of life on Earth, the envi- neering problems: soil mechanics, rock mechan- tion. Prerequisites: Mth 254, Ph 203.
ronmental conditions required for life elsewhere, ics, construction materials, groundwater and con- G 502/602
and the potential for life on other planets and struction, instrumentation, exploration, terrain Independent Study (Credit to be arranged.)
satellites in our solar system. Additional topics models, landslide analysis. Three hours of lecture Pass/no pass only.
include the discovery, occurrence, and habitabili- and two hours of lab per week. Labs stress quan-
titative analysis. One day field trip explores land- G 503
ty of extrasolar planets, and the philosophical and Thesis (Credit to be arranged.)
societal implications of searching for life beyond slides of the Portland area. Prerequisites: G 202,
Ph 203. Pass/no pass only.
earth. Prerequisites: G 322 or upper-division
standing in life, environmental, or physical sci- *G 475/575 G 506
Introduction to Seismology and Site Special Problems (Credit to be arranged.)
ence.
Evaluation (4) *G 571/671
*G 459/559 Advanced Engineering Geology (4)
Quaternary Climate (4) Earthquakes and exploration seismology, the ori-
gin and occurrence of earthquakes, nature and Strength and stability of earth materials, resourc-
Study of the causes and consequences of climate es, and land use, exploration and instrumenta-
change through the Quaternary. Topics include: propagation of seismic waves in the earth, earth-
quakes as a hazard to life and property. Uses of tion, professional practices. Prerequisite: G 470.
an overview of climate system dynamics; the geo-
logic record of Quaternary climate and its pro- reflection and refraction exploration seismology, *G 537
found glacial to interglacial cycles; the use of that borehole velocity measurements, seismic remote Analytical Methods (4)
record to develop conceptual models of paleocli- sensing, and direct measurement techniques. Fundamentals, applications, and use of analytical
mate interactions among land, ocean, atmo- Earthquake hazard assessment including liquefac- methods in the analysis of earth materials.
sphere, and biosphere; and geologic changes dur- tion, ground failure, and site amplification. Analytical methods will include optical and X-ray
ing the Cenozoic (the last 65 million years) that Techniques for evaluating the susceptibility, methods and introduction to microthermometric
set the stage for the Quaternary. Includes com- potential, and severity of the hazards and other analysis, differential thermal analysis, and granu-
puter laboratory exercises using paleoclimate science and engineering applications. Prerequisite: lometry. Two lectures; two 2-hour laboratory
data. Prerequisite: upper-division standing in a senior/ graduate standing. This course is the same periods. Prerequisite: G 312, one year of general
physical or life science program. as CE 443/543; course may be taken only once physics, radiation safety certification (acceptable
for credit. as a corequisite).
*G 592/692 G 605 *G 618

Methods in Quaternary Stratigraphy (4) Reading and Conference Clay Mineralogy (4)
Analysis of the methods used and their applica- (Credit to be arranged.) Clay structure and classification, clay mineral
tions in physical stratigraphy including seismic, G 606 analyses including X-ray identification and differ-
sequence, geochemical, paleomagnetic, well log, Special Problems/Projects ential thermal analysis, mixed-layer clays, clay-
and topics in Quaternary process stratigraphy. (Credit to be arranged.) water systems, clay mineral-organic reactions,
Prerequisite: G 434. G 607 engineering properties related to clay materials,
*G 595/695 Seminar (Credit to be arranged.) geological occurrence of clays. Major emphasis on
Topics in Geomechanics (4) G 610 engineering problems related to clays and the field
Topics chosen from finite strain, rock fracture, Selected Topics (Credit to be arranged.) occurrence of clays. Prerequisite: radiation safety
and rock folding. May be repeated if topics are *G 612 certification.
different. Prerequisites: G 491/591, Mth 254, Ph Topics in Igneous Petrology (4) *G 619
203. Topics in the origin and formation of igneous Topics in Geochemistry (4)
G 601 rock masses; their derivation, evolution, chemis- Topics in the application of geochemistry to solve
Research (Credit to be arranged.) try, structure, and modes of emplacement. geological problems. Advanced techniques in anal-
G 603 Advanced techniques in analysis and examina- ysis and examination. Two lectures and one
Thesis (Credit to be arranged.) tion. May be repeated if topics are different. Two 2-hour laboratory. May be repeated if topics are
G 604 lectures and one 2-hour laboratory. Prerequisite: different. Prerequisite: G 545.
Cooperative Education/Internship G 542.
History
441 Cramer Hall cal questions, access and evaluate informa- History. The creation of knowledge, as well
725-3917 tion, and communicate what they have as its dissemination through teaching and
www.history.pdx.edu learned in both written and oral forms. publication, is a vital part of the depart-
Helping students master the use of a variety ment’s mission.
B.A., B.S. of sources and tools to unlock the past is a
Minor in History and Philosophy of goal of all history courses. Admission requirements
Science
Pre-Education Program
The combined expertise of faculty in the Admission to the department is based on
M.A. Department of History encompasses a diver- general admission to the University. See page
M.A.T. and M.S.T. (General Social sity of fields ranging from Oregon and the 37 for more information.
Science) Pacific Northwest to world history. The
department offers lower-division surveys in Degree requirements
Western civilization and U.S. history, but Requirements for major. In addition to
Undergraduate the gateway course for the major is Hst 300 meeting the general University degree
Historical Imagination, which provides an
program introduction to the discipline—both the
requirements, the major in history must
meet the departmental requirements listed:
Students of history, through investigation of theory and practice—of history. Advising is Credits
the past, gain skills and perspectives that fos- critical, since majors are encouraged to Lower-division history electives (maximum)......... 20
ter a better understanding of the world and develop their own thematic, chronological, Hst 300 Historical Imagination................................. 4
their place in it. The study of history con- or geographical focus through their choice Hst 405 Reading Colloquium.................................... 4
tributes to the goals of a liberal arts educa- of upper-division elective courses. Upper- Hst 407 Seminar........................................................ 4
Hst 495 Comparative World History........................ 4
tion by enabling students to gain a deep division offerings include a wide range of
Upper-division electives in history. Selected in
appreciation of the diversity of human expe- subject areas, from the ancient Near East to consultation with major adviser; geographic,
rience over time. Through the study of histo- American family history. Seminars (Hst 407) thematic, or period-based................................. 32-44
ry, students learn how to interpret their own on specialized topics—such as medieval Total 60
Spain or Japanese nationalism—provide the Reading Colloquium/Seminar Require
experience and to shape their own values by
opportunity for majors to write a substantial ment. Students are required to take these
engaging in dialogues with the past. The
study of history also nurtures the ability to research paper and to participate in intensive two courses as a sequence, identified by let-
view the world from multiple perspectives, reading and discussion of topics. Hst 495 ters (Hst 405a, followed by 407a, etc.)
including interdisciplinary ones. Finally, his- Comparative World History—a thematic
tory provides the foundation for informed course—is required for the major to ensure  All courses are to be taken for differenti-
participation in both the local and the global that students develop the ability to frame ated grades and the history major must
community by teaching how to apply critical what they know in a world historical context earn at least a C- in each course present-
thinking skills to solving problems. The and to apply comparative analysis to impor- ed to meet major requirements.
study of history offers excellent training for a tant historical topics.  Of the electives students apply to the
variety of occupations, from teaching to law, In line with the University’s mission as an history major requirements, at least two
government, business, and the arts. urban, public institution, the Department of courses must examine a non-European
The Department of History encourages History supports partnerships with the and non-U.S. subject, and at least two
active engagement in historical inquiry, Oregon Historical Society and the Center courses must examine either Europe or
whether at the introductory survey level, in for Columbia River History and offers train- the United States.
seminars, or in community-based learning. ing in public history. All faculty consider  A maximum of 20 lower-division credits
Active engagement requires students to learn both teaching and research, along with com- in history may be applied to the major
how to master basic knowledge, ask histori- munity service, to be part of their responsi- requirements.
bilities as members of the Department of  A minimum of 32 credits in history
must be taken in residence at Portland Professions (with different topics, may be repeated the University application for graduate stud-
for credit)
State University. Hst 460 Topics in European Intellectual History
ies, students are required to submit:
History honors option. The honors track (with different topics, may be repeated for credit)  Their score on the Aptitude section of
in history affords outstanding history majors Phl 301-302 History of Philosophy I-II the Graduate Record Examination,
the opportunity to propose, carry out, and Phl 306 Science and Pseudoscience  Two letters of recommendation from
Phl 471 Topics in Philosophy of Science (with
formally present independent research on a different topics, may be repeated for credit)
faculty or other individuals who can
topic of their choosing, under the guidance Sci 359 Biopolitics evaluate their preparation for graduate
of a faculty adviser. Students who successful- Sci 361 Science: Power-Knowledge studies,
ly complete an approved thesis and its asso- Cross-disciplinary courses depending on student’s  A statement of purpose, describing their
major, chosen in consultation with the adviser
ciated 16 credit-hour honors curriculum will using the following criteria.................................... 12 objectives in graduate study,
be formally designated history honors gradu- Students with majors in the social science or arts  Two examples of their writing, prefera-
ates and receive notice of this distinction on and letters areas, as well as students with majors in bly history research papers.
business administration or liberal studies, must take
their diplomas. Students who wish to purse 12 credits in one department in the science area.  Foreign students must comply with the
the honors in history option must apply to Students with majors in the science area, as well University requirements of a minimum
do so after having completed a minimum 24 as students with majors in computer science, grade of 550 in the Test of English as a
health science, or one of the engineering pro-
credit hours in the major and before they grams, must take 12 credits in one department in Foreign Language (TOEFL).
have attained senior standing. The history the social science or arts and letters areas. Applications for fall-term admission are
honors option requires a 3.50 GPA in histo- These requirements are for coursework beyond due by February 15.
that used to fulfill the distribution requirements
ry prior to admission to the program. for the B.A. or B.S. degree, for University Studies, Master of Arts in Teaching or Master
The honors in history program includes an or for the major. of Science in Teaching. For information
undergraduate thesis which students pro- Students should take note of any prerequisites on the Master of Arts in Teaching or the
established by the respective departments.
duce in their junior and senior years. Master of Science in Teaching (General
Total 32
Following successful admission to the pro- For advising concerning the minor, consult the
Social Science), see page 261.
gram, during the junior year the student History Department office.
develops a thesis topic in a reading and con- Degree requirements
ference course (Hst 405) directed by a facul- PRE-EDUCATION PROGRAM University master’s degree requirements are
ty member who has agreed to supervise the History majors interested in a career in sec- listed on page 67. Specific departmental
student’s honors thesis. In the senior year, ondary school teaching should make an requirements are listed below.
the first term is devoted to research (Hst appointment to speak to the secondary edu- Master of Arts. A minimum of 48 credits
401), the second term to writing (Hst 403), cation social studies adviser for the College of approved graduate-level courses are
and the third to presentation and revision of of Liberal Arts and Sciences (503-725- required for the M.A. in history. Of these 48
the thesis (Hst 403). 3822). To be eligible to apply to PSU's credits students must complete a minimum
Requirements for minor. To earn a Graduate Teacher Education Program of 36 credits in history, to include two semi-
minor in history a student must complete (GTEP), History majors need to take 8 nars (Hst 507) and 8 credits of thesis writing
32 credits, including the following: credits of Economics (any level), 8 credits of (Hst 503). With the approval of their thesis
Geography (any level), 8 credits of Political adviser, students can apply to their M.A. pro-
Credits
Hst 405 Reading Colloquium*.................................. 4
Science (any level) and Psy 311, "Human gram a maximum of 12 credits from graduate
Hst 407 Seminar........................................................ 4 Development" (4 credits). courses taken outside of history. Students are
Hst 495 Comparative World History........................ 4
normally admitted for the fall term and are
History Electives...................................................... 16
strongly advised to complete Hst 500
Total
*Must be taken in sequence (e.g., 405a-407a)
32 Graduate programs (Introduction to the Master’s Program in
History) in the first term of study. While Hst
 All courses are to be taken for differenti- Admission requirements 500 is strongly recommended for all entering
ated grades and the history minor must Master of Arts. The Department of graduate students, it is required for those who
earn at least a C- in each course present- History offers a Master of Arts degree. The have not completed an undergraduate course
ed to meet minor requirements. degree program is designed to develop histo- in historiography (Hst 300 or equivalent).
 A maximum of 12 credits from lower- rians with special competence by systematic In addition to coursework, students are
division history courses can be applied training in the content, methods, and inter- required to complete, prior to the thesis, the
to the minor requirements. pretation of history. Although each degree following qualifying requirements:
 A minimum of 16 credits in history in program will vary, as will the individual’s  Passing two written field examinations
residence at Portland State University is purpose for pursuing graduate work, the  Fulfilling the University’s foreign lan-
required. same level of scholarly competence and guage requirement for the M.A. degree
Requirements for minor in history and intellectual attainment is expected of all stu-  Successfully submitting a thesis proposal
philosophy of science. The interdisciplinary dents. Students should ordinarily complete these
minor in history and philosophy of science To be considered for admission to the grad- requirements no later than the point at
requires 32 credits distributed as follows: uate study, applicants normally should have which they have completed 32 credits of
Credits the minimum preparation undertaken by an graduate study.
Two core courses undergraduate major in history and should Field Exams. The two written examina-
Hst 387 History of Modern Science...................... 4
demonstrate good research and writing skills. tions are administered by two regular (ten-
Phl 470 Philosophy of Science............................... 4 ured or tenure-track) members of the
Three elective courses chosen from....................... 12
Most students admitted to the program have
maintained a GPA of at least 3.50 in upper- department. One field examiner ordinarily
Anth 325 Culture, Health, and Healing
Bi 343 Genes and Society division history courses. Non-history majors serves as the main thesis adviser, and the
Hst 427 Topics in History of Science (with or students with a lower history GPA may be other examiner also serves on the thesis
different topics, may be repeated for credit)
considered for admission to the graduate committee. The two fields must be mutually
Hst 440-441 American Environmental History I-II distinct, and are defined geographically and/
Hst 446 Topics in the History of American program on a qualified basis. In addition to
or thematically–there may also be a chrono- consider the department’s public history Hst 199
logical delimitation–by agreement between M.A. track. Public history students take field Special Studies (Credit to be arranged.)
the student and the respective examiners. courses, seminars, internships, and laboratory Hst 201, 202
History of the United States (4, 4)
Coursework for the M.A. must include min- courses that cover a broad range of public General survey of United States history. Hst 201:
imum of 12 credit hours for the first field history sub-fields, including: archival man- colonial era to the Civil War (circa 1600-1860);
and a minimum of 8 credit hours for the agement, oral history, museology, cultural Hst 202: Reconstruction of the South to present.
second field. Examples of the definition of resource management, site interpretation, Hst 300
fields, and guidelines for the examinations, publication, and historic preservation. The Historical Imagination (4)
are available from the Department Office. Coursework includes a balance of classroom The how and why of the historian’s craft: (1) an
Foreign Languages. Graduate students and practical offerings. Students choosing the introduction to the basics of research and writing;
should demonstrate proficiency in a foreign public history track as their primary field are (2) an examination of historical writing, its rela-
language germane to their thesis field no required to have a second field defined geo- tionship to the time and place of its origin, and the
emergence of the ideas, consciousness, and canons
later than the point at which they have com- graphically. In addition to fulfilling all other of scholarship which shaped it. This course serves
pleted 32 credits of graduate study. Per uni- requirements for a Master of Arts in history, as an introduction to the study of history at the
versity policy, proficiency may be demon- students are also required to complete the upper-division level and is recommended for stu-
strated by successfully completing language following: dents beginning their junior year.
coursework equivalent to PSU’s 203-level 1. Hst 596 Introduction to Public History; Hst 312
course, or by passing an examination admin- 2. a public product (e.g., exhibit, Web site, African History Before 1800 (4)
istered for this purpose by the Department public program, audio, or video document) An upper-division course designed to survey the
of World Languages and Literatures. Some as part of the required master’s thesis; history of the African continent from earliest
times to the period of the Atlantic slave trade.
fields of research–including, but not limited 3. one public history seminar; Using a lecture/discussion format, the course will
to, Asian or Middle Eastern history–may 4. one public history internship; and examine the impact of trade, technology, and
require language preparation beyond the for- 5. two public history lab courses. ecology on the transformation of African societies
mal University requirements. Students inter- World History Track. A specialization in before 1800. This course is the same as BSt 305;
ested in these areas are urged to consult their world history is available through the depart- may be taken only once for credit. Recommended
advisers about expectations for study of lan- ment’s world history M.A. track. Students prerequisite: upper-division standing.
guages prior to or soon after admission to pursuing the world history track fulfill all the Hst 313
the program. requirements for a Master of Arts in History, African History Since 1800 (4)
Thesis. The Master of Arts in history cul- choosing world history as their primary field. An upper-division course designed to survey the
history of the African continent from 1800 to the
minates in the preparation and defense of a In addition, the world history track requires present, with emphasis on the era of the Atlantic
thesis based upon primary source research two regional concentrations as the secondary slave trade, colonial period, independence, and
that follows from a program planned in con- field. The field requirements for the world his- post independence. Recommended prerequisite:
sultation with the student’s adviser. A thesis tory track thus include: Hst 312 or upper-division standing. This course is
proposal is submitted to the two field exam- 1. 12 credits of Hst 595 Comparative World the same as BSt 306; course may be taken only
iners, one of whom also serves as the thesis History [an appropriate adviser-approved once for credit.
adviser. Once it is accepted, a copy of the course can replace 4 credits of 595] Hst 314
proposal is filed in the Department Office. 2. Two regional concentrations, with a mini- Ancient Near East and Egypt (4)
Covers the Stone Age to the death of Alexander
Guidelines for the thesis proposal are avail- mum of 8 credits in each (at least 16
the Great in 323 BC, from Afghanistan to Egypt.
able from the thesis adviser or the credits) Topics include the agricultural revolution,
Department Office. Upon completion of the Regular M.A. students can still choose Gilgamesh, the Bible, the Persians, Afrocentrism,
thesis, each student must successfully defend world history as a secondary field and fulfill and Zoroastrianism. Recommended prerequisite:
it in an oral examination before a committee this requirement in the standard way by tak- Hst 101 or upper-division standing.
comprising the thesis adviser, the other field ing 8 credits of Hst 595. Hst 315
examiner, a third reader from the History Master of Arts in Teaching or Master Greek History (4)
Department, and a member from outside the of Science in Teaching. For information A survey of the social, political, economic, and
History Department. on the Master of Arts in Teaching and the cultural history of the Greeks and their neighbors.
Master of Science in Teaching (General From earliest beginnings until the death of
Re-enrollment. Per university policy (see Alexander. Recommended prerequisite: Hst 101
page 62), students in the M.A. program who Social Science), see page 261. or Sophomore Inquiry (Greek Civilization).
do not have an approved leave of absence and
Hst 316
who fail to successfully complete a History
graduate course over a one-year period will Courses Roman History (4)
A study of the social, political, economic, and cul-
have their enrollment in the program can- Courses with an asterisk (*) are not offered every year. tural history of the Mediterranean region between
celled. For thesis credit, HST 503, “In Hst 101, 102, 103 753 BCE and the fall of Rome. Recommended
Progress” counts as successful completion. To History of Western Civilizations (4, 4, 4) prerequisite: Hst 101 or Sophomore Inquiry
re-enroll, students must 1) have maintained a Survey of the origins and development of Western (Greek Civilization).
minimum 3.00 GPA in History graduate civilizations from antiquity to the present. Hst Hst 320
101: Antiquity to Renaissance; Hst 102: Late East Asian Civilizations (4)
classes; 2) have completed without incom- Medieval to Enlightenment; Hst 103: Origins and development of East Asian civiliza-
pletes or withdrawals at least two thirds of Enlightenment to present. tions from the earliest human cultures to around
their courses; 3) submit a plan for completion 1300. Focus on interactions between Chinese
Hst 104, 105, 106
of the degree program–including (as appro- World History (4, 4, 4) influences and indigenous traditions in Japan,
priate) remaining coursework, field and lan- A survey of world history from earliest times to Korea, and Vietnam; Confucianism, Buddhism,
guage exams, and thesis–endorsed by their the present, combining both chronological and and other religious traditions; social organization,
major advisor. thematic approaches. Hst 104: Origins to 1000 economies, and political institutions; cultural,
CE; Hst 105: 1000-1600 CE; Hst 106: 1500 CE artistic, and literary traditions. Expected prepara-
Public History Track. Students wishing to tion: upper-division standing.
pursue a career in public history are urged to to present.
Hst 321 present. Topics include colonialism, First Nations Hst 342
Early Modern East Asia, 1300-1800 (4) peoples, evolution of government, Canadian-U.S. Women and Gender in the United States 1920
East Asia from the era of the Mongol conquests relations. to the Present (4)
through European contacts, encompassing the Surveys women’s lives and gender change in
Hst 336
Yuan, Ming, and Qing dynasties in China, Lewis and Clark and the American West (4) recent U.S. history. Among our themes will be
Choson Korea, and the Ashikaga through The importance of the Lewis and Clark expedi- women in politics, the work force, and social
Tokugawa periods in Japan. Expected preparation: tion for the history of the American West. Special movements as well as changes in family life, gen-
upper-division standing emphasis on the prologue to the expedition and der identities, and sexuality. Women’s roles in glo-
its environmental, political, economic, scientific, balization, the media, and popular culture will
Hst 322 figure throughout. Recommended prerequisite:
Modern East Asia (4) social, and intellectual legacies. Covers the period
from the end of the American Revolution to upper-division standing.
History of East Asia from around 1800, begin-
ning with the Opium Wars in China and the 1840. Recommended prerequisite: upper-division Hst 343
Meiji Restoration in Japan, through postwar state standing. American Family History (4)
and society in Japan and the People's Republic of History of the American family from the colonial
*Hst 337
China. Some attention to Korea, Vietnam, and History of American Cities (4) period to the present. The course will draw upon
Taiwan. Emphasis on concepts of imperialism, Traces the evolution of urban centers from the textual sources and oral histories in examining
Westernization, modernization, and revolution. colonial period to the present. Focuses on the changes in families from the colonial period
Expected preparation: upper-division standing. developing system of cities, on growth within cit- through the nineteenth and twentieth centuries.
ies, and on the expansion of public responsibility Recommended prerequisite: Hst 201 or 202, or
Hst 327, 328, 329 Sophomore Inquiry (American Studies).
The U.S. in the 20th Century (4, 4, 4) for the welfare of urban residents. Particular
attention is given to the industrial and modern Recommended prerequisite: upper-division stand-
Hst 327: 1890-1932, Populism and the Crisis of ing.
the 1890s; the Purity Crusade; Corporate and eras. Recommended prerequisite: upper-division
Anticorporate Progressivism; Theodore Roosevelt standing. Hst 344
and Woodrow Wilson; the Open Door Policy and Culture, Religion, Politics: Jews and Judaism in
Hst 338 America Since World War Two (4)
World War I; the League of Nations and the Red Oregon History (4)
Scare; the New Era and Insurgents of the 1920s; Surveys significant religious, cultural, and political
Explores the political and social history of the
the Cultural Conflicts of the 1920s; Herbert developments in American Jewry since the end of
area most of us call home: Oregon Country,
Hoover, the Great Depression, and the Election World War Two. Topics include the impact of the
Oregon Territory, and the state of Oregon.
of 1932. Hst 328: 1932-1960, Franklin D. war and the Holocaust; liberalism, radicalism, and
Through lectures, readings, film, and discussion
Roosevelt and the New Deal Managerial State; neoconservatism; suburbia; the counterculture;
we will examine the connections between the
Anti-New Dealers and the Noninterventionist the fading of immigrant memory; Jewish femi-
local, national, and international as they pertain
Movement; World War II and the New Order; nism; the orthodox revival; relations with African-
to this place. Topics considered include Oregon as
the Cold War and the National Security State Americans and other minority groups; and the
Indian Country, Black Exclusion laws, the natural
under Truman and Eisenhower; the Anti- relationship between American Jewry and the
resource economy, the Tom McCall era, and
Communist Crusade of the 1950s. Hst 329: 1960 State of Israel. Recommended: upper-division
Rajneeshees as new pioneers. Recommended pre-
to the Present, John F. Kennedy and the New standing.
requisite: upper-division standing.
Frontier; Civil Rights, Lyndon Johnson, and the *Hst 345
Hst 339 Colonial America, 1607-1756 (4)
Great Society; the Vietnam War; the New Left The Environment and History (4)
and Counterculture; Richard Nixon and Survey of British North America from the plant-
Introduction to the theme of the environment in
Watergate; Jimmy Carter, Ronald Reagan, and the ing of the English colonies to the eve of the Seven
the study of history and the history of environ-
Rise of Populist Conservatism; George Bush, Bill Years’ War. Topics include relations between
mental ideas, from the 16th century to the pres-
Clinton, and the Global Economy. Europeans and Native Americans, women’s status
ent, with special focus on the impact of
Recommended prerequisite: upper-division stand- and roles, religious ferment, constitutional devel-
science, philosophy, literature, and history on our
ing. opment, and the colonial economy.
understanding of the environment. Designed as
Hst 330 Recommended prerequisite: upper-division stand-
an introductory course for students of all majors.
Native Americans ing.
Recommended prerequisite: upper-division stand-
of Eastern North America (4) ing. *Hst 346
Examines the origins of the Eastern Woodlands The American Revolution, 1756-1800 (4)
societies, surveys their culture around the time of Hst 340 Survey of the American Revolution from its ori-
Women and Gender in America to 1848 (4)
European colonization, and considers how that gins to the Early Republic. Topics include the
Surveys the history of women in the middle North
culture changed in response to the arrival of pre-Revolutionary crises, the War of
American continent to 1848. It highlights the
Europeans to the North American continent. Independence, the Confederation, and the fram-
experiences of and relationships among women of
Traces the development of the major Indian ing of the Constitution. Recommended prerequi-
diverse origins, especially Native women, African
nations of the region and explores how those site: upper-division standing.
women, and European women. Key themes
nations responded to the Indian policy of the *Hst 347
include family, kinship, and sex-gender systems;
United States in the 19th and 20th centuries. Antebellum America, 1800-1850 (4)
colonialism and slavery; religious life; politics and
Recommended prerequisite: upper-division stand- Survey of the history of the United States from
the law; nation-building and the rise of modern
ing. 1800 to 1850. Topics include the War of 1812,
citizenship. Recommended prerequisite: upper-
Hst 331 division standing. U.S. territorial expansion, Jacksonian democracy,
Native Americans of Western Indian removal, reform movements, the transpor-
North America (4) Hst 341 tation revolution, and the development of the
Explores the history of peoples native to Western Women and Gender in the United States
1848-1920 (4) market economy. Recommended prerequisite:
North America in the American Southwest and upper-division standing.
Explores the diverse experiences of women in the
Pacific Coast regions, and in British Columbia. *Hst 348
United States between 1848 and 1920. Key
Covers the period from pre-contact to the present Slavery, the American Civil War, and
themes include slavery, emancipation, and
and considers the responses from native nations Reconstruction, 1850-1877 (4)
Reconstruction; colonialism and resistance; wom-
to the re-peopling of the West as well as examin- Survey of the history of slavery in the United States.
en’s rights and social reform; education and wage
ing U.S. and Canadian Indian policy. Topics include the political, social, and economic
labor; immigration/migration; and Victorianism
Recommended prerequisite: upper-division stand- circumstances that helped bring on the American
and sexual modernism. Recommended prerequi-
ing. Civil war, as well as the military history of the war,
site: upper-division standing.
Hst 334 the consequences of the conflict, and the recon-
History of Canada (4) struction of the Union. Recommended prerequisite:
Survey of the social, economic, and political his- upper-division standing.
tory of Canada from the sixteenth century to the
Hst 349 *Hst 356 and been affected by political, social, and cultural
United States Indian Policy (4) Renaissance and Reformation Europe, developments. Primary focus is Europe and
Examines the history of the United States govern- 1400-1600 (4) America from the 16th century to the present, but
ment’s policy toward the Indian nations of North Surveys the cultural, social, intellectual and politi- global perspectives will also be considered.
America. In particular, considers the Indian poli- cal aspects of the European Renaissance and Recommended: upper-division standing.
cies of the European imperial powers, the federal Reformation. Emphasis placed on learning to read
Hst 399
government’s creation and implementation of and analyze contemporary source materials, and Special Studies (Credit to be arranged.)
Indian policy, the conflicts and relationships examination of the growth of urban culture and
civic humanism in Italy, the rediscovery of classi- Hst 401/501
between tribal nations and the state and federal Research (Credit to be arranged.)
governments, the origin of the Indian sovereignty cal literature and philosophy, court life and
movement, and the construction of tribal sover mores, the rise and institutionalization of religious
eignty by the state and federal courts of the reform, the institutional transformations of Hst 404/504
Church and State, and European exploration and Public History Internship (4)
United States. Recommended prerequisite: upper-
exploitation of the Atlantic. Recommended pre- Intensive, on-the-job internships with public
division standing.
requisite: upper-division standing. agencies, private businesses, non-profit firms, and
Hst 350 other groups in public history work. Each intern-
English History from 1066 to 1660 (4) Hst 357 ship is by special arrangement and terms.
Designed to survey the history of England from Europe from Reformation to Revolutions (4)
Recommended prerequisite: Hst 496/596, or con-
the conquest in 1066 through the English Civil Major developments in European social, political,
sent of instructor.
Wars and the ensuing period when England was economic, cultural, and intellectual history from
without its monarchy in the mid-seventeenth cen- the late 16th through the mid-19th centuries. Hst 405/505
Recommended prerequisite: Hst 102 or upper- Reading Colloquium (4)
tury. Using a lecture/discussion format, explores
division standing. Provides students with an overview of the scholar-
significant events and developments in the gover-
ship in a specific historical field. The course
nance, society, economy, and religion of England Hst 358 requires students to read, review, and discuss the
during this period. Recommended prerequisite: Europe from National Unification
to European Union (4) significant books and articles in the field.
upper-division standing.
Major events (World Wars I and II), socio-politi- Hst 407/507
Hst 351 Seminar (Credit to be arranged.)
English History from 1660 to the Present (4) cal movements (communism, fascism, Nazism),
people, and themes in European history from the Study and application of the techniques of histor-
Designed to survey the history of England from
the restoration of the monarchy in 1660 to the mid-19th century to the present. Recommended ical research and writing. Prerequisite: Hst 300 or
prerequisite: Hst 103 or upper-division standing. consent of instructor.
present time. Using a lecture/discussion format,
explores significant events and developments in *Hst 359 Hst 409/509
the governance, society, economy, and religion of Early Modern France (4) Public History Seminar
England during this period. Recommended pre- A survey of the history of France during the (Credit to be arranged.)
requisite: upper-division standing. Reformation, the Age of Absolutism, and the Engages students in advanced investigation of
Enlightenment, 1515-1778. Recommended pre- special topics in public history work, including
Hst 352 archives, oral history, project design, history on
European Women’s History to 1700 (4) requisite: upper-division standing.
the Web, and others. Seminars will feature techni-
An upper-division course designed to survey the *Hst 360 cal readings, group work, peer evaluation, and
history of women and the changing social con- The French Revolution and Napoleon (4)
written projects. Required for graduate students
struction of gender in Europe from c. 1000 to c. A survey of the history of France during the
taking the public history track option.
1700. Explores the impact of social, intellectual, Revolution and Napoleonic era, 1778-1815.
economic, and political changes, as well as signifi- Recommended prerequisite: upper-division stand- Hst 410/510
cant events such as the Black Death and recurring ing. Selected Topics (Credit to be arranged)
religious change. Recommended prerequisite: *Hst 412/512
*Hst 365, 366 Topics in African/Caribbean History and
upper-division standing. Latin America (4, 4) Culture (4)
*Hst 354 A survey from pre-Columbian times to the pres- An in-depth exploration of selected topics in
Early Medieval Europe, 300-1100 (4) ent. Hst 365: Period of discovery and conquest, African and/or Caribbean cultural history. Special
A survey of political, cultural, intellectual, religious, colonial institutions, the age of reform. Hst 366: attention will be given to thematic issues of broad
social, and economic aspects of this 800-year peri- Independence and rise of the new nations, the application to the understanding of cultural inter-
od, including among other topics the decline of recent period. Recommended prerequisite: Hst action, continuity, and change. Recommended pre-
Roman power in Western Europe, the spread of 101, 102, or Sophomore Inquiry (Latin America). requisite: upper-division standing. This course is
Christianity, the rise of the Franks, the Carolingian *Hst 385, 386 the same as BSt 450/550; course may be taken
Empire, the growth of feudal ties, and the gradual The Modern Middle East (4, 4) only once for credit.
creation of a high-level civilization. Recommended A two-quarter survey of the social, cultural, eco-
prerequisite: upper-division standing. Hst 413/513
nomic, and political history of the Middle East Topics in Women, Gender, and
*Hst 355 from the eighteenth century to the present day. Transnationalism (4)
Late Medieval Europe, 1100-1450 (4) Hst 385: The Modern Middle East I. Overview Discussion-based course explores historical work
An examination of the late Middle Ages through of the Ottoman and Qajar Empires from the 18th that frames women’s experiences and resistance to
primary sources with an emphasis on cultural, century till the outbreak of World War I. enslavement, colonialization, and highly exploit-
social, political, and intellectual transformations. Coverage of key themes such as imperialism, ative paid work in world-wide labor markets as
Subjects to be treated include the twelfth-century political reform, sectarianism, constitutionalism, “transnational” phenomenon. Course participants
cultural “renaissance,” the emergence of the and revolution. Hst 386: The Modern Middle will examine several case studies of women in
European state and papal monarchy, the rise of East II. Overview of the Middle East since World transnationlist discourse and politics as they inter-
religious dissent and anti-Semitism, the transfor- War I. Discussion of colonialism and national- sect with U.S. history. Central themes in these
mation of medieval spirituality, the Crusades, ism, emergence of mass society, economic devel- case studies are questions of identity within and
European expansion and external encounters, opment, birth of the Arab-Israeli conflict, Cold beyond the nation-state as well as feminist cultur-
growth of cities and the university, the debate War, oil, and the rise of political Islam. al/political interventions around issues of race,
between faith and reason, the Black Death, and Hst 387 nation, and sex. Recommended prerequisite:
late medieval decline. Recommended prerequisite: History of Modern Science (4) upper-division standing.
upper-division standing. Examines the interplay between science as a system *Hst 415/515
of knowledge and science as the institutions by Topics in Greek History (4)
which that knowledge is produced. Through read- An advanced look at specific topics in Greek history
ing, lectures, independent research, and discussion, from the Bronze Age to the death of Cleopatra.
the course explores how the science has affected Topics will include social, political, economic, intel-
lectual, and religious history. The subject matter will Post-1949 focus on critical periods and issues in Asia and the Caribbean, Imperialism, and World
vary from term to term. (Maximum number of state-society relations, economic and political War. Hst 437/537: a second World War, Cold
credits is 12; 4 credits each for three courses with reform, and cultural changes, including global War, containment, Korea, Vietnam, and
different topics.) Recommended prerequisite: Hst posture and relations with the West. American globalism. Recommended prerequisite:
315, Sophomore Inquiry (Greek Civilization) or Recommended prerequisite: Hst 320 or 321. upper-division standing.
upper-division standing. Hst 427/527 †Hst 438/538
*Hst 416/516 Topics in the History of Science (4) American Economic History: the First Century
Topics in Roman History (4) An in-depth investigation of a selected theme in (4)
An advanced look at specific topics in Roman his- the history of science and its cultural, social, or The economic background of the War of
tory from the Etruscans to the Dark Ages. Topics political relations. The subject matter will vary Independence and the seeds of the Civil War.
will include social, political, economic, and intel- from term to term; topics include: science and Industrialization, urbanization, and development
lectual history. The subject matter will vary from religion, science under Nazism, science and of the frontier. Rise of big business and organized
term to term. (Maximum number of credits is 12; Modernism, Darwinism and social Darwinism, labor. Laissez faire, federalism, and the gradual
4 credits each for three courses with different top- Scientific Revolution, and changing physical emergence of the national government in eco-
ics.) Recommended prerequisite: Hst 316 or world pictures. Some previous study in history is nomic policy. Changes in foreign trade and in the
upper-division standing. recommended; a background in science is wel- international position of the U.S. Recommended
*Hst 420/520 come, but not required or expected. (Maximum prerequisites: Ec 201, 202.
Topics in Early Modern Japanese History (4) number of credits is 12; 4 credits each for three † Also offered as Ec 456/556.
Selected themes in Tokugawa (1600-1850) histo- courses with different topics.) Recommended pre- †Hst 439/539
ry, including rural life and urbanization, mer- requisite: upper-division standing. American Economic History:
chants and commerce, political thought and insti- Hst 429/529 the 20th Century (4)
tutions, women and family life, neo-Confucian- Topics in U.S. Cultural History (4) Economic impact of U.S. involvement in World
ism, religious beliefs and practices, popular cul- A lecture course that explores selected topics in War I. Postwar structural changes. Waning of lais-
ture, arts, and literature. (Maximum number of modern U.S. political culture and cultural expres- sez faire. Causes of the Great Depression.
credits is 12; 4 credits each for three courses with sion. Economic policies of Hoover and Roosevelt
different topics.) Recommended prerequisites: administrations. The New Deal reforms. World
*Hst 430/530, 431/531, 432/532 War II and emergence of the administered system.
upper-division standing, Hst 320. U.S. Cultural History (4, 4, 4)
Evolution of the mixed economy and growing
*Hst 421/521 The relation of cultural attitudes, values, and belief
role of the government. The industrial-military
Topics in Modern Japanese History (4) to the American historical experience. Hst 430/530:
complex and the social imbalance.
Selected themes in modern Japanese history, 1600-1860, European legacy and Native Americans;
Recommended prerequisites: Ec 201, 202.
including the construction of the nation-state, Puritanism and mission; race, class, and ethnicity in
modernization, Japan’s drive to great power status, Colonial America; American Enlightenment and † Also offered as Ec 457/557.
Japan’s emergence as an imperialist power, state- Revolution; Cultural Nationalism in the New *Hst 440/540, 441/541
society relations, and modernity outside Europe. Republic; Industrial Ethic and Pastoralism; American Environmental History (4, 4)
(Maximum number of credits is 12; Jacksonian Democracy and the Cult of the Self- Hst 440/540: A survey of North American histo-
4 credits each for three courses with different top- Made Man; Manifest Destiny and Native ry to 1900 from an environmental perspective
ics.) Recommended prerequisite: upper-division Americans; Slavery and African American Culture; with special reference to the development of envi-
standing, Hst 320 or 321. Protestant Evangelicalism, Social Reform, ronmental thought, interdisciplinary topics in
Abolitionism, and Feminism. Hst 431/531: 1860- environmental history, and the history of ecologi-
*Hst 422/522 cal thinking. Hst 441/541: A survey of North
Topics in Postwar Japanese History, 1945, Cultural Civil War and Reconstruction; Age
of Incorporation, Labor Reform, and Utopian American history since 1900 from an environ-
1945-present (4)
Thought; Populism and the Crisis of the 1890s; mental perspective with special reference to con-
Selected themes in postwar Japanese history,
Progressive Purity Reform and Intellectual Ferment; servation and environmentalism, interdisciplinary
including the Occupation reforms (1945-52) and
Two Cultures of the 1920s; Depression Realism and topics in environmental history, political action,
Japan’s place in the Cold War system, the so-
Radicalism; World War II and the Judeo-Christian and contemporary environmental thought.
called “economic miracle,” the development of a
Consensus. Hst 432/532: Anti-Communist, Recommended prerequisite: upper-division stand-
mass consumer culture, and U.S.-Japan relations.
Nationalist, and Anticorporate Insurgence in the ing.
(Maximum number of credits is 12;
4 credits each for three courses with different top- 1950s; Antiwar, Racial, Counterculture, and *Hst 442/542
ics.) Recommended prerequisite: upper-division Feminist Ferment in the Protest Era; New Age and Race, Class and Gender
standing, Hst 321. Postmodernist Thought; Populist Conservatism and in the American West (4)
Traditional Values, 1980-present. Recommended Examines the trans-Mississippi West as a cultural
*Hst 423/523 prerequisites: Hst 430/530: Hst 201; Hst 431/531: meeting ground and explores the racial, class, and
Topics in Chinese Social History (4) gender implications of new migrations to the
Hst 202, 327, 328; Hst 432/532: Hst 202, 328,
This course will examine institutions and region. Particular attention will be placed on the
329.
themes—relating to the family, urban and rural arid West and human responses to landscape.
life, education and the like—in Chinese social *Hst 433/533, 434/534 Recommended prerequisite: Hst 201, 202 or
history. The subject matter will vary from term to Colonial American and U.S. Social and
Intellectual History (4, 4) upper-division standing.
term. (Maximum number of credits is 12;
4 credits each for three courses with different top- Hst 433/533: 1600-1860. 434/534: 1860-pres- Hst 443/543
ent. Each term will examine three or four aspects The American West: A Political and Economic
ics.) Recommended prerequisite: Hst 320. History (4)
of American social and intellectual history—such
*Hst 424/524 as race, class, religion and philosophy, ideology Focuses on the major political and economic
Topics in Chinese Thought and Religion (4) and politics, community, region, or labor. changes in the trans-Mississippi West, from the
Study of selected topics in intellectual and cultural Recommended prerequisite: Hst 433: Hst 201, 17th century to the late 20th century, with special
history related to Confucianism, Buddhism, Sophomore Inquiry (American Studies), or con- attention to the increasing power and influence of
Daoism, and other philosophical and religious consent of instructor; Hst 434: Hst 201, Sophomore the federal government and corporate institutions
structs. The subject matter will vary from term to Inquiry (American Studies). after 1870. Recommended prerequisite: upper-
term. (Maximum number of credits is 12; 4 credits division standing.
each for three courses with different topics.) *Hst 435/535, 436/536, 437/537
American Diplomatic History (4, 4, 4) Hst 444/544
Recommended prerequisite: Hst 320. History of the Pacific Northwest (4)
The history of American involvement in world
Hst 425/525 affairs from colonial times to the present. Hst The social, cultural, economic, and political aspects
Modern China (4) 435/535: Emphasis on America as the object of of the development of civilization in Oregon and
History of China from decline of imperial system European diplomacy; winning and maintaining Washington. The history of the region is related to
through century of revolution that culminated in independence, continental expansion, and civil national and international contexts. Recommended
founding of People’s Republic of China in 1949. war. Hst 436/536: American intervention in East prerequisite: Hst 201, 202.
*Hst 445/545 contemporaries imagined cities and urban life; the ing internationally or on a single European nation,
History of Portland (4) formation of civic consciousness and identity in but will include the definition of Europe; dictator-
The historical growth of Portland and its metro- feudal Europe; the commercial revolution and its ship and sovereignty; nationalism and identity; soci-
politan region, with major attention given to the cultural consequences; family and domestic life; ety and the state; the experience of modern violence;
20th century. Emphasis is placed upon the process the experience of marginalized elements; the con- trials and justice; world wars; comparative fascism;
of urbanization and the consequences of the past struction, regulation, and function of urban space; social and political transition, and war and society.
decisions and actions as they relate to recent and the role of spectacle, ceremony, and ritual, all Recommended: Hst 103 or 358; upper division
developments. Recommended prerequisite: upper- as means to assess how the urban community standing for 459; graduate standing for 559. May be
division standing. mediated conflict and sought elusive consensus. taken a second time for credit (maximum 8 credits)
*Hst 446/546 Recommended prerequisites: Hst 101, 354, or with a different topic.
Topics in the History of American Professions 355 or upper-division standing. *Hst 460/560
(4) Topics in European Intellectual History (4)
Historical analysis of the roots and development Hst 454/554
Topics in Medieval History (4) Examines a selected theme in the development of
of the intellectual, economic, social, and political Examines selected topics in the social, cultural, European thought in its social context; format
power and authority of representative professions includes lecture and the analysis and discussion of
and /or religious history of the European Middle
in America and the West. Topics include: primary texts. May be taken a second time for
Ages, spanning the period from roughly 300-1450
Foundations of American Medicine; American C.E. Topics will vary, but may include the study credit (maximum 8 credits) with a different topic.
Medicine in the Twentieth Century; American of sanctity and society, religious dissent and refor- Recommended prerequisites: upper-division stand-
Lawyering; American Technology. Course may be ing for 460, graduate standing for 560.
mation of the church, holy war and crusade,
repeated for credit with different topic. regional and national political histories, cross-cul- Hst 461/561
Recommended prerequisite: upper-division stand- tural studies, and other subjects. (Maximum num- Topics in Jewish History (4)
ing. ber of credits is 12; 4 credits each for three cours- Examines select aspects of Jewish history, focusing
*Hst 447/547, 448/548, 449/549 es with different topics.) Recommended prerequi- on one or more specific regions, periods, events,
American Constitutional History sites: Hst 101, 354, or 355 or upper-division or concerns. Possible topics include: medieval and
I, II, III (4, 4, 4) standing. early modern Jewish history, ancient Israelite or
Hst 447/547: Examines the intellectual origins, rabbinic history and culture, Sephardic Jewry, his-
creation, and ratification of the American *Hst 455/555
Topics in Renaissance History (4) tory of Russian Jewry, and gender and Jewish his-
Constitution and the early efforts of the U.S. tory. Course may be taken more than once with
Identifies and examines those special aspects of
Supreme Court to construe that document. permission of instructor. Recommended: upper
Western European civilization that mature roughly
Covers the period 1787-1860 and focuses primar- division standing.
between 1300 and 1550 and that begin to set it
ily on the Marshall and Taney eras. Prerequisite:
apart from the medieval era. Not a survey of life *Hst 462
upper-division standing. Recommended prerequi-
during a period of time but a study of selected Amazon Rain Forest (4)
site: Hst 201. Hst 448/548: Examines the U.S.
phenomena. Topics include the revival of antique Examines different ways in which the Amazon has
Supreme Court’s decisions in the period between
(above all Latin and Greek) letters and attitudes, been perceived through time. This course is the
1860 and 1932. In particular, the Court’s emascu-
types of Humanism, new education ideals, secular same as Intl 462; course may only be taken once
lation of the Reconstruction Amendments and its
outlook, the functions of Renaissance patrons, for credit. Recommended prerequisite: upper-divi-
role in the development of modern American
political theory and the growth of the “early mod- sion standing.
industrial capitalism. Prerequisite: upper-division
ern state,” Neoplatonism, and the spread of the *Hst 463
standing. Recommended prerequisite: Hst 202.
Renaissance from Italy to Northern Europe. Modern Brazil (4)
Hst 449/549: Examines the civil liberties and civil
(Maximum number of credits is 12; 4 credits each Examines such topics as slavery, abolition, messian-
rights decisions of the U.S. Supreme Court in the
for three courses with different topics.) ism, banditry, the Amazon, race, military rule, and
20th century. Recommended prerequisite: upper-
Recommended prerequisite: upper-division stand- democratization in the making of modern Brazil.
division standing.
ing. This course is the same as Intl 463; course may only
*Hst 450/550 be taken once for credit. Recommended prerequi-
Medieval England (4) Hst 456/556
Religious Change in Sixteenth Century Europe site: upper-division standing.
Examines political, religious, social, and economic (4)
aspects of the history of England from approxi- Hst 464/564
Examines the causes, characteristics, and conse- Indians of the Pacific Northwest (4)
mately 800 to the end of the 14th century. quences of the revolutionary changes in European
Recommended prerequisite: upper-division stand- Explores the history of peoples native to the
Christianity that occurred during the 16th centu- Pacific Northwest with a special emphasis on nat-
ing or permission of instructor. ry: changes that are generally labeled “The ural resource allocation and the relationships
Hst 451/551 Reformation.” Recommended prerequisite: upper- between federal, state, and tribal governments in
Early Modern England (4) division standing. the 19th and 20th centuries. Recommended pre-
Examines political, religious, social, and economic Hst 457/557 requisite: Hst 201, 202 or Hst 338U.
aspects of the history of England from the 15th Topics in Early Modern Europe (4)
through the 17th centuries. Recommended prereq- *Hst 465/565
Examines selected topics in the social, cultural, Twentieth Century Latin America (4)
uisite: upper-division standing. political and/or economic history of Europe in Recent political, social, and economic develop-
Hst 452/552 the early modern period (roughly 1515-1815). ments with emphasis on the period since World
Topics in the History of European Women (4) Topics will vary, but may include European finan- War II. Recommended prerequisite: Hst 365,
Examines selected aspects of the history of cial history, the crisis of the seventeenth century, 366, or Sophomore Inquiry (Latin America).
European women, focusing on one or more spe- popular revolt, the royal state, and other topics.
cific regions, topics, and/or time frames. Possible May be taken a second time for credit (maximum HST 467/567
8 credits) with a different topic. Recommended: Readings in Native American History (4)
topics include aspects of the history of women
upper-division standing. Surveys the historiography of Native American
and religion, women and work, women accessing
history, with a special emphasis on ethno-histori-
power, and gender and religious identity. Course *Hst 458/558 cal theory and methods, disease and depopula-
may be taken more than once with permission of Modern Germany (4)
tion, contact and encounter, spirituality and mis-
instructor. Recommended prerequisite: upper- Examines aspects of the development of German
sions, federal Indian policy, gender and social
division standing. political, social, and cultural life during the 19th
roles, environmental context, and frontier theory.
*Hst 453/553 and 20th centuries. Recommended prerequisites:
Recommended: one of the following: Hst 330,
The Medieval City: Communities Hst 103, 358. For 558: graduate standing.
Hst 331, Hst 464/564.
of Conflict and Consensus (4) Hst 459/559
Emphasizes the social and cultural history of the Topics in Modern European History (4) *Hst 468/568, 469/569, 470/570
History of Mexico (4, 4, 4)
medieval city from ca. 300-1500. Proceeding Examines a selected theme related to the history of Hst 468/568: A study of Mexico’s beginnings from
chronologically and thematically, explores how modern Europe from (primarily) the 19th through pre-Columbian times through the colonial period.
the 20th centuries. Topics will vary, whether focus-
The origins of Mexican culture, society, economy, HST 484/584 any time period. Maximum number of credits is
and political institutions will be examined in the Topics in Middle Eastern History (4) 12: 4 credits each for three courses with different
context of Hispanic and indigenous contributions. Explores such transnational topics in the history topics. Graduate credit requires a substantial
Hst 469/569: A study of Mexico’s history from the of the Middle East as Islam and modernity, the research paper. Recommended prerequisite:
revolutions for independence until 1876. Middle East and the world economy, the Middle upper-division standing.
Emphasis will be placed upon the development of East and orientalism. May be repeated up to three Hst 496/596
constitutional government, the era of reform, for- times for credit. Recommended: upper-division Introduction to Public History (4)
eign interventions, and the restoration of the standing. An introduction to the field of public history with
republic. Hst 470/570: Mexico’s emergence as a *Hst 485/585 special emphasis on the research methods, proce-
modern nation during the Porfirian dictatorship. Ottoman World (4) dures, and work in the practice of public history,
The 20th century revolutionary upheaval and con- An overview of Balkan and Middle Eastern histo- from archival management to historic preservation
solidation. Recommended prerequisite: Hst 365 or ry from late-medieval to early modern times (c. and museum studies. Taught in cooperation with
366. 14th-18th centuries). Major themes include the the professional staff of the Oregon Historical
*Hst 475/575 rise of the Ottoman Empire, the Ottomans and Society. This course is a prerequisite for Hst
History of Russia: Origins to the early modern world (c. 1500-1800), evolution 404/504, Public History Internships.
Peter The Great, 800-1700 (4) of the Ottoman state, law and religion, economy *Hst 497/597
Kievan Rus’, the “Mongol Yoke,” Muscovy, and the and society, and popular culture and lifestyle. Film and History (4)
beginnings of empire. Analysis of primary sources Expected preparation: upper-division standing. The study of selected topics of modern history
and historiographical debates. Emphasis on political, Hst 486/586 through the viewing and analysis of important doc-
social, and cultural aspects. Recommended prerequi- Modern Turkey (4) umentaries and feature films. Emphasis is on the
site: upper-division standing. A study of the formation and evolution of the application of techniques of historical source criti-
*Hst 476/576 Turkish Republic. Coverage runs from the late- cism to the varied information preserved and trans-
History of Russia: Imperial, 1700-1917 (4) Ottoman legacy (19th century) to an overview of mitted in cinematographic form. The subject mat-
This course traces the Romanov dynasty and its the republican period (since 1923). Discussion of ter will vary from term to term. (Maximum num-
subjects until its fall. Analysis of primary sources authoritarianism and democratization, religion ber of credits is 12; 4 credits each for three courses
and historiographical debates. Emphasis on politi- and secularism, nationalism and minorities, with different topics.) Recommended prerequisite:
cal, cultural, and social aspects, especially on the migration and urbanization, and relations with upper-division standing.
successive attempts at reform, and intellectual Europe and America. Expected preparation: Hst 500
self-definition of the nation and its classes. upper-division standing. Introduction to the Master’s Program in
Recommended prerequisite: upper-division stand- *Hst 487/587 History (4)
ing. Palestine and Israel (4) An introduction to the professional study of his-
*Hst 477/577 A critical review of the 19th and 20th century tory and to the writing of the master’s thesis.
History of Russia: Soviet Union and its Fall, social, cultural, economic and political factors Intended for new or recently entering graduate
1917-Present (4) behind the formation of two modern Middle students in history.
Russian Revolution, the Civil War, NEP, Eastern nations, Palestine and Israel. Recom- Hst 503
Stalinism, Khrushchev, Brezhnev, Gorbachev, and mended prerequisite: upper-division standing. Thesis (Credit to be arranged.)
the dissolution of the Soviet Union. Analysis of *Hst 488/588 Hst 509
primary sources and historiographical debates. Modern Arabia (4) Practicum (Credit to be arranged.)
Emphasis on political, social, and cultural aspects. A survey of the history of the Arabian Peninsula in Hst 511
Recommended prerequisite: upper-division stand- the 19th and 20th centuries. Emphasis will be on Public History Lab (3)
ing. socio-economic and governmental institutional Lab courses will vary from six to eight weeks and
*Hst 478/578, 479/579 change with discussion of changing cultural val- focus on a specific sub-field in Public History.
Russian Cultural and Intellectual ues. The role of the British and Ottoman empires, Working professionals will instruct students in the
History (4, 4) Islamic reformism, oil, and the emergence of latest techniques used in public history work. Lab
Analysis of primary sources. Hst 478/578: 19th nation states (Saudi Arabia, Yemen, Oman, and courses are required for graduate students taking
century intelligentsia. Hst 479/579: 20th century the Gulf States). Recommended prerequisite: the public history track in the M.A. in history.
mass culture—films, novels, sport, and music. upper-division standing. Prerequisite: Hst 496/596.
Recommended prerequisite: upper-division Hst 495/595
standing. Comparative World History (4)
Comparative examination of important themes in
world history. Both the themes and regional focus
vary each term, and themes may be drawn from
Interdisciplinary Studies:
Arts & Letters, Liberal Studies, Science,
Social Science
Intensive Course which can be included in the 81
491E Neuberger Hall ater arts. upper-division requirements.
503-725-3822 The science academic distribution area
Courses used to satisfy the major require-
consists of courses taken in biology, chemis-
B.A., B.S. ments, whether taken at PSU or elsewhere,
Arts and Letters, Liberal Studies,
try, environmental studies, geology, mathe-
must be graded C- or above. A maximum
Science, and Social Science matics/statistics, physics, and science educa-
of 12 credits may be graded P.
M.A.T., M.S.T. (Science, Social Science) tion.
Students majoring in Liberal Studies and
Programs which are of an interdisciplinary The social science academic distribution
also in a second major must meet the gen-
nature and which do not conveniently fit area consists of courses taken in administra-
eral education requirement and the upper-
within the normal department areas are listed tion of justice (AJ 220 and 330 only),
division requirement in the academic distri-
under Interdisciplinary Studies and Liberal anthropology, black studies (except Bst 221,
bution areas for the second major.
Studies. 351, 352, 353, 421, 424, 425, 426, 427),
Students interested in Interdisciplinary chicano/latino studies (ChLa 201, 301,
Studies will complete their major require- 303, 375, 380, 399, 450 only), child and Graduate programs
ments by taking a concentration of courses family studies, economics, geography, histo- Master of Arts in Teaching or Master
in the arts and letters or science or social sci- ry, international studies, native American of Science in Teaching. The College offers
ence academic areas. Students interested in studies, political science, psychology, sociol- the degrees of Master of Arts in Teaching
all three categories (arts and letters, science, ogy, urban studies and planning, and and Master of Science in Teaching with a
and social science) major in Liberal Studies women, gender, and sexuality studies. major in English (M.A.T. only), social sci-
by taking upper division courses across all In addition to meeting all of the nonma- ence, mathematics, science, science/biology,
three categories. jor and general education baccalaureate science/chemistry, and science/geology.
Outside of the requirement that Inter- degree requirements, a student in one of the
disciplinary Studies and Liberal Studies stu- above majors must complete 52 credits in Degree requirements
dents take Wr 323 or a Writing Intensive one of the following areas: arts and letters Master of Arts in Teaching or Master of
Course (WIC), there are no specific courses or science or social science. A minimum of Science in Teaching. University master’s
required for the Interdisciplinary Studies and 32 of the 52 credits must be upper-division degree requirements are listed on page 65.
Liberal Studies majors. To take full advantage with at least 8 upper-division credits in each Major requirements are:
of the opportunities afforded these majors, of two departments. In addition to 52 cred- Social Science. The student’s program
students should plan a program which its, all students must take Wr 323 or a must include a minimum of 45 credits in
includes a coherent set of courses providing Writing Intensive course for a total of 56 approved graduate credits, to include a mini-
an in-depth study in the area of special inter- credits. mum of 30 credits in the social science area
est as well as providing enhancement of Credits (economics, geography, history, political sci-
problem-solving and communication skills. Upper-division credits from one department ence, and sociology), and at least 9 but not
in the major academic area..................................... 8 more than 15 credits in education courses. Of
Undergraduate Upper-division credits from a second department
in the major academic area..................................... 8 the minimum 30 credits in social sciences, 12
credits must be earned in each of two fields of
program
Additional upper-division credits from any
department(s) in the major academic area.......... 16 concentration; a maximum of 12 combined
Additional credits in the major academic area.... 20 credits may be in courses numbered 501 and
Advisers: K. DeVoll, K. Felipe, M. Leonard,
WR 323 or WIC course.............................................. 4
L. Marsh, F. McClurken-Talley 505. Students electing the thesis option must
Total 56
take a minimum of 6 and a maximum of 9
Admission requirements Courses used to satisfy the major require- credits of 503. With consent of the adviser,
ments, whether taken at PSU or elsewhere, the two fields may be within a single social
must be graded C- or above. A maximum science department.
general admission to the University. See
of 12 credits may be graded P. Students may elect a thesis or nonthesis
page 37 for more information. Requirements for major in liberal
(two research papers or equivalent) program.
studies. A student majoring in liberal stud-
Degree requirements ies must complete the general University
The adviser, in cooperation with an appropri-
Requirements for major in arts and let- ate faculty member, will establish standards
requirements (except general education
ters, science, or social science. The arts for thesis and research paper requirements for
requirements), either Wr 323 or an
and letters academic distribution area con- students working in more than one depart-
approved Writing Intensive Course, and the
sists of courses taken in applied linguistics, ment. All students, whether in a thesis or
following requirements for the liberal stud-
architecture, art, black studies (BSt 221, nonthesis program, must satisfactorily com-
ies major:
351, 352, 353, 421, 424, 425, 426, 427 plete the course of study and pass both writ-
Credits
ten and final oral examinations in both the
only), chicano/latino studies (ChLa 302, Upper-division credits from the arts and letters
330, 411, 414 only) communications, con- (except Wr 323), science and/or social science aca- social science fields of study as well as in edu-
flict resolution, English, world languages demic distribution area(s)............................... 81-85† cation.
and literatures, music, philosophy, and the- †4 credits WR 323, or an approved Writing
Science. In consultation with the graduate Hum 603 Sc 606

adviser, the student should establish the Thesis (Credit to be arranged.) Special Problems/Projects
Hum 604 (Credit to be arranged.)
degree program before the completion of 15
Cooperative Education/Internship Sc 607
credits of course-work. The program must (Credit to be arranged.) Seminar (Credit to be arranged.)
include a minimum of 45 credits in Hum 605 Sc 608
approved graduate courses, to include a Reading And Conference Workshop (Credit to be arranged.)
minimum of 24 credits in the science area (Credit to be arranged.) Sc 609
(biology, chemistry, geology, mathematical Hum 606 Practicum (Credit to be arranged.)
sciences, and physics). At least 9, but not Special Problems/Projects Sc 610
(Credit to be arranged.) Selected Topics (Credit to be arranged.)
more than 15 credits, must be in education
Hum 607 SSc 601
courses. In order to fulfill requirements for Seminar (Credit to be arranged.) Research (Credit to be arranged.)
the degree, the student must satisfactorily Hum 608 SSc 602
complete the degree program and pass both Workshop (Credit to be arranged.) Independent Study (Credit to be arranged.)
a final written and a final oral examination. Hum 609 SSc 603
Practicum (Credit to be arranged.) Thesis (Credit to be arranged.)
Hum 610 SSc 604
Courses Selected Topics (Credit to be arranged.)
ISt 199
The courses listed below are offered on an irregular Special Studies (Credit to be arranged.) SSc 605
basis by various departments. ISt 399 Reading and Conference
Special Studies (Credit to be arranged.) (Credit to be arranged.)
ASc 410/510 For Extended Studies and SSc 606
Selected Topics (Credit to be arranged.) Summer Session only. Special Problems/Projects
Hum 199 ISt 404 (Credit to be arranged.)
Special Studies (Credit to be arranged.) Cooperative Education/Internship SSc 607
Hum 399 (Credit to be arranged.) Seminar (Credit to be arranged.)
Special Studies (Credit to be arranged.) Sc 601 SSc 608
Hum 405 Research (Credit to be arranged.) Workshop (Credit to be arranged.)
Reading and Conference (Credit to be Sc 602 SSc 609
arranged.) Independent Study (Credit to be arranged.) Practicum (Credit to be arranged.)
Hum 407 Sc 603 SSc 610
Seminar (Credit to be arranged.) Thesis (Credit to be arranged.) Selected Topics (Credit to be arranged.)
Hum 410 Sc 604
Selected Topics (Credit to be arranged.) Cooperative Education/Internship
Hum 601 (Credit to be arranged.)
Research (Credit to be arranged.) Sc 605
Hum 602 Reading and Conference
Independent Study (Credit to be arranged.) (Credit to be arranged.)
International
Studies
224 East Hall Connected Learning................................................ 24 Europe: Evguenia Davidova, adviser,
At least 24 upper-division credits from adviser- 503-725-8992
725-3455 approved courses selected from departments and
www.intl.pdx.edu/ISP programs in the College of Liberal Arts and Latin America: Stephen Frenkel,
Sciences, the School of Business Administration, adviser, 503-725-5085
B.A. the Graduate School of Education, the School of
Minor Fine and Performing Arts, and the College of Middle East: 503-725-3455
Certificate in Canadian Studies Urban and Public Affairs. Lists of appropriate International Development Studies
Connected Learning courses for the International
Certificate in European Studies Development focus or with a global or interna- Adviser: Leopoldo Rodriguez,
Certificate in Latin American Studies tional focus are available online (www.intl.pdx. 503-725-5085
Certificate in Middle East Studies edu/ISP/forms) and by email: internationalstud- General Advising: Kimberly Brown
ies@pdx.edu
Certificate in Turkish Studies (Applied Linguistics), 503-725-8194; Birol
and
The International Studies program offers a Yesilada (Political Science), 503-725-3257
Regional Focus........................................................ 24
B.A. degree based on an interdisciplinary Canada: Claudine Fisher, adviser
At least 24 upper-division credits from adviser-
curriculum that provides both a global per- approved, area-specific courses appropriate to 503-725-5298
spective and a comprehensive view of a the student’s regional focus; plus three years of
Information on recommended courses is
language study (or equivalent proficiency) appro-
selected geographic region of the world. priate to the regional focus: Africa, Asia, Europe, available from advisers and at www.pdx.edu/
Students can select a regional studies or an Latin America, or the Middle East. International intl/forms-lists. Majors should meet regularly
Development Studies focus majors may, in con-
international development focus for the sultation with an adviser, develop a bi-regional with advisers beginning no later than the first
degree. This degree affords an excellent Focus. term of their sophomore year; or first term
foundation for careers in which an under- after transfer..
standing of international economic, politi- OR
Requirements for minor. To earn a
cal, social, and cultural affairs is of impor- Thematic/Regional Focus....................................... 24
minor in international studies a student
tance; it also provides a solid foundation for At least 12 upper-division credits in adviser-
approved, area-specific coursework, and 12 must: (1) demonstrate competence in an
graduate work in the field. upper-division credits in adviser-approved inter- appropriate foreign language either by com-
disciplinary coursework related to a theme of
pleting the second year of the language in
Admission requirements international significance approved by an adviser.
the final term or by demonstrating proficien-
Admission to the department is based on Language
cy at the same level; and (2) complete 31
general admission to the University. See page Three years, or equivalent proficiency, of lan- credits to include the following:
37 for more information. guage study in one language appropriate to the Credits
regional focus. For students taking courses at International Studies
PSU, third-year proficiency is defined by success-
Degree requirements ful completion of the terminal course in the Intl 201 Introduction to
International Studies............................................. 4
third-year language sequence or completion of
Requirements for major. In addition to the an upper division equivalent. For students admit- Intl 395 Colloquium (one credit in each
general University requirements for a degree ted to PSU in Fall 2007, or later, the terminal of three terms)....................................................... 3
course for most languages is 303. Intl 396 The United States and the World........... 4
found on page 37, majors must have third- Intl 407 Seminar..................................................... 4
Total: (plus from 0 to 42 depending 77
year proficiency in an appropriate second lan- on language study) Total 15
guage. Majors must complete a core curricu- All courses used to satisfy the departmental Connected/Regional Learning (adviser-approved
lum of international studies courses; an indi- major requirements, whether taken in the area-specific or thematic courses).......................... 16
vidualized curriculum of connected learning department or elsewhere, must be graded C Total 31
courses; and courses in their areas of geo- or above. Courses taken under the undifferentiated
graphic concentration, to include: Courses taken under the undifferentiated grading option (pass/no pass) will not be
Credits grading option (pass/no pass) will not be accepted toward fulfilling department minor
International Studies.............................................. 29 accepted toward fulfilling department major requirements.
Intl 201 Introduction to International Studies..... 4 requirements.
†Intl 2xx Introduction to Regional Studies.......... 4
The approved elective courses which may
Intl 395 Colloquium (one credit in each of three
terms)...................................................................... 3 be used to complete the above curriculum Certificates
‡Intl 396 The United States and the World......... 4 are determined according to the focus of The University awards certificates for language
Intl 407 Seminar..................................................... 4 study that a student selects. International and area specialization to students who have
Intl 471 Understanding the International Development Studies focus majors are
Experience.............................................................. 4 completed, or are completing, the require-
§Intl 499 Senior International Experience............ 6 required to complete an Intl 395 colloquium ments for a bachelor’s degree in any other field.
specific to international development. Certificates are currently available in Canadian
† Students may double count Intl 2xx for the major and
Academic Adviser: Ari Douangpanya, 503- Studies, European Studies, Latin American
University Studies; a mentor section is required.
‡ Or Intl 397 for the Development Studies track. 725-3455 Studies, Middle East, and Turkish Studies. The
Substitutions for, or waivers of, all other Intl courses Currently, five regions of concentration specific courses needed for a certificate in each
must be approved by the program director as well as the
adviser. and one focus in International Development area differ; interested students should consult
§ The Intl 499 Senior International Experience require- Studies are available: the International Studies Program in 224 East
ment may be fulfilled by taking a UnSt 421 Capstone Africa: Kofi Agorsah, adviser,
from the INTL list of approved courses having a signifi- Hall.
cant international component. 503-725-5080 Language and area studies certificate pro-
Asia: 503-725-3455 grams focus on the study of a group of
countries or a geographical area having com- Intl 324 Intl 396

mon linguistic and/or cultural characteris- Tradition and Innovation: Social Science (4) The United States and the World (4)
tics. The course of study is designed to Examines how U.S. and Asian societies employ Interdisciplinary study and analysis of the role of
the meanings of “tradition” and “innovation” to the United States in world affairs with emphasis on
broaden the student’s understanding of a define themselves and view each other. Looks at the twentieth and twenty-first century, relations
particular world area. tradition and innovation in both societies through between the U.S. and the Third World, the era of
Students must take 24 credits (two years) historical, economic, and political science perspec- the Cold War, American globalism, diplomatic,
of one adviser-approved language appropri- tives. economic, and geopolitical issues.
ate to the geographic area of concentration *Intl 331 Intl 397
(or demonstrate equivalent proficiency in Women in the Middle East (4) U.S. Policy and International Development (4)
that language); and they must successfully Aims to explore the role and status of women in Explores relation between U.S. domestic and for-
complete 28 credits of specified area courses. the contemporary Middle East with respect to eign policy on the formulation of the concept of
Education Abroad. Students in both the institutions such as the family, law, education, development, its theoretical evolution and applica-
International Studies and certificate pro- work, and politics–areas which intersect and over- tion in developing nations. Utilizes a historical
lap with broader cultural questions about women approach starting with colonialism and ending
grams are encouraged to consider overseas with topics of contemporary salience such as
and their place in tradition, modernity, nation-
study opportunities available through the building, Islam, and the West. This course is the trade, financial liberalization and sustainability.
Office of International Education Services, same as FL 331 and WS 331, may only be taken Intl 399
101 East Hall and NSE (National Student once for credit. Special Studies (Credit to be arranged.)
Exchange), 105 Neuberger Hall. However, a Intl 332 Intl 401
study abroad experience is not required. Islamic Movements in the Contemporary Research (Credit to be arranged.)
Muslim World (4) Intl 404
An overview of Islamic political movements in the Cooperative Education/Internship
Courses contemporary Muslim world. Examines the roots
and development of Islamic movements in
*Courses with an asterisk may not be offered every year. Intl 405
Muslim-populated societies in the context of Reading and Conference
Intl 201 Social Movement Theory and globalization. (Credit to be arranged.)
Introduction to International Studies (4) Particular attention to the rise of Islamic political
A survey of the main concepts, analytical tools, movements from their position as a local and Intl 407
fields of study, global problems, and cross-cultural Seminar (4)
regional force to a global political movement.
perspectives that comprise international studies. Reading and discussion about an interdisciplinary
Intl 341 topic in international affairs. Restricted to seniors
Intl 2xx Environment and Development in Latin with an International Studies major or minor.
Introduction to (Region) America (4)
Interdisciplinary or topical study of one of the Examines the interrelationships between environ- Intl 410
regional foci in the International Studies degree ment and development in Latin America from an Selected Topics (Credit to be arranged.)
program. Please be sure to register for a corre- interdisciplinary perspective. Explores issues of Intl 452
sponding mentored inquiry section: sustainable development including agriculture, The European Union (4)
deforestation, trade, urbanization, ecotourism and Focuses on how the EU has evolved since its begin-
Intl 211 nings in the 1950s, on its present-day organization
Introduction to African Studies (4) migration.
and functions, and on how the member countries
Intl 216 Intl 342 interact in making EU policies for jointly regulat-
Introduction to Asian Studies (4) Globalization and Conflict in Latin
Intl 226 ing their internal economies and societies as well as
America (4)
Introduction to European Studies (4) how the EU members also try to manage their rela-
Examines issues of globalization and its impacts
Intl 240 tions with the rest of the world. This course is the
on regional conflict in contemporary Latin
Introduction to Latin American Studies (4) same as PS 452; course may only be taken once for
America. Topics include political systems, trade,
Intl 247 credit.
poverty, inequality and human rights.
Introduction to Middle Eastern Studies (4) *Intl 460
Intl 351 Political Development in Modern Turkey (4)
*Intl 317 The City in Europe: Social Sciences (4)
Topics in Asian Thought (4) Designed to provide students with an in-depth
Examines the challenges of modern urban life
Study of the religious and ethical traditions of study of political development literature with a
since the eighteenth century in Europe and the
Asia including, but not limited to, Buddhism, focus on modern Turkey. Examines how a modern
various intellectual, political and social responses
Confucianism, Hinduism, and Islam, their social Turkish republic emerged from the ashes of the
to industrialization and modernity that shape
and cultural importance, and their ties to political Ottoman Empire and evaluates stages of political
European identity. Organized around three broad
thought and history. development during the first, second, and third
topics: the city as a locus of power and forms of
republic. Finally, assesses the implications of
Intl 321 resistance; multifaceted urban culture; and global-
Globalization and Identity: Humanities (4) Turkey’s new geopolitics (post Cold War) on
ization’s impact on city life.
Examines how U.S. and Asian societies define the Turkish political and economic development from
Intl 352 a global perspective. This course is the same as PS
meaning of globalization vis-á-vis themselves and
The City in Europe: Humanities (4) 460; may only be taken once for credit.
each other using source materials from the
Examines the challenges of modern urban life
humanities. *Intl 461/561
since the eighteenth century in Europe through
Intl 322 Politics of Economic Reform in
the lens of place and character in major European Modern Turkey (4)
Globalization and Identity: Social Science (4) novels. Authors identified with specific cities
Examines how U.S. and Asian societies define the Course examines the politics of planned economic
(e.g., Orwell and Barcelona, Mann and Venice, growth under the Republican Peoples Party, transi-
meaning of globalization vis-á-vis themselves and Isherwood and Berlin, Woolf and London) are
each other using source materials from the social tion to the import-substituting growth model dur-
chosen to explore the evolution of European iden- ing the post-WWII era, problems associated with
sciences. tity and major historical, political, and cultural economic stagnation in the 1970s, and transforma-
Intl 323 developments of the modern period. tion of the Turkish economy during the 1980s and
Tradition and Innovation: Humanities (4) Intl 395 1990s. The last two decades provide important
Examines how U.S. and Asian societies employ the Colloquium (1) insight into how politics and economics (domestic
meanings of “tradition” and “innovation” to define Lectures by PSU and visiting speakers on major as well as international) converge in shaping
themselves and view each other. Looks at tradition world issues. Turkey’s economic growth strategies. This course is
and innovation in both societies through plays, film the same as PS 461/561; may only be taken once
and Asian and American literature. for credit.
Intl 462 including teaching English to speakers of other †Intl 499

Amazon Rain Forest (4) languages. Development of strategies and activities Senior International Experience (6)
Examines different ways in which the Amazon has required to meet the challenges of teaching, work- A service learning and/or community-based learn-
been perceived through time. This course is the ing, or doing research in an international/ inter- ing experience in an international or intercultural
same as Hst 462; course may only be taken once cultural setting. Prerequisite: upper-division or setting, in a group-supervised, team-centered for-
for credit. postbac academic standing. All linguistics students mat, within either a study-abroad program or a
*Intl 463 must register for Ling 471/571 which includes a local project (or both) with an appropriate inter-
Modern Brazil (4) zero-credit lab, however, this course is also offered national agency, business, community, or non-
Examines such topics as slavery, abolition, messian- as BSt 471. Course may only be taken once for profit organization.
ism, banditry, the Amazon, race, military rule, and credit.
democratization in the making of modern Brazil. Intl 490 † The Intl 499 Senior International Experience require-
ment may be fulfilled by taking an UnSt 421 Capstone
This course is the same as Hst 463; course may Global Sustainable Development (4) from the INTL list of approved courses having a signifi-
only be taken once for credit. An examination of key concepts of sustainable cant international component.
development, policies associated with sustainable
Intl 471
Understanding the development, and the power relations inherent to
International Experience (4) these policies. The subject matter is approached
Examination of communication-based dimensions from an interdisciplinary perspective. Expected
of an international or intercultural experience, preparation: Intl 397.
Judaic Studies
441 Cramer Hall taken in residence at PSU. These 28 credits Oregon Jewish Museum, contact the pro-
503-725-3085 must include the following: gram adviser.
www.judaic.pdx.edu Credits
JSt 201 Introduction to Jews, Judaism, and
Minor in Judaic Studies Modernity.................................................................. 4
Area electives (see below)...................................... 12
Courses
Advisor-approved electives (see below)................ 12 JSt 201
Undergraduate
Area electives must include at least 4 credits of
Total 28 Introduction to Jews, Judaism, and Modernity
(4)
programs coursework focusing on each of the following cat-
egories:
Provides a historical and conceptual account of
the Jewish encounter with modernity. Primary
Requirements for minor in Judaic stud- Jewish history/culture in the United States (e.g., emphasis on enlightenment and post-enlighten-
ies Hst 344)................................................................... 4
ment transformations in western and eastern
Jewish history/culture in the State of Israel (e.g.,
Portland State University offers a conceptually Eng 330).................................................................. 4 Europe, including emancipation, religious reform,
structured yet flexible undergraduate minor Jewish history/culture prior to 1700 (e.g., Hst 461) Hasidism, and Zionism. Topics include the
in Judaic studies. Students completing the 4 Holocaust, the rise of major Jewish centers in the
minor will have gained exposure to the study Subtotal 12 United States and the State of Israel, and
For a complete list of approved area elec- Sephardic and Middle Eastern Jewish encounters
of Jewish history and culture in a variety of with modernity.
national and international contexts. Since the tives, contact the program adviser Michael
primary, though not exclusive, focus of the Weingrad at weingrad@pdx.edu. JST 399
Special Studies (1-4)
Judaic Studies program at PSU is on the Adviser-approved electives may include up
JST 401
encounter of Jews and Judaism with moder- to 4 credits of coursework not on the partial Research (1-6)
nity, students completing the minor are list of approved electives below, but which JST 405
required to take an overview of modern has a conceptual, topical, or methodological Reading and Conference (1-6)
Jewish history and culture (JSt 201), as well relevance to the discipline of Judaic studies. JST 407
as coursework dealing with Jews and Judaism Partial list of courses that may be used to satisfy Seminar (1-4)
requirements:
in the United States and Israel, the two major JST 409
Eng 318 The Bible as Literature Practicum (1-8)
centers of Jewish life today. Students are also Eng 330U Jewish and Israeli Literature
required to take coursework focusing on JST 410
Heb 203, 301 or higher (up to 8 credits)
Selected Topics (1-4)
Jewish history or culture prior to the modern Hst 344U Jews and Judaism in America Since
World War Two
period (defined as 1700 and earlier). Through
Hst 461/561 Topics in Jewish History
exploration of Jewish culture, Jewish contri- JSt 399 Special Studies
butions to other cultures, and the impact of JSt 401 Research
modernity on national, ethnic, and religious JSt 405 Reading and Conference
identity, students will have broadened and JSt 407 Seminar
deepened their education, better preparing JSt 409 Practicum
JSt 410 Selected Topics
them for our interconnected world of diverse
cultures and religions. The program adviser will have a current list
Students undertaking the minor in Judaic of additional approved electives, which
studies at PSU may be eligible for the Sara includes appropriate topics courses (e.g., Eng
Glasgow Cogan Scholarship. 308 Literature of the Holocaust, Hst 407
To earn a minor in Judaic studies a student Jewish Women in U.S. History, etc.).
must complete 28 credits, at least 16 credits For information about special by-arrange-
of which must be upper-division courses, ment courses, and for-credit academic
and at least 12 credits of which must be internship opportunities with local cultural
and community institutions such as the
Mathematics and Statistics

334 Neuberger Hall continuing basis with a departmental advis- intended to help the student plan a program
503-725-3621 er. of study with a specific goal or career in
www.mth.pdx.edu/ mind.
Degree requirements Option I—Applied Mathematics.
B.A., B.S. in Mathematics
Requirements for major. The degree pro- Recommended electives: Mth 322, 421,
Minor in Mathematics
Minor in Mathematics for Middle School gram requires a basic core of courses, but it 422, 424, 425, 430, 451, 452, 470
Teachers also has the flexibility that allows students to Option II—Graduate School
Teacher Licensing Requirements pursue special areas of interest in mathemat- Preparation. Recommended electives: Mth
Graduate Certificate for Middle School ics. The program is designed to provide a 411, 412, 434, 435, 436, 441, 442.
Mathematics Teachers foundation for more advanced work and/or Option III—Statistics. Recommended
Graduate Certificate in Applied Statistics a basis for employment in government, electives: Mth 322, 467, 468; Stat 461, 462,
M.A., M.S. in Mathematics 463, 464, 465, 466.
M.S. in Statistics
industry, or secondary education. A joint
degree in mathematics with computer sci- Option IV—High School Teaching.
M.A.T., M.S.T. in Mathematics Recommended electives: Mth 338, 346,
Ph.D. in Mathematical Sciences ence, business administration, economics,
Ph.D. in Mathematics Education physics, or some other area may give a stu- 356, 481, 482, 486, 488; Psy 311; Ed 420.
Ph.D. in Systems Science— dent better opportunities for employment See Teaching Licensing Requirements below.
Mathematics upon graduation. Option V—Actuarial Science.
The department attempts to offer as many Recommended electives: CS 161; Mth 451,
courses as possible after 4 p.m. on a rotating 452, 467, 468; Stat 461, 462, 463, 464,
Undergraduate schedule so that a degree may be pursued by 465, 466; SySc 520, 521, 522.
Requirements for minor in mathemat-
either day or evening enrollment.
programs In addition to meeting the general ics. A student must complete the following
University degree requirements, the major in program (3 upper-division courses must be
The mathematical sciences have long pro- taken in residence at PSU):
vided the necessary languages of the physical mathematics must complete the following
requirements: Credits
sciences, but are now also recognized as Mth 251, 252, 253 Calculus I, II, III......................... 12
important components of study for students Credits Mth 261 Introduction to Linear Algebra................. 4
in computer science, social sciences, business Mth 251, 252, 253 Calculus I, II, III......................... 12 Mth 254 Calculus IV.................................................. 4
Mth 261 Introduction to Linear Algebra................ 4
administration, education, and the biologi- Mth 311 Advanced Calculus or Mth 344 Group
Mth 254 Calculus IV.................................................. 4 Theory........................................................................ 4
cal sciences. Mathematics and statistics are Mth 256 Differential Equations............................... 4 ‡Three approved elective courses....................... 9-12
also disciplines in themselves and may be Mth 271 or CS 161..................................................... 4 Total 33-36
studied purely for the excitement and dis- Mth 311, 312 Advanced Calculus............................ 8 ‡ Approved electives for the Minor in Mathematics are
covery it brings to those who study it. To Mth 344 Group Theory............................................. 4 Mth 256, 311, 312, 344 or any course approved as an
One of the following:............................................ 3-4 elective for major credit..
meet these needs the department offers an
Mth 338 Modern College Geometry
array of courses in pure and applied mathe- Mth 345 Ring and Field Theory Only grades of C-, P, or above count
matics and statistics. Mth 346 Number Theory toward satisfying the department minor
Students, prospective students, and all per- Mth 444 Advanced Linear/Multilinear Algebra requirements. No more than three courses
sons having an interest in the department †One approved two-term 400-level Mth or
Stat sequence......................................................... 6-7
with a grade of P may be counted toward
are welcome at the office and are encouraged †Two additional approved 400-level Mth or these requirements.
to visit the Web site. The Web site provides Stat courses............................................................. 6-8 Requirements for minor in mathemat-
information about the department’s faculty, †Two additional approved Mth or Stat courses... 6-8
ics for middle school teachers. This
programs, courses, other services, and its Total 61-67 mathematics minor is intended for those
current activities. † Approved electives are Mth 313, 322, 324, 338, 343,
345, 346, 356, 411, 412, 413, 420, 421, 422, 423, 424, who plan to enter a Graduate Teacher
Education Program and be licensed in mid-
Admission requirements 425, 427, 428, 430, 431, 432, 433, 434, 435, 436, 440,
441, 442, 443, 444, 445, 449, 451, 452, 453, 457, 458, dle school mathematics (grades 5-9). A stu-
461, 462, 467, 468, 470, 471, 472, 477, 478, 481, 482,
In order to help students plan their pro- 483, 484, 485, 486, 487, 488; Stat 451, 452, 461, 462, dent must complete the following program
grams the Fariborz Maseeh Department of 463, 464, 465, 466, 467, 468, 571, 573, 576, 577, 578. (12 credits must be upper-division; 9 of
Mathematics and Statistics provides place- Check with the department for the list of approved Mth or these 12 upper-division credits must be
Stat sequences and for additional courses, including omni-
ment assistance and the opportunity to meet bus-numbered courses, which may be approved as electives. taken in residence at PSU):
with an adviser. All students are urged to Credits
avail themselves of these services, especially All courses used to satisfy the departmental Mth 211, 212, 213 Foundations of Elementary
major requirements, whether taken in the Mathematics I, II, III................................................. 12
those students who are enrolling in their
Mth 490 Computing in Mathematics for Middle
first mathematics or statistics course. department or elsewhere, must be graded School Teachers......................................................... 3
Students interested in majoring in mathe- C-, P, or above, but no more than 4 courses Mth 491 Experimental Probability for Middle
matics are urged to meet with a department graded P will count toward these requirements. School Teachers......................................................... 3
Mth 492 Problem Solving for Middle School
adviser. Students who have decided to major Transfer students majoring in mathematics are Teachers..................................................................... 3
in mathematics should inform both the required to take a minimum of 15 credits of Mth 493 Geometry for Middle School Teachers..... 3
department and the registrar’s office of that PSU upper-division mathematics or statistics Mth 494 Arithmetic and Algebraic Structures for
Middle School Teachers............................................ 3
decision. Mathematics majors are encour- courses in residence. Mth 495 Historical Topics in Mathematics for
aged to participate in the activities of the In addition to the specific required courses Middle School Teachers............................................ 3
department and to meet on a regular and listed above, the following options are Mth 496 Concepts of Calculus for Middle School
Teachers..................................................................... 3 The M.A./M.S. programs are designed for Master of Arts or Master of Science in
Approved elective course (see an adviser)........... 2-4 the student who wishes to prepare for com- mathematics. Candidates must complete
Total 35-37 munity college teaching, industrial work in an approved 45-credit program which
Only grades of C-, P, or above count mathematics, or further advanced work includes at least 30 credits in mathematics
toward satisfying the department minor toward a Ph.D. in mathematics. The or statistics. These 30 credits must include
requirements. No more than three courses M.A.T./M.S.T. programs offer advanced courses distributed as follows: two 9-credit
with a grade of P may be counted toward training and specialized courses for second- sequences at the 600 level and either the
these requirements. ary school teachers of mathematics. 3-credit Mth 501 Mathematical Literature
Doctor of Philosophy in mathematical and Problems or the 3-credit Stat 501
sciences. Applicants will be expected to Statistical Literature and Problems. In addi-
Licensure have the equivalent of a bachelor’s degree in tion, the student must pass written examina-
Teacher licensing requirements. To
mathematics or statistics containing an ade- tions.
receive a teaching license from PSU, after quate background in computer science. Master of Science in statistics.
Applicants with degrees in related disciplines Candidates must complete an approved
completing a baccalaureate degree a student
will be considered provided the applicant 45-credit program which includes at least 33
must complete the Graduate Teacher
demonstrates a strong mathematical profi- credits in courses with the Stat prefix. These
Education Program (GTEP) through the
ciency. Applicants must follow the 33 credits must include courses distributed
Graduate School of Education.
University admissions instructions for grad- as follows: one 9-credit sequence at the 600
Only grades of C-, P, or above count
uate applicants. In addition the GREs are level, two 9-credit sequences at the 500
toward satisfying the mathematics require-
required, both the general test and the sub- level, 3 credits of Stat 570, Topics in
ments for teacher licensing.
ject test in mathematics. Statistical Consulting, and 3 credits of Stat
Secondary education. Students planning
The Ph.D. in mathematical sciences at 501, Statistical Literature and Problems. In
to earn a secondary teaching license in math-
Portland State University differs significantly addition, the student must pass written
ematics must obtain a recommendation for
from the traditional model of Ph.D. educa- examinations.
admission to the GTEP from the Fariborz Master of Science in Teaching or
Maseeh Department of Mathematics and tion in mathematical sciences. While mathe-
matics is at the core, the program aims to Master of Arts in Teaching. The Master
Statistics. The student’s program should of Science in Teaching or the Master of Arts
include most of the courses required for the develop professionals who have versatility,
who are conversant in other fields, and who in Teaching of mathematics are designed for
major and those listed in Option IV above. individuals interested in strengthening their
Middle school education. Students plan- can communicate effectively with people in
other professional cultures. The broad-based understanding of mathematics to enrich the
ning to earn a middle school teaching license teaching of mathematics. The program pre-
with an emphasis in mathematics should training will prepare candidates for industry,
government, and higher education. The pro- pares teachers in subjects such as geometry,
complete the courses Mth 211, 212, 213, algebra, analysis/calculus, history of mathe-
490/590, 491/591, 492/592, 493/593, gram prepares the candidate to be well
grounded in his or her field, yet conversant matics, probability, statistics, discrete mathe-
494/594, 495/595, and 496/596. matics, and use of technology in the class-
Information about the Graduate Certificate with several subfields by dedicating approxi-
mately 25 percent of the credit hour require- room. The program is intended for individ-
Program in Mathematics for Middle School uals with a mathematics degree or a strong
Teachers can be found in the Graduate ments to professional development, cross-
disciplinary experiences, and allied area background in mathematics.
Studies section, see page 64. An M.S.T./M.A.T. candidate must com-
Elementary education. Students planning coursework. Students take a concentration
of allied area courses, outside the depart- plete an approved program of 45 graduate
to earn an elementary teaching license must credits and complete an approved mathe-
complete Mth 211, 212, 213 before admis- ment, in one or more of mathematics and
statistics many natural partner disciplines, matics curriculum project. The program
sion to GTEP. may also lead to the Standard Teaching
including, computer science, engineering,
physics, biology, economics, finance, urban Certificate/License. University requirements
for a Standard Teaching Certificate/License
Graduate programs studies and planning, medicine, or public
health. The courses are chosen with the are listed on page 222.
The Fariborz Maseeh Department of assistance of the allied area adviser to form a Doctor of Philosophy in mathematical
Mathematics and Statistics offers work lead- coherent area of study directly relevant to sciences. Candidates entering with a bache-
ing to the degrees of Master of Arts, Master the student’s goals. lor’s degree must complete an approved pro-
of Science, Master of Arts in Teaching, Doctor of Philosophy in mathematics gram of 99 credit hours distributed as fol-
Master of Science in Teaching, the Ph.D. in education. Candidates in this program must lows: coursework (63 credits), a doctoral
Mathematical Sciences, the Ph.D. in currently have (or complete during their proseminar (9 credits), and dissertation research
Mathematics Education, and the Ph.D. in gram) a master’s degree in mathematics (27 credits). Coursework must include: 45
Systems Science–Mathematics. equivalent to the M.S./M.A. degree or the credits of mathematics and statistics courses,
M.S.T./M.A.T. degree at Portland State of which at least 10 courses are at the 600
Admission requirements University. Applications must be received at level, and 15 credits of allied area courses at
Master of Arts or Master of Science in least two terms prior to the term of admis- the 500 and 600 level. Students entering
mathematics, Master of Science in sta- sion. For more complete information on the with a master’s degree must complete a min-
tistics, Master of Science in Teaching or program, write the Fariborz Maseeh imum of 72 credit hours beyond a master’s
Master of Arts in Teaching. In addition to Department of Mathematics and Statistics at degree distributed as follows: a minimum of
meeting the University admission require- Portland State. 18 credits of approved courses in mathemat-
ments, students seeking regular admission ics and statistics at the 600 level, a mini-
status in master’s programs are expected to Degree requirements mum of 15 credits in an allied area at the
have completed courses in linear algebra, University master’s degree requirements are 500 and 600 level, 9 credits of doctoral sem-
abstract algebra, and analysis, and, for the listed on page 67. Specific departmental inar, and 27 credits of dissertation research.
M.A./M.S. programs, differential equations. requirements are listed below. Candidates must pass comprehensive exami-
nations in mathematics and an allied area.

Students are also required to demonstrate
Courses Differential and integral calculus of functions of a
single variable, analytic geometry, infinite series,
competency in a foreign language approved and applications. Courses must be taken in
Courses with an asterisk (*) are not offered every year. sequence. Students planning to take this course
by the student’s advisory committee. are strongly encouraged to take the calculus place-
Doctor of Philosophy in mathematics A course can be used as a prerequisite for a subse-
quent mathematics course only if it has been satis- ment test. For more information go to http://
education. The Fariborz Maseeh factorily completed. Satisfactory completion of a www.mth.pdx.edu/programs/placement/.
Department of Mathematics and Statistics course means receiving a C-, P, or above in that Expected preparation: Mth 112 or high school
offers a Ph.D. in Mathematics Education. course. When courses are required to be taken in precalculus.
The main objective of this program is to sequence each course is regarded as a prerequisite Mth 254
develop educators with an understanding of for the next. Calculus IV (4)
mathematics and its teaching and learning, Mth 70 An introduction to differential and integral calcu-
and with the capabilities for research and Elementary Algebra (4) lus of functions of several variables and applica-
professional practice in the field. This pro- This is a basic course covering first-year high tions. Prerequisites: Mth 252, 261.
school algebra. Credit for enrollment (eligibility) Mth 256
gram provides a balance between mathemat- but not toward graduation; satisfies no University
ics and mathematics education to help in Applied Differential Equations I (4)
or general education requirements. Solution techniques in ordinary differential equa-
the development of mathematics educators tions; applications. Prerequisites: Mth 252, 261.
Mth 95
who may become: (1) Faculty members in Intermediate Algebra (4) Mth 261
mathematics education in mathematics Topics include problem solving, linear equations, Introduction to Linear Algebra (4)
departments or schools of education in uni- systems of equations, polynomials and factoring Introduction to rudimentary set theory, the algebra
versities, four-year colleges, or community techniques, rational expressions, radicals and expo- of sets, systems of linear equations, linear transfor-
colleges; (2) Curriculum specialists in math- nents, quadratic equations. Credit for enrollment mations, matrix algebra, vector spaces, and determi-
ematics, supervisors of mathematics at the (eligibility) but not toward graduation; satisfies no nants. Recommended prerequisite: Mth 112.
University or general education requirements.
middle school level or secondary school Recommended prerequisite: Mth 70. Mth 271
level, or mathematics specialists in state or Mathematical Computing (4)
Mth 105 Machine representation of the real number field
local departments of education; (3) Private Excursions in Mathematics (4) and its consequences. Elements of error analysis.
sector specialists in mathematics education. Exploration of a variety of modern mathematical Introduction to the design, analysis, and stability
Candidates must complete an approved topics. Topics may include the mathematics of of algorithms. Well/ill-conditioned problems.
program of 84 credit hours which consists of voting systems, graphs and networks, symmetry in Programming, graphics, numeric and symbolic
three major components: coursework, a art and nature, population growth, fractals, proba- computations in MATLAB (a high level program-
research practicum experience, and disserta- bility. Intended for students without a strong alge- ming environment). Examples and applications in
bra/calculus background, but with a desire to mathematics, science, and engineering.
tion research. Coursework must include 18
explore some interesting mathematics. Prerequisite: Mth 253, 261.
credit hours mathematics education research Recommended prerequisite: second-year high
courses (Mth 690-695); 18 credit hours of school algebra or Mth 95 or equivalent. Mth 311
other 500-600 level mathematics courses; Advanced Calculus (4)
Mth 111, 112 Properties of the real numbers, introduction to
and 18 hours of graduate coursework in Introductory College Mathematics I, II (4, 4) metric spaces, Euclidean spaces, functions of a real
supporting areas outside of mathematics An integrated treatment of topics from algebra variable, limits, continuity, the extreme and inter-
(such as curriculum and instruction, psy- and trigonometry. These courses serve as addition- mediate value theorems, sequences. Prerequisite:
chology, educational policy, science, com- al preparation for students with insufficient back- Mth 253, 261.
puter science, philosophy, sociology, anthro- ground who desire to take Mth 251, 252, 253.
Neither Mth 111 nor 112 can be taken for credit Mth 312, 313
pology, etc.). Candidates must pass compre- if a grade of C-, P, or above has already been
Advanced Multivariate Calculus (4, 4)
hensive examinations in mathematics and Differential and integral calculus of functions of
received for a course which requires either of them
mathematics education. In addition, candi- several variables, the inverse and implicit function
as a prerequisite. Courses must be taken in
theorems, infinite and power series, differential
dates will be strongly encouraged to demon- sequence. Recommended prerequisite: Mth 111:
forms, line and surface integrals, Green’s, Stokes’,
strate competency in reading research in second year high school algebra or Mth 95 or
and Gauss’ theorems. Courses must be taken in
mathematics education in at least one lan- equivalent. Mth 112: Mth 111.
sequence. Prerequisite: Mth 254 and Mth 311.
guage other than English. Mth 191, 192, 193
Mth 322
Doctor of Philosophy in systems sci- Mathematics Tutoring (3, 3, 3)
Applied Partial Differential Equations (4)
ence—mathematics. The Fariborz Maseeh Training in one-to-one and small-group tutoring
Introduction to equations of mathematical physics,
Department of Mathematics and Statistics over a wide range of mathematical topics. Mth 191:
in particular, linear and nonlinear advection equa-
tutoring in arithmetic and other non-university
participates in the Systems Science Doctoral courses. Mth 192: tutoring in freshman-level math-
tion, wave equation, initial and boundary value
Program offering a Ph.D. in systems science- problems, method of characteristics, separation of
ematics. Mth 193: tutoring in sophomore- junior-
mathematics. Specialized studies in applied variables. Prerequisites: Mth 256.
and senior-level mathematics. Required field work
and theoretical mathematics, when com- consists of providing tutoring service in the commu- Mth 324
bined with core area courses and electives, nity or University. Recommended prerequisite: con- Vector Analysis (4)
sent of instructor. Modern vector methods with applications for stu-
will partially fulfill the requirements for the dents of mathematics, physics, and engineering.
Ph.D. in systems science-mathematics. For Mth 199 Prerequisite: Mth 254.
specific requirements for this degree, contact Special Studies (Credit to be arranged.)
Mth 211, 212, 213 Mth 338
the Fariborz Maseeh Department of Modern College Geometry (4)
Foundations Of Elementary Mathematics I, II,
Mathematics and Statistics, and for general III (4, 4, 4) Topics in Euclidean and non-Euclidean geometry.
information related to the Systems Science A constructivist approach to fundamental ideas of Prerequisites: Mth 252, 261 .
Ph.D. degree, see page 71. mathematics. Courses must be taken in sequence. Mth 343
Prerequisite for Mth 211: second year high school Applied Linear Algebra (4)
algebra or equivalent. Prerequisite for Mth 212, Topics in matrix algebra, determinants, systems of
213: Mth 211. linear equations, eigenvalues, eigenvectors, and lin-
Mth 251, 252, 253 ear transformations. Selected applications from sci-
Calculus I, II, III (4, 4, 4)
ence, engineering, computer science, and business. Mth 427/527, 428/528 451/551 for Mth 452/552, Mth 322 for Mth
Prerequisites: Mth 252, 261. Partial Differential Equations I, II. (3, 3) 453/553.
Mth 344 Solution techniques, qualitative analysis and Mth 457/557, 458/558
Introduction to Group Theory and applications: separation of variables, eigenfunction The Mathematical Theory of Games (3,3)
Applications (4) expansion, Sturm-Liouville problems, Green’s Introduction to mathematical game theory and
Groups, homomorphisms, factor groups. Selected functions, Fourier transform solutions, finite dif- game theoretic analysis. Topics include: combina-
applications from geometry, combinatorics, com- ference and finite element methods. Courses must torial and strategic games, Perfect Competition,
puter science, chemistry. Prerequisites: Mth 252, be taken in sequence. Prerequisites: Mth 256, Zermelo’s Algorithm, Payoffs, cooperative and
261. Mth 253/254. Prior knowledge of PDEs (Mth non-cooperative games, bargaining, mixed strate-
322) is recommended, but not required. gies, Nash Equilibrium, repeated games and finite
Mth 345
Introduction to Ring and Field Theory (4) Mth 430/530 automata, common knowledge and incomplete
Topics in rings, integral domains, fields, ordered Topics in Mathematical Modeling (3) information, the prisoner’s dilemma. Selected
fields, polynomial rings. The development of the Basic introduction to mathematical model build- applications to economics, biology, computer sci-
real number system. Prerequisite: Mth 344. ing starting with prototype, model purpose defini- ence, and political science. Prerequisite: Mth 261
tion, and model validation. Models will be chosen or Stat 243.
Mth 346 from life, the physical and social sciences.
Number Theory (4) Mth 461/561, 462/562
Applications chosen from differential equations, Graph Theory I, II (3, 3)
A presentation of the properties of numbers as linear programming, group theory, probability or
found in the theory of divisibility, congruence, Topics in graph theory, including connectivity,
other fields. Prerequisites: Consent of instructor matchings, graph algorithms, network flows,
diophantine equations, continued fractions, and and either Mth 256 or 421/521. With approval,
algebraic numbers. Prerequisites: Mth 252, 261. graph matrices, isomorphisms, Eulerian and
this course may be repeated for credit. Hamiltonian graphs, spanning trees, decomposi-
Mth 356 Mth 431/531, 432/532, 433/533 tions, shortest paths, the matrix-tree theorem, col-
Discrete Mathematics (4) Topics in Geometry I, II, III (3, 3, 3) orings of graphs, planarity and embeddings,
Topics in discrete mathematics, including proposi- Topics selected from projective geometry, non- Kuratowski’s theorem, matroids, and selected
tional logic, sets, relations, inverse functions, divis- Euclidean geometry, algebraic geometry, convexi- applications. Courses must be taken in sequence.
ibility, induction, recurrences, inclusion-exclusion, ty, differential geometry, foundations of geometry, Prerequisites: Mth 261, 356.
permutations, combinations, graphs, graph color- combinatorial topology. With departmental
ing, and applications. Prerequisite: Mth 253. Mth 470/570, 471/571, 472/572
approval, this sequence may be repeated for credit. Complex Analysis and Boundary Value
Recommended: Mth 261. Prerequisite: Mth 311, 338, or 344. Problems I, II, III (3, 3, 3)
Mth 399 Mth 434/534, 435/535, 436/536 Fundamental concepts of complex variables, par-
Special Studies (Credit to be arranged.) Set Theory and Topology I, II, III (3, 3, 3) tial differential equations and boundary value
Mth 401/501 Cardinal and ordinal numbers. The axiom of problems using Fourier series. Prerequisites: Mth
Research (Credit to be arranged.) choice and equivalent formulations. Introduction 254 and either 256 or 421.
Consent of instructor. to general topology with the notions of interior, Mth 477/577, 478/578
Mth 404/504 closure, topological space, continuity, and homeo- Mathematical Control Theory I, II (3, 3)
Cooperative Education/Internship morphism. Construction techniques and proper- Mathematical foundations of linear time invariant
(Credit to be arranged.) ties of point-set topology, especially connected- control systems. Controllability, observability, sta-
Mth 405/505 ness, compactness, and separation. Additional bilizability, feedback. Elements of the calculus of
Reading and Conference topics. Courses must be taken in sequence. variations and optimal control. Dynamic pro-
(Credit to be arranged.) Prerequisite: Mth 311. gramming. Pontryagin maximum princi-
Consent of instructor. ple. Applications. Prerequisites: Mth 256.
Mth 441/541, 442/542, 443/543 Introduction
Mth 407/507 to Abstract Algebra I, II, III (3, 3, 3) Expected preparation: Mth 253, 254.
Seminar (Credit to be arranged.) Groups and rings with homomorphism theorems, Mth 480/580
Consent of instructor. vector spaces, modules, algebraic theory of fields Systems Analysis: Calculus of Variations (3)
Mth 410/510 and Galois theory, lattices, algebras. Prerequisite: Basic problems of the calculus of variations. Euler
Selected Topics (Credit to be arranged.) Mth 344. Courses must be taken in sequence. equations. Lagrange conditions. Lagrange multipli-
Consent of instructor. Mth 444/544, 445/545 ers. Lagrange equations. Hamilton’s equations.
Mth 411/511, 412/512, 413/513 Advanced Linear/Multilinear Application to mechanical and electrical systems.
Introduction to Real Analysis I, Algebra I, II (3, 3) Prerequisite: Mth 256 or 422/522.
II, III (3, 3, 3) A second course in linear algebra. Products, quo- Mth 481/581
Sequences and series of functions; Lebesgue mea- tients, and duals of vector spaces. Multilinear Topics in Probability for Mathematics Teachers
sure and integration; the Stone-Weierstrass and maps, tensor products, exterior algebra. Minimal (3, 2-3)
Baire category theorems; Fourier Series; elements and characteristic polynomials, canonical forms. Introduction to probability as a modeling technique
of functional analysis. Courses must be taken in Finite dimensional spectral theory. With depart- in mathematics and methods of teaching probabili-
sequence. Prerequisite: Mth 312. mental approval, this sequence may be repeated ty. Use of probability in decision making and infer-
for credit. Courses must be taken in sequence. ence. Simulation of experiments. Methods of enu-
Mth 421/521, 422/522, 423/523
Theory of Ordinary Differential Equations I, Prerequisite: Mth 344. meration. Laws of probability. Special probability
II, III (3, 3, 3) Mth 449/549 distributions. Computer-assisted analysis. With
Vector fields and phase flows in the plane. Topics in Advanced Number Theory (3) departmental approval may be repeated for credit.
Geometric and algebraic properties of linear sys- A study of advanced topics selected from the areas Prerequisite: at least two upper-division courses
tems. Existence, uniqueness, and continuity theo- of algebraic or analytic theory. With departmental approved for math major credit. Enrollment is
rems for systems. Additional topics. Courses must approval, this course may be repeated for credit. limited to pre-service and in-service mathematics
be taken in sequence. Prerequisite: Mth 312. Prerequisite: Mth 346. teachers or permission of instructor.
Mth 424/524, 425/525 Mth 451/551, 452/552, 453/553 Mth 482/582
Elementary Differential Geometry and Tensor Numerical Calculus I, II, III (3, 3, 3) Topics in Statistics for Mathematics
Analysis I, II (3, 3) Computer arithmetic. Solution of nonlinear equa- Teachers (3, 2-3)
Differential geometry of curves and surfaces; ele- tions. Interpolation. Numerical integration and Introduction to methods of statistical analysis and
mentary Riemannian geometry; tensors and their differentiation. Solution of linear equation sys- methods for teaching statistics. Descriptive statistics,
algebra; elements of tensor analysis; applications tems. Eigenvalue problem, least square, chebyshev, organization of data, sampling techniques, sampling
from mechanics and field theory. Courses must be trigonometric and rational function approxima- distributions, methods of statistical inference, esti-
taken in sequence. Prerequisite: Either Mth 256 tion. Numerical solution of differential equations. mation, hypothesis testing, regression, and correla-
or 421. Prerequisites: knowledge of FORTRAN or tion. Computer-assisted analysis. With departmen-
PASCAL, Mth 253, 261 for Mth 451/551, Mth tal approval may be repeated for credit. Prerequisite:
at least two upper-division courses approved for
math major credit. Enrollment is limited to pre- Examination and application of problem-solving Courses must be taken in sequence.
service and in-service mathematics teachers or per- techniques and strategies. Problems are drawn Recommended prerequisite: Mth 412/512.
mission of instructor. from various areas of mathematics. Not approved Mth 621, 622, 623
Mth 483/583 for major credit. Available for graduate credit Advanced Differential
Topics in Geometry for Mathematics Teachers toward the graduate certificate program in middle Equations I, II, III (3, 3, 3)
(3, 2-3) school mathematics. Prerequisites: Mth 111, 212. Advanced theory of dynamial systems and partial
Selected topics in geometry for mathematics teach- Mth 493/593 differential equations including the basics of partial
ers. With departmental approval may be repeated Geometry for Middle School Teachers (3) differential equations, boundary value problems for
for credit. Prerequisite: at least two upper-division Selected topics from informal geometry, both two- elliptic equations, the Cauchy problem, and para-
courses approved for major credit. and three-dimensional. Not approved for major bolic equations. Topics selected from Hamiltonian
Mth 484/584 credit. Available for graduate credit toward the systems, waves and shocks, variational methods,
Topics in Algebra for Mathematics graduate certificate program in middle school control theory. Recommended prerequisite: Mth
Teachers (3, 2-3) mathematics. Prerequisites: Mth 111, 212. 423/523 or 472/572.
Selected topics in algebra for mathematics teach- Mth 494/594 Mth 624, 625, 626
ers. With departmental approval may be repeated Arithmetic and Algebraic Structures for Middle Advanced Differential Geometry
for credit. Prerequisite: at least two upper-division School Teachers (3) I, II, III (3, 3, 3)
courses approved for major credit. The study of the real number system and its sub- Topics selected from differentiable manifolds, dif-
Mth 485/585 systems will lead to the introduction of more gen- ferential forms, DeRham cohomology, Lie groups,
Topics in Analysis for Mathematics Teachers (3, eral algebraic structures and their applications. fibre bundles, the Riemannian metric, affine and
2-3) Not approved for major credit. Available for grad- Riemannian connections, parallel translations,
Selected topics in analysis for mathematics teachers. uate credit toward the graduate certificate pro- holonomy, geodesics, curvature, isometric embed-
With departmental approval may be repeated for gram in middle school mathematics. Prerequisites: dings and hypersurfaces, the Second Fundamental
credit. Prerequisite: at least two upper-division Mth 111, 212. Form, complete Riemannian manifolds and the
courses approved for major credit. Mth 495/595 Hopf-Rinow theorem, spaces of constant curva-
Historical Topics in Mathematics for Middle ture, variations of arc length, and the Morse Index
Mth 486/586 theorem. Recommended prerequisite: Mth
Topics in The History School Teachers (3)
of Mathematics (3, 2-3) A survey of the historical development of topics in 425/525.
Selected topics in the historical development of mathematics from ancient to modern times, with Mth 634, 635, 636
mathematics. With departmental approval, this special emphasis on topics in arithmetic, algebra Algebraic Topology I, II, III (3, 3, 3)
course may be repeated for credit. Prerequisite: at and informal geometry. Not approved for major Topics from singular and simplicial homology and
least two upper-division courses approved for credit. Available for graduate credit toward the cohomology theories, fundamental group and
major credit. graduate certificate program in middle school covering spaces, CW complexes and elements of
mathematics. Prerequisites: Mth 493/593, homotopy theory, algebraic theory of manifolds,
Mth 487/587
Topics in Combinatorial Analysis (3, 2-3) 494/594. introduction to differential topology and vector
Selected topics from: permutations and combina- Mth 496/596 bundles, applications. Courses must be taken in
tions, partitions, generating functions, inclusion Concepts of Calculus for Middle School sequence. Recommended prerequisites: Mth
and exclusion principles, recurrence relations, Teachers (3) 435/535 and 444/544.
Polya’s theory of counting, elementary theory of An introduction to the limit concept and its role Mth 637, 638, 639
graphs and trees, block designs. With departmen- in defining the derivative, the integral and infi- Geometric Topology I, II, III (3, 3, 3)
tal approval may be repeated for credit. nite series. Applications to middle school mathe- Topics from geometric and piecewise linear topol-
Prerequisite: at least two upper-division courses matics. Not approved for major credit. Available ogy, knots and 3-manifolds and gauge theories,
approved for major credit. for graduate credit toward the graduate certifi- geometric structures and geometrization of mani-
cate program in middle school mathematics. folds, applications to differential topology, vector
Mth 488/588 Prerequisites: at least two middle school courses.
Topics in Technology for Mathematics Teachers bundles and to mathematical physics.
(3, 1-3) Mth 503 Recommended prerequisite: Mth 436/536.
Hands-on experience in the study of the role of Thesis (Credit to be arranged.) Mth 641, 642, 643
computer software and calculators in the teaching Mth 601 Modern Algebra I, II, III (3, 3, 3)
and learning of mathematics. With departmental Research (Credit to be arranged.) Topics from groups, semigroups, rings, fields,
approval may be repeated for credit. Prerequisite: Mth 603 algebras, and homological algebra. Recommended
at least two upper-division courses approved for Thesis (Credit to be arranged.) prerequisite: Mth 443/543 or both 442/542 and
major credit. Mth 604 445/545.
Mth 490/590 Cooperative Education/Internship Mth 651, 652, 653
Computing in Mathematics for Middle School (Credit to be arranged.) Advanced Numerical Analysis
Teachers (3) Mth 605 I, II, III (3, 3, 3)
A study of the role of computing in mathematics Reading and Conference An advanced study of numerical methods with
with emphasis on the use of modern technology. (Credit to be arranged.) emphasis on theory, economy of computation, and
Not approved for major credit. Available for grad- Mth 607 the solution of pathological problems. Topics will
uate credit toward the graduate certificate pro- Seminar (Credit to be arranged.) typically be chosen from: evaluation of functions,
gram in middle school mathematics. Prerequisites: Mth 610 roots of equations, quadrature, ordinary and partial
Mth 111, 212. Selected Topics (Credit to be arranged.) differential equations, integral equations, eigenval-
Mth 491/591 Mth 614, 615, 616 ues, construction of approximating functions,
Experimental Probability and Statistics for Modern Analysis I, II, III (3, 3, 3) orthonomalizing codes, and treatment of singulari-
Middle School Teachers (3) Topics from nonlinear analysis, harmonic analysis, ties. Courses must be taken in sequence.
A study of probability and statistics through labo- analytic functions, ordered vector spaces, analysis Recommended prerequisite: Mth 453/553.
ratory experiments, simulations, and applications. on Lie groups, and operator theory. Mth 661, 662, 663
Not approved for major credit. Available for grad- Recommended prerequisite: Mth 412/512. Algebraic Graph Theory I, II, III (3, 3, 3)
uate credit toward the graduate certificate pro- Mth 617, 618, 619 Topics selected from algebraic and spectral graph
gram in middle school mathematics. Prerequisites: Functional Analysis I, II, III (3, 3, 3) theory, including automorphism groups, transitivi-
Mth 111, 212. Hilbert and Banach spaces, the Hahn-Banach, ty, primitivity, homomorphisms, generalized poly-
Mth 492/592 open mapping, and closed graph theorems. gons, designs, projective planes, cores, fractional
Problem Solving for Compact, self-adjoint, normal, and Fredholm colorings and cliques, spectral decomposition,
Middle School Teachers (3) operators. Locally convex spaces, weak topologies, eigenvalue interlacing, strongly-regular and dis-
duality. Banach- and C* -algebras, spectral theory. tance-regular graphs, line graphs, root systems,
graph laplacians, graph polynomials, and graph- A course in exploration of data analysis and basic Basic concepts of regression analysis, matrix
theoretic link invariants. Courses must be taken in statistical topics. May include descriptive statistics, approach to linear regression selecting the “best”
sequence. Prerequisite Mth 462/562. graphical and tabular summaries, computer soft- regression equation, and multiple regression.
Mth 667, 668, 669 ware, confidence intervals, correlation and regres- Computational algorithms and computer software
Stochastic Processes and Probability Theory I, sion. Recommended: second-year high school regression packages. Applications in science, engi-
II, III (3, 3, 3) algebra or equivalent. neering, and business. Prerequisites: Mth 261 and
Sets, spaces, and measures. Probability distribu- Stat 199 either Stat 451/551 or 461/561.
tions. Random variables. Dependence. Limit theo- Special Studies (Credit to be arranged.) Stat 465/565, 466/566
rems. Birth and death processes and Markov pro- Stat 243, 244 Experimental Design:
cesses. Mathematical statistics, hypothesis testing, Introduction to Probability and Statistics Theory and Methods (3, 3)
and sequential analysis. Selected applications. I, II (4, 4) A theoretical and applied treatment of experimental
Courses must be taken in sequence. A basic course in statistical analysis including pre- design; analysis of variance, fixed effect models,
Recommended prerequisite: Mth 411/511, sentation of data probability, probability distribu- random effects models, checking model adequacy;
Stat 463/563. tions, sampling distributions, estimation, tests of block designs, Latin squares, related designs;
Mth 690 significance, experimental design and analysis of incomplete designs; factorial designs, confounding
Introduction to Research in Mathematics variance, regression and correlation, nonparamet- two-level designs, split-plot designs; fractional fac-
Education (3) ric statistics, selected topics, applications, and use torial designs; nested designs; relation to regression
Topics in the history of mathematics education of statistical computer packages. A broad non- analysis; analysis of covariance. All sections will
including an examination of the current research technical survey designed primarily for non-math illustrate real world applications with computer
trends in mathematics education. students who need to utilize the subject in their usage. Prerequisite: Stat 464/564.
own fields. Not approved for major credit. Stat 467/567, 468/568 (3,3)
Mth 691
Curriculum in Mathematics Education (3) Courses must be taken in sequence. Prerequisite: Applied Probability I, II
An analysis of curriculum development and second year high school algebra, Mth 95, or Basic concepts of probability, conditional probability,
assessment efforts in mathematics education both equivalent, or satisfactory score on the placement conditional expectation, discrete-time Markov
past and present. exam. chains, branching processes, Poisson processes, con-
Stat 366 tinuous-time Markov chains, birth and death pro-
Mth 692 cesses, queues and inventory, renewal processes.
Research Methodology and Design (3) Introduction to Experimental Design (4)
Nonparametric statistics, multiple regression, top- Courses must be taken in sequence. Prerequisite:
An examination of quantitative and qualitative
ics in experimental design analysis of variance, Stat 461/561 or Stat 451/551.
research methodologies and their applications to
the design of research in mathematics education. factorial designs, analysis of covariance, other Stat 470/570
designs. Prerequisite: Stat 244. Statistical Consulting (Credit to be arranged.)
Mth 693 Introduction to techniques and methods of statis-
Research on the Learning of Mathematics (3) Stat 399
Special Studies (Credit to be arranged.) tical consulting. Faculty supervised consulting ses-
An analysis of the mathematics education research
Stat 401/501 sions with clients on appropriate projects brought
on the learning of mathematics, including topics
Research (Credit to be arranged.) to the Statistics Consulting Laboratory. Data and/
from K-16 mathematics.
Consent of instructor. or statistical problems, from within and outside
Mth 694 the University, are provided by clients and inter-
Research on the Teaching of Mathematics (3) Stat 404/504
Cooperative Education/Internship disciplinary guest lecturers. Introduction to and
An analysis of the research on the teaching of proficiency with various statistical computing
mathematics, including issues from levels K-16. (Credit to be arranged.)
packages as data analytic tools. A community-
Stat 405/505
Mth 695 Reading and Conference based learning course.
Topics in Research in Mathematics (Credit to be arranged.) Stat 503
Education (3) Consent of instructor. Thesis (Credit to be arranged.)
A special topics seminar devoted to exploring par- Stat 543
ticular issues in more depth. Stat 407/507
Seminar (Credit to be arranged.) Survey of Statistical Methods (4)
Consent of instructor. An introductory, discipline-neutral course in sta-
The following in-service courses have limited
tistical analysis to prepare graduate students for
application toward advanced degrees. Stat 410/510 research methods courses in other departments.
Selected Topics (Credit to be arranged.) Topics include descriptive statistics, confidence
Mth 801 Consent of instructor.
Research (Credit to be arranged.) intervals, hypothesis tests, regression and correla-
Stat 451/551, 452/552 tion, analysis of variance, chi-squared tests, and
Mth 802 Applied Statistics for Engineers and Scientists
Independent Study (Credit to be arranged.) use of statistical software.
I, II (4, 3)
Mth 804 An introduction to techniques of applied proba- Stat 561, 562, 563
Cooperative Education/Internship Mathematical Statistics I, II, III (3, 3, 3)
bility, statistics, and data analysis. Stat 451/551:
(Credit to be arranged.) Taught at a higher level than Stat 461, 462, 463.
sample spaces, probability and counting measures,
Mth 805 Provides a solid foundation in the theory and
discrete and continuous probability models, sam-
Reading and Conference methods of statistical inference. Topics include
pling theory, and computer applications. Stat
(Credit to be arranged.) conditional distributions, functions of random
452/552: point and interval estimation, hypothe-
Mth 806 variables, sampling distributions, order statistics,
sis testing, regression, correlation, experimental
Special Problems/Projects convergence in distribution and convergence in
design, analysis of variance, multivariable experi-
(Credit to be arranged.) probability, central limit theorems, sufficiency,
ments, nonparametrics, statistical quality control,
Mth 807 point estimation, confidence intervals, and testing
and computer applications. Prerequisite: Mth 253
Seminar (Credit to be arranged.) of statistical hypotheses, most powerful tests, like-
or Mth 254.
Mth 808 lihood ratio tests, categorical data analysis, regres-
Workshop (Credit to be arranged.) Stat 461, 462, 463 sion, nonparametric methods, and Bayesian infer-
Introduction to Mathematical Statistics I, II, ence. Prerequisites: Stat 462 or equivalent.
Mth 809 III (3, 3, 3)
Practicum (Credit to be arranged.) Theory of probability, distributions of random Stat 571
Mth 810 variables, central limit theorem, sampling distri- Applied Multivariate Statistical Analysis (3)
Selected Topics (Credit to be arranged.) butions, point and interval estimation, tests of Introduction to techniques and methods of multi-
hypotheses, analysis of variance. Courses must be variate statistical analysis. Deals with vector-valued
STATISTICS data generated on individual experimental units.
taken in sequence. Prerequisites: Mth 256.
Stat 105 Applies the methods of vector analysis and matrix
Elementary Data Analysis (4) Stat 464/564 algebra to statistical problems of estimation and
Applied Regression Analysis (3)
hypothesis testing, based primarily on the multi- fied analyses. Topics for logistic regression will Stat 661, 662, 663
variate normal distribution. Computing to be an include: parameter interpretation, statistical adjust- Advanced Mathematical Statistics I, II, III (3,
integral part of the course. Calculations will be ment, variable selection techniques, and model fit 3, 3)
done using a software package such as SAS or assessment. Statistical software is used. Theory of estimation; tests of statistical hypotheses.
SPSS. Recommended prerequisites: Stat 244, Mth Recommended prerequisite: Stat 452/552. Single and multi-parameter cases. Robustness.
254 and 261. Classical notions, including lower bound theory,
Stat 578
Survival Analysis (3) sufficiency, and maximum likelihood estimation.
Stat 573
Computer Intensive Methods in Statistics (3) Time-to-event data subject to random and/or The Neyman-Pearson construction, likelihood ratio
Resampling methods in statistics using empirical deliberate censoring. Specialized models and pro- tests, robust analogues. Recommended prerequi-
data, programming with statistical software, review cedures that accommodate censoring are present- sites: Mth 511, Stat 563.
materials (sampling distributions, hypothesis testing, ed. Parametric models and methods, including Stat 664, 665, 666
confidence interval construction, and design of accelerated failure time models, the Kaplan-Meier Theory of Linear Models I, II, III (3, 3, 3)
experiments), resampling version of review materi- estimate of survival, Cox proportionate hazards Multivariate normal distribution; moments and
als, and applications. Recommended prerequisites: model, the extended Cox model, and frailty mod- characteristic functions; noncentral Chi-square
Stat 452/552 or 466/566. els. Software package such as S-PLUS is used. and noncentral F distributions; distribution of
Recommended prerequisite: Stat 452/552. quadratic forms; estimation and distribution of
Stat 576
Sampling Theory and Methods (3) estimators; principles of maximum likelihood and
Stat 601
Introduction to the theory and methodology of Research (Credit to be arranged.) least squares; confidence regions and tests of
random sampling. Includes stratified, cluster, sys- hypotheses; regression models; Wishart distribu-
Stat 603 tion; Hotelling’s T2 statistic. Courses must be
tematic, and multi-stage sampling. Applications Dissertation (Credit to be arranged.)
include sampling design and analysis, as well as taken in sequence. Recommended prerequisite:
Stat 604 Stat 463/563.
sample weighting and sampling with unequal Cooperative Education/Internship
probabilities. Recommended prerequisite: Stat (Credit to be arranged.)
451/551 Stat 605
Stat 577 Reading and Conference
Categorical Data Analysis (4) (Credit to be arranged.)
Topics include cross-tabulation statistics for Stat 607
matched samples, and methods to assess con- Seminar (Credit to be arranged.)
founding and interaction via stratified tables. Stat 610
Students explore logistic regression in some detail, Selected Topics (Credit to be arranged.)
and relate results back to those found with strati-
Philosophy
393 Neuberger Hall another? Is there such a thing as one person Phl 324 Introduction to Formal Logic...................... 4
being a better human being than another? If Two courses taken from the following
503-725-3524 (historical figures):.................................................... 8
www.philosophy.pdx.edu so, in what does this consist? Is happiness Phl 414, 415, 416, 417, 419, 420, 425, 451
the ultimate value? If not, what other values Four courses taken from the following (thematic
B.A., B.S.
Minor
are there? courses):................................................................... 16
Phl 423, 424, 432, 433, 445, 446, 470, 471, 474
Minor in History and Philosophy of What is truth? Is it a human creation or is
Philosophy electives.................................................. 8
Science it there to be discovered? Are there really
Total 56
For the requirements for this such things as electrons, or is talk about
A maximum of 8 credits of philosophy
interdisciplinary minor, see History electrons merely a convenient device for
taken under the undifferentiated grading
making predictions? What is explanation in
option (pass/no pass) are acceptable toward
science?
Undergraduate What is the will? Do we have freedom of
fulfilling department major requirements.
Philosophy Department’s Honors
will? What is the relation between a person’s
program body and mind?
Option. The Philosophy Department’s
Honors Option is designed to challenge and
The objective of the philosophy program is enrich the educational experience of out-
to help the student develop an ability to Admission requirements
standing philosophy majors and, with a suc-
grasp and critically analyze concepts and Admission to the department is based on cessful completion, recognize and honor
assumptions made about reality, humanity, general admission to the University. See their achievements. Application process: stu-
knowledge, truth, value, and society, and to page 37 for more information. dents must apply to be admitted. To apply,
evaluate claims about them. fill out an application form (available at the
More specifically, philosophy is concerned Degree requirements department office) and submit it together
with such questions as these: How do value Requirements for major. In addition to with a DARS report and a writing sample to
judgments differ from other judgments? Are meeting the general University degree the honors option coordinator. The require-
values relative? If so, relative to what? Is requirements, the philosophy major must ments to qualify for departmental honors
beauty in the eye of the beholder? Is there take a minimum of 56 credits in philosophy include: at least junior standing; completion
such a thing as knowledge of right and courses. Specific requirements are as follows: of at least 20 credits of Philosophy including
wrong, good and bad, ugly and beautiful? If Credits at least one 400-level course; minimum
so, how do we get it? What is it for a situa- Phl 201 Introduction to Philosophy......................... 4 GPA of 3.50 in philosophy courses; writing
tion to be unjust? What is it to have a right Phl 300 Philosophical Methods and Concepts........ 4
sample. Requirements for receiving depart-
to something or to do something? Phl 301, 302 History of Philosophy.......................... 8
mental honors include: completion of
Phl 308 Elementary Ethics........................................ 4
What makes one society better than
Honors Seminar (Phl 485) and Honors advertisements, and newspaper reports of scientific Phl 313
Thesis (Phl 403) with receipt of A- or above studies. Life and Death Issues (4)
Study of moral problems dealing with life and
in both courses; minimum GPA of 3.5 in Phl 305
Philosophy of Medicine (4) death issues including abortion, euthanasia, the
philosophy courses at graduation; at least 60 death penalty, starvation, and war.
credits in philosophy. For further details on Examination of central philosophical issues that
arise within the theory and practice of medicine Phl 314
requirements, expectations, and procedures, such as: the relationship of medicine to basic sci- Computer Ethics (4)
please contact department office or honors ences, the roles played in medicine by normative Examines the moral principles and judgments rele-
option coordinator. concepts such as health and illness, the nature of vant for computer-related practices. Topics include:
Requirements for minor. To earn a causal reasoning in medicine, and the nature of ethical aspects of new information technologies;
minor in philosophy a student must com- diagnostic categories in medicine and psychiatry. are technologies value-laden; freedom, privacy, and
plete 28 credits (8 credits of which must be Phl 306 control; security, reliability, and professional
Science and Pseudoscience (4) responsibilities; piracy and ownership; ethics of
taken in residence at PSU), to include the hacking; ethics of virtual environment; and inter-
following: An examination of basic issues in philosophy of
science through an analysis of creation science, national aspects of new technologies.
Credits
faith healing, UFO abduction stories, and other Phl 315
Phl 201 Introduction to Philosophy......................... 4 Existentialism (4)
pseudosciences. Some of the questions addressed:
Phl 301, 302 History of Philosophy.......................... 8
What distinguishes science from pseudoscience? Introduction to a number of philosophers and lit-
Phl 308 Elementary Ethics........................................ 4
How are theories tested? When is evidence reli- erary figures gathered together under the name
Philosophy electives (to include a minimum of 8
credits in upper-division courses)........................... 12 able? Must we invoke the supernatural to explain “existentialism.” Authors include Dostoyevsky,
certain aspects of reality? Kierkegaard, Nietzsche, Rilke, Kafka, Ortega y
Total 28
Gasset, Jaspers, Heidegger, Sartre and Camus.
A maximum of 4 credits of philosophy Topics include consciousness, (in)authenticity,
taken under the undifferentiated grading Phl 307 alienation, death, anxiety, freedom, time, nihilism,
Introduction to Philosophy of Social Science (4)
option (pass/no pass) are acceptable toward Introduction to philosophical issues of social sci-
historical meaning and religion.
fulfilling department minor requirements. ences: are they scientific; are they descriptive, Phl 316
explanatory, or prescriptive; do they uncover laws; Social and Political Philosophy (4)
do their methods include hermeneutical principles Survey of main theories of social and political jus-
Courses or methods of causal inference and/or structural
analysis?
tice (utilitarian, liberal, equalitarian, communitar-
ian, and libertarian) through classic and modern
Courses with an asterisk (*) are not offered every year. representatives.
Phl 308
Note: There are no sequences among the lower divi- Elementary Ethics (4) Phl 317
General introduction to ethical theories (relativ- Philosophy of Art (4)
sion courses. Any of Phl 201-212 make a good start-
ism, egoism, utilitarianism, and Kantianism) and Philosophical issues concerning the creation,
ing course in philosophy.
topics such as whether there are objective moral interpretation, and consumption of art. Includes
Phl 199 an overview of the major philosophical theories
Special Studies (Credit to be arranged.) distinctions, what makes right acts right and
wrong acts wrong, and how we know (if we do) about the nature of art, an examination of the
Phl 201 relationship between art and ethics, art and psy-
Introduction to Philosophy (4) that actions are right or wrong.
chology, art and pornography, and relativism of
General introduction to philosophy; its practice Phl 309 aesthetic value judgments.
and major areas of study. Business Ethics (4)
Study of the ethical aspects of practices and orga- Phl 319
Phl 210 Introduction to Asian Philosophy (4)
Philosophy of Religion (4) nizational structures in the business world such as:
the moral status of corporations; the concept of A study of different systems of eastern philosophy
Examination of philosophical questions involved through the main classical texts drawn from
in the study of religion, e.g., the meaning of work place rights; responsibility in advertising;
environmental constraints on business; affirmative Buddhism, Taoism, and Confucianism. Topics
“God,” or “gods;” the traditional arguments for include: the nature of reality, the self, causality,
the existence of a God; the meaning of faith and action in hiring; the social roles of profit and pri-
vate property; role of work in the life of the indi- language, knowledge, and ethics.
the question of its connection to reason; the prob-
lem of evil. Note: this is not a class in comparative vidual. Phl 321
religion or the history of religion. Phl 310 Practical Epistemology (4)
Environmental Ethics (4) Study of criteria for knowledge-claims based on
Phl 212 sources such as: memory, perception, eyewitness
Philosophy in Literature (4) Study of our moral responsibilities with respect to
the environment (e.g., treatment of non-human testimony, expert testimony, and medical and sci-
An introduction to traditional philosophical issues entific experts.
as they appear in literature, especially in fiction. animals, rights of animals, trees, rivers and possibly
our planet) in light of some of the central environ- Phl 324
Phl 300 mental problems (e.g., population growth, global Introduction to Formal Logic I (4)
Philosophical Methods and Concepts (4) warming, and endangered species). A course in basic formal logic. Major topics
A survey of the major strategies of proof and dis- include the method of deduction for showing
proof central to philosophical reasoning, and of the Phl 311
The Morality of Punishment (4) propositional arguments valid and the method of
fundamental concepts and distinctions employed in counter-example for showing such arguments
current philosophical discourse. Not recommended Nature and proper aims of punishment; moral
considerations that bear on the justice and wisdom invalid. Truth table methods, tests for consistency,
as a first course in philosophy. and syllogistic arguments are optional topics.
of punishment. Consideration will be given to the
Phl 301, 302 main theories of punishment: retributionism, utili- Phl 325
History of Philosophy (4, 4) tarianism, paternalism, and the view that punish- Introduction to Formal Logic II,
Study of Western philosophy during the ancient ment should be replaced by therapy. Predicate Logic (4)
period (classical Greek through Hellenistic times) Continuation of Phl 324. Primary emphasis on
and the early-modern period (17th century to Kant). *Phl 312
Feminist Philosophy (4) formal methods for dealing with arguments involv-
Phl 303 Critical examination of classic philosophical ing the terms “all” and “some.” Major topics
Critical Thinking (4) schools of thought and methodologies from a include the method of deduction for showing
Designed to improve reasoning and skills of critical feminist perspective which emphasizes the impor- predicate logic arguments valid, and the method of
assessment of information. Focuses on practical tance of external context in all intellectual pursuits counter-example for showing such arguments
methods that are applied to case studies from pub- and underscores the interconnections between invalid. Recommended prerequisite: Phl 324.
lic media such as editorials, essays, propaganda, theory and practice including values.
*Phl 327 political philosophy, being, and the nature of Examination of the analytic philosophical tradition
Introduction to Quantitative Literacy (4) philosophy. Recommended prerequisite: Phl from Frege and Russell through early Wittgenstein
The goal is to learn to think intelligently and criti- 301. and the Positivists to Quine. Recommended prereq-
cally about important uses of quantitative data by *Phl 415/515 uisite: Phl 324
means of discussion of the following topics: sam- Aristotle (4) *Phl 432/532
ples, measures, scales, relationships, risks, predic- Study of some of the works of Aristotle and topics Philosophy of Mind (4)
tions, graphs, averages, percentages, distributions, such as substance, essence, categories, cause, and Study of the debates over the nature of mental
random effects, and estimates. Intended for stu- practical reason. Recommended prerequisite: Phl states and our knowledge of them. Main topics
dents who do not normally take classes that involve 301. are dualism and various forms of physicalism,
quantitative matters; its mathematical content is behaviorism, mind-body identity theories, func-
kept at an absolute minimum. *Phl 416/516
The Rationalists: Descartes, tionalism and eliminativism. Expected prepara-
*Phl 332 Leibniz, Spinoza (4) tion: 8 credits in philosophy.
Intentionality, Phenomenology, and Study of selected works of 17-18th century phi- *Phl 433/533
Existentialism (4) losophers who maintained that knowledge is pri- Philosophy of Language (4)
Examination of the Kantian roots of intentionality marily based in reason (e.g., Descartes, Leibniz, A study of the nature of language and of problems
(i.e., that our conscious acts are about or directed and Spinoza). Recommended prerequisite: Phl of meaning, reference, and truth. Recommended
toward objects) and subsequent theories and phil- 302. prerequisite: 8 credits in
osophical use of intentionality. Recommended philosophy.
prerequisite: 8 credits in philosophy. *Phl 417/517
The Empiricists (4) *Phl 445/545
Phl 333 Study of selected works of 17-18th century phi- Advanced Ethics (4)
Philosophy of Law (4) losophers who maintained that knowledge is pri- A course in moral epistemology or “meta-ethics”
Examines the nature of law, legal obligation and marily based in sense experience (e.g., Locke, dealing with topics such as: the distinction and
legal interpretation. Is law a part of morality, or Berkeley, and Hume). Recommended prerequisite: connections between fact and value, “is” and
nothing more than an expression of social power? Phl 302. “ought,” and description and evaluation.
When are we permitted or required to disobey the
*Phl 419/519 Recommended prerequisite: Phl 308.
law? What is the proper methodology for inter-
preting laws and deciding cases? Do judges discov- Kant (4) Phl 446/546
er or create law? Readings include classics of juris- Study of Kant’s philosophy and topics such as Topics in Ethics (4)
prudence (e.g., Austin, Hart, Dworkin) as well as necessary connection, the analytic-synthetic dis- Topics in contemporary moral philosophy, includ-
judicial opinions in a selected topic. tinction, conceptions of science and metaphysics, ing (but not limited to) the relation between
Recommended prerequisites: relation between metaphysics and morality. applied and theoretical ethics, the foundations of
Phl 308, 311 or 316. Recommended prerequisite: Phl 302. moral responsibility, virtues, and the role of out-
*Phl 420/520 comes in moral evaluation. Course may be repeat-
Phl 366 ed for credit toward major requirements with
Medieval Philosophy (4) Wittgenstein (4)
Study of the major works of Wittgenstein and top- departmental approval. Expected preparation: Phl
Study of philosophy during the Medieval period.
ics such as philosophical method, meaning, inten- 308 or 445.
Topics include developments in logic, role of faith
and reason in knowledge, and use of Platonic and tion, understanding, necessity, and the nature of Phl 447/547
Aristotelian philosophy. Course readings include humans as language users. Recommended prerequi- Topics in Social and Political Philosophy (4)
Christian, Jewish, and Islamic authors. site: 8 credits in philosophy. An in-depth study of an important current issue
*Phl 421 (such as global justice, multiculturalism, or
Phl 369
Philosophy of Sex and Love (4) Nineteenth Century Philosophy (4) power) or figure (such as John Rawls, Jürgen
An examination of the central philosophical issues Study of continental European philosophy from Habermas, or Michel Foucault) in social and
emerging from a reflection on sex and love such Hegel to Nietzsche. Topics include post-Kantian political philosophy.
as: possible essence of heterosexuality, homosexu- idealism, the "social turn" in epistemology, com- Phl 450
ality, and asexuality; morality of different expres- munitarian ethics, reactions to the crisis in Ethics and International Justice (4)
sions of sex and love such as sadomasochism and Christianity, and the radical critiques of modern Examination of moral principles and judgments
polygamy; role of sexuality and romantic love in social and political institutions. Recommended relevant for appraising the key tools of foreign poli-
our self-conception; influence of conceptual prerequisite: Phl 302. cy. Included are issues of military, humanitarian,
sources on our experiences of sexuality and love. *Phl 422 and covert intervention, economic sanctions, devel-
Phl 399 American Philosophy (4) opment assistance, human rights, democracy, and
Special Studies (Credit to be arranged.) Study of American pragmatism through some of transitional justice. Recommended prerequisite: 8
its major representatives (e.g., Dewey, Peirce, credits in philosophy.
Phl 401
Research (Credit to be arranged.) James, and Mead), its intellectual and cultural Phl 451/551
Consent of instructor. context, and its influence on contemporary Classical Figures (4)
American philosophers. Intensive study of some classical figure such as
Phl 403
Honors Thesis (Credit to be arranged.) *Phl 423/523 Descartes, Spinoza, Leibniz, Nietzsche, Hegel.
Consent of instructor. Metaphysics (4) Course may be repeated for credit toward major
Study of major systems of ontology (e.g., idealism, requirements. Recommended prerequisites: 8 credits
Phl 404/504 materialism) and traditional metaphysical issues in philosophy.
Cooperative Education/Internship (e.g., determinism, freedom, properties) including
(Credit to be arranged.) *Phl 455
debates over the feasibility of the discipline of Morality and Health Care (4)
Phl 405/505 metaphysics itself (e.g., positivism and scientific
Reading and Conference Examination of issues in health care such as
realism). euthanasia, abortion, allocation of transplantable
Consent of instructor. *Phl 424/524 organs, rationing health care, treatment of
Epistemology (4) impaired newborns. Recommended prerequisite: 8
Phl 407/507 Philosophical examination of some of the main credits in philosophy.
Seminar (Credit to be arranged.) issues in the theory of knowledge (such as our
Consent of instructor. *Phl 470/570
knowledge of the external world, the mind, and Philosophy of Science (4)
Phl 410/510 logical and mathematical truths, etc.). History and philosophy of the scientific method.
Selected Topics (Credit to be arranged.) Recommended prerequisite: 8 credits in philoso- Topics include an overview of the major models
*Phl 414/514 phy. of the scientific method (inductivism, falsifica-
Plato (4) Phl 425/525 tionism, Kuhnian paradigms, etc.) and issues per-
Study of selected dialogues of Plato and topics Analytic Philosophy (4) taining to their rationality such as theory-laden-
such as theory of forms, moral philosophy, ness of observation, testing-holism, and the
incommensurability of theory change. possibility. Optional topics: metalogic, the con- examined; students take responsibility for several
Recommended prerequisites: struction of formal systems of logic and formal aspects of teaching. Courses must be taken in
8 credits in philosophy. proofs of certain of their properties, e.g., consis- sequence. Recommended prerequisite: an acquain-
Phl 471/571 tency and completeness. Recommended prerequi- tance with health care services.
Topics in Philosophy of Science (4) site: Phl 325. *Phl 485
An in-depth analysis of some specific metaphysical Phl 481/581, 482/582, 483/583 Honors Seminar (4)
issue pertaining to scientific epistemology such as Biomedical Ethics (4, 4, 4) Students conduct research and produce substantial
(but not limited to) explanation, causation, realism, A three-term sequence that provides a practical written material on a topic, to be shared and cri-
geometry, and relativism. Course may be repeated bioethics education in clinical health care, bio- tiqued. Recommended particularly for students
for credit towards major requirements. medical and behavioral research, and public poli- considering graduate work in philosophy.
Recommended prerequisites: Phl 470 or 8 credits in cy. Phl 481/581: introduction to the concepts, Prerequisites: see section “Philosophy
philosophy. methods, and literature of health care and bio- Department’s Honors Option” above.
*Phl 474/574 medical research ethics, designed to familiarize
Philosophy of Logic (4) participants with the basic definitions and argu-
Topics: validity, sentence-proposition, connectives, ments in the major topics of clinical and research
quantifiers, truth, paradoxes, logical necessity and ethics. Phl 482/582 and Phl 483/583: concepts
and skills developed in 481/581 will be intensively
Physics
128 Science Building II materials, learning both the theoretical and must meet the following minimal depart-
503-725-3812 the experimental aspects. mental course requirements:
www.physics.pdx.edu/ Physicists are employed by almost all indus- Credits
tries, particularly by the technical industries Ph 201, 202, 203 General Physics, Ph 211, 212, 213,
B.A., B.S. or Ph 221, 222, 223 General Physics
and by government laboratories. Roughly half
Minor (with Calculus)...................................................... 9-12
Secondary Education Program
of all students with a bachelor’s degree in
Ph 214, 215, 216 General Physics Lab...................... 3
M.A., M.S. physics go on to graduate work. In addition
Ph 311, 312 Introduction to Modern Physics.......... 8
Ph.D. to a traditional graduate curriculum in phys-
Ph 314, 315, 316 Experimental Physics I................ 12
ics or astronomy, they can enter programs in
Ph 322 Computational Physics................................. 4
optics, applied physics, engineering physics,
Undergraduate and education. Biophysics, material science,
atmospheric physics, environmental science,
Ph 424 Classical Mechanics I..................................... 4
Ph 426 Thermodynamics and
programs medical physics, and finance are particularly

Statistical Mechanics................................................. 4
PH 431 Electricity and Magnetism I......................... 4
Physics is the branch of knowledge that popular fields, now. Environmental programs,
Total in physics (minimum) 52-55
attempts to explain all of the phenomena we electrical engineering, nuclear engineering, Mth 251, 252, 253, 254 Calculus............................ 16
and computer science are common graduate
observe or infer on earth and in the uni- Mth 256 Applied Differential Equations and
school tracks. Medicine and law are also fields Mth 261 Applied Linear Algebra............................. 8
verse. Its study has made possible a modern
that welcome students with physics degrees. One year of general chemistry: Ch 221, 222, 223,
understanding of the origin of the universe 227, 228, 229........................................................... 15
Many physicists are entrepreneurs who start
as well as the behavior of biological materials Total 39
their own companies.
and chemical processes. Scientists trained in At least two of the following courses:
PH 411 Introduction to Quantum Mechanics
this field can engage in such diverse areas as Admission requirements Ph 425 Classical Mechanics II
solid state devices, particle physics, energy
Admission to the department is based on PH 432 Electricity and Magnetism II
and the environment, biotechnology, and PH 434 Introduction to Mathematical Physics
space travel. PH 464 Applied Optics
37 for more information.
The study of physics does not involve the Two courses in a related area of science
or technology
following of a specific recipe or set of rules;
rather it entails developing an attitude or way
Degree requirements (biology, geology, additional chemistry,
computer science, electrical circuitry or applied
of looking at phenomena and asking ques- Requirements for major. It is important physics)................................................................. 6-8
tions. Physicists seek to understand how the that students planning to major in physics
contact the Department of Physics prior to Environmental Option
physical universe works, no matter what the
scale of observation—from quarks to quasars, the start of their work in order that a coher- Credits
from the time it takes the proton to spin, to ent program can be planned with their Ph 201, 202, 203 General Physics, Ph 211, 212, 213,
or Ph 221, 222, 223 General Physics
the age of the cosmos. The answers to these assigned adviser. (with Calculus)...................................................... 9-12
questions are summarized into statements Students planning to transfer to PSU from Ph 214, 215, 216 General Physics Lab...................... 3
called laws. We live in the age of physical law. community colleges or other universities are Ph 311, 312 Introduction to Modern Physics.......... 8
Awareness of the beauty, harmony, and inter- strongly advised to contact the Department Ph 314, 316 Experimental Physics I.......................... 8
Ph 322 Computational Physics................................. 4
play of the laws of physics greatly enhances of Physics well ahead of their proposed date
Ph 375 Atmospheric Physics..................................... 4
our view and appreciation of our environ- of transfer so that a smooth transition, Ph 426 Thermodynamics and Statistical Mechanics.4
ment. which avoids course duplication and PH 431 Electricity and Magnetism I......................... 4
As an undergraduate, you will take a group untimely delays, can be accomplished. Total in physics (minimum) 48-51
of core courses that will give you a general Students need to choose between the stan- Mth 251, 252, 253, 254 Calculus............................ 16
background in the subject. You will study dard option, the environmental physics Mth 256 Applied Differential Equations and
force and motion, heat, optics, electricity, option, and the biomedical option. Mth 261 Applied Linear Algebra............................. 8
magnetism, atomic and nuclear physics, quan- In addition to meeting the general
tum mechanics, and the physical properties of University degree requirements, the student
One year of general chemistry: Ch 221, 222, 223, Ph 214, 215, 216 Lab for Ph 201, 202, 203 or tromagnetism, statistical mechanics, physics of
227, 228, 229 .......................................................... 15 Ph 211, 212, 213........................................................ 3 condensed matter, atmospheric physics, and
Total 39 Upper-division physics electives........................ 12-15 biophysics. Current research areas in theoretical
Choose 30 credits from the following list: Total 27
Ph 451, 471, 490, 492; Bi 251, 252, 253, 357, 475,
and experimental physics include: statistical
476; G 443, 444, 484; Ch 426, 427; CE 371. A maximum of one-third of the courses physics, surface physics (scanning tunneling
See advisor for substitutions. taken under the undifferentiated grading microscopy, near-field optical microscopy,
option (pass/no pass) is acceptable toward AFM, electron microscopy), and membrane
Biomedical Option fulfilling department minor requirements. biophysics (transport in biological and artificial
Credits Additional courses may be required as membranes), materials physics, and global
Required physics courses:
prerequisites. change science.
Ph 201, 202, 203 General Physics OR
Ph 211, 212, 213 General Physics with................... 12
Ph 214, 215, 216 General Physics Lab...................... 3 Honors Track Degree requirements
Ph 311, 312 Introduction to Modern Physics.......... 8 The Physics department’s honors track is University master’s degree requirements are
Ph 314, 316 Experimental Physics I, III..................... 8 designed to challenge and enrich the educa- listed on page 69. Specific departmental
Ph 426 Thermodynamics and
Statistical Mechanics................................................. 4
tional experience of superior physics majors requirements are listed below.
Ph 321 Current Electricity......................................... 4 and, with a successful completion, recognize Master of Arts or Master of Science.
PH 431 Electricity and Magnetism I......................... 4 and honor their achievements. It is designed The program must be approved by the stu-
Ph 322 Computational Physics................................. 4 specifically for those students who plan to dent’s adviser and must include a minimum
Required in physics 47 pursue graduate studies in physics or other of 45 graduate credits in science, including
disciplines that involve scientific research not fewer than 30 credits in physics. These 30
At least three of the following electives in physics:
which is either experimental or theoretical in credits in physics must be in 500- or 600-
Ph 451 Electron Microscopy..................................... 4
Ph 464 Applied Optics.............................................. 4
nature. Participation in the track is elective level courses, distributed as follows:
Ph 490 Biophysics...................................................... 4 and because honors’ studies involve a close Credits
Ph 337 Biomedical physics........................................ 4 mentoring relationship with faculty, students Seminar (Current Literature).................................... 3
Please see the undergraduate adviser to register will need to coordinate their proposed One of the following three options:
for the following OHSU courses:
research topic(s) with an appropriate faculty 1. Thesis..................................................................... 6
RTT 331 Radiation Therapy Physics I........................ 4 2. Cooperative Education/Internship....................... 6
RTT 430 Radiation Therapy Physics II....................... 4
member. For additional information, please
3. Project.................................................................... 3
contact the Physics office.
Upper division electives in physics (minimum) 12 Of the additional credits required in phys-
SECONDARY EDUCATION PROGRAM ics, at least 12 must be in courses with num-
Required non-physics courses:
Mth 251, 252, 253, 254 Calculus............................ 16
Adviser: Jon Abramson bers above 610.
Mth 256 Applied Differential Equations I............... 4
Students who plan to obtain a teaching license The student must also pass a qualifying
Mth 261 Introduction to Linear Algebra................. 4 with an endorsement to teach physics at the examination and a final oral examination in
Bi 251, 252, 253 General Biology........................... 15 high school level should complete a baccalau- Thesis, Cooperative Education/Internship,
Ch 334, 335, 336 Organic Chemistry...................... 12 reate degree which includes at least 40 credit or Project. Typically, a thesis involves
Ch 337, 338 Organic Chemistry Lab......................... 4 hours in physics. An acceptable course of research (either experimental or theoretical),
Ch 221, 222, 223 General Chemistry...................... 12
Ch 227, 228, 229 General Chemistry Lab................. 3
study should include: Cooperative Education/Internship involves
Total in Math, Biology, Chemistry 70
Ph 201, 202, 203 or 211, 212, 213 General Physics relevant student experiences obtained in
Ph 214, 215, 216 Physics Laboratory
Total required credits: 129 industry or government, and a project
Ph 311, 312 Modern Physics
Ph 314, 315, 316 Experimental Physics
involves review of the literature in a certain
Other recommended courses: Ph 322 Computational Physics area of physics. In all cases, a written report,
Ph 315 Experimental Physics II.................................... 4 Ph 464 Optics or Ph 426 Thermodynamics a presentation, and oral exam are necessary.
Ph 424 Classical Mechanics......................................... 4 Doctor of Philosophy. As with the M.S./
Other courses that may qualify should be
Ph 432 Electricity and Magnetism II........................... 4
Ph 434 Introduction to Mathematical Physics.......... 4
discussed with the secondary education M.A. programs,candidates must satisfy
Ch 350 Biochemistry.................................................... 4 adviser. requirements related to coursework, seminar,
Ch 416, 417 Physical Chemistry Courses are to be taken for differentiated and a thesis, as well as comprehensive exam-
of the Biosciences........................................................ 8 grades. A positive recommendation to the inations and a prospectus exam. The details
Bi 336 Cell Biology....................................................... 4
Graduate Teacher Education Program will of all requirements are outlined in the
Bi 338 Introduction to Molecular Biology................. 4
Bi 341 Introduction to Genetics................................. 4 depend on at least a C grade in all physics Department of Physics Graduate Student
Bi 301, 302, 303 Anatomy and Physiology.............. 12 courses, as well as a cumulative 2.75 GPA. Handbook and on the web at www.physics.
Bi 234 Elementary Microbiology................................ 4 pdx.edu.
Courses taken under the undifferentiated Graduate programs

grading option (pass/no pass) are not accept-
able toward fulfilling department major The department participates in the Courses
Environmental Sciences and Resources Courses with an asterisk (*) are not offered every year.
requirements except for those major courses
offered on a pass/no pass basis only. Doctoral Program. The Department offers Some lecture courses may be challenged by examination.
work leading to the degrees of Master of Arts Ph 101, 102
Requirements for minor. To earn a Essentials of Physics (4, 4)
minor in physics a student must complete and Master of Science. The M.A. and M.S.
An elementary introduction to the basic principles
27 credits (9 credits of which must be taken programs are designed to further the develop- of physics, their interpretation and application.
in residence at PSU, and 12 to 15 credits of ment of the student as a professional physi- Designed to accommodate all liberal arts students.
which must be upper-division), to include cist. Specific programs designed to meet the Concurrent enrollment in Ph 104, 105 is encour-
the following: needs of the individual student are planned in aged. Recommended prerequisite: high school
consultation with the graduate advisers. algebra.
Credits
Ph 201, 202, 203 General Physics or The department offers graduate courses in Ph 104, 105
Ph 211, 212, 213 General Physics classical mechanics, quantum mechanics, elec- Experimental Investigations for Non-science
(with Calculus)...................................................... 9-12 Majors (2, 2)
Discovery labs for essential laws of physics. and the possibility of life elsewhere. The nature of *Ph 331
Investigate gravity, force, acceleration, momentum, light, the types of information it carries, and the Physics of Music (4)
heat, work, energy, electricity, light, and radioactivi- types of devices used to detect it. Includes laborato- A series of lectures and laboratories illustrating the
ty. Make simple electrical circuits and an electrical ry and/or fieldwork. basic principles of acoustics and their application
motor. Improve computer literacy by working with Ph 299 to string, wind, brass, and percussion/ instru-
graphic models of radioactive decay. One two-hour Special Studies (Credit to be arranged.) ments. Some of the laboratory exercises are adapt-
discussion and laboratory period. Concurrent able for use in primary and secondary school
Ph 311, 312
enrollment in Ph 101, 102 is encouraged. Introduction to Modern Physics (4, 4) classes. Recommended prerequisite: one year of
Recommended prerequisite: high school algebra. The revolution in the concepts of physics in the music, or one year of a physical science.
*Ph 121, 122 20th century. Radioactivity, quanta, black-body Ph 333
General Astronomy (4, 4) radiation, relativity. Bohr’s theory of the atom. Weather (4)
An introductory historical, descriptive, and inter- Introduction to quantum mechanics. Atomic, Introductory course in the atmospheric environ-
pretative study of astronomy. Emphasis on the molecular spectroscopy, periodic table. ment providing a comprehensive understanding of
basic scientific methods as they apply to astro- Introduction to nuclear and solid state physics, atmospheric structure and the changes over time
nomical problems. Detailed examination of the and elementary particles. Recommended prerequi- that result in the weather we experience. Topics
earth, followed by a survey of the other members sites: Ph 203, or Ph 213 and Mth 252. include: atmospheric moisture (fog, rain, clouds),
of the solar system. Survey of the stars, their types, atmospheric stability and cloud development, air
*Ph 313
grouping, and motions. Models for the evolution Ideas in Modern Physics (4) pressure and winds, air masses and fronts, and
of the Universe and the possibility of life else- Fundamental ideas of the modern physics of this hurricanes and tornados. This course is the same
where. The nature of light, the types of informa- century. Topics include the development of rela- as Geog 333; course may be taken only once for
tion it carries, and the types of devices used to tivity, quantum mechanics, nuclear and particle credit. Recommended: upper division standing or
detect it. Need not be taken in sequence. physics, and cosmology. Recommended prerequi- Geog 210.
Ph 199 site: one college-level science course. Ph 335
Special Studies (Credit to be arranged.) Wacky or Real: What Everyone
Ph 314, 315 Should Know About Physics Scams (4)
Ph 201, 202, 203 Experimental Physics I (4, 4)
General Physics (4, 4, 4) The use and misuse of physics: beginning with a
Experiments in electrical measurements, digital
Introductory physics for science majors. The stu- firm understanding of the strengths and weakness-
logic circuits with applications to experimental
dent will explore topics in physics including es of the scientific method, analyzes how people
control and computer interfacing, and analog cir-
Newtonian mechanics, electricity, and magnetism, veer away from it, resulting in pathological, junk,
cuits. Two 3-hour lab periods. Ph 314 requires
thermal physics, optics, and modern physics. pseudo and fraudulent physics. Examples such as
concurrent enrollment in Ph 321.
Recommended prerequisites: for magnetic therapy, perpetual motion, ESP, x-ray
Ph 201, Mth 112; for Ph 202, Ph 201 and Ph 316 cures, and astrology are included. Recommended
Ph 214; for Ph 203, Ph 202 and Ph 215. Experimental Physics I (4) prerequisites: upper division standing.
Corequisites: for Ph 201, Ph 214; for Ph 202, Ph Students will perform several experiments illus-
trating quantum and relativistic effects. The Ph 337
215; for Ph 203, Ph 216. Physics in Biomedicine (4)
emphasis will be on computer-assisted experimen-
Ph 211, 212, 213 tation and data analysis. Experiments will include The physics behind the most important medical
General Physics (with Calculus) (4, 4, 4) instrumentation and counting in nuclear physics, instruments and technologies. A wide range of
Introductory physics for students majoring in sci- measurement of band gap in semiconductors, concepts from electromagnetism, optics, to quan-
ence and engineering. The student will explore top- measurement of ratio of electron charge to elec- tum mechanics are used to explain the mecha-
ics in physics including statics, dynamics, electro- tron mass, speed of light, Frank-Hertz experiment nisms behind ultrasound, endoscopy, optical
magnetism, thermodynamics, and optics using the and electron spin resonance. Two 3-hour laborato- microscopy, EKG, pacemaker, defibrillators,
methods of calculus. Recommended prerequisites: ry periods. Recommended prerequisite: Ph 311. LASER eye surgery, microscopy, x-ray, radiation,
for Ph 211, Mth 251; for Ph 212, Ph 211 and Ph CAT scan, PET scan, MRI, and more. Expected
214; for Ph 213, Ph 212 and Ph 319 preparation: Ph 201, 203 or Ph 101, 102.
Ph 215. Corequisites: for Ph 211, Ph 214; for Solid State Physics
for Engineering Students (4) *Ph 353
Ph 212, Ph 215; for Ph 213, Ph 216. Radiation in the Environment (4)
Survey of solid state physics including topics neces-
Ph 214, 215, 216 sary for understanding crystalline solids and their Types of radiation and their interaction with mat-
Lab for Ph 201, 202, 203 or Ph 211, 212, 213 electron transport processes. Topics include crystal ter, including organic tissue; methods of detection
or Ph 221, 222, 223 (1, 1, 1) lattices, x-ray diffraction, concepts of quantum and shielding; evaluation of dosage and risk assess-
Introductory laboratory for students in General physics, the Schrodinger equation, electron tunnel- ment; methods of energy generation based on
Physics (with Calculus). One 3-hour laboratory ing, physical statistics, the free electron theory of nuclear energy; nuclear waste and disposal prob-
period. Corequisites: Ph 201, 202, 203 or concur- metals, periodic potentials, semiconductors, and lems. Recommended prerequisites: Ph 203, Bi 253,
rent enrollment in Ph 211, 212, 213 or concur- superconductors. Recommended prerequisite: Ph Ch 223, or equivalent. Calculus, previously or con-
rent enrollment in Ph 221, 222, 223. 213 or 223. currently, is recommended.
Ph 221, 222, 223 Ph 321 *Ph 363
General Physics (with Calculus) (3, 3, 3) Current Electricity (4) Color Photography (3)
Introductory physics for students majoring in Electric potential and current; Kirchoff’s Laws and Principles of color photography, including the
engineering. The student will explore topics in equivalent circuits. Transient and A.C. behavior of physics of color and scientific explanations of the
physics including statics, dynamics, electromagne- circuit elements. Theory of operation of diodes and formation of color images on light-sensitive mate-
tism, thermodynamics, and optics using the meth- transistors. Recommended prerequisites: rials. Traces uses and the history of color photog-
ods of calculus. Recommended prerequisites: for Ph 203 or 213; concurrent enrollment in Ph 314. raphy. Recommended prerequisite: one college-
Ph 221, Mth 251; for Ph 222, Ph 221 and Ph level science or photography course.
214; for Ph 223, Ph 222 and Ph 215. Ph 322
Computational Physics (4) *Ph 365
Corequisites: for Ph 221, Ph 224; for Ph 222, Fractals, Chaos, and Complexity (4)
Ph 215; for Ph 223, Ph 216. Formulation and numerical solution of physics
problems. Use of computers and graphical dis- Introduction to the basic physical ideas behind
Ph 261, 262 plays to enhance intuition and supplement analyt- fractals in nature, chaos, complexity, and other
General Astronomy (4, 4) ical procedures. Approaches to complex physical current concepts in physics, with emphasis on
Introductory historical, descriptive, and interpretive situations, especially those involving dissipative, fractals and chaos. Computer simulations and
study of astronomy. Emphasis is on the basic scien- nonlinear and stochastic phenomena. desktop experiments involving fractals, chaos, and
tific methods as they apply to astronomical prob- Recommended prerequisite: Working knowledge complex systems. Recommended prerequisite:
lems. Detailed examination of the earth, followed of at least one computer language. astronomy, general physics, or Natural Science
by a survey of the other members of the solar sys- Inquiry.
tem. Survey of the stars, their types, grouping, and
motions. Models for the evolution of the Universe
Ph 366 Ph 406/506 gy, vector potential, displacement current, dielectrics

Complexity and the Universe I (4) Special Projects (Credit to be arranged.) and their microscopic models, electromagnetic wave
Introduction to the basic physical ideas behind Consent of instructor. equations, boundary conditions, energy radiation,
complexity and other current concepts in physics. Ph 407/507 magnetic materials and their microscopic models.
Computer simulations and desktop experiments Seminar (Credit to be arranged.) Recommended prerequisites: Ph 312 and Mth 256.
involving fractals, chaos, and complex systems. Consent of instructor. † Does not carry graduate credit for M.A., M.S. in phys-
Includes laboratory and/or fieldwork. ics.
Recommended prerequisite: general physics or Ph 410/510
Selected Topics (Credit to be arranged.) Ph 434/534
Natural Science Inquiry. Methods of Mathematical Physics (4)
Ph 367 A survey of methods of applied mathematics used
Complexity and the Universe II (4) Ph 411/511 in modern physics, to include: vectors, matrices,
Continuation of Sci 318/Ph 366. Emphasizes sci- Introduction to Quantum Mechanics (4) operators, and eigenvalues; perturbation theory
entific cosmology with a focus on understanding An introduction to the formulation and application and series expansion; variation and optimization;
how insights gained from physics and astronomy of wave mechanics; the Schrödinger equation and numerical methods; transforms; and special func-
affect your view of the universe and your place in its application to time-independent problems (both tions. Recommended prerequisites: Ph 312 and
it. Students participate actively in seeing how one- and three-dimensional problems); identical Mth 256.
some of the information was gathered, to help particles; approximation methods including mainly
time-independent perturbations. Brief exploration *Ph 440/540, 441/541
critically analyze what to believe about the history Physics of Solid State Devices (4, 4)
and arrangement of the universe and what it of the potential applications of quantum mechanics
to engineering: quantum nano-structures and quan- This is a survey intended to provide the founda-
means to them. Includes laboratory and/or field- tion necessary for understanding of function, tech-
work. Recommended prerequisite: astronomy, tum computers. Recommended prerequisites: Ph
318 or 311, nology and design of solid state devices, rather
general physics, or Natural Science Inquiry. than their application. Topics will include: intro-
Mth 256. This course is the same as ECE 598;
*Ph 371 course may only be taken once for credit. duction to and application of concepts of quan-
Fractals, Chaos, Complexity, and Other tum physics to solids, effect of periodicity in solids
Current Topics in Physics (4) *Ph 413/513 on electron energy states, electron statistics, metals,
Introductory survey to current concepts in frac- Introduction to Solid State Physics (4) insulators, semiconductors and superconductors,
tals in the natural world, chaos, complexity, and Experimental and theoretical survey of the lattice thermionic and field assisted electron emission,
other related topics in physics. Computer simula- and electronic properties of solids with particular electron scattering and mobility of charge carriers,
tions and the use of microcomputers, desktop emphasis on the properties of electrons in metals. intrinsic and extrinsic semiconductors, quantitative
experiments are an essential part of the course. Recommended prerequisite: Ph 411 or 312. treatment of p-n junction, diffusion and recombi-
Recommended prerequisite: one year of general †Ph 415/515 nation of excess carriers, quantitative treatment of
physics. Experimental Optics (3) electron injection, majority and minority compo-
Ph 375 Advanced experiments in physical optics. One nents of the junction current, breakdown, quanti-
Climate Change and Human Life (4) 4-hour laboratory period. Recommended prereq- tative treatments of bipolar junction transistor,
An introduction to the global environment and uisite: Ph 203 or Ph 213. field effect transistor and tunnel diodes, physics of
† Does not carry graduate credit for M.A., M.S. in phys- metal-semiconductor and metal-insulator-semicon-
how human activities are causing climatic chang-
es, ozone depletion, and deforestation. Emphasizes ics. ductor junctions and devices, superconductivity
the interrelationship between environmental pro- Ph 424 and superconducting devices, DC and AC
cesses. Deals with the qualitative aspects of how Classical Mechanics I (4) Josephson effects, Josephson junctions, supercon-
the earth’s climate works, how it can be altered by The Newtonian formulation of mechanics. ductive quantum interference devices.
burning of fossil fuels (emissions of carbon diox- Kinematics and dynamics of particles in inertial Recommended prerequisite: Ph 312 or 318.
ide) and by the increasing concentrations of other and accelerated reference frames. Conservation Ph 451/551, 452/552
“greenhouse gases”; how the ozone layer can be principles. Central forces, gravitation, and celestial Electron Microscopy (4, 4)
depleted by man-made chemicals, and what is mechanics. Free and forced vibrations. Electron optics theory, specimen preparation and
being done, or can be done to avert the undesir- Recommended prerequisites: Ph 203 or 213; Mth experimental work with transmission and scanning
able consequences of these global changes. 256 previously or concurrently. electron microscopes, Microchemical analysis with
Ph 378 †Ph 425/525 an energy dispersive spectrometer. Specimens from
Science Through Science Fiction (4) Classical Mechanics II (4) all the sciences. Two lectures, one 3-hour laboratory
This class uses science fiction literature to examine a Advanced formulation of mechanics. Lagrange’s and period. Recommended prerequisites: one year of
wide variety of topics in science. Recommended pre- Hamilton’s equations. The inertial tensor, free rota- general physics and one year of any other science.
requisites: astronomy, general physics, or Natural tions, and rigid body dynamics. Theory of small Ph 464/564
Science Inquiry. Also listed as Sci 355; course may oscillations, coupled oscillations and normal modes. Applied Optics (4)
be taken only once for credit. Additional special topics may include chaos theory An overview of optics and such principal applica-
and special relativity. Recommended prerequisites: tion as fiberoptics; chemical, biological, and phys-
*Ph 381
Physical Metallurgy for Engineers (3) Ph 424 and Mth 256. ical sensors; optical information processing, acous-
† Does not carry graduate credit for M.A., M.S. in phys- to-optics; lasers and detectors. Recommended pre-
Crystal structure of metals and their relationships
to properties. Phase diagrams of alloys, heat treat- ics. requisites: Ph 203 or 213 or 223, Mth 254. This
ment, mechanical properties, and corrosion. Ph 426/526 course is the same as ECE 594; course may only
Methods of fabrication of metals. Two lectures; one Thermodynamics be taken once for credit.
3-hour laboratory period. Recommended prerequi- and Statistical Mechanics (4)
Ph 471/571
sites: EAS 213, Ph 213 or 223, Ch 223. Concepts of temperature, work, and heat; first Atmospheric Physics (4)
and second laws of thermodynamics and applica- Cycles of trace gases in the earth’s atmosphere and
Ph 399 tions; thermodynamic potentials; heat engines,
Special Studies (Credit to be arranged.) their role in the environment. Emission, dispersal
Carnot cycle, and ideal gases; entropy and its sta- and removal of natural and man-made trace con-
Ph 401/501 tistical interpretation; kinetic theory of gases; clas-
Research (Credit to be arranged.) stituents in the atmosphere that determine the
sical and quantum statistics; introduction to sta- earth’s climate and the stratospheric ozone layer.
Consent of instructor. tistical mechanical ensembles. Recommended pre-
Ph 404/504 Mass Balance Models for quantitative analysis of
requisites: Ph 203 or 213, Mth 254, and Ph 311. atmospheric composition and trends. Climate
Cooperative Education/Internship †Ph 431/531, 432/532
(Credit to be arranged.) change and perturbations of stratospheric ozone
Electricity and Magnetism (4, 4) in modern times. Lays a foundation for the
Ph 405/505 Advanced study of electricity and magnetism cover- understanding of the complex issues of climatic
Reading and Conference ing field and potential of charge arrays, electrostatic
(Credit to be arranged.) change and its many linkages and feedbacks.
field energy, images, multipoles, Laplace’s equation, Questions regarding environmental policy and
Consent of instructor. Biot-Savart and Ampere’s laws, magnetic field ener- action are examined in the light of current model
results, their predictions and uncertainties. nization, structure, and function at the cellular Ph 617, 618, 619
Recommended prerequisites: one year each of cal- and molecular level. Atomic and molecular struc- Quantum Mechanics (4,4,4)
culus and calculus-based physics, introductory tures, energy and interacting forces relating to cel- A detailed discussion of the approximation mod-
course in differential equations. lular and molecular biophysics will be discussed. els for solving the time-independent Schrödinger
*Ph 472/572 Recommended prerequisites: Ph 203, equation; scattering theory in terms of stationary
Introduction to Nonlinear Dynamics and Bi 253, and Ch 223. Calculus, previously or con- unbound states; time-dependent theory including
Chaos (4) currently, is recommended. the perturbation method; the two-level problem
Introduction to basic theoretical and experimental Ph 503 and its application to laser operation. Dirac's for-
tools to study chaos and nonlinear behavior. Thesis (Credit to be arranged.) mulation using bra and ket; different time-evolu-
Desktop experiments and computer simulations tion pictures; concept of density matrices; Berry's
Ph 545
of chaotic systems. Recommended prerequisites: Microelectronic Devise Fabrication I (4) phase; quantum theory of angular momentum;
one year of general physics. The principles of crystal growth and wafer prepa- Feynman's path integral formulation; introduc-
ration, ion implantation, doping and diffusion, tion to relativistic quantum mechanics; issues on
†Ph 475/575 the fundamental aspects of quantum mechanics
Stellar Astronomy Online for Educators (4) and oxidation, including crystal structure, defects,
heterogeneous chemical reactions, thermodynam- including Bell's theorem, the EPR paradox, hid-
Class will access online materials in stellar astrono- den-variable theory; and Schrödinger's cat prob-
my education to help current and prospective sci- ics and kinetics of basic processes such as diffu-
sion. Realistic process flows, physical metrology, lem. Prerequisites: Ph 411/511, 424.
ence teachers update their knowledge of recent
developments in astronomy. Recommended prereq- device structure, electrical behavior and their *Ph 624, 625
uisite: one year of general physics. trade-offs are discussed. Classical Mechanics (4, 4)
† Does not carry graduate credit for M.A., M.S. in phys- Advanced treatment of analytical mechanics of
Ph 546
ics. Microelectronic Devise Fabrication II (4) particles, systems of particles, and rigid bodies.
Emphasis: metallization and dielectrics. Methods of Lagrange, Hamilton, and Jacobi.
†Ph 476/576 Symmetry and conservation laws. Recommended
Observational Astronomy (2) Metallization issues discussed include silicides,
barrier layers, interconnects, multi-level metalliza- prerequisite: Ph 425.
Emphasis on hands-on activities and the observa-
tion of our own night sky. Observation of planets, tion, and low-k dielectrics. Discussion of deposi- *Ph 626
sun, moon, globular clusters, galaxies, and black tion and properties of various dielectric films. Hydrodynamics (4)
holes. Observational techniques including the use Epitaxial growth and properties of SOI and SiGe The theory of fluids and continuous media.
of telescopes, binoculars, and photography will be devices are covered. Computer simulations of Equations of continuity, Euler’s equation, flow
covered. Observational field trip to an observatory device fabrication. fields, and applications. Recommended prerequi-
at a dark sky site. Recommended prerequisite: one site: Ph 625.
Ph 547
year of general physics. Microelectronic Devise Fabrication III (4 *Ph 631, 632, 633
† Does not carry graduate credit for M.A., M.S. in phys- Electron beam, x-ray, EUV, and photolithography, Electromagnetic Fields and Interactions
ics. including discussion of resist technology. (4, 4, 4)
*Ph 477/577 Fundamentals and applications of plasmas for Classical description of the electromagnetic field:
Air Pollution (4) etching and deposition (e.g., high-density plas- classical electron theory and plasmas.
Air pollution meteorology needed to understand mas), including plasma damage. The limitations Prerequisites: Ph 431. This course is the same as
air pollution, atmospheric dispersion models, of fabrication and operation of nano-scale devices ECE 635, 636, 637; course may only be taken
K-theory, box models and receptor models. Use of are discussed. Fabrication of a virtual device with once for credit.
simple computer models. This course is a founda- specified electrical performance parameters. *Ph 641, 642
tion for the quantitative understanding of air pol- Ph 585, 586 The Physics of Atoms and Molecules (4, 4)
lution: At any point in the environment (recep- Experimental Methods in Applied Physics (4,4) Radiation from atoms and molecules, Raman
tor), how much pollution is caused by a known Introduction to modern instrumentation used in effect. Structure of one and many electron atoms,
source? If there are many sources, how much pol- applied physics, focusing on nanoscience and Zeeman effect, Stark effect, Lamb shift, hyperfine
lution does each source contribute at a receptor? materials, atmospheric physics, and biophysics, structure, line intensity. Quantum mechanics of
Recommended prerequisites: Ph 213 or 223, one including theory and practice of the instruments. diatomic and polyatomic molecules. Symmetry.
year of calculus, introductory course in differen- Prerequisite: admission to Ph.D program in Molecular electronic transitions. Valence and reso-
tial equations. Applied Physics, M.S. in Physics, or ESR Ph.D nance. Recommended prerequisite: Ph 411.
*Ph 478/578 programs. *Ph 664, 665, 666
Applications of Air Pollution Modeling (4) Ph 601 Statistical Mechanics (4, 4, 4)
Students work in teams to solve an air pollution Research (Credit to be arranged.) Foundations of statistical mechanics and kinetic
problem using dispersion and receptor modeling theory; statistical interpretation of thermo-
Ph 603
techniques. It teaches the complementary nature Dissertation (Credit to be arranged.) dynamics; ensembles in classical and quantum
of receptor and dispersion modeling. Teaches the systems; transport phenomena. Recommended
Ph 604
advantages and disadvantages of the two Cooperative Education/Internship prerequisite: Ph 619 or 625.
approaches to air pollution modeling when either (Credit to be arranged.) Ph 679
approach is applicable. Students use established Advanced Atmospheric Physics (4)
Ph 605
computer models and become proficient in their Reading and Conference Advanced course to provide a working knowledge
use. Recommended prerequisite: Ph 477/577. (Credit to be arranged.) of base models for studying global change includ-
Ph 481/581 Ph 606 ing the greenhouse effect, global warming, strato-
Introduction to Special Problems/Projects spheric ozone depletion from man-made chemi-
Nano(materials)-Science and -Engineering (4) (Credit to be arranged.) cals, tropospheric chemistry of HO and O3 and
An introduction to nano(materials)-science and Ph 607 transport modeling. Recommended prerequisites:
-engineering for students in physics, chemistry, Seminar (Credit to be arranged.) Ph 578.
geology, electrical and computer engineering, and Ph 610
mechanical and materials engineering. Nanoscale Selected Topics (Credit to be arranged.)
processes and devices and their applications. *Ph 611, 612
Recommended prerequisites: two specific Physics of Solids and Liquids (4, 4)
advanced upper division science courses depen- The theory of mechanical, thermal, electrical,
dent on major, or consent of instructor. magnetic, and optical properties of solids and liq-
*Ph 490/590, 491/591 uids. Recommended prerequisite: Ph 413.
Cellular and Molecular Biophysics (4, 4)
An introduction to the physical ideas and meth-
ods in the studies of biological phenomena, orga-
Pre-professional
Programs
Portland State offers courses which meet the require or recommend completion of a their efforts to gain admission to professional
pre-professional requirements of professional bachelor’s degree prior to entry. However, health sciences programs. Advisers also pro-
schools within the Oregon State System of pre-professional bachelor’s degree programs vide students with guidance on selecting a
Higher Education and, in most cases, the at Portland State are not majors. Thus, stu- major, preparing for graduate admissions tests
requirements of out-of-state professional dents must a) select a major and fulfill such as the MCAT and GRE, organizing let-
schools as well. The program schedules in Portland State’s graduation requirements, ters of evaluation, and writing the personal
this section are typical and will vary in indi- and b) fulfill the prerequisite coursework statement for admissions applications.
vidual cases. The majority of pre-profession- required by the professional graduate pro- Postbaccalaureate Pre-Medical
al programs are based on the graduation grams to which they plan to apply. Majors Program. For students who already have a
requirements of other institutions. All pre- commonly selected by pre-professional bachelor’s degree but are lacking the specific
professional students should check with an health sciences students include biology, science prerequisites for medical or dental
adviser to keep current on all recent changes chemistry, health studies, science, social sci- school, PSU offers a loosely structured post-
and remaining requirements. ence and psychology. However, a student baccalaureate program. Students have the
can select any major offered at Portland option of completing the core sciences for the
State, as long as he or she completes both program in one year (including summer term)
Pre-Professional Portland State’s graduation requirements and of intensive study. Postbaccalaureate students,
Health Sciences those of the receiving professional institu-
tions. Professional schools do not prefer one
with sufficient background, start with general
chemistry in the summer and continue by tak-
Programs major over another. They do look for stu- ing year-long sequences of organic chemistry,
dents who perform well in prerequisite biology, and physics simultaneously during the
503-725-3822, 387 Cramer Hall
Advisers: K. Felipe, M. Leonard, L. Marsh
coursework and who are broadly educated; academic year. They then complete remaining
Professional advisers in the College of this can be accomplished with any major. prerequisite coursework such as genetics and
Liberal Arts & Sciences Advising Center Professional health sciences programs that biochemistry (required by Oregon Health &
administer programs designed to support require or recommend that applicants earn a Science University School of Medicine) after
students’ efforts to prepare for and apply to bachelor’s degree before matriculating applying to medical school. Some postbacca-
professional health sciences programs. Pre- include the following: laureate students elect to spread the pre-med
professional health sciences programs at Allopathic and Osteopathic Medicine curriculum out over two years and then apply.
Portland State University are not majors. Chiropractic Medicine This enables them to have more coursework
Rather, they are programs in which students Dentistry completed before applying and gives them
take advantage of advising, coursework and Naturopathic Medicine more time to accrue relevant experience.
resources all designed to support and guide Occupational Therapy The postbaccalaureate pre-medical program
students’ efforts to apply to undergraduate Optometry is not a certificate program. Many postbacca-
and graduate health sciences programs Pharmacy laureate pre-medical students do, however, eas-
offered at other institutions. There are two Physical Therapy ily complete a degree in science (science is an
types of pre-professional health sciences pro- Physician Assistant interdisciplinary major at Portland State) while
grams at Portland State – 1) transfer pro- Podiatric Medicine completing prerequisite coursework for medi-
grams, and 2) bachelor’s degree programs. Veterinary Medicine cal school. Most students need only add two to
Transfer programs are those in which stu- A typical pre-professional health sciences three classes to the pre-medical coursework in
dents complete a set of prerequisite courses program, whether it is a transfer or a bache- order to finish the degree. Pursuing a second
at Portland State and then transfer to under- lor’s degree program, includes but is not lim- degree while working on pre-professional
graduate professional health sciences pro- ited to coursework in mathematics, biology, coursework often enables postbaccalaureate
grams at other institutions to complete their chemistry, physics, English composition, and students to receive financial aid for a longer
bachelor’s degrees. The students’ focus at sometimes social science. However, course- period of time. For more information, contact
Portland State is on fulfilling the admissions work varies, depending on the admissions a health sciences adviser.
requirements of receiving institutions. requirements of the institutions granting the
Transfer programs include the following: professional degrees. It is essential that a stu-
Clinical Laboratory Science dent’s academic program be planned with a K-12 Teacher
College of Liberal Arts & Sciences health sci-
Dental Hygiene
Nursing ences adviser. Preparation
Radiation Therapy College of Liberal Arts & Sciences health Portland State University educates prospec-
Students choosing to continue at PSU, sciences advisers work closely with students to tive K-12 teachers in the Graduate School of
rather than pursue a pre-professional transfer facilitate their ability to plan coursework and Education. Teacher licensing is part of the
program should meet with a faculty adviser activities strategically; to integrate personal, Master of Education degree and is achieved
to determine PSU graduation requirements. academic, and career goals; to develop the through the Graduate Teacher Education
Bachelor’s degree programs are those ability to evaluate options and make deci- Program (GTEP) in the Department of
designed to prepare students for masters and sions; and to be aware of the available Curriculum and Instruction (note: programs
doctoral programs in the health sciences that resources across campus that can support in bilingual education, ESL, special educa-
tion, library/media, counseling, adult educa- tures (foreign language); music (music); of 20 UD electives with science (chemistry, phys-
ics, geology, biology, environmental science) or
tion, and administration are also available in chemistry (chemistry); physics (physics); math prerequisites.
the Graduate School of Education and may business and economics (business); drama Mathematics and Statistics
be contacted by calling 503-725-4619.) (drama); speech (speech). Note: A current Content Area: . ....................................................... 12
Undergraduates at Portland State Statistics: Stat 243 Introduction to Probability and
adviser list is available from the GTEP Statistics I (4).
University may prepare for competitive admissions secretary, 602 School of Eight credits from Math 111, 112, Introductory
admissions by consulting with appropriate Education Building, and on the GTEP Web College Mathematics I, II (4,4), Math 251 Calculus
I (4), Math 211, 212, 213, Foundations of
advisers, by achieving high academic stan- site. Elementary Mathematic I, II, III (4, 4, 4)
dards in the recommended and required Graduate Teacher Education Program Psy 311, Human Development ................................ 4
courses for specialization and in courses in advising: Students considering application Total Credits: 86
liberal arts, and by documenting successful to the PSU GTEP should make an appoint-
experience with children in the public ment to attend an advising session for pro- Basic Social Studies
schools. Passing scores on teacher exams Adviser: R. Mercer
spective applicants by calling 503-725-4619
mandated by the Oregon Teachers or stop by the information desk on the sec- Students who major in social science (or in
Standards and Practices Commission ond floor of the School of Education anthropology, economics, geography, history,
(TSPC) are also required for entry into the Building. political science, psychology, or sociology)
GTEP. and wish to teach social studies in secondary
Preparatory coursework schools are recommended to include the fol-
PRE-EDUCATION Early childhood and elementary educators: lowing courses in their undergraduate pro-
UNDERGRADUATE ADVISING Required: Art 312 Art in the Elementary gram:
503-725-3822, 387 Cramer Hall School; Lib 428/528 Children’s Literature, Social Studies Endorsement Credits
Adviser: K. DeVoll
K-5; Mth 211, 212 and 213 Foundations of Ec 201, 202 Principles of Economics......................... 8
For Child and Family Studies Majors: Elementary Mathematics; Music 381 Music Geog 210 Physical Geography.................................. 4
Fundamentals; Psy 311 Human Development; Hst 101, 102 Western Civilization........................... 8
503-725-8241, Child and Family Studies Hst 201, 202 History of the United States............... 8
Program, 306 Helen Gordon Child Recommended: Ed 420 Introduction to PS 101, 102 United States Government................... 8
Development Center Education and Society; CI 432 Computer PS 204 Comparative Politics..................................... 4
Advisor: M. Penners. Applications for the Classroom; SPED 418 Psy 200 or 204, Psy 311 Human Development........ 8
Survey of the Exceptional Learner (please see Anth 101, 102, 103 Introductory Anthropology; or
Early childhood and elementary educa- the Minor in Elementary Education on page BSt 302 African American Experience in the 20th
tion: Students who want to be elementary 281. Century, BSt 424 African American/African Culture
teachers choose from a wide range of majors Middle, junior, and high school educa- in Cinema; or Soc 200 General Sociology; or WS
to complete their undergraduate degrees. tors: In addition to a strong liberal arts edu- 101 Introduction to Women, Gender, and Sexuality
Some traditional choices include an interdis- cation, all students should complete the Studies,
ciplinary major (such as arts and letters, sci- requirements for their major in the endorse-
WS 342 History of Feminism..................................... 8
ence, social sciences, or liberal studies); spe- ment area of their choice. Required: Psy 311
BSt 412 Oregon African American History, or Soc
cific disciplinary majors such as English or 337 Minorities, or Comm 115 Introduction to
Human Development; Recommended: ED Intercultural Communication................................... 4
History (especially those wishing to teach at 420 Introduction to Education and Society, Comm 100, 220, 324, 329, or SpHr 262................... 4
the upper elementary level); or Child and CI 432 Computer Applications for the Ed 420 Introduction to Education and Society....... 4
Family Studies. In addition to meeting with Classroom. Concentration in Economics, Geography,
the departmental adviser, students should
History, or Political Science..................................... 12
meet with the elementary education adviser Integrated Science
Advisers: M. Cummings
Students must complete a minimum of 8 credits
by visiting the College of Liberal Arts and in each of the following areas to receive a depart-
Sciences Advising Center, 387 Cramer Hall, The integrated science endorsement is valid mental recommendation to the GTEP: history,
(503)725-3822. for teaching all science except biology, chemis- geography, economics, and political science.
Middle school education: Prospective middle try, or physics, and, thus, is the endorsement Courses are to be taken for differentiated grades.
school teachers who have a preference for for teaching science in middle and intermedi- Students must have at least a 3.00 GPA in the rec-
teaching multiple subjects (as in elementary ate schools. Additional science courses beyond ommended courses and must earn at least a C- in
the requirements for a major in general studies each course.
education) should follow advice from the Equivalent courses sometimes are accepted in
College of Liberal Arts and Sciences (503- in science are required for the integrated sci-
substitution for certain of those specified, upon
725-3822). Those who prefer to get a content ence endorsement. Courses pertaining to prior approval of the social studies secondary
area specialization that may also apply to Earth/Space, Life, and Physical Science adviser.
teaching at the high school should contact the Content Standards are required. Guidelines for
pre-education academic adviser in the aca- a course of study for the integrated science EDUCATION MINORS
demic department of choice. endorsement include the following. Minor In Elementary Education
High school education: Prospective high Credits The Minor in Elementary Education is
school teachers should contact the pre-edu- Earth/Space Content Area:..................................... 20
8 credits of lower division geology
intended for students who plan to enter a
cation academic adviser within their major with labs/field studies. graduate teacher education program and be
department. Academic majors and their 12 credits upper division earth science courses licensed in Early Childhood/Elementary
respective secondary endorsements are as fol- distributed among geology, paleontology, geo-
Education. While the minor is not a require-
morphology, oceanography, hydrology, weather
lows: biology (biology and general science); and climate, planetary science, astronomy. ment for admission to the PSU Graduate
physical education (physical education); his- Life Science Content Area:..................................... 15 Teacher Education Program (GTEP), it does
tory, anthropology, sociology, philosophy, Biology 251, 252, 253 with labs. include all the prerequisites for admission to
political science, geography, and economics Physical Science Content Area:.............................. 15
the program. Students seeking a license for
200-level General Physics with labs or
(social studies); health (health); mathematics General Chemistry with labs. early childhood and elementary education
(mathematics); English (English language Upper Division electives in Earth/Space, Life Science, must complete a graduate-level licensure
arts); art (art); foreign languages and litera- and/or Physical Science Content areas:.......20 credits program. The Graduate School of Education
May be completed in one department. Minimum
provides the teacher licensure as part of the credits must be upper-division. Only grades of C or For Urban and Public Affairs
above may be counted toward these requirements.
GTEP. Students must take all coursework for differentiat- students:
Degree Requirements Credits ed grades. At least 16 credits must be in residence R.W. Lockwood, Administration of
at PSU. A minimum cumulative GPA of 2.5 in
Language Arts (7 credits)
coursework is required. Students must also com- Justice, 503-725-4014; R. Lawrence,
Lib 428 (3), Children’s Literature, K-5...................... 3 plete the required content courses for the subject Political Science, 503-725-3921.
Ling 233 (4), Language and Mind .......................... 4 they plan to teach to apply to GTEP. Law schools in the United States, unlike
Sciences (8 credits)
G 355 (4), Geosciences for Elementary Educators... 4
medical, dental, and other professional
Sci 311 (4) Teaching Everyday Science..................... 4 Minor In Special Education schools, generally do not require specific pre-
Math (12 credits) The Minor in Special Education is intended law majors or particular courses of study in
Mth 211 (4), 212 (4), & 213 (4) Foundations of for students who plan to enter a graduate preparation for law school. They do recom-
Elementary Mathematics........................................ 12
Education (7 credits) teacher education program and be licensed mend that the prospective law student
Ed 420 (4), Introduction to Education..................... 4 to teach Special Education. While the minor acquire a broad liberal education providing a
SpEd 418 (3), Survey of Exceptional Learner........... 3 is not a requirement for admission to the sound basic understanding and appreciation
Social Studies (8 credits) PSU Graduate School of Education, Special of arts and letters, science, and social science.
Psy 311 (4), Human Development............................ 4 Education Program (SPED), it does include All three Oregon law schools, Lewis &
Soc 337 (4), Minorities.............................................. 4 Clark, Willamette, and the University of
Fine and Performing Arts (7 credits)
all the prerequisites and highly recommend-
Art 312 (3), Art in the Elementary School............... 3 ed courses for admission to the program. Oregon, and the major law schools in other
Mus 381 (4), Music Fundamentals............................ 4 Students seeking a license for teaching spe- states, now require that applicants for admis-
Health (4 credits) cial education must complete a graduate-lev- sion have a bachelor’s degree. Valuable infor-
PHE 250 (4), Our Community, Our Health OR PHE el program. The Graduate School of mation about prelaw study and law school
365 (4), Health Programs for Children and Youth.. 4
Education recommends students for teacher admissions is contained in the Pre-Law
Total 53* Handbook, available at bookstores, from
licensure at the completion of the Special
community college equivalent courses which carry, Education Program. Educational Testing Service, Box 944,
in some cases, fewer credits. A minimum of 18 Core Courses Credits Princeton, NJ 08540, and in the annual
credits must be upper-division. Only grades of C or
above may be counted toward these requirements. Math 211, 212, & 213 Foundations of Elementary Law School Admission Test/Law School
Students must take all coursework for differentiat- Mathematics............................................................ 12 Data Assembly Service Information Book,
ed grades. At least 16 credits must be in residence SpEd 417 Careers in Special Education.................... 4
available in the Department of Political
at PSU. A minimum cumulative GPA of 2.5 in SpEd 419 Principles in Special Education................ 3
coursework is required. ED 420 Intro to Education and Society.................... 4
Science and in the Counseling and Testing
CI 432 Computer Applications in the Classroom ... 3 Services offices.
Psy 311U Human Development................................ 4 Prelaw students are free to select their own
Minor In Secondary Education SpEd 418 Survey of the Exceptional Learner.......... 3 undergraduate programs (there is no “prelaw”
The Minor in Secondary Education is SpEd 460/UNST 421 Outdoor Education/ Recreation major as such), but they are advised to choose
intended for students who plan to enter a With Persons with Disabilities.................................. 6
broad cultural fields in which they have keen
graduate teacher education program and be intellectual interests, such as economics, his-
Elective (choose one class):.................................... 2-4
licensed in Secondary Education. While the CFS 491 Conceptual Foundations in Child and tory, literature, mathematics, philosophy,
minor is not a requirement for admission to Family Studies political science, science, or sociology, to sug-
the PSU Graduate Teacher Education G 355 Geosciences for Elementary Educators
gest only some examples. Business adminis-
Program (GTEP), it does include the pre- Psy 460 Child Psychology
tration and administration of justice, when
Psy 461U Psych. Of Adolescence and Early Maturity
requisites and highly reco mended courses strongly supplemented with work in arts and
Psy 340 Principles of Behavior Analysis
for admission to the program. Students must Sci 311U Teaching Everyday Science letters, science or social science, are also suit-
also complete the content courses required SpEd 455 Working with LEP Children w/ Special able.
by the department for the subject they plan Needs
Students are cautioned not to have a large
to teach to apply to GTEP. Students seeking SpHr 365 Survey of Speech, Language, and
Hearing Disorders number of ungraded or pass/no pass credits.
a license for secondary education must com- SpHr 372 Speech and Language Development in Law schools also advise against concentration
plete a graduate-level licensure program. The Children
in courses given primarily as vocational train-
Graduate School of Education provides the Total 41-43* ing. Whatever the undergraduate program,
teacher licensure as part of the GTEP. *The total may vary depending on the transfer of
prelaw students should develop as fully as
Core Courses Credits in some cases, fewer credits. A minimum of 18 possible the ability to read with understand-
Ed 150 Teaching as a Career (5 hrs practicum)....... 2 credits must be upper-division. Only grades of C-
Ed 420 Intro to Education and Society.................... 4 or above may be counted toward these require-
ing, to think logically, and to express them-
(30 hours practicum) ments. Students must take all coursework for dif- selves clearly and cogently in written and oral
ferentiated grades. At least 16 credits must be in work. The importance of analytical skills in
CI 432 Computer Applications in the Classroom.... 3
residence at PSU. A minimum cumulative GPA of
Psy 311 Human Development.................................. 4 2.5 in coursework is required. dealing with concepts, abstract ideas, and
Soc 337 Minorities..................................................... 4 For more information about any of the complex fact situations, and of communica-
SpEd 418 Survey of the Exceptional Learner.......... 3
education minors, contact Karen DeVoll, tions skills, cannot be overemphasized, for
Electives (choose 2 classes) 7-10
Anth 315 American Culture OR BSt 302 African Am. CLAS Advising Center, CH 387, lawyers must be able to research, analyze, and
Exp. in the 20th Century OR ChLa 301 Chicano devollk@pdx.edu communicate.
Latino Communities.................................................. 4 And since law is a part of the larger social
CFS 485 Working with Diverse Families OR CFS 490
Sex and the Family.................................................... 4 order, the prelaw student should seek to
Lib 429 Young Adult Literature............................... 3 Law understand the political, social, economic,
Psy 345 Motivation OR Psy 346 Learning................ 4 and cultural institutions within which the
SpEd 460/UnSt 421 Outdoor Education/Recreation For Liberal Arts and Sciences legal system functions. As illustrative of spe-
With Persons with Disabilities.................................. 6 students: cific subjects (with PSU course numbers)
Or adviser approved elective .................................. 4 R. Kevin Hill, Philosophy, 503-725- which may be helpful toward that end, the
Total 27-30* 3594 following are suggested with a reminder that
community college equivalent courses which carry, they are not prerequisites for law school
admission: introductory economics (Ec 201, dent’s senior year. The test measures writing help to offset a lower GPA or vice versa.
202); ethics (Phl 202, 445, 446, 447); U.S. ability and general aptitude for legal studies. Although the LSAT may be repeated, that is
history (Hst 201, 202); legal history, consti- It does not test knowledge of specific sub- generally advisable only if there is strong rea-
tutional history (Hst 410, 407); political jects, and is in no sense a test of knowledge son to believe that the test score was due to
theory (PS 381, 482); constitutional inter- about law. There is no standard “passing factors other than basic aptitude, such as ill-
pretation, constitutional law, the judicial score” on the test, for each law school makes ness or extreme nervousness. When the
process (PS 321, 422, 423, 407); adminis- its own evaluation of an applicant’s admissi- LSAT is repeated, law schools customarily
tration of justice (AJ 420, 440, 460); psy- bility, using the LSAT score, GPA (grade average the test scores. Information concern-
chology (Psy 204); general sociology (Soc point average) and such other factors as it ing the exact test dates is available from
200). In addition, many law schools recom- deems relevant. Counseling and Testing Services and the law
mend taking a course in accounting princi- Competition for admission to law schools advisers, Departments of Political Science
ples. is very keen; thus high grade point averages and Administration of Justice.
Completion of the Law School Admission and high LSAT scores are very desirable.
Test (LSAT), administered nationally by the Many law schools use the LSAT score and
Educational Testing Service, is required by the GPA in computing a total numerical
nearly all law schools. It is given at Portland score which constitutes one important factor
State five times each year, but should be in determining admissibility. In such a com-
taken at the earliest possible date in the stu- putation a higher score on the LSAT can
Psychology
317 Cramer Hall its in the field. Students must complete the Besides taking courses in a range of subjects
503-725-3923 required courses in statistics before taking in psychology, majors are also encouraged to
www.psy.pdx.edu/ any 400-level course or any course with sta- take courses in human diversity.
tistics as a prerequisite. All courses submitted to satisfy the
B.A., B.S.
All students majoring in psychology, espe- requirements for a major in psychology,
Minor
M.A., M.S. cially those that are considering graduate including the mandatory math courses, must
Ph.D. in Systems Science—Psychology work in psychology, are encouraged to plan be passed with a grade of C- or above.
Ph.D.—Participating department in their program with an adviser from the Courses taken under the undifferentiated
Urban Studies Doctoral Program Department of Psychology no later than the grading option (pass/no pass) will not be
beginning of their first term of junior stand- accepted toward fulfilling department major
ing. requirements.
Undergraduate All psychology majors are strongly encour- Students considering graduate work in
aged to participate in the advising process, psychology should be especially well pre-
programs which includes a Group Orientation session, pared in mathematics and should take
The program in psychology has been planned peer mentoring, and faculty advising. experimental psychology (Psy 454). They
with the idea that all students, regardless of Information about the psychology advising should consider participating in research
major, will have to solve significant psycho- program is available on the Psychology with a faculty member. They are encouraged
logical problems in their relations with others, Department website. to develop breadth by pursuing interests in
at home and at work, in their personal deci- It is recommended that freshmen not diverse fields outside psychology before
sions, and in their efforts to understand the enroll in psychology courses unless they have beginning the greater specialization of grad-
problems and processes of society. The pro- a B average (3.00 GPA) or above in high uate work.
gram serves students intending to do profes- school. Requirements for minor. To earn a
sional work in the field; liberal arts majors In addition to meeting the general minor in psychology a student must com-
who are interested in psychology as part of a University degree requirements, the student plete 28 credits (8 credits of which must be
liberal arts education; and students of other must meet the following requirements for taken in residence at PSU), to include the
social sciences or in a professional field such major: following:
as business, education, medicine, or the min- Credits Credits
Stat 243, 244.............................................................. 8 Psy 200, Psy 204......................................................... 8
istry who seek a working knowledge of psy- 20 credits in 300 or 400-level psychology courses
Psy 200, 204............................................................... 8
chological principles. Psychology elective 200-level or above
(excluding 399 to 409)............................................ 20
(including Psy 399-409)............................................. 4 Total 28
Admission requirements Psy 321....................................................................... 4
All courses submitted to satisfy the
Psy 410 to 498 (excluding Psy 399-409)................. 16
Admission to the department is based on requirements for a minor in psychology
Additional upper division psychology courses:
general admission to the University. See page (300 or 400 level, excluding 399-409).................... 20 must be passed with a grade of C- or above.
37 for more information. Total 60 Courses taken under the undifferentiated
All majors are encouraged to begin their grading option (pass/no pass) will not be
Degree requirements work in statistics as soon as possible in prep- accepted toward fulfilling department minor
Requirements for major. The major in aration for Psy 321, which is a prerequisite requirements.
psychology requires a minimum of 60 cred- for many of the upper-division courses.
SECONDARY EDUCATION PROGRAM

Adviser: E. Skinner
Degree requirements a first psychology course for both majors and
nonmajors.
Master of Arts or Master of Science. Psy 207
(See Interdisciplinary Studies: Social Science, page 261.)
Candidates for the master’s degree must earn Introduction to Applied Psychology (4)
a minimum of 56 credits in approved gradu- A survey of selected applications of concepts and
ate courses, including thesis. Proficiency in a methodologies from the different areas of psychol-
Graduate programs foreign language is required for the Master ogy such as experimental, industrial/organizational,
of Arts degree, but not for the Master of social, and developmental. Recommended prereq-
The Department of Psychology offers work uisites: Psy 200, 204.
leading to the degrees of Master of Arts and Science degree. Students’ individual pro-
grams are determined in consultation with Psy 299
Master of Science. The department also offers Special Studies (Credit to be Arranged.)
a Ph.D. in Applied Psychology. In addition, their advisers. Prerequisite: Psy 204.
the Department of Psychology participates in The required coursework for the master’s
Psy 300U
the Urban Studies Ph.D. and the Systems program is as follow: Personal Decision Making (4)
Science Ph.D. programs. For information Credits How to make wiser decisions. Ways to think more
relating to the Ph.D. program in urban stud- Psy 521/621, 522/622............................................... 10 creatively and more logically in making both
Psy 514/614, 515/615, 516/616, 517/617 everyday choices and major life decisions.
ies, see page 358. For information relating to the (Three from this list)............................................... 12
Ph.D. program in systems science, see page 71. Instruction and hands-on experience.
Electives................................................................... 22
Graduate training in psychology at Practicum/Research................................................... 4 Psy 310U
Portland State University provides a sound Thesis.......................................................................... 8 Psychology of Women (4)
Review and evaluate assumptions underlying psy-
basis in traditional areas of psychology, while Total 56
chological research on women. Survey the research
emphasizing applications of psychological Thesis. The student must submit and in areas such as the development of sex differenc-
theory and research to problems of contem- defend the thesis at an oral examination. es, acquisition of gender roles and maintenance of
porary society. Doctor of Philosophy in applied psy- gender stereotypes. Explore the pertinence of
The program focus is on applied psycholo- chology. Candidates for the Ph.D. in these findings to topical areas such as women’s
gy with an emphasis on three areas: Applied applied psychology must earn a minimum of work roles, women and mental health, and the
Developmental, Industrial/ Organizational, women’s movement. Recom-mended prerequisite:
108 credits in approved graduate courses. 4 credits in psychology.
and Applied Social/ Community Psychology. Candidates will undertake a program of
The aim is to prepare graduates for research study determined in consultation with an Psy 311U
and service roles in a variety of settings such Human Development (4)
advisory committee. The doctoral program Development of the individual across the life-
as government agencies, businesses, educa- is equivalent to the two-year master’s pro- span, from conception to death. Surveys the bio-
tional systems, and hospitals. It should be gram described above plus additional logical bases and social contexts of developmental
noted that the graduate program in psychol- required courses: processes (e.g., cognitive, social, emotional devel-
ogy does not offer graduate degrees in clini- Comprehensive examination. The com- opment). Implications of research for education,
cal or counseling psychology. prehensive exam is comprised of exams in parenting/family relations, and social policy.
Recommended prerequisites:
the major area and the minor area.
Admissions Dissertation. The student must submit
Psy 200 and 204, or appropriate Sophomore
Inquiry course.
requirements and defend the dissertation at an oral exami-
Psy 317
Applications may be made to either the doc- nation. Personal and Social Adjustment (4)
toral (Ph.D. in Applied Psychology) or the Traces the course of normal adjustment with spe-
terminal master’s degree (M.A. or M.S. in cial interest in those factors which are instrumen-
Psychology) programs. Those admitted to Courses tal in shaping human behavior. Concepts such as
emotional maturity, psychological stress, and mal-
the master’s program may later apply for Courses with an asterisk (*) are not offered every year. adjustment are considered. Recommended prereq-
admission to the doctoral program, condi- uisite: 4 credits in 200-level psychology.
tional upon demonstrated competence at the Note: Nonmajors can satisfy the 200-level psychology
prerequisites for upper-division psychology courses by Psy 321
master’s level. Applicants to either program taking either Psy 200 or 204. Majors must take both Research Methods in Psychology (4)
are expected to have had preparation in Psy 200 and 204. Psy 201, 202, and 203, are the Study of methods for evaluating the quality of
experimental psychology and methods of equivalent of Psy 200 and 204; therefore, credit will psychological measurements, including various
data collection and analysis, in addition to not be given for 200 and 204 if a student has been concepts of reliability and validity, and item anal-
content areas in psychology. Admissions given credit for 201, 202, and 203. ysis techniques; common sources of invalidity in
granted to applicants who do not meet these Psy 200 the interpretation of psychological data; strategies
Psychology as a Natural Science (4) of selecting and analyzing observations which
requirements may be conditional upon com- minimize these sources of invalidity.
Covers the scientific foundations of human behav-
pleting remedial coursework. ior in areas such as physiological and biological Recommended prerequisites: Stat 243, 244, and 4
Applicants should provide the following psychology, cognitive, moral, and emotional credits in psychology.
documents: Graduate Record Examination development, sensation and perception, con- Psy 340
scores (i.e., GRE scores for verbal, quantita- sciousness, learning, thinking and memory. Also Principles of Behavior Analysis (4)
tive, and analytic abilities); three letters of focuses on issues in experimental design and A course in the concepts of behavior analysis.
recommendation from individuals knowl- teaches students how to critically evaluate psycho- Includes presentation of respondent and operant
edgeable about the applicant’s abilities (pref- logical research. conditioning, extinction, response differentiation,
erably from faculty members at colleges or Psy 204 schedules of reinforcement, shaping, escape and
Psychology as a Social Science (4) avoidance behavior, stimulus discrimination, pun-
universities attended); transcripts; and a 500 ishment and similar concepts. The course is
Explores human individuality and the social con-
to 1000-word statement of academic and text of behavior. Topics include intelligence, per- intended to provide the student with a thorough
personal goals. The psychology subject test sonality, motivation, social psychology, coping introduction to a developing technology of
of the GRE is not required. Completed with stress, and psychological disorders. Describes behavior.
applications should be received by theories and research findings in the context of
December 15 for admission the following social issues and introduces students to challenges
academic year. of psychological measurement. Recommended as
Psy 342 Psy 362 *Psy 433

Social Psychology: Self, Attitudes and Social Organizational Psychology (4) Introduction to Psychological Testing (4)
Influence (4) Overview of the scientific study of people in work Covers theoretical and practical issues related to
Examination of psychological and sociological settings, including work motivation, leadership, psychological tests used in educational, organiza-
processes associated with people’s thoughts about organizational change and development, group tional, and clinical settings. Testing areas covered
and interactions with one another. Particular processes, work and family issues, stress, job atti- include intelligence, personality, values, interests,
emphases on self, social identity, social cognition, tudes, and occupational health psychology. Course moral development, aptitudes and psychological
attitudes, prejudice and persuasion. Expected contains a substantial component focused on disorders. Students will learn how to evaluate the
preparation: Soc 200, or Psy 200 or 204. Credit applications such as community-based learning or quality of a psychological test and how to make
will not be given for both Soc 342 and Psy 342. class projects. informed choices about whether a test is appropri-
Psy 343 Psy 399 ate for a particular setting. Recommended prereq-
Social Psychology: Social Relationships and Special Studies (Credit to be arranged.) uisites: Psy 321 and Stat 243 and 244.
Groups (4) Psy 401/501 Psy 434/534
Examination of sociological and psychological Research (Credit to be arranged.) Introduction to Psychopathology (4)
processes associated with interpersonal, group, and Consent of instructor. Course content will survey the development of
inter-group behavior. Particular emphases on Psy 404/504 Cooperative Education/Internship modern ideas of mental illness, the origins of
aggression, pro-social behavior, interpersonal (Credit to be arranged.) mental illnesses, the diagnostic system and the
attraction, group influence, conflict and coopera- clinical syndromes, and methods of treatment of
tion. Expected preparation: Soc 200, or Psy 200 Psy 405/505
Reading and Conference neuropsychiatric disorder. This course does not
or 204. Credit will not be given for both Soc 343 produce diagnosticians of mental illness but is a
and PSY 343. preparation for the clinical study of diagnosis.
Psy 345 Recommended prerequisites: Psy 200, 204,
Motivation (4) Psy 407/507 Stat 243 and 244, and at least 6 additional credits
Seminar (Credit to be arranged.) in psychology, including Psy 321.
A course on the causes for acquiring, choosing, or
persisting in specific actions within specific cir- *Psy 440/540
cumstances. Students review the conditions, prin- Psy 409/509 Group Process (4)
ciples, and theories of motivation. Recommended Practicum (Credit to be arranged.) A course on the psychology of small groups.
prerequisite: Psy 200 or 204. Supervised psychological practice including Topics will include but not be limited to: inter-
observing, studying, and participating in the personal attraction, stages of group development,
Psy 346 activities of private settings or community service
Learning (4) group structure, coalition formation, personal
agencies such as: schools, mental health clinics, power, leadership, group decision making and
Conditions, principles, and theories of learning.
correctional agencies, and day care centers. problem solving, intergroup relations and the
Assessment of experimental methods and results
Supervision may include guided reading, daily principles of negotiation. Recommended prerequi-
in relation to current theory. Recommended pre-
journals, and evaluative reports. site: Stat 243 and 244, Psy 321, graduate standing
requisite: 4 credits in
200-level psychology. Psy 410/510 or consent of instructor.
Psy 347 *Psy 444/544
Perception (4) *Psy 427/527 Job Analysis (4)
Introduction to the principles and theories of History and Systems of Psychology (4) Methods (e.g., interviews, surveys) used to collect
visual and auditory perception. Topics include A survey of the history of psychology and of past information about jobs for use in human resource
sensory pathways, color perception, perceptual and current theoretical approaches in psychology. functions such as personnel recruitment and selec-
illusions, and the role of knowledge and cognitive Study of the historical roots of current theories in tion, training, performance appraisal, and compen-
factors in perception. Recommended prerequisite: perception, learning, motivation, personality and sation. Such information is also used to develop job
Psy 200. other fields. Recommended prerequisites: Stat 243 descriptions and specifications. Course contains a
and 244, at least 18 credits in psychology, includ- community-based learning component. Students
Psy 348 ing Psy 321.
Cognition (4) participate in a full job analysis including data col-
Processes by which we form representations of *Psy 430/530 lection, analysis, and interpretation. Recommended
reality, and strategies we use for manipulating Applied Social Psychology (4) prerequisites:
those representations in order to explore possible Explores current and potential applications of Stat 243 and 244; Psy 321 and 360 or 361; or
actions and outcomes. Includes topics in percep- social psychological theories and research meth- comparable Business Administration courses.
tion, attention, memory, imagery, language, com- ods, with a focus on work conducted in field set- *Psy 445/545
prehension, problem solving, creative thinking, tings. As a final project, each student examines an Employee Development (4)
judgment, reasoning, and decision making. applied area of their own choosing (previous proj- Covers the application of psychological principles to
Recommended prerequisite: ects have focused on normative role transitions, employee training and development. Topics include
4 credits in 200-level psychology. responses to natural disasters, political attitudes, organization, job, and person analysis; program
conflict resolution, and intergroup relations). design; the application of learning principles to
Psy 350 Recommended prerequisites:
Counseling (4) enhance training effectiveness; evaluation of training
Stat 243 and 244, Psy 321, 342, or 343. programs; and employee training and development
A survey of counseling and interviewing proce-
dures, contributions of psychological theory to Psy 431U methodology. A heavy emphasis is placed on current
counseling techniques. Recommended prerequi- Psychology of Men and Masculinities (4) psychological research. This course may include a
site: 4 credits in 200-level psychology. Reviews various social and personality theories that community-based learning component.
describe the psychology of men and the diverse Recommended prerequisites: Stat 243 and 244; Psy
Psy 361 forms and expressions of masculinity across cul- 321 and 360 or 361.
Industrial Psychology (4) tures. Applies these theories to a wide range of
Overview of the scientific study of people in work *Psy 447/547
issues in men’s lives, including emotions, health, Personnel Psychology (4)
settings, including job analysis, the measurement work and family roles, sexuality, relationships, and
of individual differences for hiring and promoting How individual differences affect work behavior
violence. Prerequisites: four credits in psychology. and task performance and how psychologists mea-
workers, the assessment of employee performance
through performance appraisal systems, and *Psy 432 sure and predict such differences. Covers the
employee training. Course contains a substantial Personality (4) development, administration, and utility of mod-
component focused on application through a Personality structure and theory. Recommended ern instruments for selection and appraisal. Data
community-based learning or class project. prerequisite: Stat 243 and 244, eight credits in combination strategies and decision making in
psychology, including Psy 321. personnel systems are discussed. Recommended
prerequisites: Stat 243 and 244, Psy 321 and 360
or 361.
*Psy 448/548 prerequisites: Stat 243 and 244, Psy 311 and 321 Recommended prerequisite: Stat 243 and 244, Psy
Psychology of Work Motivation (4) and consent of instructor. 321 and consent of instructor.
Examination of the role that motivation plays in *Psy 467/567 Psy 485/585
initiating, guiding, and maintaining work behav- Work and Family (4) Self-modification of Behavior (4)
iors. Discussion of job attitudes, emotional intelli- An examination of the effects of work on family, The technology of self-change developed within
gence, personality factors, socialization and cul- and family on work, in contemporary society. the framework of behavior modification theory,
ture, effects of participation, careers, job enrich- Includes study of dual-career and dual-work fami- including relevant ethical and theoretical issues,
ment, re-engineering, and power and politics. lies, effects of maternal employment on children, specific techniques of change and the application
Recommended prerequisite: Psy 321. impact of child care and elder care on the work- of these techniques within a systematic program
*Psy 451/551 place, and parental leave and other workplace sup- development model. Prerequisites: Psy 340.
Physiological Psychology (4) ports for families. Implications of research for Expected preparation: Stat 243 and 244, Psy 321,
Anatomical and physiological properties of the social policy. Recommended prerequisites: Stat 340, 346 or 484.
nervous system in relation to fundamental con- 243 and 244, Psy 311 and 321. *Psy 487/587
cepts in psychology. The emphasis is on an overall *Psy 468/568 Life-span Development (4)
view of neurophysiological properties relevant to Social Development (4) Theories and methodology for the study of pro-
psychological functions: sensation, perception, Development of individual’s social relationships cesses and change in life-span developmental per-
attention, learning, motivation, emotion, activa- from infancy to adolescence. Theory and research spective. Practical implications of different per-
tion, and motor responses. Recommended prereq- pertaining to social development from an interac- spectives for theories and research regarding
uisites: Stat 243 and 244, Psy 321 plus either Psy tional perspective. Recommended prerequisites: human development. Recommended prerequi-
345, 346, 347, or 348. Stat 243 and 244, Psy 311 and 321 and one of the sites: Stat 243 and 244, Psy 311 and 321 plus 8
Psy 454 following: Psy 459, 460, 461, or 462. credits in courses numbered
Experimental Psychology (5) *Psy 471/571 Psy 459, 460, 461, or 462.
Principles of experimental design, evaluation of Health Psychology (4) Psy 491
research methods, formulation and testing of Study of the social and psychological influences on Decision Making I: Values & Choice (4)
hypotheses using research procedures, use of sta- how people stay well, why some people become ill, Normative models, descriptive models, and cogni-
tistical software for analyzing the research data, and how persons respond to illness. Particular tive aids for structuring decision problems, evalu-
writing a research manuscript using APA form. attention to the stress process. Recommended pre- ating consequences of alternative courses of
Recommended prerequisites: at least requisites: Stat 243 and 244, plus 12 credits in psy- action, and choosing among alternatives.
12 credits in psychology including Psy 321 and at chology, including Psy 321; Soc 200 may be substi- Prerequisites: Stat 243 and 244, Psy 321 and 348;
least one of the following: Stat 243 and 244. tuted for 4 of these credits and PHE 223 may be or permission of instructor.
Psy 459/559 substituted for 4 of these credits. Psy 493/593
Infant Development (4) *Psy 478/578 Decision Making Laboratory (4)
Development of the individual from conception Leadership and Group Effectiveness (4) Practice in the use of judgment techniques and
to age two. Theory and research pertaining to Study of leadership in small groups with an emphasis decision software to structure decision problems,
infant development. Recommended prerequisites: on interpersonal influence processes. Leadership is evaluate alternative courses of action, perform sen-
Stat 243 and 244; Psy 311 and Psy 321. viewed as statements or actions intended to influence sitivity analyses, and prepare presentations.
Psy 460/560 a group’s efforts toward goal setting and achieve- Wherever possible, practice will be on current
Child Psychology (4) ment. Includes discussion of leadership training/ decision problems in field settings. Recommended
Development of the individual from conception development, and self-awareness of style. prerequisites: Psy 491/591, 492/592.
through childhood. Theory and research pertaining Recommended prerequisite: Psy 321. Psy 495/595
to child development. Recommended prerequisite: *Psy 479 Introduction to Psychological Measurement(4)
Stat 243 and 244, Psy 311 and 321. Women and Organizational Psychology (4) Theories, methods, and implications in the devel-
Psy 461/561 Examines the relationship between gender and opment and validation of measures of psychologi-
Psychology Of Adolescence And Early Maturity work in different kinds of organizations across the cal constructs. Students will learn about the issues
(4) economy. Focus is on the ways that gender influ- of reliability, validity, item analysis, standardiza-
Development of the individual from puberty to ences such experiences as stress, hiring and career tion, and applications of measures via both lec-
early adulthood. Theory and research pertaining to development, leadership opportunity, group inter- tures and hands-on experiences in the lab.
adolescent development. Recommended prerequi- actions and organizational relationships, and the Prerequisites: Stat 243 and 244, and Psy 321.
sites: Stat 243 and 244, Psy 311 and 321. ways the greater understanding of gender/work *Psy 497/597
Psy 462/562 interactions can influence individual experience Applied Survey Research (4)
Psychology of Adult Development and Aging and result in strategies for change. Recommended Provides theoretical framework for and experience
(4) prerequisites: Stat 243 and 244, Psy 310 and 321. in design, execution, and interpretation of social
Development of the individual from early adult- Psy 480/580, 481/581, 482/582 surveys including sampling procedures, question-
hood through old age. Theory and research focus- Community Psychology (4, 4, 4) naire design, interviewing techniques, coding and
ing on adult development from a life-span per- Applications of basic psychological knowledge and computer analysis, and report writing.
spective. Recommended prerequisites: methods to community problems. Course includes Recommended prerequisites: Stat 243 and 244,
Stat 243 and 244, Psy 311 and 321 plus one of identification of the psychological aspects of Psy 321.
the following: Psy 459, 460, or 461. human problems in the community, the use of *Psy 498/598
*Psy 464/564 psychological procedures for evaluating the indi- Field Observation Methods (4)
Developmental Psychopathology (4) vidual and the individual’s psychological environ- Applied experience in the major methodological
Study of the origins and course of individual pat- ment, and the search for techniques for promoting techniques of field observation, as well as the key
terns of behavioral adaptation and maladaption. psychological change under these conditions. Field problems of validity and reliability as they arise
Application of developmental principles to an projects will include contact with community while developing a behavioral observation system.
understanding of social, emotional, and conduct resources in the fields of health, education, and Recommended prerequisites: Stat 243 and 244,
disorders of children and their outcome in adult welfare such as poverty projects, mental health Psy 321, plus 12 upper-division credits in psy-
life. Recommended prerequisites: Stat 243 and clinics, etc. Completion of Psy 480 is prerequisite chology.
244, Psy 321 and 434 plus 8 credits in courses for enrollment in Psy 481, and completion of Psy
numbered Psy 459-461. 481 is prerequisite for enrollment in Psy 482; all Psy 503
three must be taken during the same academic Thesis (Credit to be arranged.)
*Psy 465/565 Psy 514/614
Applied Developmental Psychology (4) year. Psy 480, 481, 482 is a true sequence in which
work in each succeeding course depends on work Advanced Applied Social Psychology (4)
Theory, methods, and research in selected areas of Theory, methods, and selected topics in advanced
applied developmental psychology. Recommended done in the preceding one. This includes practi-
cum experience which culminates over a 9-month applied social psychology.
period covered by the three courses in sequence.
Psy 515/615 *Psy 532 ducted in a field setting. Emphasis on applied

Advanced Applied Developmental Psychology Clinical Interviewing (4) issues related to research design, data collection,
(4) Introduction to principles and techniques of data analysis, and scientific writing.
Theory, methods, and selected topics in advanced interviewing. Focus on clinical applications in Psy 569/669
applied developmental psychology. organizational settings. Research in Applied
Psy 516/616 Psy 537/637 Social/Community Psychology (4)
Advanced Organizational Psychology (4) Qualitative Research Methods Conducted in collaboration with an approved fac-
Theory, methods, and selected topics in organiza- in Psychology (4) ulty research mentor. Research areas may include
tional psychology including leadership, motiva- Introduction to qualitative research methods in psy- social relationships and health behaviors; social
tion, job attitudes, job stress, organizational cli- chology. Covers epistemology, research design, data relationships and subjective well-being; communi-
mate, and employee retention. collection techniques, narrative analysis, computer- ty-based interventions; self-help groups; social
*Psy 517/617 aided analysis of text, qualitative research ethics, and psychological perspectives on social movements;
Advanced Industrial Psychology (4) writing/reporting of research. Includes field research gender issues; family violence; and prevention.
Theory, methods, and selected topics in industrial project in the community. Involves data gathering, analysis, and/or reporting
psychology including job analysis, performance Psy 546/646 results of research conducted in a field setting.
appraisal, personnel selection, legal issues, and Personnel Selection (4) Emphasis on applied issues related to research
training. Expected preparation: admission to Technical and theoretical issues involved in select- design, data collection, data analysis, and scientif-
Psychology graduate program. ing the appropriate worker to fit a job. Includes ic writing.
Psy 518/618 current research and theory in test development, *Psy 586
Ethics and Professional Issues in Applied test validation, selection methods, and criterion Program Evaluation (4)
Research and Practice (4) development. Heavy emphasis on psychological Foundational concepts in social program evalua-
Examines ethical issues of importance to applied measurement (e.g., reliability and validity) and tion theory and practice including theoretical per-
psychologists with special attention to the use of the legal issues involved in hiring and promoting spectives on the nature and purpose of program
human subjects in psychological research. employees. Prerequisite: admission to the psychol- evaluation, phases of program evaluation, ethics
Addresses ethical issues in professional relation- ogy graduate program. and standards of practice, socio-olitical consider-
ships and in the teaching of psychology. Psy 550/650 ations, and proposal and report writing.
Occupational Health Psychology (4) Recommended prerequisites: Psy 521/621,
Psy 521/621
Univariate Quantitative Methods (5) Application of professional psychological princi- Psy 522/622, Psy 524/624.
Survey of topics in univariate quantitative meth- ples of practice, theory, and research to work set- Psy 589/689
ods, including: graphical displays, descriptive sta- tings. Focus on science and practice drawn from Adult Socialization (4)
tistics, statistical inference, group comparisons, psychology and other disciplines in the promotion This course examines the acquisition of social
analysis of variance for between group and factori- and development of workplace health- and safety- roles in adulthood. Two themes prevail: stages of
al designs, correlation, regression, and analysis of related initiatives. Occupational Health socialization; and levels of transmission of social
association for categorical variables. Psychology researchers and practitioners draw norms (cultural, organizational, and interperson-
from the domains of public health, preventive al). Prerequisite: graduate status.
Psy 522/622 medicine, nursing, industrial engineering, law,
Multiple Regression and Multivariate Psy 601
Quantitative Methods (5) epidemiology, and psychology to develop sound Research (Credit to be arranged.)
Exploration of statistical methods with several theory and practice for protecting and promoting Consent of instructor.
variables, including: simultaneous and hierarchical the safety, health, and well being of individuals in
occupational settings. Psy 603
regression, discriminant analysis, multivariate Dissertation (Credit to be arranged.)
analysis of variance, analysis of covariance, and *Psy 554/654 Psy 604
logistic regression. SPSS will be used for conduct- Social Psychology of Mental Health (4) Internship (Credit to be arranged.)
ing analyses and students will gain experience in Participants in this seminar will explore these ques-
tions: What are appropriate definitions of mental Psy 605
writing journal quality results and discussion sec- Reading and Conference
tions. health and mental illness? How is psychological (Credit to be arranged.)
health related to subjective well-being? How do Consent of instructor.
Psy 523/623
Factor Analysis and Covariance Structure social structural, social role, interpersonal, and per-
sonality factors affect psychological health? How is Psy 607
Modeling (5) Seminar (Credit to be arranged.)
Introduction to factor analysis and covariance mental health affected by the stress process?
Prerequisite: graduate status. Consent of instructor.
structure modeling, topics include common factor
analysis, principal components analysis, confirma- Psy 563/663 Psy 610
tory factor analysis, mediator models, moderator Research in I/O Psychology (4) Selected Topics (Credit to be arranged.)
models, model modification, research issues in Conducted in collaboration with an approved fac-
building and confirming models. ulty research mentor. Research areas may include:
Psy 524/624 personnel psychology; work motivation and lead-
Research Design in Applied Psychology (4) ership; training and development; organizational
Process of exploring how key social/community, development and change; organizational behavior;
organizational, and developmental concepts shape and occupational health psychology. Involves data
the conceptualization and design of research in gathering, analysis, and/or reporting results of
applied psychology. Students conceptualize and research conducted in a field setting. Emphasis on
construct three alternative study designs employ- applied issues related to research design, data col-
ing the relevant concepts. Explore basic design lection, data analysis, and scientific writing.
issues such as control, causation, confounding, Psy 566/666
contrasts, and threats to validity; measurement; Research in Applied
and the use of key concepts such as organizational Developmental Psychology (4)
context, social interactions, dynamics, levels of Conducted in collaboration with an approved fac-
analysis, and systems in psychological theory and ulty research mentor. Research areas may include
research. prosocial, social, cognitive, and motivational
development, attachment, peer groups, parenting,
*Psy 528/628
Seminar in Applied Developmental Psychology teaching, early literacy, identity, aging, coping,
(4) self-system processes, and the social and cross-cul-
Theory and research in selected topics in applied tural contexts of development, including the fam-
developmental psychology. ily, schools, and day care. Involves data gathering,
analysis, and/or reporting results of research con-
Science Education
UL 18 Science Building II
503-725-4243
www.cse.pdx.edu/ The CSE offers two Masters of Science in
Teaching programs:
Science in the
The University requires that students com- Liberal Arts
M.S.T. (General plete 24 credits in graduate level science and
Undergraduate
nine to fifteen credits in education. For a
Science) more specific description of the course plan Program
The mission of the Center for Science for the option I and option II MST in
Education (CSE) is to enhance science General Science please refer the Center for Science in the Liberal Arts is a set of under-
teaching and learning through innovative Science Education Homepage to find the graduate level course offering. These courses
education, research, and community out- MST Handbook at: http://www.cse.pdx. emphasize general scientific inquiry, focusing
reach programs. The Center administers a edu/. on the ongoing process of active discovery,
Master of Science Teaching (MST) program, Option one is an MST program designed and the analysis of science-related political,
and professional development opportunities for those who are preparing to teach infor- economic, social, and ethical topics. By pro-
for existing science educators. The Center mal science, or in higher education, or viding an in-depth tutorial in the building
also supports community partnerships which already hold a teaching certificate. This pro- blocks of scientific inquiry—the formation
involve citizens and community institutions gram is suited to those who are current and of thought, the process of problem-solving,
in activities that employ the inquiry practic- future science educators desiring to enhance and the active engagement of debate—
es of science. Through its programs, the science teaching, and student learning assess- Science in the Liberal Arts provides teachers
Center aims to help students and teachers ment knowledge for Kindergarten through and students with the tools necessary to
expand their capacity to participate in the higher education settings, or individuals work in more specialized fields of science.
community as informed citizens. The interested in science interpretation for the
Center’s community programs provide sci- general public.
ence education outreach services to teachers Option two is the MST portion of the Courses
and students at the kindergarten through Robert Noyce Teacher Scholars Program. Courses with an asterisk (*) are not offered every year.
high school level. It is the administrative The goal of the program is to prepare stu- The Science in the Liberal Arts Curriculum
home of the Intel Northwest Science dents for teaching in diverse classrooms in contains three distinct types of courses:
Exposition, the Robert Noyce Scholarship high needs schools. This two year program Natural Science Inquiry (NSI), Science
Program for pre-service math and science is designed specifically for pre-service K-12 Cornerstone (SC), and the Context of Science
teachers, and an Oregon Department of science teachers. The first year of this pro- in Society (CSS). All the courses are designed
Education Math and Science Partnership gram includes the part-time Graduate as 4-credit hour courses for an academic cal-
program called the Oregon Teacher Scholars Teacher Education Program, and the MST endar in the quarter system.
Program. In addition, many CSE faculty graduate level science content courses and Sci 201
members partner with local schools, non- classes which will support scholarship in the Natural Science Inquiry (4)
area of science education research. The sec- This is the University Studies Sophomore Inquiry
profits, and government agencies as part of course that serves as the gateway to the Science in
the organization’s professional developme ond year of the Noyce program is primarily the Liberal Arts curriculum. The course aims to
program. focused on continuing the part-time introduce students to the knowledge-making
Graduate Teacher Education Program strategies of science. The curriculum is taught
(GTEP), where students complete the using small group and class projects that engage
Graduate program requirements to earn a recommendation for
an Oregon Teaching Certificate, and com-
students in various science inquiry activities.
Students gain experience in gathering and under-
The College of Liberal Arts and Sciences plete the master’s science education research standing scientific information, data management,
offers the Master’s of Science in Teaching in interpretation and presentation, making and
project, or thesis. The Noyce program defending knowledge claims, working collabora-
General Science degree (MST). The goal of includes a scholarship stipend that supports tively, writing technically, and communicating sci-
the Master's of Science Teaching (MST) in approximately 80% of the cost of the two entific results.
General Science is to advance the use and year program.
understanding of teaching science inquiry In both Option I and Option II programs, Sci 310-349 Science Cornerstone
through graduate level coursework, and an students complete a project, or thesis con-
active research program. The MST is admin- These courses have embedded laboratory and/or
tingent on advisers’ approval. In order to field activities. The courses are designed for stu-
istered within flexible guidelines to match fulfill degree requirements, the student must
the needs of students with varying back- dents who are not majoring in science and are
satisfactorily complete the degree programs, seeking to meet the laboratory-based science
grounds and professional experience. and pass their thesis defense, or, if complet-
Graduate students work with faculty advi- course requirements for the PSU Bachelor of
ing a project, give a final presentation, and Science degree. These courses will simultaneously
sors to develop and carry out a science learn- submit a final written paper, as specified by
ing- and teaching-based research agenda. meet Science in the Liberal Arts cluster require-
their adviser. ments in the University Studies Program. The
Science Cornerstone courses are interdisciplinary
and thematic in nature. They engage students in
experiential explorations of timely topics in sci-
ence. Students participate in knowledge-making Sci 319 Inquiry. Also listed as Geog 312; course may be
activities using appropriate scientific methodolo- Complexity and the Universe II (4) taken only once for credit.
Continuation of Sci 318/Ph 366. Emphasizes sci-
gies to construct a functional understanding of Sci 335, 336
entific cosmology with a focus on understanding Water in the Environment (4, 4)
how knowledge is made in the subject area of how insights gained from physics and astronomy
the course. The prerequisite course for Science Studies of the unique properties of water in all of
affect your view of the universe and your place in its roles, including a study of the water cycle,
Cornerstone courses is it. Students participate actively in seeing how some water resources, treatment of municipal water, and
Sci 201 Natural Science Inquiry or consent of of the information was gathered, help critically wastewater treatment. Special attention will be
the instructor. analyze what to believe about the history and placed on natural waters as a resource, including
Sci 311, 312 arrangement of the universe and what it means to natural and introduced constituents and the
Teaching Everyday Science (4, 4) them. Includes laboratory and/or fieldwork. movements of natural waters. Includes laboratory
Two-term sequence designed to immerse potential Recommended prerequisite: Natural Science and fieldwork. Recommended prerequisite:
mathematics and science teachers in laboratory Inquiry. Taught by a faculty member from the Natural Science Inquiry.
and thinking experiences that they can use as a Department of Physics.
Sci 338
foundation for their own understanding of the Sci 321, 322 Investigating Forest Ecosystems (4)
physical sciences and related mathematics and Energy and Society (4, 4) Fundamental concepts of terrestrial ecology in the
curriculum development in future teaching expe- Study of the generation and usage of energy, context of present unresolved forest management
riences. In addition to experiences in the laborato- including the technical, economic, social, and issues. Participants will learn an appropriate set of
ry, environmental impact issues will be investigat- political issues related to energy production and field skills in soil and vegetation monitoring and
ed. Includes laboratory and/or fieldwork. end uses. Examination of energy resources, meth- engage in a short-term research project at a local
Recommended prerequisite: Natural Science ods of producing and converting various forms of site. Socio-political context of Pacific Northwest
Inquiry. energy, energy conservation, and environmental forest management will be covered through guid-
Sci 313 and economic implications of energy production ed controversies and guest speakers. Prerequisite:
Environmental Mathematical Modeling (4) and energy policies. Includes laboratory and possi- one ecology or environmental science course.
An introduction to differential and integral calcu- bly fieldwork. Recommended prerequisite:
Natural Science Inquiry. Sci 341, 342
lus, this course is intuitive in approach and Biology Concepts and Applications (4, 4)
emphasizes applications, especially with respect to Sci 323, 324 Two-term course focusing on four main topics:
environmental issues. The interested student may Materials for the 21st Century (4, 4) classical Mendelian and current molecular genetics,
follow it with a more extensive and rigorous cal- Study of the structure and function, in particular evolution and predator/prey interactions, growth
culus sequence. Includes laboratory and/or field- the correlation between structure and function, of and metabolism, and biomes and biodiversity. In
work. Recommended prerequisites: Natural inorganic, organic, and biological materials, espe- each topic area students will participate in labora-
Science Inquiry, Mth 111. cially those related to economically and technologi- tory and or field components, discussion, and
Sci 314 cally important processes, such as electronics, Internet exercises. Includes laboratory and/or field-
Environmental Statistics (4) optics, energy, sensors, and synthetic biomaterials. work. Recommended prerequisite: Natural Science
Explores a selection of mathematical topics in the This course is designed with the non-science major Inquiry.
context of environmental issues, using real data. in mind and will continually focus on how materi-
als affect our lives as citizens, consumers, and fami- Sci 343, 344
Topics will include statistics, data display, data Columbia Basin Plant Communities (4, 4)
analysis, probability, and probability distributions. ly members. Includes laboratory and fieldwork.
Recommended prerequisite: Natural Science In this two-term course students will explore the
Includes laboratory and/or fieldwork. relationships found in alpine, desert, forest, and
Recommended prerequisites: Natural Science Inquiry.
grassland plant communities. They will gain an
Inquiry, Mth 95. Sci 331, 332 understanding of how these plant communities
Sci 315, 316 AI: Urban Air Pollution (4, 4) interact with their environment and why they
General Astronomy (4, 4) Interaction of the atmosphere with other earth exhibit certain characteristics and processes. Includes
Introductory historical, descriptive, and interpre- systems, chemical cycling, and the effect of laboratory and fieldwork. Recommended prerequi-
tive study of astronomy. Emphasis is on the basic humans on the atmosphere will be explored. The site: Natural Science Inquiry.
scientific methods as they apply to astronomical physical and chemical properties and interactions
of the atmosphere will be investigated through Sci 345, 346
problems. Detailed examination of the earth, fol- Old Growth Forest Ecology
lowed by a survey of the other members of the laboratory investigations, fieldwork, and computer
modeling. Topics will include urban air quality, and Management (4, 4)
solar system. Survey of the stars, their types, Explores the ecological characteristics of old-
grouping, and motions. Models for the evolution global climate change, and the “management” of
the atmosphere. Includes laboratory and/or field- growth forests, including the outstanding biodi-
of the Universe and the possibility of life else- versity that exists at multiple levels, as well as the
where. The nature of light, the types of informa- work. Recommended prerequisite: Natural
Science Inquiry. management paradigms that have impacted these
tion it carries, and the types of devices used to systems in the Pacific Northwest (U.S. and
detect it. Includes laboratory and/or fieldwork. Sci 333 Canada), including ethical, social, economic, and
Recommended prerequisite: Natural Science Climate and Water Resources (4) political aspects of forest management.
Inquiry. Taught by a faculty member from the An inquiry-based examination of the principal Sci 345 includes laboratory and local fieldwork
Department of Physics. controls on climate and hydrology, with emphasis plus projects involving: analysis of environmental
Sci 317 on processes and interactions; students will do impact statement alternatives, evaluation of man-
Fractals, Chaos, and Complexity (4) fieldwork, data analysis, and laboratory work. agement issues, and advisory statements for gov-
Introduction to the physics of fractals in nature, Recommended prerequisite: Natural Science ernmental activities. Sci 346 involves more exten-
chaos, and complexity. Computer simulations and Inquiry. Also listed as Geog 310; course may be sive fieldwork, data analysis, and presentations.
desktop experiments involving fractals, chaos, and taken only once for credit. Recommended prerequisite: Natural Science
complex systems. Recommended prerequisite: Sci 334 Inquiry.
Natural Science Inquiry. Taught by a faculty mem- Climate Variability (4) Sci 347, 348
ber from the Department of Physics. Examines the role of climate variability in the Science, Gender, and Social Context (4, 4)
Sci 318 Pacific Northwest, including the nature of natural Two-term course explores the strengths and limi-
Complexity and the Universe I (4) and human-induced variability and the effects on tations of science to describe and predict nature
Introduction to the physics of complexity and water resources of the region. Students will learn through laboratory and field investigations. These
other current concepts in physics. Computer simu- by gathering data, analyzing the data, and report- activities will illustrate the transition from a
lations and desktop experiments involving fractals, ing on their results. Reading and discussion will reductionist view of our natural environment to a
chaos, and complex systems. Includes laboratory accompany the data/laboratory portions of the systems-oriented view. It will place this historical
and/or fieldwork. Recommended prerequisite: course. Includes laboratory and/or fieldwork. shift in understanding and scientific practice in
Natural Science Inquiry. Taught by a faculty mem- Recommended prerequisite: Natural Science the contexts of gender, race, and class using select-
ber from the Department of Physics. ed case studies in environmental management.
Includes laboratory and/or fieldwork. about controversial Columbia River management ity. Recommended prerequisite: Natural Science
Recommended prerequisite: Natural Science issues. Students will identify a particular issue and Inquiry.
Inquiry. its related stakeholders, define objectives, collect Sci 365
as well as analyze scientific data and political posi- The Science of Women’s Bodies (4)
Sci 350-379 Context of Science in tions, and participate in role-playing decisions as The female human body is studied from a multi-
stakeholder groups and as management commit- disciplinary perspective including anatomy, physiol-
Society tees. Prerequisite: Natural Science Inquiry. ogy, genetics, cell biology, endocrinology and
These courses address the promises and limitations of Sci 355 human development, as well as biochemistry.
the scientific enterprise in the framework of “real Science Through Science Fiction (4) Current social, cultural and political topics related
world” social, economic, political, and ethical issues. This class uses science fiction literature to examine to the science and policy of women’s health are also
Courses also address the historical and cultural role of a wide variety of topics in science. Recommended discussed. This course is the same as WS 365; may
science and technology, providing a link between labo- prerequisite: Natural Science Inquiry. Also listed only be taken once for credit.
ratory science and contemporary society. Some CSS as Ph 378; course may be taken only once for Sci 399
courses introduce risk-benefit analyses and decision- credit. Special Studies (Credit to be arranged.)
making methodologies. The prerequisite course for
Context of Science in Society courses is Sci 201 Sci 356 Sci 401/501
Concepts of Global Environmental Research (Credit to be arranged.)
Natural Science Inquiry or consent of the instructor. Sustainability (4)
Sci 351 Sci 402/502
Environmental sustainability explored through a Independent Study (Credit to be arranged.)
Northwest Wetlands: Conservation, variety of international case studies. Focus on role
Restoration, and Mitigation (4) Sci 404/504
of cultural, economic and political conditions— Cooperative Education/Internship
Focus on science and public policy issues in wet- e.g., global trade agreements, global environmen-
land conservation, restoration, and mitigation, (Credit to be arranged.)
tal agreements, and aid and development struc- Sci 405/505
especially in Oregon and the Pacific Northwest. tures—in shaping decision-making around envi-
Recommended prerequisite: Natural Science Reading and Conference
ronmental sustainability. (Credit to be arranged.)
Inquiry or consent of instructor.
Sci 357 Sci 407/507
Sci 352 Sustainability in the United States-Mexico Seminar (Credit to be arranged.)
Science and Policy of Climate Change (4) Border Region (4)
Evaluates the scientific data and the policy state- Sci 409/509
Explores environmental and economic sustainabil- Practicum (Credit to be arranged.)
ments concerning the potential for human impact ity issues at the United States-Mexico border.
of climate, and in particular the questions of the Sci 410/510
Dialogue with United States and Mexican border Selected Topics (Credit to be arranged.)
existence and impacts of global warming. The residents; tours of immigration facilities and mul-
interaction between scientific analysis and policy Sci 503
tinational factories; homestays with working class Thesis (Credit to be arranged.)
analysis will be explored, and students will consid- families; and service with Mexican-based agencies.
er the roles that citizens, scientists, and policy Sci 808, 810
Spanish language skills not required. Professional Development Courses
make in developing local, regional, and global
responses to climate change. Recommended pre- Sci 359 (Credit to be arranged.)
requisite: Natural Science Inquiry. Biopolitics (4)
Designed to introduce the ethical, social, and CSE offers a number of credit-based professional
Sci 353 political implications of knowledge and technolo- development opportunities for existing science
Radiation in the Environment (4) gies attending advances in reproductive medicine teachers. These courses are taught by CSE faculty
Examines various sources of radiation and the and molecular genetics, including: in vitro fertil- and community partners, and cover a wide range
hazards they represent. Students will consider the ization, fetal surgery, and somatic cell gene thera- of environmental and science education topics.
interaction of radiation with matter, especially liv- py. Particular attention is paid to the manner in These courses are also available to those not
ing tissue, and an examination of “safe” dosage which such advances are likely to affect women’s matriculated in a degree earning program and in
estimates and health risks. The science and policy lives. Recommended prerequisite: Natural Science some cases, may be applied as continuing educa-
of nuclear power generation and the problems of Inquiry. tion credit for teacher licensure. For more infor-
nuclear waste disposal will be considered. mation about these courses, contact the Center
Recommended prerequisite: Natural Science Sci 361
Science: Power-Knowledge (4) for Science Education at 503-725-8345.
Inquiry. Also listed as Ph 353; course may be
taken only once for credit. Systematically examines orthodox portrayals of
science in comparison to recent anthropological,
SCI 354 feminist, and poststructuralist accounts in an
Science and Politics of Columbia River attempt to formulate a fresh understanding of the
Decisions (4) public’s science literacy as a critical component of
Exploration of case studies of relationships democratic political practice and civic responsibil-
between science and politics in making decisions
Sociology
217 Cramer Hall
503-725-3926
Credits
Soc 200 Introduction to Sociology........................... 4
Admissions
www.sociology.pdx.edu Soc 301 Foundations of Sociology I......................... 4 requirements
Soc 302 Foundations of Sociology II........................ 4
Students must be admitted to the master’s
B.A., B.S. Soc 310 U.S. Society.................................................. 4
and Ph.D. programs by the department and
Soc 320 Globalization............................................... 4
Minor by the University. Admission ordinarily is
Soc 397 Social Research Methods............................ 5
Secondary Education Program— Soc 398 Sociology Research Project......................... 4 granted only to those students beginning the
Social Science Sociology electives, including at least program in the Fall term. Students are
M.A., M.S. 12 credits in 400-level courses................................ 20
expected to move through the core courses as
Ph.D. Subtotal 49
a cohort and work together with the faculty
M.A.T. and M.S.T. (General Social Stat 243 Introduction to
in a team environment.
Probability and Statistics......................................... 4
Science) In addition to the general University admis-
Total 53
Ph.D. in Systems Science—Sociology sion requirements for advanced degrees, the
Ph.D.—Participating department in Up to 10 credits of electives taken under the
undifferentiated grading option (pass/no pass) applicant for a sociology master’s or Ph.D.
Urban Studies Doctoral Program degree program must have the following
in 200- or 300-level sociology courses can be
applied toward fulfilling departmental major materials sent to the department:
 Sociology Department Application
Undergraduate requirements. Differentiated grades of C or
above are required for all other sociology Form.
programs courses and for Stat 243. A student must pass  Three letters of recommendation from
Soc 301 and Soc 302 with a grade of C or persons familiar with the applicant’s aca-
Sociology is the study of society and human better before taking other required courses as demic performance.
interaction. Sociologists examine groups of a sociology major.  A complete set of transcripts of college
as small as two or as large as billions. From and university work.
the smallest friendship or family group to minor in sociology a student must complete
 Graduate Record Examination scores
the great global web of human activity, soci- (Aptitude sections). GRE scores not
28 credits (16 credits of which must be
ologists analyze and interpret our world. required for Ph.D. applicants.
taken in residence at PSU, and 16 credits of
Sociologists use many theoretical which must be upper-division), to include
 A letter of application describing his or
approaches, data, and research techniques. her sociological interests.
the following:  A writing sample.
Information comes from many sources
Credits Applicants for the master’s degree are nor-
including surveys, historical documents, Soc 200 Introduction to Sociology.......................... 4
census data, intensive interviews, and partic- Upper-division sociology credits, 12 credits of
mally expected to have a bachelor’s degree in
ipant observation. This information is ana- which must be numbered 411 through 499, Sociology. Students with other undergraduate
lyzed and used to explain phenomena such inclusive................................................................... 24 majors may be accepted, however, if they
as power relations, beliefs and value systems, Total 28 have completed courses in sociological theory,
organizations, and the larger structure of Up to 10 credits taken under the undiffer- research methods, and statistics, or their
society. entiated grading option (pass/no pass) can equivalents.
Sociology provides valuable tools for be applied toward fulfilling departmental Students applying for the PhD program
thought and a strong foundation for careers minor requirements. must have completed a master’s degree (e.g.,
in many fields including education, busi- SECONDARY EDUCATION PROGRAM MA/MS/MPA/MPH/MSW) prior to start-
ness, journalism, government, and social ser- (See Interdisciplinary Studies: Social Science ing the program. If the master’s degree is not
vice. A major in sociology prepares students page 261) in sociology, additional sociology course-
for graduate programs leading to careers in work may be required (see degree require-
research, public service, and higher educa-
tion. Sociological knowledge helps create
Graduate programs ments section).
informed and thoughtful citizens. The department offers graduate work lead- Degree requirements
ing to the degrees of Master of Arts and University master’s degree requirements are
Admission requirements Master of Science in Sociology, and for stu- listed on page 67. Specific departmental
dents pursuing graduate work in education, requirements are listed below.
the degrees of Master of Arts in Teaching Master of Arts or Master of Science.
and Master of Science in Teaching (General The candidate must complete a minimum
37 for more information.
Social Science). of 55 graduate credits, including 26 credits
Degree requirements The department also offers a Ph.D. in in core sociology courses, 20 credits of elec-
Sociology and Social Inequality. In addition, tives (12 of which may be in departments
Requirements for major. In addition to the department participates in the Urban other than sociology), and 9 credits of thesis.
meeting the general University degree Studies Ph.D. program. For information rela- Elective courses outside sociology must be
requirements, the sociology major is required tive to that program, see page 358. approved by the student’s adviser. The stu-
to take a minimum of 49 credits in sociology dent must pass an oral defense of the thesis.
courses (including 20 credits in electives in
the field) and the mathematics course in sta-
tistical methods.
Students working for the Master of Arts modernism and current new directions. emphasizes the multifaceted nature of power, priv-
degree must satisfy the language Prerequisite: Soc 301 or 470. ilege, and oppression.
requirement. Soc 310 Soc 350
Core Credits U.S. Society (4) The United States in Comparative Perspective
Soc 590 Social Research Strategies....................... 4 Examination of the social structure, culture, and (4)
Soc 591 Theoretical Perspectives.......................... 4 demography of the United States. Sociological Comparative analysis of how institutions such as
Soc 592 Qualitative Methods................................ 4 approaches to such institutions as the economy, schools, families, and firms shape the choices and
Soc 593 Quantitative Methods............................. 4 religion, education, and the family are explored. life chances of individuals in the United States,
Soc 594 Theory Construction and Research......... 4 Attention given to comparison with other indus- Japan, and Europe with emphasis on the ways
Soc 595 Research Practicum.................................. 4 trialized countries as well as to selected social that these structures facilitate equality and democ-
Soc 513 Thesis Workshop issues and controversies. Recommended prerequi- racy. Prerequisite: Soc 200.
(course must be taken twice)................................ 2 sites: Soc 200, 301, 302. Soc 370
Thesis Sociology of Deviancy (4)
Soc 320
Soc 503 Thesis (completed over three terms)...... 9 Globalization (4) Introduction and analysis of deviant behavior.
Electives Exploration of issues and approaches in sociologi- Delineation of the sociological and social psycho-
Two 500-level sociology course............................. 8 cal thinking relative to world systems. World sys- logical factors which give rise to deviant roles.
Sociology or other department†........................ 12 tems are treated not only as world orders made up Recommended prerequisites: Soc 200.
† Elective courses outside sociology must be approved by of political and economic exchanges, but also as Soc 376
the student’s adviser cultural orders and institutionalized structures Social Change (4)
Master of Arts in Teaching or Master transcending national geographic boundaries. Deals with the technological and ideological fac-
of Science in Teaching. For information Attention given to the international, national, tors which govern the evolution and transforma-
regional, and local ways that people attempt to tion of society, with special emphasis on the oper-
on the Master of Arts in Teaching and the deal with the instabilities accompanying globaliza- ation of such factors since 1800. Recommended
Master of Science in Teaching tion. Recommended prerequisites: Soc 200, 301, prerequisites: Soc 200.
(Interdisciplinary Studies; Social Science), 302. Soc 397
see page 261. Soc 337 Social Research Methods (5)
Doctor of Philosophy. Candidates for the Minorities (4) Study of the structuring of sociological inquiry,
Ph.D. in Sociology and Social Inequality Description and analysis of problems involving conceptualization and measurement, operational-
must earn a minimum of 51 hours in gradu- specific minorities, with major emphasis on ization, computers in social research, analysis of
ate coursework including 8 credits in core American society. Although racial and ethnic bivariate and multivariate relations, the logic of
sociology courses, 16 elective credits (8 may groups are usually emphasized, the term “minori- sampling and inference. Course includes lecture (4
ties” is broadly defined to include such subordi- hours per week) and an introductory research labo-
be in other departments), and 27 disserta- nate-status groups as women, the aged, and reli- ratory (2 hours per week). Prerequisites: Stat 243.
tion credits. gious and cultural minorities. Expected preparation: Soc 200, 301, 302.
Core Credits
Soc 339 Soc 398
SOC 684 Social Inequality......................................... 4 Marriage and Intimacy (4) Sociology Research Project (4)
SOC 695 Advanced Research Methods.................... 4 Development and execution of a research project
The sociological and social psychological dimen-
Electives
sions of courtship, marriage, and the family. integrating some aspect of sociological theory with
600 level (at least 8 credits in sociology)........... 16
Perspectives on the effects of social environment social science research methodology. Students work
Dissertation..................................................................
and transitions in the structure and functions of in teams to identify a research problem, design and
(includes proposal, research project and
comprehensive exam).......................................... 27 intimacy, courtship, marriage, and the family. The conduct research bearing on this problem, and write
influence of society and community upon inti- a research report. Soc 397 and 398 are to be taken
mate relationships. as a two-term sequence.
Courses Soc 342

Social Psychology: Self, Attitudes and Social
Soc 399
Courses with an asterisk (*) are not offered every year. Influence (4) Soc 401/501/601
Soc 199 Examination of psychological and sociological Research (Credit to be arranged.)
Special Studies (Credit to be arranged.) processes associated with people’s thoughts about Consent of instructor.
Recommended prerequisite: consent of instructor. and interactions with one another. Particular Soc 404/504/604
Maximum: 8 credits. emphases on self, social identity, social cognition, Cooperative Education/Internship
Soc 200 attitudes, prejudice and persuasion. Expected (Credit to be arranged.)
Introduction to Sociology (4) preparation: Soc 200, or Psy 200 or 204. Credit Soc 405/505/605
Sociological concepts and perspectives concerning will not be given for both Soc 342 and Psy 342. Reading and Conference
human groups; includes attention to socialization, Soc 343 (Credit to be arranged.)
culture, institutions, stratification, and societies. Social Psychology: Social Relationships and Consent of instructor.
Consideration of fundamental concepts and Groups (4) Soc 407/507/607
research methodology. Examination of sociological and psychological Seminar (Credit to be arranged.)
processes associated with interpersonal, group, and Consent of instructor.
Soc 299
Special Studies (Credit to be arranged.) inter-group behavior. Particular emphases on Soc 410/510/610
aggression, pro-social behavior, interpersonal Selected Topics (Credit to be arranged.)
Soc 301 attraction, group influence, conflict and coopera-
Foundations of Sociology I (4) Maximum: 12 credits. Consent of instructor.
tion. Expected preparation: Soc 200, or Psy 200
Examination and comparison of modes of socio- Soc 414/514
or 204. Credit will not be given for both Soc 343 Alcohol and Other Drugs (4)
logical thinking, from the emergence of a distinc-
and Psy 343. Sociological analysis of the behavior and belief
tive sociological perspective through sociological
theory of the mid-twentieth century. Soc 344 patterns relative to alcohol and other drugs in
Recommended prerequisite: Soc 200. Gender and Sexualities (4) American society, with lesser attention to other
Examines the ways in which social constructions societies. Prevention and intervention strategies
Soc 302 of gender both influence and are influenced by
Foundations of Sociology II (4) are briefly reviewed. Recommended prerequisites:
the cultural organization of and individual expres- Soc 200.
Developments in American sociological theory
sions of sexuality. The course explores the inter-
from mid-twentieth century to today. Considers Soc 418/518
sections among sexuality, culture, gender, and the Criminology and Delinquency (4)
impact of social change and social movements on
theory, including neo-Marxism, feminism, post- body and examines a variety of sexualities and Social and legal meaning of crime and delinquency
explored. Historical and contemporary theories of
causes of law breaking reviewed. Social and cultural Soc 436/536 dence-based research vs. traditional and folk
factors promoting and inhibiting law breaking by Social Movements (4) beliefs; and a consideration of benefits and limita-
juveniles and adults are examined. Attention given Formation, dynamics, and outcomes of social tions considering the growing popularity. Not a
to strategies of prevention and control. movements. Examination of the effects of circum- course about how to practice any form of alterna-
Recommended prerequisites: Soc 200. stances, strategies, and alliances on the outcomes tive medicine. Recommended: Soc 200. [NEW]
Soc 419/519 of social movements, including their impact on Soc 463
Sociology of Mental Illness (4) politics and society. Recommended prerequisite: Global Inequalities and Health (4)
An overview of sociological perspectives on men- Soc 200. An examination of international health inequali-
tal health and illness. Informs understanding of Soc 441/541 ties from social, political and economic perspec-
mental health and illness by challenging dominant Population and Society (4) tives. The impact of globalization, transnational-
views of mental illness, examining how social rela- Survey and analysis of population dynamics ism and migration on population health.
tionships play a role in mental illness, questioning (births, deaths, migration) and society. Inequalities within and between countries and
the goals and implications of mental health policy Examination of demographic concepts, theories, regions, and the social dynamics that shape those
and presenting research on how mental health ser- data and measurements, and research. Role of inequalities. Infectious pandemics and chronic
vices are organized and provided. Prerequisite: Soc population processes on social life and public poli- diseases, and global efforts to control diseases and
200. cies are highlighted, including population aging, improve health. Recommended prerequisites: Soc
Soc 420/520 economic development and the environment, 200.
Urbanization and Community (4) urbanization, health and health care, race and eth- Soc 465
Analytical approach to the meaning of communi- nicity, and government/social/business planning. Environmental Sociology (4)
ty in the modern world. The determinants, social Prerequisite: Soc 200. This course is the same as Survey and analysis of the types of social forces
consequences of, and responses to the processes of USP 419/519; course may be taken only once for which frame the nature of environmental problems
urbanization are considered. Theories of the city credit. concerning natural resource use and distribution as
emphasizing ecological, sociocultural, and critical Soc 444/544 they emerge in public consciousness within the
explanations for growth and change in urban Race, Ethnicity, and Nationality (4) United States and globally. Examination of the
regions are examined. Patterns of social and struc- Analysis of the emergence, persistence and mean- social forces which lead to the consideration and
tural organization of the metropolis and the cog- ing of definitions of racial, ethnic and national sta- implementation of mechanisms to solve these issues
nitive and behavioral aspects of urban life are tuses in selected areas of the modern world. once they have emerged.
explored. Recommended prerequisite: Soc 200. Consideration of the consequences of changing *Soc 468
Soc 423 definitions for intergroup and global relations. Political Sociology (4)
Stratification (4) Recommended prerequisite: Soc 200. Analysis of consensus and dissensus in community
Survey and analysis of stratification theories and *Soc 457/557 and society. Examination of public opinion, author-
empirical research. Analysis of class, race, ethnicity, Complex Organizations (4) ity, influence, and the processes by which elites are
gender, and sexual orientation, considering econom- Examination of complex organizations both as formed and acquire legitimacy and popular support.
ic, social, political, and cultural dimensions of formal structures and as cultural systems. Analysis Social bases of democracy and totalitarianism.
power. Recommended prerequisite: Soc 200. of the relations between organizations and indi- Recommended prerequisite: Soc 200.
Soc 424/524 viduals of inter-organizational dynamics and of Soc 469/569
Groups, Interaction and Identity (4) the rationalization of modern societies. Sociology of Aging (4)
Analysis of the formation and functioning of Recommended prerequisite: Soc 200. A study of social determinants of the human life
intergroup and intragroup relations. Attention to Soc 459 course, including biological and demographic con-
group organization and interaction, performance, Sociology of Health and Medicine (4) ditions, age status patterns, age grading, rites of
cooperation, conflict, and group membership and The application of sociology to the field of health passage, socialization, generational phenomena,
individual identity. Recommended prerequisites: and medicine. Attention given to a consideration and youth and old age movements. Recommended
Soc 200, Soc or Psy 342. of the broader questions of health in modern soci- prerequisite: Soc 200.
Soc 425/525 ety, including the role of the medical practitioner *Soc 480/580
Sociology of Women (4) in modern society, social factors and disease and Sociology of Religion (4)
Analysis of the social position of women in the U.S. responses to illness. The social organization of Analysis of the nature of the sacred; attitudes
in institutional areas such as family, reproduction, medicine is examined within the context of the toward the sacred in contrast to the secular.
politics, work, and education. Consideration and larger medical care system. Recommended prereq- Comparison of the social organization of sect and
evaluation of feminist theories concerning social con- uisite: Soc 200. church in their relation to the larger society.
dition, behaviors, and characteristics of women. Soc 460/560 Survey of recent empirical studies of religiosity
Recommended prerequisite: Soc 200. Youth Subcultures (4) and religious practices in America. New trends in
Soc 426/526 Youth as crisis and in crisis. Focus on methodolo- American religion. Recommended prerequisite:
Women and Mental Illness (4) gy, ethnomethodology, and field experience; stu- Soc 200.
Social and historical evolution of images and expla- dents will create ethnographs. Examination of the *Soc 483/583
nations of madness in women. Contemporary distri- science of semiotics to understand subcultural Sociology of the Middle East (4)
butions, diagnoses, and treatments of mental illness style as language. Prerequisite: Soc 200. This course will examine the sociological develop-
in diverse groups of women are examined. Focus on Soc 461/561 ment of the modern Middle East. It will especially
psychiatric disorder and gender-based discourse. Sociology of the Family (4) focus on causes and consequences of rapid social
Recommended prerequisite: Soc 200. Also listed as Sociological analysis of the structure and functions of change, including revolutions, coups, and insur-
WS 426; course may be taken only once for credit. the family institution and its relationship to external gent movements. It will examine the role of Islam
Soc 430/530 systems such as the economy and polity. Changing and tribalism in these movements. Recommended
Hate Crimes (4) and diverse forms of family organization in urban prerequisite: Soc 200.
Hate crimes as a social issue. Central themes: the society. Analysis of role relations in the family. *Soc 497/597
role that gender plays in the commission and Recommended prerequisite: Soc 200. Applied Survey Research (4)
awareness of hate crimes and the mainstreaming Soc 462/562 Provides theoretical framework for and experience
of bias crimes and the ideology behind them. Sociology of Integrative Medicine (4) in design, execution, and interpretation of social
Includes analysis of propaganda and coded lan- An examination of common systems and practices surveys including sampling procedures, question-
guage in the popular media and the Internet, understood as complementary and alternative naire design, interviewing techniques, coding and
analysis of the grass-roots response in the popular medicine (CAM) including prevalence, patterns of computer analysis, and report writing.
media, and evaluation of their effectiveness. use, trends, consumer health beliefs and motiva- Recommended prerequisites: Stat 243 and Soc
Prerequisite: Soc 200. tions, and integration with mainstream allopathic 397, 398 or equivalent.
medicine; philosophical, historical and political
dimensions; theories of health and illness; evi-
Soc 498/598 Soc 586/686 Soc 593

Globalization Seminar (4) Topics in Health and Inequality (4) Quantitative Methods (4)
Analysis of the ways in which economic patterns Seminar focusing on the impact of race, class, and/ The application of quantitative methodology to
that reach across national boundaries affect the or gender on health and health care. Topics may sociological problems. Topics include: science and
security of communities and their standards of liv- include medicalization of women’s bodies, the logical empiricism; measurement of association;
ing. Topics include how different economic classes social consequences of disparities, and current pub- procedures of statistical inference; multivariate and
fare in the rapid reshuffling of national economies lic policy debates about reducing disparities. log linear analysis; computer application for social
that globalization entails; the role of international Recommended prerequisite: Soc 459/559. research. Recommended prerequisites: Stat 243,
institutions in shaping economic globalization; Soc 587/687 Soc 397, 398, graduate status.
the experience and responses of workers as a Comparative Health and Welfare Systems (4) Soc 594
group; and the role of states in facilitating or Explores the sociology of health and inequality by Theory Construction and Research (4)
resisting the adverse impacts of globalization. comparing domestic and international social insti- Examination of the craft of sociological research
Prerequisite: Soc 320. tutions and health care systems. Prerequisite: Soc in conjunction with thesis work. The role of theo-
Soc 503/603 586/686. ry in research, evaluating published work, biases
Thesis (Credit to be arranged.) Soc 588/688 in data sources and the process of thesis writing.
Pass/no pass option. Social Sustainability Theory and Practice (4) Recommended prerequisites: Soc 590, 591; grad-
Soc 513 Healthy families; healthy communities; healthy uate status.
Thesis Workshop (1) democracies; economic, gender and racial equity; Soc 595
Workshop for all sociology graduate students who and social justice are all factors of social sustain- Research Practicum (4)
are currently enrolled in Soc 503 for four credits ability. This course will examine how to measure Overview of the process of linking sociological
or more. Discussion and review of students’ prog- and how to reach these goals, by examining mod- data and ideas to broader communities of interest.
ress and problems. Recommended prerequisite: els locally, nationally and internationally. We will Exercises in preparation of research grants and
graduate status in sociology. Corequisite: Soc 503. look at best practices of city, state and national experience in working in a team research environ-
Pass/no pass only. governments, businesses, unions, and NGOs. We ment. Recommended prerequisites:
*Soc 576 will also examine the relationship between eco- Soc 590, 591; graduate status.
Theories of Social Change (4) nomic, environmental and social sustainability.
Soc 684
A critical examination of the major theories of Soc 590 Social Inequality (4)
social change. Analysis of the components of Social Research Strategies (4) Theoretical perspectives and current research in
change; cause, agents, targets, channels, and strat- Consideration of the nature of sociological knowl- social inequality including dimensions such as
egies. Consideration of the relationship between edge; elements of social research design; methods social class, race/ethnicity, gender, age, and nativi-
change and power, influence, planning of observation and data collection; reliability and ty. Exploration of social inequality in selected
and control, modernization, development, and validity of information; techniques of data analy- domains, such as health services and outcomes,
world systems approaches. Recommended prereq- sis. Recommended prerequisite: graduate status. employment and work, educational attainment,
uisite: graduate status. Soc 591 housing, and other areas of sociological inquiry.
*Soc 577 Theoretical Perspectives in Sociology (4) Soc 695
Topics in Contemporary Theory (4) Analysis of the major contemporary theories in Advanced Methods in Sociology (4)
Exploration of theoretical approaches and issues sociology. Attention to the problems of order and Introduces a range of advanced quantitative meth-
of emerging interest in sociology, such as concep- change, and power and inequality, as well as to ods commonly found in published research in
tualization of social systems, conflict, the prob- the micro/macro problem in sociological theory. sociology. Particular attention will be paid to the
lems of relativity, and ideology. Specific topics Recommended prerequisite: Soc 470 and graduate techniques commonly used to address the most
vary with instructor. Recommended prerequisite: status. common shortcomings of sociological data,
Soc 301, 302 and graduate status. Soc 592 including estimation of multivariate models with
Soc 585/685 Qualitative Methods (4) categorical dependent variables (i.e. logistic regres-
Medical Sociology (4) Strategies for acquisition and analysis of data sion) and to nonparametric methods for analyzing
Seminar in medical sociology. Topics include how using such approaches as participant observation, data. Prerequisites: Soc 585/685, Soc 593 and
social stratification affects health outcomes, envi- content analysis, field and case studies. Attention Stat 543 or equivalent.
ronmental hazards, social construction of medical to the special problems of validity and reliability
knowledge, health care occupations, U.S. health in such research. Consideration of ethical issues
policy, privatization of medical industries, and and researcher responsibility in qualitative
comparative health care systems. Recommended research. Recommended prerequisite: graduate
prerequisite: Soc 459/559 or consent of instructor. status.
Speech and Hearing Sciences

85 Neuberger Hall Credits by completing a bachelor’s degree in speech
SpHr 262 Voice and Diction (4) and hearing sciences at Portland State
503-725-3533
SpHr 370 Phonetics and Acoustics (4)
www.sphr.pdx.edu SpHr 371 Anatomy and Physiology
University or elsewhere. Individuals with
of Speech and Hearing (4) bachelor’s degrees in other disciplines may
B.A., B.S. SpHr 372 Speech and Language Development obtain prerequisite courses by enrolling in
M.A., M.S. in Children (4) the department for a year of postbaccalaure-
The Department of Speech and Hearing SpHr 380 Language Disorders in Children (4)
ate studies.
Sciences offers courses and clinical experi- SpHr 394 Guided Observation (1)
For students pursuing this option, the fol-
ences designed to meet the needs of individ- SpHr 461/561 Neurology of Speech and Hearing (4)
SpHr 464/564 Speech Disorders in Children (4) lowing courses must be taken to qualify for
uals pursuing careers in speech-language SpHr 487/587 Basic Audiology (4) admission to the master’s degree
pathology and audiology. Advanced degree SpHr 488/588 Advanced Audiology (4) program:
holders in these fields provide services to SpHr 489/589 Aural Rehabilitation (4) SpHr 370 Phonetics and Acoustics
people with speech, language or hearing SpHr 495/595 Organic Communication Disorders (4) SpHr 371 Anatomy and Physiology
problems in settings such as hospitals, ele- SpHr 496/596 Introduction of Speech and Hearing
to Clinical Management (4) SpHr 372 Speech and Language Development
mentary and secondary schools, community Requirements also include 8 credits of in Children
clinics, senior care centers, and private prac- American Sign Language SpHr 380 Language Disorders in Children
tices. The department offers a pre-profes- SpHr 464/564 Speech Disorders in Children
sional, undergraduate program in speech- SpHr 487/587 Basic Audiology
SpHr 488/588 Advanced Audiology
language pathology and audiology as well as
a master’s degree program in speech-lan-
Graduate program SpHr 495/595 Organic Communication Disorders
SpHr 496/596 Introduction to Clinical
guage pathology. The master’s degree pro- The department offers a program leading to Management
gram is accredited by the Council on the Master of Arts and Master of Science The courses listed below are not required
Academic Accreditation of the American degrees with specialization in speech-language for admittance into the graduate program,
Speech-Language-Hearing Association pathology. Graduates of the program meet but are required for a master’s degree in
(ASHA). The department also offers a pro- the American Speech-Language-Hearing speech and hearing sciences and may be
gram leading to the Oregon Education Association’s requirements for clinical certifi- taken by postbaccalaureate students:
Stat 243, 244 Introduction to Probability and
Initial License in Communication Disorders. cation, and are eligible for licensure as Statistics, or Stat 543, or equivalent coursework.
speech-language pathologists by the state of SpHr 489/589 Aural Rehabilitation
Oregon. SpHr 461/561 Neurology of Speech and Hearing
Undergraduate The graduate curriculum includes courses All students applying for admission to the
aimed at providing students with a solid master’s degree program should have suc-
programs understanding of the nature of speech and lan- cessfully completed one or more courses in
The undergraduate program leads to a B.S. guage disorders as well as the assessment and each of the following areas: biological sci-
or B.A. in speech and hearing sciences. The treatment of those disorders. A second major ences, physical sciences, mathematics, and
program is primarily designed to prepare component of the program consists of super- social/behavioral sciences.
the student for graduate work in speech- vised clinical practicum in which students Students may apply for admission to the
language pathology and audiology. It work directly with individuals who have com- master’s degree program while in the process
includes courses in normative, developmen- munication disorders. This type of activity of completing their bachelor’s degree or post-
tal, and pathological aspects of speech, hear- enables students to apply knowledge gained in baccalaureate year. Completion of the prereq-
ing, and language, and offers clinical practi- the classroom and acquire requisite profession- uisite courses does not guarantee admission
cum opportunities. Courses in the under- al skills. Students obtain their first practical into the program.
graduate program may also be taken by stu- experience through speech and language clinics Application procedure. Candidates apply-
dents earning College of Liberal Arts and on campus; extensive additional experience is ing for admission to the graduate program
Sciences degrees who are not pursuing obtained through a broad range of off-campus in Speech and Hearing Sciences must sub-
careers in speech-language pathology and placements, including hospitals, schools, and mit application packets to the department
audiology. community clinics. and the Admissions Office as outlined on
Students are provided with research oppor- page 67. Specific requirements of the
Admission requirements tunities in laboratories on campus as well as department include:
through liaisons with institutions such as 1. Recommendation forms completed by
Admission to the department is based on three individuals closely acquainted with
general admission to the University. See Oregon Health & Science University and
the VA Medical Center. the applicant’s academic or employment
page 37 for more information. background.
Degree requirements Admission requirements 2. Official transcripts from all colleges and
In addition to the University requirements universities attended.
Requirements for major. In addition to 3. Official scores of the Graduate Record
meeting the general University degree for admission to graduate programs
(page 69), candidates for the master’s degree Examination.
requirements, the speech and hearing scienc- 4. A written narrative outlining the candi-
es major must meet the minimum depart- program in speech-language pathology must
have a background of undergraduate courses date’s academic background and profes-
mental requirements as follows: sional goals.
in speech and hearing sciences and related
disciplines. These pre-requisites can be met The recommendation forms and details of
the application material can be obtained Comprehensive Examination during the Designed as an overview of speech, language, and
from the departmental office or Web site: term in which they write the examination. hearing in children and adults. Topics to include:
www.sphr.pdx.edu. b. Master’s thesis—Students opting to com- cleft palate, stuttering, hearing impairment, and
multi-cultural differences. Recommended for gen-
Conditional status. Students are admitted plete a thesis will follow the University eral speech students.
to the program with conditional status. To guidelines for theses outlined on page 68.
SpHr 370
be given regular status and to be retained in The student must pass a final oral exami- Phonetics and Acoustics (4)
the graduate program, students must com- nation before a committee consisting of at A study of sounds used in speech, their acoustic
plete 12 graduate credit hours of coursework least two faculty members from the properties, and their transcription utilizing the
in speech and hearing sciences with a mini- Department of Speech and Hearing IPA; description of sounds, their symbolic nature,
mum GPA of 3.00. The granting of regular Sciences. Students pursuing this option their production, and physical and psychological
status also requires the attainment of at least are required to register for a minimum of problems involved in their perception. The acous-
a B- in two consecutive or concurrent clini- 6 to 9 credits of SpHr 503 Thesis. tical bases of speech and hearing will also be
addressed.
cal practica (4 credits each) in speech-lan- c. Master’s project—The student will com-
guage pathology. plete a project related to his or her aca- SpHr 371
Anatomy and Physiology of Speech and
demic discipline. The student will comply Swallowing (4)
Degree requirements with current departmental guidelines on A study of the anatomy and physiology of the
University master’s degree requirements are the selection of the topic and format of respiratory, phonatory, and articulatory systems
listed on page 67. Specific departmental the project. The project will be completed for speech, with applications to speech disorders.
under the direction of a faculty member The physiology of swallowing and swallowing dis-
requirements are as follows:
of the Department of Speech and Hearing orders is also covered.
1. Students must meet the academic and
practicum requirements for the Certificate Sciences. In addition to the project direc- SpHr 372
tor, at least one other faculty member Speech and Language Development in Children
of Clinical Competence of the American (4)
Speech-Language-Hearing Association. from the department must serve on the Provides students with a foundation of knowledge
2. Students must complete the following core project committee. Students pursuing this regarding basic processes of language acquisition.
courses: SpHr 540, 550 (2 terms), 551, option are required to register for 6 to 9 In addition to the study of normal language devel-
553, 554, 559, 560, 563, 565, 566, 570, credits of SpHr 506 Special Project. opment from a theoretical, developmental, and
581, 582, 583, 584 and 585. A grade of B- clinical perspective, related areas of study include
cognition, social interactions, play, and literacy.
or above must be obtained for each core
course. Oregon Education Bilingual and multicultural issues are also
addressed.
3. Introductory courses in statistics. Stat
243, 244 Introduction to Probability and
Licensure SpHr 380
Language Disorders in Children (4)
Statistics, or Stat 543, or equivalent Students enrolled in the masters degree pro- An overview of developmental language disorders
coursework can fulfill this requirement. gram have the option of completing the in children. Disorders will be presented in terms
The statistics courses do not count toward requirements for the Oregon Education of etiology, incidence, and characteristics.
the minimum credits for the master’s Initial License in Communication Disorders. Assessment issues and treatment principles will be
discussed. Prerequisite: SpHr 372.
degree and can be taken prior to entry The initial license is required for employment
into the graduate program. The statistics as a Speech-Language Pathologist in Oregon *SpHr 389
Sign Language: Theory and Practice (4)
requirement cannot be satisfied by com- schools. The following undergraduate and Basic mastery of American Sign Language (ASL)
pleting SpHr 560. graduate courses are required for the initial and the manual alphabet. Discussion of ASL rules
4. Students must complete three consecutive license: SpHr 370, 371, 372, 380, 461/561, and grammatical structures. Study of cultural,
terms of full-time study during their first 464/564, 470/570, 487/587, 488/588, social, vocational, and other related issues associat-
year in the graduate program. 489/589, 495/595, 496/596, 498/598, 550, ed with deafness. Comparison of a variety of sign
5. Clinical practicum. Students must com- 551, 566, 581, 582, 583, 584, 585, 591, language systems and overview of the controver-
plete a minimum of 400 clock hours of 592, and 4 credits of American Sign sies between total communication and oralism.
Includes ASL practice in class and lab assign-
supervised clinical experience in the prac- Language. ments. Recommended prerequisite: upper-division
tice of speech-language pathology. These standing.
include 25 hours of observation. In order
to receive credit for clinical hours complet- Courses SpHr 394
Guided Observation (1)
ed in a clinical course, the student must Designed to acquaint students with the clinical
obtain a grade of B- or above in the course. Courses with an asterisk (*) are not offered every year. process in speech, language, and audiology cases.
6. Culminating Experience. Students must SpHr 199 Students will observe phases of clinical operation
Special Studies (Credit to be arranged.) including diagnostic management, parent confer-
complete one of the culminating experi-
SpHr 262 encing, and material preparation.
ences listed below. The decision as to Voice and Diction (4)
which of these options to pursue is to be SpHr 395
Study and practice of principles of voice produc- Directed Clinical Assistantship (2)
made in conjunction with the student’s tion and articulation of speech sound, with atten- Designed to acquaint pre-professional students
academic adviser. tion to elementary speech physiology and phonet- with the direct management of speech, language,
a. Comprehensive Examinations—The stu- ics. Intended for students who desire to develop and hearing cases in cooperation with advanced
dent must pass written comprehensive more effective speech and for meeting special clinicians and under the direction of a qualified
needs of teachers, radio and television speakers,
examinations. These are normally taken public speakers, and others who require special
clinical supervisor. Students enrolled in this course
during the spring term of the student’s will participate in all phases of clinical operation,
competence in speaking. Emphasis on both theory inclusive of: scheduling, diagnostic management,
second year of graduate study. Specific and practice. Two hours per week of laboratory parent conferencing, report writing, material prep-
details of the administration and scoring work required. aration, etc. Recommended corequisites: SpHr
of the exams will follow current depart- SpHr 365 370, 372, 380, 464.
mental guidelines. Students will register Survey of Speech, Language, and Hearing
Disorders (4) SpHr 399
for 3 credits of SpHr 501 Research: Special Studies (Credit to be arranged.)
SpHr 401/501 audiometry, and objective tests. Auditory patholo- SpHr 551
Research (Credit to be arranged.) gies and their audiometric correlates are also cov- Advanced Child Language
Consent of instructor. Speech Communication ered. Recommended prerequisite: Disorders Clinic (4)
Laboratory. SpHr 487/587. This on-campus practicum provides students with
SpHr 404/504 an opportunity to apply methods covered in SpHr
SpHr 489/589
Cooperative Education/Internship Aural Rehabilitation (4) 584 to a practicum experience. Students will eval-
(Credit to be arranged.) Theoretical course covering the role of speech- uate language skills and design and deliver lan-
SpHr 405/505 reading (lip reading) and auditory training as it guage intervention under faculty supervision to
Reading and Conference relates to speech, language, and communication. preschool and school-age children with speech/
(Credit to be arranged.) Historical perspectives and philosophies consid- language delays/disorders. Various models of lan-
Consent of instructor. ered, communication systems, speech acoustics guage intervention will be stressed. This is a pre-
and perception, amplification and hearing aids, requisite for SpHr 591. Prerequisite: SpHr
SpHr 406/506 498/598, 580. Corequisite: SpHr 584 or permis-
Special Projects (Credit to be arranged.) speech reading, and auditory training.
Multicultural issues will be included. sion of instructor.
Recommended prerequisite: SpHr 488/588. SpHr 553
SpHr 407/507 Counseling in Communication Disorders (2)
Seminar (Credit to be arranged.) SpHr 495/595
Organic Communication Disorders (4) Designed for speech-language pathology and audi-
Consent of instructor. ology majors to receive an introduction into the
Introduction to speech and language disorders
SpHr 408/508 major theories of counseling techniques and how
Workshop (Credit to be arranged.) with emphasis on voice disorders, stuttering disor-
ders and neurogenic disorders; cleft palate and they can implement these techniques throughout
SpHr 409/509 cerebral palsy will complete the survey. their careers.
Practicum (Credit to be arranged.) SpHr 554
Recommended prerequisite: SpHr 371.
Students must show proof of professional liability Advanced Speech Sound Disorders:
insurance. SpHr 496/596 Theories and Application (4)
Introduction to Clinical Management (4)
SpHr 410/510 Development and disorder of speech sound pro-
Provides an introduction to management of per-
Selected Topics (Credit to be arranged.) duction, with particular emphasis on children.
sons with communication disorders in terms of
SpHr 461/561 Phonological and phonetic theories used in
assessment and treatment of persons with speech,
Neurology of Speech and Hearing (4) understanding speech and speech sound disorders.
language, and hearing disorders. Administration
A course specifically designed for speech and hear- Various means of assessing and providing inter-
and interpretation of standardized tests, interview-
ing majors to provide a study in-depth of the neu- vention for speech sound disorders. Information
ing, and case-history taking will be covered.
rology of the speech and hearing mechanisms specific to special topic areas, such as childhood
Methods, materials, and techniques in the treat-
with special attention given to the major devia- apraxia of speech, cleft palate, childhood dysar-
ment of communication disorders will be
tions affecting verbal communication. thria, and oral motor approaches to intervention.
addressed. Terminology and basic techniques of
SpHr 464 modifying speech, language, and hearing disor- *SpHr 555
Speech Disorders in Children (4) ders, with specific application to clinical manage- Hearing Aids I (4)
Discussion of normal speech development and how ment, will be given, with special consideration of Introduction to amplification for the hearing
it can differ in individuals with speech disorders. program design and delivery. Theoretical consid- impaired. Topics include: types of hearing aids
Exploration of assessment, diagnosis, and treatment erations and practical applications of behavior and their components, electroacoustic characteris-
for speech disorders in children. Introduction to lin- modification theory as applied to children and tics of hearing aids, coupler and real-ear measure-
guistic and cultural factors related to speech develop- adults with speech, language, and hearing prob- ment, output limitation, programming and ear-
ment and disorders, and to special populations with lems. Expected preparation or corequisites: SpHr molds. Prerequisite: SpHr 488/588.
high incidence of speech disorders. Prerequisites: 370, 372, 380. *SpHr 556
SpHr 370, SpHr 372. Hearing Aids II (4)
†SpHr 498/598
SpHr 470/570 Speech-Language Practicum (4) Advanced topics in amplification for the hearing
Audiometric Practicum (2) Supervised clinical work with speech and/or lan- impaired. Topics include: hearing aid evaluation,
Supervised clinical practice designed for Speech guage disordered children and adults enrolled for prescription of electroacoustic characteristics, fit-
and Hearing Science majors. Practical training in assessment and intervention in the PSU Speech ting procedures, and post-fitting counseling.
basic pure-tone and speech audiometry, including and Hearing Clinic and/or associated clinical pro- Prerequisite: SpHr 555.
audiometric screening of children and adults. grams; group discussion of clients, clinical tech- *SpHr 557
Prerequisite: SpHr 488/588. niques and clinical principles. Recommended pre- Hearing Aids Laboratory (2)
*†SpHr 486/586 requisites: SpHr 380, 464/564, 494/594, 496/596 Provides practical experience in hearing aid test-
Urban Language Clinic (2) (with grade B- or better). ing, repair and modification.
This on-campus practicum provides students an † SpHr 486/586, and 498/598 require 25 hours of con- *SpHr 558
opportunity to participate in a speech and lan- firmed clinical observation as part of the courses listed as
Computer Applications in Communication
guage enrichment classroom program for children. prerequisites. Disorders (2)
This practicum experience emphasizes develop- SpHr 503 Provides students with basic information on using
ment and use of speech and language units and Thesis (Credit to be arranged.) computerized resources in diagnosis, treatment,
pragmatic techniques with children from various SpHr 540 and data management. Internet information
cultural backgrounds. This is a prerequisite for Multicultural Topics in resources will also be explored.
SpHr 591. Recommended prerequisite: SpHr Communication Disorders (2)
Introduces topics of communication disorders SpHr 559
498/598. Augmentative and Alternative Communication
† SpHr 486/586, and 498/598 require 25 hours of con- within the framework of culture and identity.
(2)
firmed clinical observation as part of the courses listed as Explores cultural attitudes and beliefs about com-
Introductory course in augmentative and alterna-
prerequisites. munication and disabilities, cultural differences,
tive communication (AAC) with a focus on manu-
SpHr 487/587 cultural identity, second and bilingual language
al and technological communication methods.
Basic Audiology (4) acquisition, and introduces assessment and inter-
Includes strategies for appropriate assessment of
Introductory course in audiology emphasizing basic vention strategies for non-mainstream popula-
speech, language, cognitive, and motor skills, and
acoustics and psychoacoustics, anatomy and physi- tions. May not be repeated for credit.
addresses partner support requirements for AAC
ology of the ear, hearing measurement, and types SpHr 550 use. Students gain knowledge and skills for treat-
and causes of hearing impairment. Advanced Speech Disorders Practicum (4) ing children, adolescents, and adults with moder-
SpHr 488/588 Students will participate in the evaluation and ate to severe congenital or acquired disorders in
Advanced Audiology (4) treatment of children and adults with disorders of speech and language.
Introduction to the audiological test battery. speech under the supervision of faculty.
Topics include bone-conduction, masking, speech Prerequisites: SpHr 495, 498/598.
SpHr 560 *SpHr 572 experience with evaluation protocols including

Research Methods in Speech-Language Advanced Hearing Science II (4) electronystagmography and posturography.
Pathology and Audiology (4) Anatomy and physiology of the auditory system, SpHr 581
Introduction to research methods in communica- including transmission properties of the middle Stuttering (4)
tion disorders, including clinical efficacy studies. ear, cochlear mechanics and transduction, and Study of stuttering theories, research, methods of
Students become familiar with the scientific meth- processing of auditory information from cochlea diagnosis, and treatment for stuttering and other
od, issues in hypothesis tests, approaches to litera- to cortex. The course begins with an introduction disorders of fluency. Prerequisite: 495/595.
ture review, data collection, reduction, and analy- to basic electricity, including Ohm’s Law, series
sis. Background in statistics is helpful. Questions and parallel circuits, alternating and direct cur- SpHr 582
of current interest in the fields of speech, language, rents. Prerequisite: SpHr 571. Voice Disorders (4)
and hearing are presented. Students are encour- Deviations of voice found in children and adults.
*SpHr 573 Study of normal and abnormal function of the
aged to focus on one as a thesis topic and develop Industrial Audiology (2)
a mini-prospectus for a thesis through class assign- voice mechanism. Attention to detection, referral,
This course focuses on the role of audiology in and differential diagnosis of voice problems.
ments. Computer applications in research also hearing conservation in industry. Includes effects of
outlined. Prerequisites: Stat 243, 244 or equiva- Demonstrations of typical voice problems; dem-
noise on the auditory system, noise measurement, onstrations in examination and treatment proce-
lent. and medical-legal aspects of noise exposure. dures; review of recent literature and research.
*SpHr 562 Prerequisites: SpHr 487/587, 488/588, 572. Prerequisites: SpHr 371, 495/595.
Instrumentation in Speech Sciences (4) *SpHr 574
Designed for speech-language pathology majors to SpHr 583
Objective Auditory Measures (4) Language Development and Disorders in
enable exploration of current instrumentation in Introduction to clinical measurement of auditory
the speech sciences. Provides exposure to recording Children (4)
evoked potentials. Normative and pathological Provides students with a basis of knowledge of
equipment, flexible and rigid endoscopy, spirome- aspects of electrocochleography and brainstem
try digital speech analysis as well as to a variety of current research related to language acquisition in
responses. Also covers advanced acoustic immit- children, from both a theoretical and developmen-
computer applications for use in evaluation and tance, including physical principles and diagnostic
therapeutic settings. Prerequisites: SpHr 380, tal perspective. Normal language processes will be
applications. Prerequisite: SpHr 488/588. used as a framework for the study of language dif-
464/564, 495/595, 560.
*SpHr 575 ferences and disorders in the acquisition of lan-
SpHr 563 Pediatric Audiology (2) guage. Areas of study will include specific lan-
Adult Language Disorders (4) This course covers the embryology of the ear, the guage and learning disorders, and language delays
Serves as an introduction to neurogenic commu- development of hearing, the etiology and patholo- secondary to intellectual disability, autism, brain
nication disorders. Topics include aphasia, demen- gy of hearing loss in children, and the assessment lesions/pathology, and hearing loss. Related areas
tia, right-hemisphere disorders, and brain injury. of hearing in children. It also covers amplification of development, including cognition, play, learn-
Causes, symptoms, and multicultural issues in for hearing impaired children, and management ing, and literacy acquisition will be discussed.
assessment and treatment will be discussed. of children with hearing losses. Prerequisite: SpHr Issues of bilingualism and multicultural issues will
Prerequisites: SpHr 461/561. 488/588. also be addressed. Prerequisites: SpHr 372, 380,
SpHr 565 464.
*SpHr 576
Dysphagia (4) Geriatric Audiology (2) SpHr 584
Designed to provide in-depth study of anatomy The study of hearing in aging. Physiological Assessment and Treatment of Language
and physiology of swallow mechanism. changes in the hearing mechanism associated with Disorders: Birth to Age Five (4)
Assessment and treatment of dysphagia and feed- primary and secondary aging. Audiologic assess- Outlines causation, prevention, evaluation, and
ing disorders in neonatal through older adult pop- ment of the prebycusic patient, as well as inter- management procedures for addressing develop-
ulations to be addressed. Prerequisites: SpHr 371, vention procedures are emphasized. Psychosocial mental language disorders in infants, toddlers, and
461/561. forces associated with hearing impairment during preschool children. Formal and informal assessment
SpHr 566 the aging years are examined. Prerequisite: SpHr procedures will be covered. Uses and misuses of
Motor Speech Disorders (4) 488/588. standardized tests will be discussed. Models of lan-
Advanced seminar in diagnosis and treatment of guage disorders will be compared and contrasted.
*SpHr 577 Speech sample analysis procedures will be studied.
the dysarthrias and apraxia of speech. Medical Audiology I (4)
Prerequisites: SpHr 371, 461/561. Pragmatic intervention techniques will be stressed.
Evaluation of practical application of differential Relations between language and phonology and
*SpHr 567 auditory tests used in the assessment of various multicultural issues will also be included. Family-
Craniofacial Disorders and Speech (3) hearing disorders. Focus on procedures, applica- centered practice techniques will be emphasized.
Acquaints students with clinical management of tions, and implications of various auditory measures Corequisite: SpHr 498/598. Prerequisites: SpHr
cleft palate and other craniofacial anomalies, par- forming test batteries which assist in the detection 372, 380, 464.
ticularly the role of speech-language pathologist. of conduction, cochlear, and retrocochlear lesions.
Students gain exposure to analysis of articulation Class demonstrations and supervised experiences. SpHr 585
and resonance disorders of persons with velopha- Prerequisites: SpHr 487/587, 488/588. Assessment and Treatment of Language
ryngeal incompetence. Prerequisites: SpHr 370, Disorders in School-aged Children and
*SpHr 578 Adolescents (4)
371, 495/595. Medical Audiology II (2) Provides information on assessment and interven-
*SpHr 569 Continues examination of medical audiology from tion of language and learning disorders in chil-
Advanced Audiology Practicum (2) SpHr 577. Specific topics to be addressed include dren, aged six through adolescence. Formal, infor-
Supervised clinical practicum in the PSU Speech otacoustic emissions, central auditory assessment. mal, dynamic, and curriculum-based assessment
and Hearing Clinic. Students provide assessment Class demonstrations and supervised experiences. of language difficulties will be covered. Treatment
of hearing and hearing aid evaluation and fittings Prerequisite: SpHr 577. topics will include service delivery models, includ-
for children and adults. Prerequisites: *SpHr 579 ing consultation and collaboration with other
SpHr 488/588, 577, or concurrent. Medical Audiology III (2) school personnel, and intervention strategies. The
*SpHr 571 Continues examination of medical aspects of relationship of language and learning disabilities
Advanced Hearing Science I (4) audiology from SpHr 577 and 578. Specific top- will be addressed, with a focus on the assessment
Psychoacoustics and the fundamentals of acous- ics to be addressed include central auditory pro- and treatment of language-based disorders of read-
tics. Topics include simple harmonic motion, sim- cessing and tinnitus. Evaluation and management ing and writing. Issues of assessment and treat-
ple and complex sounds, decibel scales, and of both pathological conditions will be included. ment in culturally diverse populations will be pre-
impedance. Also covered are psychophysical mea- Prerequisite: SpHr 578 sented. Prerequisites: SpHr 583, 584.
surement, auditory sensitivity, pitch and loudness *SpHr 580 SpHr 591
perception, masking, auditory nonlinearities, and Vestibular Disorders and Evaluation (4) Student Teaching: Speech-language
binaural hearing. Prerequisite: SpHr 487/587. An in-depth examination of anatomy and physiol- Pathology (10)
ogy of the vestibular system. Observation and
Practicum in speech-language pathology in the parent/teacher/staff conferences. Concurrent regis- Survey of current methods and materials available
public school setting under the direction of a tration in SpHr 592 required. Admission by to and appropriate for the public school speech-
supervising speech-language clinician (ASHA approved application only, one full academic term language pathologist. Specific problems encoun-
CCC-SP). Students participate in the following in advance. tered in the practicum experience are utilized as
activities: diagnosis and evaluation; section of SpHr 592 topics of discussion. Prerequisite: SpHr 585.
caseload and scheduling; management of an entire Seminar: Speech-language Pathology Concurrent registration in SpHr 591 required.
caseload; maintaining appropriate records; han- in Schools (2)
dling both incoming and outgoing referrals; and
Women, Gender, and

Sexuality Studies
469 Neuberger Hall area provide wide-ranging opportunities for adviser. Changes in this individualized pro-
503-725-3516 students to apply their classroom knowledge gram must be similarly approved. Non-
www.ws.pdx.edu/ in a community setting. Many students dis- approved individualized programs will not
cover a life’s vocation through these experi- be considered to meet major requirements.
B.A., B.S.—Women's Studies
Minor in Women's Studies
ences, and all develop new skills. Guidelines In designing their individualized program,
Minor in Sexuality, Gender, and for women, gender, and sexuality studies students may follow either a discipline-based
Queer Studies internships, practica, and independent study or a theme-based emphasis.
Postbaccalaureate Certificate in are flexible in order to meet individual needs. A discipline-based emphasis will consist
Women's Studies A degree in Women's Studies provides the of five courses (20 credits) in a department or
foundation for life-long learning as well as program outside Women, Gender, and
background and experience for careers in Sexuality Studies. Two of these courses are to
teaching, counseling and social work, busi- be courses which familiarize students with
Women, Gender, and Sexuality Studies is an ness, law, health sciences, public administra- that discipline’s materials and approaches.
interdisciplinary program designed to foster tion, public relations, and research. The other three courses in the discipline
students’ personal and intellectual develop- Women, gender, and sexuality studies stu- must be cross-listed with Women, Gender,
ment and to prepare them for socially dents participate in planning the program’s and Sexuality Studies or approved by the stu-
responsible citizenship as well as a broad educational, cultural, and social events and dent’s Women, Gender, and Sexuality Studies
range of careers. Women, Gender, and advise the faculty on matters of curriculum adviser.
Sexuality Studies advisers work closely with and educational policy. The program also A theme-based emphasis will consist of
each student to craft a course of study maintains a resource library open to all stu- five courses (20 credits) which together form
appropriate to the student’s academic inter- dents. a coherent, multi-disciplinary approach to a
ests and post-graduate goals. subject. All of the courses must be cross-list-
An expanding field of scholarship, women, ed with Women, Gender, and Sexuality
gender, and sexuality studies is on the cutting Admission requirements Studies or approved by the Women, Gender,
edge of educational and intellectual innova- Admission to the department is based on and Sexuality Studies adviser.
tion. Courses offered through many different general admission to the University. See page Courses taken under the undifferentiated
disciplines explore how gender has shaped 37 for more information. grading option (pass/no pass) are not accept-
social, economic, and political institutions, able toward fulfilling major requirements with
culture, and language. Through these analy- Degree requirements the following exceptions: one Women, Gender,
ses, we envision what the world looks like Requirements for major. In addition to and Sexuality Studies elective course, WS 404
once women’s experience is fully included in meeting the general University degree Cooperative Education/Internship, or WS 409
our thinking. The Women, Gender, and requirements, the student majoring in Practicum.
Sexuality Studies core curriculum encourages Women's Studies must complete a required Credits
students to develop critical thinking skills core program of 32 credits (24 classroom Core courses
and an appreciation for the range of theoreti- hours, including a senior seminar, and 8
WS 101 Introduction to Women's Studies........... 4
cal frameworks and methodologies present in WS 301 Gender and Critical Inquiry..................... 4
hours in experiential learning) and an indi- WS 307 Women, Activism, and Social Change.... 4
contemporary feminist scholarship. Courses vidualized program of study (20 credits). For WS 315 Feminist Analysis...................................... 4
incorporate the diversity of women’s experi- the individualized program, students will WS 415 Senior Seminar......................................... 4
ence with attention to race, class, and sexual design an emphasis which is based in a disci- One of the following courses:
orientation as well as gender. Core courses pline or in a theme that crosses disciplines.
WS 340, WS 341, WS 342, WS 370, WS 428......... 4
also encourage students’ active participation Experiential learning................................................ 8
Individualized program. To be developed WS 409 Practicum (6) (May be replaced with
through discussion, informal as well as for- in consultation with the student’s adviser. WS 404 Internship upon adviser’s approval)
mal writing, and collaborative learning in the Each student pursuing a Women's Studies WS 411 Experiential Learning Seminar (2)
classroom. major will select or be assigned an adviser Individualized program
(to be approved by adviser)................................... 20
Experiential learning plays an important who is knowledgeable in the student’s area(s)
role in a student’s progress through the Total 52
of academic interest. In order to be consid- Requirements for minor in Women's
women, gender, and sexuality studies curricu- ered for the degree, the individualized pro- Studies. A minor in Women's Studies will
lum. The program’s extensive and long-estab- gram of study must carry approval of the
lished ties with organizations in the metro consist of 28 credits. Students will be
required to take 12 credits in the core cours- SOC 344U Gender and Sexualities........................ 4 have included History of Women Artists and
es (not including SP 410 Sex and the Media..................................... 4 History of Women in Science. WS 199 is also
SP 452/552 Gender and Race in the Media.......... 4 available for students who wish to pursue directed
WS 404, 409, WS 411). The additional 16 SPAN 410 Transgenderism in South American independent study.
credits may be fulfilled by either core courses Literature................................................................ 4
(including WS 404, 409, WS 411) or SPAN 436/536 Disease and Literature in the WS 260
Americas ................................................................ 4 Introduction to Women’s Literature (4)
Women, Gender, and Sexuality Studies elec- Introduction to the texts and contexts of women’s
WS/ENG 308U Lesbian Literature.......................... 4
tives including courses cross-listed with WS/ENG 308U Gay and Lesbian Fiction................ 4 literature.
other departments or approved by the WS 399U Sex and the State................................... 4 WS 301
Women, Gender, and Sexuality Studies advis- Total: 32 Gender and Critical Inquiry (4)
er. Other courses may fulfill elective credit This is a theory course. Cross-discipline introduc-
Credits requirements with adviser approval. tion to feminist frameworks including theoretical
Twelve credits from the core courses Courses taken under the undifferentiated issues and varying approaches to the study of
(not including WS 404, 409, WS 411).................... 12 women and gender. Attention to the relationship
Additional credit may be fulfilled by either core grading option (pass/no pass) are not accept- between gender and other axes of inequality.
courses (including WS 404, 409, WS 411) or able toward fulfilling minor requirements with Emphasis on the development of critical thinking
Women, Gender, and Sexuality Studies
electives................................................................... 16
the exception of WS 409 Practicum if skills. Recommended prerequisite: WS 101.
Total 28
approved by a program adviser. WS 306
Requirements for post-baccalaureate Global Gender Issues (4)
Courses taken under the undifferentiated certificate in Women's Studies. Study of gender issues in an international perspec-
grading option (pass/no pass) are not accept- Credits tive. Courses will focus on a theme that can be
able toward fulfilling minor requirements WS 101 Introduction to Women's Studies............... 4 studied comparatively, such as gender and public
with the following exceptions: one Women, WS 301 Gender and Critical Inquiry........................ 4 policy, or on a particular country or national/eth-
Gender, and Sexuality Studies elective course, WS 315 Feminist Analysis......................................... 4 nic group, such as Filipina women. This course is
WS 404 Cooperative Education/Internship, WS 415 Senior Seminar............................................. 4 repeatable with different topics.
or WS 404 Cooperative Education/Internship
or WS 409 Practicum................................................. 6 WS 307
WS 409 Practicum. Approved electives
Women, Activism and Social Change (4)
Requirements for minor in Sexuality, (minimum of 12 upper-division)............................ 16 Women working collectively to create social
Gender, and Queer Studies. The minor in Total 38
change; the activism of self-identified feminists as
Sexuality, Gender, and Queer Studies is an they struggle to resist and transform oppression as
In meeting the 16 elective credits require- well as the activism of women allied with other
interdisciplinary program which examines ment, students may take a maximum of 12 social movements. Examines activists’ strategies,
sexual desire, sexual practice, gender expres- credits in any one academic area (arts and let- organizations, goals, accomplishments, and unmet
sion, gender identity, and the sexed body as ters, science, social science) and 4 credits in challenges. Topics may include reproductive
more than products of biology, but rather as lower division courses. rights, feminist labor organizing, queer political
socially organized, even socially produced Courses taken under the undifferentiated movements, or third world liberation movements.
phenomena located within specific power grading option (pass/no pass) are not accept- WS 308
formations and subject to historical change. able toward fulfilling Certificate require- Topics in Gender, Literature, and Popular
This program questions commonplace Culture (4)
ments with the following exceptions: one Explores media, popular culture, and literature
knowledge, providing new frameworks for Women, Gender, and Sexuality Studies elec- from a feminist perspective which focuses on how
the critical study of gender and sexuality. tive course, WS 404 Cooperative Education/ gender and other dimensions of power relations
The curriculum includes a broad spectrum Internship, or WS 409. are expressed, reproduced, and challenged within
of topics related to sexuality and gender, cultural expression. Addresses topics such as as les-
from queer theory and film to the psycholo- bian/gay literature, gender/difference in television,
gy of masculinities, the history of sexualities, Courses and women in contemporary film.
and global issues in sexual health. Courses with an asterisk (*) are not offered every year.
WS 309
The minor consists of 32 credits, including Disney: Gender, Race, and Empire (4)
WS 101 Explores construction of gender, race, and empire
four core courses (16 credits) and 16 credits Introduction to Women's Studies (4) in the animated films of Disney. Examines the
of electives: A survey and critical analysis of the essential issues content of Disney films created within particular
Credits of feminism and their effects on women’s lives. historical and cultural contexts in order to under-
Core Courses Topics include: marriage, family, education, justice stand cultural production in relation to intersec-
UNST 266 Sexualities.............................................. 4 and reform, health care, sexuality, political and eco- tions of racism, sexism, colonialism, and imperial-
WS 370U History of Sexualities . .......................... 4 nomic status. Focuses on present realities and future ism.
WS 332U Race/Class/Gender/Sexuality.................. 4 possibilities. An introduction to the interdisciplin-
WS 360U Intro to Queer Studies........................... 4 ary field of Women's Studies. WS 310
Psychology of Women (4)
Electives WS 120 Reviews and evaluates assumptions underlying psy-
ANTH 103 Intro. to Cultural Anthropology......... 4 Workshop for Returning Women (4)
ANTH 432/532 Gender in
chological research on women. Surveys the research
Designed for those who have experienced an inter- in areas such as the development of sex differences,
Cross-Cultural Prsptive........................................... 4
ruption in their formal education. Examines the acquisition of gender roles, and maintenance of gen-
BST 342 Black Feminism/Womanism..................... 4
educational history of American women. Analyzes der stereotypes. Explores the pertinence of these
CFS 490U Sex and the Family................................ 4
the ways in which the roles, status, and experiences findings to topical areas such as women’s work roles,
ENG 494 Feminist Film Theory.............................. 4
of women affect educational decisions and perfor- women and mental health, and the women’s move-
ENG 494/594 Queer Theory................................... 4
ENG 447 Harlem Renaissance................................ 4
mance. Includes the development of skills and self- ment. Recommended prerequisite: 3 credits in psy-
ENG 441/541 Same-Sex Desire in the English
confidence in studying, writing, research, examina- chology.
Renaissance............................................................ 4 tions, time management, mathematics and science.
PHE 335 Human Sexuality..................................... 4 Credit cannot be used to satisfy certificate require-
PHE 453/553 Women’s Reproductive Health........ 4 ments.
PHE 410 Sex Education in America....................... 4 WS 199
PHE 410 Worldview of Sexual Health................... 4 Special Studies (Credit to be arranged.)
PSY 410 Human Sexualities................................... 4 A variable topics course dealing with contemporary
PSY 431/531 Psychology of Men and historical issues in feminism. Recent offerings
and Masculinities................................................... 4
WS 312 WS 342 Interpersonal Violence; WS 358: Treatment

Feminist Philosophy (4) Women and Gender in the U.S. Philosophies and Interpersonal Violence;
Critically examines traditional schools of philo- 1920 to the Present (4) WS 359: Holding Perpetrators of Interpersonal
sophical thinking from a feminist perspective. This course is the same as Hst 342. See Violence Accountable. Each class will address
Recommended prerequisite: one philosophy Department of History for course description. physical, emotional and sexual abuse issues.
course from other than Phl 103, 104, 206. *WS 343 Recommended prerequisite: WS 350.
WS 315 American Family History (4) WS 360
Feminist Analysis (4) History of the American family from the colonial Introduction to Queer Studies (4)
This is an advanced theory and methods course. period to the present. The course will draw upon An interdisciplinary course that focuses on the
An exploration of the interpretive frameworks and textual sources and oral histories in examining lives of lesbian, gay, bisexual, and trans people in
research strategies utilized in contemporary femi- changes in families in the colonial period, and the historical and social context. Looks at the histori-
nist scholarship. Drawing on examples from more nineteenth and twentieth centuries. cal roots and political uses of sexual norms and
than one discipline, students will be introduced to Recommended prerequisite: Hst 201, 202, sexual identities and explores the complex interac-
a range of theoretical and methodological Sophomore Inquiry (American Studies), or con- tions of race, class, gender, and desire. Finally,
approaches, while learning to identify the choices sent of instructor. looks at some of the current political contests
that scholars make in carrying out their work. WS 347, 348 around sexuality.
Issues under debate within feminist scholarship as Science, Gender, and Social Context (4, 4) WS 361
well as the differences between feminist scholars Two-term course explores the strengths and limita- Sexual Assault (1)
and those working from other frameworks will be tions of science to describe and predict nature Examines sexual assault from historical, political,
examined. Recommended prerequisite: WS 301. through laboratory and field investigations. These and psychological perspectives: the legal and medi-
WS 330 activities will illustrate the transition from a reduc- cal systems’ responses to sexual assault; the trauma
Women of Color in the United States (4) tionist view of our natural environment to a sys- that results from rape and the options for healing.
A variable topics course focusing on issues which tems-oriented view. It will place this historical shift Recommended prerequisite: WS 350.
affect women of color in the United States, histor- in understanding and scientific practice in the con-
WS 362
ically and today. texts of gender, race, and class using selected case Women and Trauma (2)
WS 331 studies in environmental management. Includes Examines effects of trauma on the brain and brain
Women in the Middle East (4) laboratory and/or fieldwork. Recommended pre- functioning, psychological effects of childhood
Aims to explore the role and status of women in requisite: UnSt 299 Intro to Women, Gender, and trauma, resilience as a factor in coping with trau-
the contemporary Middle East with respect to Sexuality Studies. This course is the same as Sci matic experiences, and how to foster healing in
institutions such as the family, law, education, 347, 348; may only be taken once for credit. trauma survivors. Recommended prerequisite: WS
work and politics—areas which intersect and WS 350 350.
overlap with broader cultural questions about Introduction to Interpersonal Violence (1)
WS 363
women and their place in tradition, modernity, Explores the roots of interpersonal violence, the Moving Beyond Trauma (1)
nation-building, Islam and the West. This course dynamics of domestic violence against women and Examines survival from interpersonal violence,
is the same as FL 331 and Intl 331, may only be children and sexual assault, their causes and draws on resiliency research to understand what
taken once for credit. effects, community resources for intervention and fosters healing, explores the role of support sys-
WS 332 prevention. Discusses the social norms that influ- tems, altruism, spirituality, and social activism in
Race, Class, Gender, and Sexuality in the ence interpersonal violence as well as the psycho- overcoming trauma.
United States (4) logical results of violence. Examines the big pic-
ture of interpersonal violence and how all forms WS 365
Examines the ways in which race, class, gender, and The Science of Women’s Bodies (4)
sexuality are conceptualized and represented in con- are interrelated.
This course is the same as Sci 365; may only be
temporary U.S. culture and society; investigates the WS 351, 352, 353 taken once for credit.
institutions, practices, and discourses that comprise Children and Interpersonal Violence (1, 1, 1)
notions of race, class, gender, and sexuality in the The courses in this sequence will consider the vic- WS 370
United States and how these social categories shape timization of children from a variety of perspectives: History of Sexualities (4)
and are shaped by one another. how they are victimized directly and indirectly and Looks at the various meanings given to sexual
services available to them. WS 351: Special Issues desires and practices throughout history. Explores
WS 337 sexuality as reproduction, perversion, pleasure, and
Communication and Gender (4) for the Child Victim of Interpersonal Violence; WS
352: Children Affected by Violence; WS 353: as a site of both social/political regulation and sub-
Study and practice of the skills involved in compe- versive agency. Focuses on change over time in the
tent communication (primarily comprehensive lis- Services for the Child Victim of Interpersonal
Violence. Each class will consider child physical, North American context emphasizing the contests
tening and reading, and speaking about writing) in involving sexuality beginning with the period of
order to separate myths, assumptions and notions emotional and sexual abuse. Recommended prereq-
uisite: WS 350. European conquest and ending with looking at
from the facts, realities and truths about commu- HIV/AIDS and transgender issues.
nication and about women and men. Examination WS 354, 355, 356
of communication and gender topics will include: Interpersonal Violence and Special Populations WS 380
the role of anger in communicating about gender (1, 1, 1) Women and Politics (4)
issues; the impact of the type of information on Physical, emotional and sexual abuse crosses all Analysis of the political role of women in politics.
discussions about gender; gender difference as a age, cultural, religious, ethnic, economic and Reviews historical and contemporary analyses of
“catch all” explanation for gender problems; the social boundaries. However, the impact of abuse women’s participation and status in politics.
facts of differences being confused with attitudes and the remedies and services available to victims/ Recommended prerequisites: PS 101, 102 or
about differences; perception of women and men survivors varies widely across different social upper-division standing.
as speaking different languages and communicator groups. WS 354: Young Adults and Dating WS 399
behaviors as choices. Violence; WS 355: Battered Women in Prison; Special Studies (Credit to be arranged.)
WS 340 WS 356: Diversity Awareness and Domestic and WS 401
Women and Gender in America to 1848 (4) Sexual Violence. Each class will consider physical, Research (Credit to be arranged.)
This course is the same as Hst 340. See emotional and sexual abuse. Recommended pre- WS 404
Department of History for course description. requisite: WS 350. Cooperative Education/Internship
WS 357, 358, 359 (Credit to be arranged.)
WS 341
Women and Gender in America Interventions for Interpersonal Violence WS 405
1848-1920 (4) (1, 1, 1) Reading and Conference
This course is the same as Hst 341. See This course sequence will consider interpersonal (Credit to be arranged.)
Department of History for course description. violence and intervention from a variety of per- WS 407
spectives—as an individual and societal issue. WS Seminar (Credit to be arranged.)
357: Interventions to Help Women Caught in
WS 409 WS 426 WS 467

Practicum (Credit to be arranged.) Women and Mental Illness (4) Work and Family (4)
WS 410 Recommended prerequisites: WS 101. Also An examination of the effects of work on family,
Selected Topics (Credit to be arranged.) listed as Soc 426/526; may only be taken once for and family on work, in contemporary society.
WS 411 credit. Includes study of dual-career and dual-work fami-
Experiential Learning Seminar (1) WS 428 lies, effects of maternal employment on children,
To be taken simultaneously with WS 404 or Lesbian History (4) impact of child care and elder care on the work-
WS 409. Students will present material based Surveys the history of lesbian existence in the place, and parental leave and other workplace sup-
upon their experiences in practica and internships. United States. Begins by asking what “lesbian” ports for families. Implications of research for
The seminar provides an opportunity for students means, identifying the different historical markers social policy. Recommended prerequisites: Psy
to reflect on the settings where they are working of female same-sex desire. Using a rich variety of 311 and 3 credits in courses numbered Psy 321 or
and analyze issues that emerge in applying femi- primary and secondary sources, we analyze histori- higher.
nist theory to practice. cal attitudes about female same-sex desire, follow WS 470/570
WS 415 the emergence of lesbian subcultures and commu- Asian American Women, Gender, and Sexuality
Senior Seminar (4) nities, examine the development of sexual identi- Studies (4)
With a focus on analysis, critique, comparison ties during the twentieth century, and end by con- Interdisciplinary course focusing on the contempo-
and connection, students will work collaboratively sidering lesbian issues. rary experiences of Asian-American women, exam-
as well as independently in this theoretical, the- WS 431 ining ways in which race, gender, class, sexuality,
matically-based course. Students will be responsi- Women in the Visual Arts (4) and national identity shape the experiences of
ble for planning and leading discussion during This course studies both the representation of Asian-American women. Topics: histories of immi-
some sessions as well as presenting and responding women and gender and the art and patronage by gration and western colonization; family and com-
to work-in-progress. Recommended prerequisite: women in various media (painting, sculpture, munity structures; representations and stereotypes
WS 315. architecture, printmaking, photography, textiles in media and popular culture; sexuality and sexual
and mixed media). Explores 19th century and identities; mixed-heritage and bicultural experienc-
WS 417 es; the politics of language; violence against Asian-
Women in the Economy (4) 20th century America and Europe. This course is
the same as ArH431; may only be taken once for American women; labor force participation; rela-
Different economic theoretical perspectives are
credit. tionship to feminism; and activism and resistance.
presented to account for women’s particular eco-
nomic roles currently and historically. Emphasis WS 443, 444 WS 471/571
on women’s responsibility for child rearing and British Women Writers (4, 4) Global Feminisms (4)
housework; women’s relatively low wages; occupa- Study of the works of British women writers with Themes and theoretical principles of global femi-
tional segregation by gender; economic differences attention to themes, styles, and characteristic con- nisms, with special emphasis placed on Third
among women due to ethnicity, generation, and cerns in the light of feminist criticism and schol- World feminist movements. Themes explored
class; and policy issues with particular importance arship. Recommended prerequisite: include colonialism, globalization, nationalism
for women’s economic situation. Recommended 15 credits in literature. WS 260 recommended. and nation-building, representation, global econo-
prerequisites: Ec 201, 202. mies, and the politics of race, gender, class, sexual-
WS 445, 446 ity, and nation. Prerequisite:
*WS 424 American Women Writers (4, 4) WS 301 or 315 or consent of instructor.
Women and the Law (4) Study of American women writers, with attention
This course is the same as PS 425; may only be to themes, styles and characteristic concerns in the WS 479
taken once for credit. light of feminist criticism and scholarship. Women and Organizational Psychology (4)
Recommended prerequisite: Examines the relationship between gender and the
WS 425 social organization of the workplace. Focus is on gen-
Sociology of Women (4) 15 credits in literature. WS 260 recommended.
der development as socialization (e.g. hierarchy and
Cross-societal analysis of the position of women WS 452 leadership, discrimination and harassment, deskilling)
in industrial societies. Analysis of the social posi- Gender and Race in the Media (4) from a social psychological perspective. Strategies for
tion of women and men in areas such as the fami- This course is the same as Sp 452/552; course may change are considered. Recom-mended prerequisites:
ly, politics, work, education, etc. Consideration only be taken once for credit. See Department of Psy 310 and 3 additional credits in courses numbered
and evaluation of theories of the biological, psy- Communication for course description. Psy 330 or higher.
chological, sociological basis for the behavior,
WS 455
characteristics, attitudes, and demographic charac- Gender and Education (4)
teristics of women. Recommended prerequisites: This course is cross-listed as ELP 455; may only
Soc 204, 205. be taken once for credit.
World Languages
and Literatures
393 Neuberger Hall Portuguese, Russian, Swahili, Swedish, or program.
725-3522 Turkish may contact the Department of Credits
www.wll.pdx.edu World Languages and Literatures for place- Language, literature, and culture.......................... 32
ment advising. (in Fr and Span this must include two courses
B.A.—Concentration in Arabic, Chinese, from the 341-342-343 sequence and at least 8
French, German, Japanese, Russian, or
Credit by examination. Credit by exam 400-level credits)
Spanish may be granted for first-year and second-year 400-level courses in the major language................ 8
Minor—Concentration in Arabic, language sequences only. A student may be (excluding 401-410)
awarded credit by exam for a maximum of Adviser-approved electives....................................... 8
Chinese, French, German, Italian,
Linguistics.................................................................. 4
Japanese, Russian, Turkish, or Spanish one language sequence (12-15 credits). Credit
(FL 390, Ling 390, or a linguistics course in the
Minor in Classical Studies by exam is awarded only for those languages major language)
Certificate in Teaching Japanese as a taught by the department. Credit received by Total 52
Foreign Language examination is graded P/NP only.
Certificate of Advanced Proficiency in
 Before being admitted to 400-level
Students of French, German, or Spanish courses, students will be expected to
Russian
Secondary Education Program
may receive credit for first- or second-year demonstrate proficiency at a level
M.A.—Foreign Language: French, by taking a CLEP exam (administered by determined by the individual language
German, Japanese, or Spanish Testing Services). The amount of credit program.
M.A.—Foreign Literature and awarded will depend on the score received.  No more than 8 credits of courses
Language: primary languages–– Students of Arabic, Chinese, Danish, numbered 404 (Cooperative Education)
French, German, Spanish; secondary Finnish, Greek, Hebrew, Italian, Japanese, may be counted toward the major.
languages—Chinese, French, German, Korean, Latin, Norwegian, Persian (Farsi),  20 of the required 52 credits must be
Japanese, Russian, or Spanish Portuguese, Russian, Swahili, Swedish, or
M.A.T.—French, German, Spanish
taken in residence at PSU (excludes
Turkish should contact the department for credit by exam but includes study
individual testing. abroad credit from PSU approved
Restrictions. The language sequences 101, programs).
The Department of World Languages and
102, 103 (or 150, 151) and 201, 202, 203  All courses used to satisfy major require-
Literatures offers undergraduate major pro-
must be taken in order. Students who have ments must be passed with a grade of C
grams in Arabic, Chinese, French, German,
received credit for any one of these may not or higher. (C- and P are not acceptable.)
Japanese, Russian, and Spanish; minor pro-
subsequently receive credit for any of the Students majoring in a foreign language
grams in the above languages and in Italian,
lower numbered courses. This restriction must maintain a minimum GPA of 2.50
Turkish, and Classical Studies; and instruc-
also applies to transfer credits and credits on all courses used to satisfy the major
tion in the above languages, as well as in
earned by examination. requirements.
Danish, Finnish, Ancient Greek, Modern
Native speakers (defined as students whose Requirements for minor in a foreign
Greek, Hebrew, Italian, Korean, Latin,
formal secondary education was completed language. The Department of World
Norwegian, Persian (Farsi), Portuguese,
in the foreign language) may not register for Languages and Literatures offers undergrad-
Swahili and Swedish. Other languages may
first- through fourth-year language courses uate minors in Arabic, Chinese, French,
be offered from time to time.
in their native language, nor may they German, Italian, Japanese, Russian, Spanish,
receive credit by exam for their native lan- and Turkish. An undergraduate foreign lan-
guage.
Undergraduate guage minor must complete 20 upper-divi-
sion credits (numbered 300 or above) in
programs Degree requirements language, literature, or culture, and at least
Requirements for major in foreign lan- 12 of which are in the target language, and
guages. The Department of World 4 credits in general linguistics (FL 390, Ling
Admission requirements Languages and Literatures offers undergrad- 390, or a linguistics course in the target lan-
Students majoring in Arabic, Chinese, uate majors in Arabic, Chinese, French, guage).
French, German, Japanese, Russian, or German, Japanese, Russian, and Spanish. An Credits
Spanish are required to demonstrate profi- undergraduate foreign language major must Language, literature and culture........................... 20
ciency at a level determined by the individu- complete 32 upper-division credits (num- Linguistics.................................................................. 4
al language program before being admitted bered 300 or higher) in language, literature Total 24
to 400-level courses. and culture, an additional 8 credits in 400-  No more than 4 credits of courses num-
Placement. Students with prior experience level language and literature courses (exclud- bered 404 (Cooperative Education) may
in French, German, or Spanish are required ing 401-410), 8 credits in adviser-approved be counted toward the minor.
to take an online placement examination. electives, and 4 credits in linguistics (Ling  Twelve of the required 24 credits must
You may access the test under “Advising” at 390, FL 390, or a linguistics course in the be taken in residence at PSU (excludes
www.wll.pdx.edu. target language). French and Spanish majors credit by exam but includes study
Students of Arabic, Chinese, Danish, must include a minimum of two courses abroad credit from PSU approved
Finnish, Greek, Hebrew, Italian, Japanese, from the 341, 342, 343 sequence and a min- programs).
Korean, Latin, Norwegian, Persian (Farsi), imum of 16 400-level credits in their total  All courses used to satisfy the depart-
mental minor requirements, must be citizens. Advanced Track students must have Japanese area studies (literature, history,
graded C or higher. (C- and P are not Intermediate Mid/High proficiency at the anthropology, etc.), and 8 credits in TJFL
acceptable). Students minoring in a for- time of admission to the program. See www. Methods (Jpn 477, 478).
eign language must maintain a mini- pdx.edu/russian-flagship/ for details. Credits
mum GPA of 2.50 on all courses used Linguistics................................................................ 16
to satisfy the minor requirements. Course requirements Area Studies............................................................ 16
Requirements for minor in Classical TJFL Methods............................................................ 8
Students in the program take five advanced
Studies. An undergraduate minor in classi- Russian classes, three content classes con- Total 40
cal studies consists of 36 credits of Latin and ducted in Russian, and six Russian across All courses used to satisfy certificate course
Ancient Greek (two years of Latin and one the curriculum classes attached to the stu- requirements must be graded C or above.
of Greek or two years of Greek and one of dents’ general education requirement SECONDARY EDUCATION PROGRAM
Latin) and 12 credits of area classes selected (University Studies) and major. Students Advisers: French, S. Walton; German, W. Fischer;
from the list below. Japanese, S. Watanabe; Russian, M. Hickey;
Language................................................................. 36 complete their Senior Capstone in Russian. Spanish, E. Nunez.
Two years of Latin and one of Ancient Greek or Credits Students who wish to teach a foreign lan-
Two years of Ancient Greek and one of Latin Advanced Russian Language Classes (5 classes): guage in Oregon secondary schools must be
Area Classes............................................................. 12 Rus 325 Russian Phonetics and Phonology............. 4
ArH 452 Ancient Art: Aegean and Greek Rus 4/511, 4/512. 4/513 Advanced Russian............ 12
admitted into the Graduate Teacher
ArH 453 Ancient Art: Etruscan and Roman Rus 4/514 Advanced Russian Grammar.................... 4 Education Program (GTEP) in Portland
Eng 317 Greek Mythology
Subtotal 20
State’s Graduate School of Education and
Grk 330 Ancient Greek Literature in Translation
Content Classes (3 classes) chosen from: complete the requirements for an Oregon
Grk 331 Plato as Literature Teaching License. Admission to GTEP as a
Rus 4/521 Topics in Contemporary Russian Culture.4
Grk 332 Greek Religion
Grk 333 Women in Ancient Greece
Rus 4/527 Topics in Russian Literature of the 19C.. 4 foreign-language specialist requires a bache-
Rus 4/533 Topics in Russian Literature of the 20C.. 4 lor’s degree in a foreign language taught in
Grk 334 Greek Ethical Thought
Grk 335 Sophocles and Euripides Subtotal 12 Oregon schools and the recommendation of
Russian Across the Curriculum:
Hst 315 Greek History the Department of World Languages and
Rus 416 Readings in Russian: FRINQ........................ 6
Hst 316 Roman History
Rus 416 Readings in Russian: SINQ.......................... 6
Literatures. For other criteria, please refer to
Lat 330 Roman Culture the Graduate School of Education section of
Lat 341 Roman Literature in Translation Rus 416 Readings in Russian: major......................... 6
Phl 414 Plato Subtotal 18 this Bulletin.
Phl 415 Aristotle Capstone: Unst 421................................................... 6 In order to be recommended by the
TA 471 Ancient Greek Theater and Drama Total 56 department, the applicant must have:
Total 48 1. Applied for admission to the Graduate
 Twelve of the required 48 credits must Teacher Education Program in the
be taken in residence at PSU. Certificate in Graduate School of Education (see page 100).
 All courses used to satisfy minor require- 2. Completed a B.A. or B.S. which includes
ments must be graded C or higher. Teaching Japanese coursework equivalent to the 52 credits
Students minoring in classical studies
must maintain a minimum GPA of 2.50
as a Foreign required for a major in one foreign lan-
guage at Portland State University.
on all courses used to satisfy the minor Language (TJFL). 3. Have maintained a 3.00 GPA in the last
requirements. 40 of the above 52 credits earned.
This program is designed to familiarize par-
4. Obtained an Oral Proficiency Rating of
ticipants with principles of instructional
Advanced High or higher on the ACTFL
methods in teaching Japanese to speakers of
Certificate of languages whose orthography is not kanji-
scale in French, German, or Spanish, or a
rating of Intermediate High or higher in
Advanced based. It is designed to fit into the programs
of majors in a wide variety of fields, includ-
Japanese or Russian.
Proficiency in ing Japanese, education, linguistics, and the
The Department of World Languages and
Literatures highly recommends that appli-
Russian (CAPR) social sciences. Candidates may enroll as
post-baccalaureate students or while com-
cants earn upper-division credits in their
chosen language beyond the minimum of 52
This program is designed to permit students pleting undergraduate degree requirements
required; that they spend time in a relevant
to achieve Superior (professional) proficiency in another field.
program abroad; and that their coursework
in Russian. Candidates may enroll in the
program as undergraduate or as post-bacca- Admission requirements include as many of the following as possible:
Phonetics, General Linguistics, Applied
laureate students. Participants are encour-
1. Admission to Portland State University. Linguistics, Culture and Civilization,
aged to live in Russian Immersion Housing
2. Japanese proficiency at the ACTFL Practicum, and Methods of Teaching
at Portland State and, if possible, to spend
Intermediate High level. Foreign Languages.
one year studying at the Russian Flagship
Center at St. Petersburg University Students whose proficiency is lower may
be provisionally admitted; they will need to
Admission requirements study Japanese while taking other courses in Graduate programs
the certificate program.
Students who wish to complete the On the graduate level, the Department of
Certificate program must first be admitted Course requirements World Languages and Literatures offers
degree programs leading to the M.A. in
to the Russian Flagship Partner Program
(RFPP). Sponsored by the National Security To qualify for the TJFL certificate, the stu- Foreign Language with a major in French,
Education Program (NSEP), RFPP offers dent must complete 16 credits in theoretical German, Japanese, or Spanish; the M.A.T.
both Introductory and Advanced tracks. and applied linguistics (through the depart- in French, German, or Spanish; and the
RFPP scholarship recipients must be U. S. ments of World Languages and Literatures M.A. in Foreign Literature and Language,
or Applied Linguistics), 16 credits in
with a concentration in two foreign litera- lowing departmental requirements: Sub-total 28

tures and linguistics. 1. In the primary language: Secondary language Credits
Deutsche Sommerschule am Pazifik. a. Bachelor of Arts in the language with a Advanced Language 511 and 512 or Span 514...... 8
Twelve graduate credits chosen from:
Graduate credits earned in German through 3.00 GPA in the literature courses, or its 500 -level literature (not including Literature in
the Deutsche Sommerschule am Pazifik can equivalent as determined by the Translation) and/or Linguistics 594, 595, and/or
be accepted as in-residence credit at Portland Department; Stylistics 584............................................................. 12
State University only if taken after formal b. Oral and written proficiency: Advanced Sub-total 20
admission to the M.A. in Foreign Language High on ACTFL scale. Note: If upper-division courses in fourth-year lan-
program in German, to the M.A. in Foreign 2. In the secondary language: guage have been successfully completed at the
undergraduate level (with a GPA of 3.00 or above),
Literature and Language, or to the M.A.T. Demonstration of third-year proficiency. they can be waived, reducing the total credits
in German. Graduate credit earned at the Master of Arts in Teaching. Applicants required by a maximum of 8.
DSaP prior to admission to either program for admission must meet the University
Linguistics and methods Credits
is normally limited to 15 credits, in accor- admissions requirements (page 59), as well
12 graduate credits chosen from:
dance with the University’s transfer regula- as the following departmental requirements: FL 593 Language Proficiency
tions. 1. A Bachelor of Arts degree or its equivalent Testing and Teaching
An M.A. degree in German earned solely in the major language, with a minimum FL 598 Methods of Teaching Foreign Languages
by attendance at the Sommerschule normal- GPA of 3.00 in all coursework. Fr 594 French Linguistics
ly entails four summers’ work plus thesis. 2. Oral and written proficiency: Advanced Fr 597 Applied French Linguistics
Ger 594 German Linguistics
Master of Arts in Foreign Language. The High on the ACTFL scale. Ger 597 Applied German Linguistics
M.A. in Foreign Language is a graduate Span 594 Spanish Linguistics
degree with a major in French, German, Degree requirements Span 597 Applied Spanish Linguistics
Japanese, or Spanish language and literature. Master of Arts in Foreign Language. A Other adviser-approved courses
It is available with a thesis and a non-thesis candidate for the Master of Arts in a Foreign Sub-total 12
option. The thesis option is generally recom- Language must complete a minimum of 45 Total 60
mended for students who intend eventually graduate credits, of which 30 must be taken
to obtain a doctorate. The non-thesis option in residence after admission to the degree In addition to the required coursework,
is often appropriate for those who intend to program. The 45 credits are to be distribut- the candidate will have to:
use their M.A. coursework as direct prepara- ed as follows:  Submit two research papers to the grad-
tion for secondary-school language teaching Credits uate committee, one dealing with the
or another career. Students should consult Thesis option primary, the other with the secondary
with their adviser to determine the best 560 Principles of Scholarly Research........................ 4 area. These may be written either in the
option. 551, 552, 553 (any two)............................................ 8 primary or secondary languages, respec-
Master of Arts in Foreign Literature FL 598 (Methods)....................................................... 4 tively, or in English.
and Language. The M.A. in Foreign 503 Thesis............................................................... 6-9  Be rated in oral and written proficiency
Literature and Language is a graduate degree Additional adviser-approved coursework........ 20-23
in the secondary language only.
with concentration in a primary language, a Total 45
Minimum proficiency level for French,
secondary language, and in linguistics. The Non-thesis option German, and Spanish: Advanced. For
primary language may be French, German, 560 Principles of Scholarly Research........................ 4
551, 552, 553 (any two)............................................ 8
Chinese, Japanese, and Russian:
Japanese, or Spanish; the secondary language Intermediate High.
FL 598 (Methods)....................................................... 4
may be Chinese, French, German, Japanese, 501 Research, or other adviser-approved credits.6-9  Pass a final comprehensive written and
Russian, or Spanish. Additional adviser-approved coursework........ 20-23 oral examination over coursework taken
Master of Arts in Teaching. The M.A.T. Total 45 in the primary and secondary areas and
degree program, while designed especially for Note: The student’s program may include, with over the research papers.
those who wish to strengthen their prepara- adviser’s approval, a maximum of 12 credits in 501 Master of Arts in Teaching. A candidate
tion to teach French, German, or Spanish in and/or 505 and a maximum of 9 credits in 508 and/ for the M.A.T. in foreign languages must
secondary schools and two-year colleges, is or 509 combined. See Credit Distribution and
complete a minimum of 45 graduate credits,
open to anyone wishing to pursue graduate Limitations for Master’s Degrees, page 61.
In addition to the required coursework, the can- of which 30 must be taken in residence after
work in these languages. admissions to the degree program to
didate will have to:
 Thesis option: Submit a thesis, written in include:
Admission requirements either the foreign language or in English, Credits
Master of Arts in Foreign Language. and pass a final examination in accordance Principles of Scholarly Research 560........................ 4
Applicants for admission must meet the with University requirements.
Two of the following: 551, 552, 553
(Poetry, Drama, Prose).............................................. 8
University admissions requirements  Non-thesis option: Submit two research FL 598 (Methods)....................................................... 4
(page 60) as well as the following depart- papers in different adviser-approved sub- Adviser-approved education courses.................. 9-15
mental requirements: ject areas, written either in the foreign lan- Other adviser-approved courses....................... 14-20
1. A Bachelor of Arts degree or its equivalent guage or in English, and pass a final writ- Total 45
in the major language, with a minimum ten and oral examination. In addition to the required coursework,
GPA of 3.00 in all coursework. Master of Arts in Foreign Literature the candidate will have to:
2. Oral and written proficiency: Advanced and Language. A minimum of 60 credits,  Submit two research papers: one in the
High on the ACTFL scale in French, of which 40 must be earned in residence, area of language or language pedagogy,
German, and Spanish; Advanced Low in distributed among the following areas: the other in literature.
Japanese. Primary language Credits  Complete a comprehensive written and
Master of Arts in Foreign Literature Principles of Scholarly Research 560........................ 4 oral examination.
and Language. Applicants for admission Eight credits chosen from courses numbered 551,
must meet the University admissions 552, 553..................................................................... 8
Other adviser-approved 500-level courses............ 16
requirements (page 60), as well as the fol-
Courses and bandits, ghosts, fairies and gods. Recommended

prerequisite: Sophomore Inquiry or 12 credits of lit-
with daily life. Pre-requisite: Ar 103. For non-
native speakers of Arabic only.
erature. Conducted in English. Ar 204, 205, 206
*FL 493/593 Common Spoken Arabic for Beginners (4, 4, 4)
All upper-division courses are taught in the target Language Proficiency Testing Popular spoken Arabic (‘ammiyyah/darijah) used
language, unless otherwise noted. and Teaching (4) in social gathering and general daily life encoun-
Application of proficiency standards in testing and
Foreign Languages teaching at the novice and intermediate levels.
ters. Does not replace Ar 201-2-3. For non-native
speakers of Arabic only. Prerequisites: Ar 103.
FL 199 Introduction to ILR/ACTFL/ETS/FSI guidelines
Ar 299
Special Studies (Credit to be arranged.) and compatible testing methods. Discussion of Special Studies (Credit to be arranged.)
FL 299 pragmatic issues: testing technique and test validi-
Ar 301, 302, 303
Special Studies (Credit to be arranged.) ty; use of teaching materials; logistics. Third-year Standard Arabic (4, 4, 4)
*FL 331 Recommended prerequisite: three years of a for- Intermediate modern literary Arabic prose:
Women in the Middle East (4) eign language. Conducted in English. Emphasis on reading prose texts dealing with a
Explore the role and status of women in the con- FL 498/598 wide spectrum of daily-life topics in their social-
temporary Middle East with respect to institu- Methods of Teaching Foreign Languages (4) cultural context; advanced grammar and syntax
tions such as the family, law, education, work and Study and analysis of various pedagogical theories (weak verbs, weak nouns, doubled verbs, verb
politics–areas which intersect and overlap with as applied to the learning and teaching of foreign moods, and the conditional); translation of com-
broader cultural questions about women and their languages. Special emphasis on discourse and con- plex texts, writing expanded Arabic compositions;
place in tradition, modernity, nation-building, tent analysis. Recommended for prospective lan- media and Arabic web-sites to enhance conversa-
Islam and the West. This course is the same as Intl guage teachers. Recommended prerequisite: three tional skills. Prerequisite Ar 203. For non-native
331 and WS 331; course may only be taken once years of a foreign language. Conducted in English. speakers of Arabic only.
for credit.
FL 560 Ar 304, 305, 306
*FL 335 Principles of Scholarly Research (4) Intermediate Common Spoken Arabic (4, 4, 4)
Icelandic Sagas (4) A theoretical and practical introduction to research Practical pan-Arab spoken Arabic used in social,
Explores the sagas and the cultural milieu in which methods and literary theory. Investigation of biblio- intellectual gatherings and business in lieu of lim-
they were created. Conducted in English. graphic materials, primary texts, secondary literature, ited local spoken “dialects,” or the fus-ha (literary
Recommended prerequisite: Sophomore Inquiry. and major forms of literary criticism. To be taken in Arabic), understandable and usable anywhere in
FL 390 first year of graduate study. the Arab world. For non-native speakers of Arabic
Languages of the World (4) only. Does not replace Ar 301, 302, 303 or satisfy
Overview of the world’s languages and language
families. Presentation of specific languages, basic
American Sign Language B.A. requirement in foreign language.
Prerequisites: Ar 203 and Ar 206.
phonemic and structural analyses to illustrate lin- ASL 101, 102, 103 *Ar 311
guistic terms and concepts. First Year American Sign Language (4,4,4) Intermediate Media Arabic (4)
Basic mastery of American Sign Language (ASL).
FL 399 Reading and translating intermediate-level Arabic
Special Studies (Credit to be arranged.) Covers ASL vocabulary, grammatical structure,
and elements of Deaf culture. Includes sign lan- newspaper and journal materials; viewing selected
FL 401/501 media and news websites. For non-native speakers
Research (Credit to be arranged.) guage practice in class and in the Deaf communi-
ty. Expected preparation: ASL 101 for ASL 102, of Arabic only. Does not replace Ar 301, 302,
FL 403/503 303. Prerequisites: Ar 301, 302, 303.
Thesis (Credit to be arranged.) ASL 102 for ASL 103.
ASL 201, 202, 203 Ar 330
FL 404/504
Cooperative Education/Internship Second Year American Sign Language (4,4,4) Arabic Calligraphy: Reading and Writing (4)
(Credit to be arranged.) Expansion and refinement of first-year comprehen- Introduction to Arabic script since the fifth centu-
FL 405/505 sion and production skills; expansion of grammati- ry A.D.; presentation of prominent pens and
Reading and Conference cal and lexical repertoires through task-based styles; reading various exhibits covering all major
(Credit to be arranged.) instruction in transactions such as asking/giving styles; mastering the writing of the ruq‘ah style.
FL 407/507 directions, making plans, describing and identify- Does not replace Ar 301, 302, 303.
Seminar (Credit to be arranged.) ing people, places, and things, giving simple Ar 399
FL 408/508 instructions, and telling what happened. Expected Special Studies (Credit to be arranged.)
Workshop (Credit to be arranged.) preparation: ASL 103 for ASL 201, ASL 201 for Ar 401
FL 409/509 ASL 202, ASL 202 for ASL 203. Research (Credit to be arranged.)
Practicum (Credit to be arranged.) Ar 404
FL 410/510
Selected Topics (Credit to be arranged.) Arabic Cooperative Education/Internship (Credit to be
arranged.)
*FL 447/547 Ar 101, 102, 103 Ar 409
Major Forces in World Literature (4) First-year Standard Arabic (4, 4, 4) Practicum (Credit to be arranged.)
A study of literary forms, theories, and move- Introduction to modern literary (fus-ha) Arabic: Ar 410
ments, such as Classical Drama, Medieval Emphasis on reading and writing the cursive Arabic Selected Topics (Credit to be arranged.)
Romance, Existentialism, Structuralism, The script, accurate pronunciation, comprehension of *Ar 412/512
Absurd, Nativism, and Roots. Recommended pre- basic texts, translation, vocabulary, dictation, basic Advanced Arabic Reading & Writing: Essay (4)
requisite: Sophomore Inquiry or 12 credits of lit- grammar and syntax, writing Arabic compositions, Reading and translating advanced Arabic essays
erature. Conducted in English. and media to facilitate the learning of simple com- written by prominent Arab authors in various
*FL 448/548 munications in common spoken Arabic. For non- genres presenting social cultural topics, and writ-
Major Figures in World Literature (4) native speakers of Arabic only. ing critiques in Arabic. Prerequisites: Ar 303 or
Concentrated study of the canon of one or more Ar 199 consent of instructor.
major writers: for example, Dostoevsky, Special Studies (Credit to be arranged.) *Ar 413/513
Cervantes, Goethe. Recommended prerequisite: Ar 201, 202, 203 Advanced Modern Standard Arabic: Short Story
Sophomore Inquiry or 12 credits of literature. Second-year Standard Arabic (4, 4, 4) and Novel (4)
Conducted in English. Continued work in modern literary Arabic: Reading modern Arabic short stories, condensed
*FL 449/549 Emphasis on reading prose texts dealing with the novels, or short biographies of prominent Arab
Major Topics in World Literature popular standard language, expanded grammar authors; viewing related films; writing critiques in
and Culture (4) and syntax, writing Arabic compositions, transla- Arabic. Prerequisite: Ar 412/512 or consent of
Study of the treatment of topics in one or more of tion, enhanced vocabulary, dictation, and media instructor.
the cultures of the world. Such topics as Europe as for better listening comprehension of common
self and other, Don Juan, exile, the quest, outlaws spoken Arabic, for expanded conversations dealing
*Ar 414/514 in Modern Standard Arabic. Prerequisites: Ar *Chn 411/511, 412/512

Advanced Classical Arabic: Prose (4) 412/512 or consent of instructor. Advanced Chinese (4, 4)
Introduction to the history of Arabic prose (7th – Development of facility with complex patterns in
18th century AD); reading selected advanced texts
from classic literary works of major authors such
Chinese conversation, reading and writing. Topics such as
Rural China, The Philosophers, Documentary
as Ibn al-Muqaffa’ “al-adab al-kabir” (The Grand Chn 101, 102, 103 Chinese, The Structure of Chinese.
Literature); al-Jahiz “al-bukhla’” (The Misers); al- First-year Chinese (5, 5, 5) Recommended prerequisites: Chn 303; Chn 304,
Isfahani “kitab al-aghani” (The Book of Arabic An introduction to Mandarin: listening, speaking, 311, 312.
Songs”, Ibn ‘Adiy “tahdhib al-akhlaq” (The reading, and writing. Characters and spoken lan-
guage presented concurrently throughout the year. *Chn 413/513
Reformation of Morals) and Ibn ‘Abd Rabbuh “al- Advanced Classical Chinese (4)
‘iqd al-farid” (The Unique Necklace); translating Chn 199 Readings from classical works of various genres and
texts and writing literary reviews in Arabic. Special Studies (Credit to be arranged.) historical periods, designed to solidify the structures
Prerequsites: Ar 412/512 or consent of instructor. Chn 201, 202, 203 introduced in Chn 311 and 312, build further
*Ar 419/519 Second-year Chinese (5, 5, 5) vocabulary and introduce the fundamentals of clas-
Folk Proverbs of the Arabs (4) Continued work in Mandarin, with emphasis on sical Chinese literary history. Recommended pre-
Reading and analyzing selected Arabic folk prov- mastering all basic grammatical structures, devel- requisite: third-year coursework in Chinese, prefer-
erbs representing a wide range of critical social- oping conversation skills, and building vocabulary ably including Chn 311 and 312.
cultural issues and moral values; writing critiques. in characters with correct pronunciation.
*Chn 420/520, 421/521
Quoted texts are in Arabic. Class is conducted in Recommended prerequisite: Chn 103. Readings in Chinese Literature (4, 4)
English. Prerequisites: Ar 301 & Ar 304 or con- Chn 299 Reading, analysis, and discussion of representative
sent of instructor. Special Studies (Credit to be arranged.) literary texts. Chn 420 focuses on pre-modern
*Ar 420/520 Chn 301, 302, 303 topics such as “Traditional Chinese Fiction” and
Folk Tales of the Arabs (4) Third-year Chinese (4, 4, 4) “Chinese Classical Masterpieces,” while Chn 421
Introduction to the oral tradition of the Arabs Intermediate conversation, reading, writing, addresses primarily twentieth-century topics such
since early times; analysis of selected folk tales or vocabulary building, and grammar. Introduction as “Chinese Nativist Literature” or “Chinese
epics; viewing cultural videos; writing short cri- to literary and expository texts. Recommended Urban Literature.” Recommended prerequisites:
tiques. Quoted texts are in Arabic. Class is con- prerequisite: Chn 203. Chn 303; Chn 304, 311, 312.
ducted in English. Prerequisites: Ar 301 & Ar 304 *Chn 304 *Chn 490/590
or consent of instructor. Chinese Newspaper Readings (4) History of the Chinese Language (4)
*Ar 421/521 Practical introduction to the reading and accurate History of the Chinese language and language
Extemporized-Sung Poetry and Folk Songs of understanding of Chinese newspapers and related family, with emphasis on the development of the
the Arabs (4) specialized styles of writing. Recommended as a current standard language. Evolution of phonolo-
Reading, translating, and analyzing selected texts complement to third-year Chinese. gy, morphology, and syntax in spoken Chinese,
of extemporized-sung folk poetry (zajal) covering Recommended prerequisite: Chn 203. development of the Chinese writing system, histo-
major genres and lyrics of folk songs composed in *Chn 311, 312 ry of Chinese lexicography, and current language
the vernacular Arabic; viewing videos of social Introductory Classical Chinese (4, 4) policy. Conducted in English. Recommended pre-
occasions during which the above genres are per- Readings in the traditional literary language, requisite: at least one course in linguistics (Ling
formed; writing critical analysis of poems. Quoted designed to provide familiarity with essential par- 290 or above), or proficiency in Chinese equiva-
poems are in Arabic. Class is conducted in ticles and structures, build vocabulary, and intro- lent to Chn 203.
English. Prerequisites: Ar 412/512 & Ar 306 or duce works from all genres and periods.
consent of instructor. Recommended as a complement to third-year
Chinese; preparation for advanced work in either
Danish
*Ar 423/523 Dane 101, 102, 103
Modern Arabic Poetry (4) modern or classical Chinese. Recommended pre-
requisite: Chn 203. First-year Danish (4, 4, 4)
Reading, translating, and analyzing selected mod- Beginning Danish. Emphasis on communication
ern Arabic poems from prominent Arab poets *Chn 341 skills: listening, speaking, reading, writing.
covering a wide range of issues and genres; writing Topics in Chinese Literature and Thought:
critical analyses of poems. Prerequisites: Ar Service and Retreat (4) Dane 199
412/512 or consent of instructor. Interdisciplinary readings from the core of the Special Studies (Credit to be arranged.)
written tradition, including history, poetry, classi- Dane 201, 202, 203
*Ar 424/524 Second-year Danish (4, 4, 4)
Classical Arabic Poetry (4) cal anecdotes and essays, related to the central
issues facing the Chinese elite throughout history: Intensive review of basics introduced in first-year
Reading, translating, and analyzing selected texts courses and further development of communication
of classical Arabic poems from prominent Arab whether, how, and under what conditions to serve
the state. Conducted in English. skills. Recommended prerequisite: Dane 103.
poets of early Arabia and al-Andalus covering a
wide range of major issues; writing critical analy- *Chn 342, 343 Dane 299
ses of poems. Prerequisites: Ar 412/512 or consent Chinese Vernacular Literature (4, 4) Special Studies (Credit to be arranged.)
of instructor. 342 emphasizes traditional poetry and fiction Dane 316
from 700 BC to the late nineteenth century; 343 Readings in Danish (2)
*Ar 441 A variable-content course designed to give advanced
Major Arabic Works in Translation (4) emphasizes influential works of the twentieth cen-
tury, from semi-traditional to avant-garde. students of Danish experience reading a variety of
Study of selected masterpieces of Arabic literature content areas. Taken in conjunction with regularly
in English translation: short stories, women’s Conducted in English.
Chn 399 scheduled corequisite FLL courses taught in English.
essays, poetry, folk literature, and introduction to Recommended prerequisite: Dane 203.
Arab culture. Viewing critical films and videos. Special Studies (Credit to be arranged.)
Lectures and discussions in English. Chn 404/504 *Dane 345
Recommended prerequisite: 4 credits of upper- Cooperative Education/Internship (Credit to be Hans Christian Andersen (4)
division literature. Course may be repeated for arranged.) Studies the works of Hans Christian Andersen,
credit if content varies. Chn 405/505 paying particular attention to the tales.
Reading and Conference (Credit to be Recommended prerequisite: Sophomore Inquiry.
*Ar 490/590 arranged.) Conducted in English.
Advanced Arabic Syntax (4) Chn 408/508
History of the major schools of Arabic grammar *Dane 346
Workshop (Credit to be arranged.) 20th Century Danish Women Writers (4)
and syntax of al- Kufah and al-Basrah; contribu-
Chn 409/509 Examination of works of 20th century Danish
tion of prominent grammarians: Abu al-Aswad al-
Practicum (Credit to be arranged.) women writers with attention to themes, styles,
Du’ali, al-Khalil Ibn Ahmad, and Sibawayh; major
Chn 410/510 and characteristics in light of the literary trends of
rules of Arabic syntax; the use of the connectors
their times and feminist criticism. Readings, lec- Focus on conversation and writing skills through A systematic approach to the study of French
tures, and discussions in English. the viewing and discussion of films. Topics may grammar and syntax for majors and prospective
*Dane 347 include: the history of French and Francophone teachers. Recommended prerequisite: Fr 303.
Major Works in Danish Literature (4) cinema; the history of France through film. *Fr 417/517
Four centuries of Danish masterpieces with atten- Recommended prerequisite: Fr 203 and 4 hours Translation (4)
tion to themes, styles and characteristics in light of 300-level French. Special problems of translating between French
of the literary trends of their times. Conducted in Fr 325 and English based on a variety of texts, both liter-
English. Recommended prerequisite: Sophomore French Phonetics and Phonology (4) ary and non-literary. Recommended prerequisite:
Inquiry. Introduction to the sounds of French: their place Fr 303.
Dane 361 and manner of articulation (phonetics) as well as *Fr 419/519
Danish Films from Dreyer to Dogmer (4) how they pattern with respect to each other and Medieval French Literature (4)
Examines a number of Danish films produced as influenced by morphological and syntactic fac- Selected works of Old French literature (reading
from 1928 to the present. Explores Denmark’s tors (phonology). Recommended prerequisite: Fr in modern French translation). Recommended
position in the context of the world film industry 203. prerequisites: at least 8 credits from Fr 341, 342,
as well as the Dogme movement. Readings, lec- *Fr 330 343.
ture, and discussion in English. Topics in Culture and Civilization (4) *Fr 420/520
Dane 399 The development of French life, thought, and arts Renaissance French Literature (4)
Special Studies (Credit to be arranged.) of different periods, from the Middle Ages to the Selected works of literature representative of the
20th century: for example, Pre-Revolution, French Renaissance. Recommended prerequisites:
Farsi Revolution through 19th century, and contempo-
rary. Recommended prerequisite: Fr 203. 4 hours
at least 8 credits from Fr 341, 342, 343.
See Persian on page 311. of 300-level French. *Fr 421/521
Seventeenth-century French Literature (4)
Finnish Fr 335
19th-Century France (4)
Readings from major classical writers from the era
of Louis XIV. Recommended prerequisites: at
*Finn 101, 102, 103 French politics, society and their reflections in lit- least 8 credits from Fr 341, 342, or 343.
First-year Finnish (4, 4, 4) erature from the Revolution to the 3rd Republic
(1871-). Main themes: ancien regime, Revolution, *Fr 423/523
Beginning Finnish. Emphasis on communication Eighteenth-century French Literature (4)
skills: listening, speaking, reading, writing. French political instability, rise of the bourgeoisie,
Reading, analysis and critique of the major works
Finn 199 growth of working class, reflection of these
written in the Age of Enlightenment.
Special Studies (Credit to be arranged.) themes in major literary works. Conducted in
Recommended prerequisites: at least 8 credits
*Finn 201, 202, 203 English. Recommended prerequisite: Hst 103 or
from Fr 341, 342, or 343.
Second-year Finnish (4, 4, 4) UnSt 226.
*Fr 427/527
Intensive review of basics introduced in first-year *Fr 340 Nineteenth-century French Literature (4)
courses and further development of communica- Fundamentals of French Literary Studies (4)
Selected works of prose, poetry, and drama from
tion skills. Recommended prerequisite: Finn 103. An introduction to the study of French literature.
the 19th century writers. Recommended prerequi-
Finn 299 Lectures and discussion on French prosody,
sites: at least 8 credits from Fr 341, 342, or 343.
Special Studies (Credit to be arranged.) genres, fundamentals of literary analysis, and criti-
cism. To be taken concurrently with, or prior to, *Fr 433/533
Twentieth-century French Literature (4)
French Fr 341, 342, 343. Recommended prerequisite: Fr
203. Readings in poetry, drama, and prose.
Fr 101, 102, 103 Recommended prerequisites: at least 8 credits
Fr 341, 342, 343 from Fr 341, 342, or 343.
First-year French (4, 4, 4) Introduction to French Literature (4, 4, 4)
An introduction to elementary French. Emphasis French literature from the Middle Ages to the *Fr 435/535
on listening comprehension and oral practice, present. Poetry, theater, and prose readings from Francophone Literature
including the elements of grammar, vocabulary representative authors. Recommended prerequi- of the 20th-Century (4)
building, and elementary readings. site: Fr 203 and Fr 301 or 302. Readings in 20th-century literature of French
Fr 105 expression from outside metropolitan France: i.e.,
Fr 399
French Film (1) Special Studies (Credit to be arranged.) Africa, Quebec, and the Caribbean.
Initiation to French culture and listening skills Recommended prerequisite: at least 8 credits from
Fr 401/501 Fr 341, 341, or 343.
through short lectures in English and feature- Research (Credit to be arranged.)
length film screenings in French (with English Fr 404/504 *Fr 441/541
subtitles). Cannot be taken simultaneously with Cooperative Education/Internship Major Works In Translation (4)
Fr 305. (Credit to be arranged.) Study of texts representative of major French
Fr 199 Fr 405/505 authors, periods, themes or genres in translation:
Special Studies (Credit to be arranged.) Reading and Conference such topics as Classical drama, Realism, contem-
Fr 201, 202, 203 (Credit to be arranged.) porary novel, Flaubert, and Camus. Readings, lec-
Second-year French (4, 4, 4) Fr 407/507 tures, and discussions in English. Recommended
Intensive review of basic materials introduced in Seminar (Credit to be arranged.) prerequisite: 4 credits of upper-division literature.
First-Year French and further development of Fr 408/508 *Fr 442
communication skills. Recommended prerequi- Workshop (Credit to be arranged.) Medieval Works in Translation (4)
site: Fr 103. Fr 409/509 Study of texts from the French middle ages.
Fr 299 Practicum (Credit to be arranged.) Readings, lectures, and discussions in English.
Special Studies (Credit to be arranged.) Fr 410/510 Recommended prerequisite: 4 credits of upper-
Fr 301, 302, 303 Selected Topics (Credit to be arranged.) division literature.
Third-year French (4, 4, 4) Fr 411/511, 412/512 *Fr 490/590
Development of speaking, listening, reading and Advanced French (4, 4) History of the French Language (4)
writing skills and a review of grammar through Special problems of French grammar; selected Study of the development of the French language
study of appropriate texts, conversation, activities, writing and reading assignments and discussion. in terms of phonological, morphological, and syn-
and written assignments. Recommended prerequi- Recommended prerequisite: Fr 303. tactical changes. Recommended prerequisite: Fr
site: Fr 203. 303.
*Fr 414/514
Fr 305 Advanced French Grammar (4) Fr 503
Topics in French Film (4) Thesis (Credit to be arranged.)
*Fr 551 Readings from representative German authors Recommended prerequisite: 4 credits of upper-
French Poetry (4) from the Middle Ages to the present. division literature.
Study of French poetry. Analysis of form and con- Recommended prerequisites: Ger 203. *Ger 494/594
tent. Ger 399 German Linguistics (4)
*Fr 552 Special Studies (Credit to be arranged.) Introduction to the basic concepts in linguistics
French Drama (4) Ger 401/501 and their application to German. Review of sound
Critical study of representative works of French Research (Credit to be arranged.) system; focus on morphology and syntax.
drama. Ger 404/504 Conducted in English. Recommended prerequi-
*Fr 553 Cooperative Education/Internship site: Ger 302.
French Prose (4) (Credit to be arranged.) *Ger 497/597
Study of representative works of French fiction Ger 405/505 Applied German Linguistics (4)
according to genre, period, theme, or authors. Reading and Conference A practical application of linguistic method to
(Credit to be arranged.) modern German. Emphasis on contrastive analysis
German Ger 407/507
of German and English. Recommended prerequi-
sites: Ger 302 and 4 credits in linguistics.
Ger 101, 102, 103 Ger 408/508
First-year German (4, 4, 4) Workshop (Credit to be arranged.) Ger 503
Beginning German. Emphasis on communication Thesis (Credit to be arranged.)
Ger 409/509
skills: listening, speaking, reading, writing. Should Practicum (Credit to be arranged.) *Ger 551
be taken in sequence. German Poetry (4)
Ger 410/510 Study of German lyric poetry. Analysis of form
Ger 199 Selected Topics (Credit to be arranged.)
and content.
Special Studies (Credit to be arranged.) Ger 411/511, 412/512
Ger 201, 202, 203 Advanced German (4, 4) *Ger 552 German Drama (4)
Second-year German (4, 4, 4) Special features of German; selected writing and Critical study of representative works of German
Intensive review of basics introduced in first year reading assignments, discussion. Recommended drama.
courses and further development of communica- prerequisite: Ger 302. *Ger 553
tion skills. Recommended prerequisite: Ger 103. *Ger 414/514 German Prose (4)
Should be taken in sequence. Advanced German Grammar (4) Study of representative works of German prose
Ger 299 Structural review of German morphology and fiction.
Special Studies (Credit to be arranged.) syntax. Recommended prerequisite: Ger 302. *Ger 554
Ger 301 *Ger 415/515 Middle High German (4)
Listening and Speaking (4) Business German (4) Linguistic and literary study of representative
Continued intensive practice in listening and Advanced work in the language of business and Middle High German texts. Conducted in
speaking German. May be taken concurrently economics. Recommended prerequisite: Ger 302. English, readings in German. Recommended pre-
with Ger 302. Recommended prerequisite: Ger requisite: Ger 302.
*Ger 421/521
203. German Short Prose (4) *Ger 584
Ger 302 Reading and Writing (4) Study of the German Novelle and other shorter German Stylistics (4)
Continued intensive practice in reading and writ- prose of the 19th and 20th centuries. A study of the stylistic aspects of fictional and
ing German. May be taken concurrently with Ger Recommended prerequisites: at least 8 credits nonfictional writings within the context of the
301. Recommended prerequisite: Ger 203. from Ger 340, 341, or 342. cultural and philosophical history of modern
Germany.
*Ger 320 *Ger 427/527
German for the Business and Professional The Age of Goethe (4)
World (4) Study of German poetry, drama, and prose from Greek
Intensive practice in scholarly, technical, and busi- the Sturm und Drang and classicism to the begin- Grk 101, 102, 103
ness language. Recommended prerequisite: Ger ning of romanticism. Recommended prerequisites: First-year Ancient Greek (4, 4, 4)
203. at least 8 credits from Ger 340, 341, or 342. An introduction to ancient Greek. The course will
*Ger 325 *Ger 428/528 provide a survey of ancient Greek grammar and
German Phonetics and Phonology (4) German Romanticism (4) syntax, as well as vocabulary building and elemen-
Introduction to the sounds of German: their place Study of the literature, art, and aesthetic theories tary readings.
and manner of articulation (phonetics) as well as of late 18th and 19th century Germany. Grk 201, 202, 203
how they pattern with respect to each other and Recommended prerequisites: at least 8 credits Second-year Ancient Greek (4, 4, 4)
as influenced by morphological and syntactic fac- from Ger 340, 341, or 342. Course provides a review of grammar in the con-
tors (phonology). Conducted in English. *Ger 429/529 text of selected readings from archaic and classical
Recommended prerequisite: Ger 203. German Realism and Naturalism (4) authors. Recommended prerequisite: Grk 103.
*Ger 330 Study of the poetry, drama, and prose of the sec- *Grk 330
Topics in Culture and Civilization (4) ond half of the 19th century. Recommended pre- Ancient Greek Literature in Translation (4)
Study of the historical development of life, requisites: at least 8 credits from Ger 340, 341, or Course provides a survey of ancient Greek litera-
thought, and the arts in German-speaking lands 342. ture from the eighth century B.C. through the
in times and places such as the Middle Ages, *Ger 433/533, 434/534 classical period. The course will cover epic, histor-
19th-century Vienna, 20th-century Berlin, the German Literature of the 20th Century (4, 4) ical, dramatic, and philosophical texts. Conducted
Weimar period, or in fields such as film. Readings in modern poetry, drama, and prose. in English.
Recommended prerequisite: Ger 203. Ger 433/533: from the turn of the century to the *Grk 331
*Ger 340 end of World War II; Ger 434/534: from the Plato as Literature (4)
Fundamentals of German post-war years to the present. Recommended pre- Course in translation provides an introduction to
Literary Studies (4) requisites: at least 8 credits from Ger 340, 341, or the dialogues of Plato in their cultural context.
An introduction to the study of German litera- 342. Special attention will be given to the significance
ture. Lectures and discussion on German prosody,
*Ger 441/541 of Plato’s use of the dialogue form, the role of
genres, fundamentals of literary analysis and criti- Major Works in Translation (4) characters in the dialogue, and his ethical and
cism. Recommended prerequisite: Ger 203. Study of selections from masterpieces of German political philosophy. Conducted in English.
Ger 341, 342, literature in translation, such as Goethe, the
Introduction to German Literature (4, 4) *Grk 332
Weimar period, German Intellectual History, Greek Religion (4)
Ancient Myth in German Literature. Readings, Provides a survey of Greek religious beliefs, rituals,
lectures, and discussions in English. and practices in pre-Christian antiquity through a
study of the literary, inscriptional, artistic, and Intensive review of basic materials introduced in third-year Japanese. Recommended prerequisite:
archaeological evidence. Conducted in English. first-year program and further development of Jpn 203.
*Grk 333 communication skills. Recommended prerequisite: Jpn 314, 315
Women in Ancient Greece (4) It 103. Beginning Japanese Grammar/Intermediate
Course on the role of women in ancient Greece as It 299 Japanese Grammar (2, 2)
daughters, wives, concubines, mothers, heiresses, Special Studies (Credit to be arranged.) A systematic approach to the study of Japanese
writers, priestesses, and participants in religious ritu- It 301, 302, 303 grammar for transfer students, majors, and teach-
als and festivals. Conducted in English. Third-year Italian (4, 4, 4) ers.
*Grk 334 Composition and conversation at the intermediate Jpn 341, 342
Greek Ethical Thought (4) level. Recommended prerequisite: It 203. Topics in Japanese Literature
A survey of the development of Greek ethical It 330 (In Translation) (4,4)
thinking from the archaic period through the Italian Culture and Civilization (4) Introductory survey of Japanese literature from its
Hellenistic period, including the role of ethics in Surveys major trends and development in Italian beginnings to the present, including such works
Greek religion, Platonic dialogues, Aristotle’s culture and civilization from its origins to the pres- as The Man’yoshu, The Tale of Genji, plays by
Nicomachean Ethics and Epicurean and Stoic ent. Includes historical, political, social, artistic Zeami and Chikamatsu, Basho’s haiku, and mas-
philosophy. Conducted in English. and intellectual perspectives. Taught in English. terpieces of modern fiction. Jpn 341 focuses on
classical and medieval literature; Jpn 342 focuses
*Grk 335 It 341, 342 on Tokugawa and modern literature. Conducted
Sophocles and Euripides (4) Introduction to Italian Literature (4, 4)
Course on two of the most important tragedians in English. Recommended prerequisite: 8 credits
Overview of Italian literature from late 1600s to of literature.
of ancient Greece, covering all of the extant works present. It 341 focuses on 1600s to 1800s. It 342
of Sophocles and the most important works of focuses on late 1800s to present. Introduction to Jpn 361
Euripides in their cultural context. Conducted in representative authors and their influence on Japanese Literature Through Film (4)
English. Italian and Western civilization. Study of major Readings of masterpieces of Japanese literature
literary and cultural movements. Recommended and viewing of feature films based on them.
Hebrew prerequisites: It 203. Viewings are followed by discussion of the social,
historical, and artistic significance of the works.
*Heb 101, 102, 103 It 399 Readings and discussions are in English, and films
First-year Modern Hebrew (4, 4, 4) Special Studies (Credit to be arranged.) have English subtitles.
Introduction to modern Hebrew; emphasis on It 404
Cooperative Education/Internship (Credit to be Jpn 399
basic grammar, syntax, noun and verb formation, Special Studies (Credit to be arranged.)
listening and reading comprehension, translation, arranged.)
It 409 Jpn 401/501
writing, and speaking. For non-native speakers of Research (Credit to be arranged.)
Hebrew only. Practicum (Credit to be arranged.)
It 410 Jpn 404/504
Heb 199 Selected Topics (Credit to be arranged.) Cooperative Education/Internship
Special Studies (Credit to be arranged.) (Credit to be arranged.)
*Heb 201, 202, 203
Second-year Modern Hebrew (4, 4, 4)
Japanese Jpn 405/505
Continued study of grammar and syntax, reading Jpn 101, 102, 103 (Credit to be arranged.)
intermediate literary texts, translation, conversa- First-year Japanese (5, 5, 5) Jpn 407/507
tion, writing, and speaking. Recommended pre- An introduction to the Japanese language with Seminar (Credit to be arranged.)
requisite: Heb 103. For non-native speakers of emphasis on listening comprehension, speaking, Jpn 408/508
Hebrew only. grammatical patterns, the syllabaries, and charac- Workshop (Credit to be arranged.)
ters in elementary reading and writing. Jpn 409/509
Heb 299
Special Studies (Credit to be arranged.) Jpn 199 Practicum (Credit to be arranged.)
*Heb 301, 302 Special Studies (Credit to be arranged.) Jpn 410/510
Modern Hebrew Readings (4, 4) Jpn 201, 202, 203 Selected Topics (Credit to be arranged.)
301 emphasizes essays, short stories, and selected Second-year Japanese (5, 5, 5) Jpn 411/511, 412/512
poems. 302 emphasizes modern media Hebrew. Continued work in the Japanese language with Advanced Japanese:
Translation and writing. Recommended prerequi- emphasis on listening comprehension, speaking, Speaking and Listening (4, 4)
site: Heb 203. For non-native speakers of Hebrew grammatical patterns, the syllabaries, and charac- Development of oral communication skills with
only. ters in elementary reading and writing. complex patterns in informal and formal situations.
Recommended prerequisite: Jpn 103. Recommended prerequisites: Jpn 302, 305.
Heb 399
Special Studies (Credit to be arranged.) Jpn 299 Jpn 414/514
Heb 401 Special Studies (Credit to be arranged.) Advanced Japanese Grammar (4)
Research (Credit to be arranged.) Jpn 301, 302 A systematic approach to the study of Japanese
Heb 404 Third-year Japanese: grammar for advanced students and majors, and
Cooperative Education/Internship (Credit to be Speaking and Listening (4, 4) for teachers. Recommended prerequisite:
arranged.) Continued work in the Japanese language with Jpn 302 or 315.
Heb 410 emphasis on listening and speaking skills in a vari- Jpn 416/516, 417/517
Selected Topics (Credit to be arranged.) ety of contexts. Students enrolled in this course Advanced Japanese:
are encouraged to sign up for Jpn 304, 305 con- Reading and Writing (2, 2)
Italian currently. Either sequence (Jpn 301, 302 or Jpn
304, 305) satisfies the International Studies
Development of facility with complex patterns in
reading and writing using semi-authentic and
It 101, 102, 103 requirement for third-year Japanese. authentic materials. Recommended corequisites:
First-year Italian (4, 4, 4) Recommended prerequisite: Jpn 203. Jpn 411/511, 412/512. Recommended
An introduction to elementary Italian. Emphasis prerequisites: Jpn 302 and 305.
on listening comprehension and oral practice, the Jpn 304, 305
elements of grammar, vocabulary building, and ele- Third-year Japanese: *Jpn 420/520, 421/521
Reading and Writing (4, 4) Readings in Japanese Literature (4, 4)
mentary readings. Continued work in the Japanese language with Reading, analysis, translation, and discussion of
It 199 emphasis on reading and writing skills in different representative literary texts. Jpn 420/520 will
Special Studies (Credit to be arranged.) kinds of texts. Students enrolled in this course are focus on pre-modern literature, Jpn 421/521 on
It 201, 202, 203 encouraged to sign up for Jpn 301, 302 concur- literature from the Meiji Period to the present.
Second-year Italian (4, 4, 4) rently. Either sequence (301, 302 or 304, 305) Conducted primarily in Japanese. Recommended
satisfies the International Studies requirement for prerequisites: Jpn 302, 305.
Jpn 422/522
Traditional Japanese Drama (4) Latin Norwegian
An introduction to the classical forms of nô kyô- Lat 101, 102, 103 Norw 101, 102, 103
gen, bunraku and kabuki. Students read plays and First-year Latin (4, 4, 4) First-year Norwegian (4, 4, 4)
view videos of plays in performance, analyzing An introduction to elementary Latin. Emphasis Beginning Norwegian. Emphasis on communica-
them in their historical, social, and performance on the elements of grammar, vocabulary building, tion skills: listening, speaking, reading, writing.
contexts. Students have the option of performing and elementary readings. Norw 199
short dances of plays in a class recital. Conducted Lat 199 Special Studies (Credit to be arranged.)
in English. Special Studies (Credit to be arranged.) Norw 201, 202, 203
Jpn 477/577, 478/578 Lat 201, 202, 203 Second-year Norwegian (4, 4, 4)
Teaching Japanese Second-year Latin (4, 4, 4) Intensive review of basics introduced in first-year
As a Foreign Language (4, 4) Intensive review of basic materials introduced in courses and further development of communication
Principles of instructional methods in teaching first-year program and further development of skills. Recommended prerequisites: Norw 103.
Japanese to speakers of languages whose orthogra- reading skills. Recommended prerequisites: Norw 299
phy is not Kanji-based. Readings in language ped- Lat 103. Special Studies (Credit to be arranged.)
agogy, particularly the pedagogy of non-Indo-
Lat 299
European languages. Students are required to
teach and observe classes in an approved Japanese
Special Studies (Credit to be arranged.) Persian
*Lat 301, 302, 303 *Per 101, 102, 103
program. Recommended prerequisites: Ling 390, Third-year Latin (2, 2, 2)
Jpn 303. First-year Persian (4, 4, 4)
Survey of classical Latin syntax; extensive practice Introduction to spoken and written Persian.
*Jpn 494/594 in prose composition; close study of poetic tech-
Japanese Sociolinguistics (4) Grammar, reading, and simple conversation.
niques. Recommended prerequisite:s Lat 203.
Study of the key concepts that characterize Per 199
*Lat 330 Special Studies (Credit to be arranged.)
Japanese language and culture, along with empiri- Roman Culture (4)
cal analysis of Japanese communication style. A survey of daily life in ancient Rome, including Per 201, 202, 203
Recommended prerequisite: Jpn 302. Second-year Persian (4, 4, 4)
Roman families, religious practices, entertain-
*Jpn 551 Intensive review of basic materials introduced in
ment, political life, arts and architecture.
Japanese Language and Literature (4) first-year Persian program and further develop-
Conducted in English.
In-depth study of a single genre (drama, poetry, or ment of communication skills. Expected prepara-
*Lat 331 tion: Per 103.
prose). Genre and approach (historical survey, Early Medieval Civilization (4)
period-specific) will vary from year to year. A survey of early medieval civilization concentrat- Per 299
*Jpn 552 Special Studies (Credit to be arranged.)
ing on daily life, the church, the state, and arts
Japanese Language and Linguistics (4) and letters. Conducted in English. *Per 301, 302
Comparative study of intellectual approaches to Third-year Persian (4, 4)
*Lat 341 Focus on acquisition of vocabulary, practical
Japanese language and its analysis, including Roman Literature in Translation (4)
native (kokugo) theories, American structuralism, application. Intensive practice in speaking, listen-
A survey of Roman literature from the Republic ing, reading, and writing. Expected preparation:
modern linguistics, and critical theory. Emphasis through the Empire, including readings in Virgil,
will vary from year to year. Per 203.
Plautus, Ovid, Cicero, and Catullus. Conducted
in English. *Per 330
Korean Lat 399
Persian Culture and Civilization (4)
A multimedia survey of major aspects of 2500
Kor 101, 102, 103 Special Studies (Credit to be arranged.) years of Persian civilization including traditions,
First-year Korean (5, 5, 5) Lat 401 art, music, architecture, handicrafts, literature, cit-
An introduction to the Korean language with Research (Credit to be arranged.) ies, and sports. Reflects Persian culture from the
emphasis on listening comprehension, speaking, Lat 404 glories of Iran’s past to contemporary scenes of
elementary reading and writing, and grammatical Cooperative Education/Internship rural life. Taught in English.
patterns. (Credit to be arranged.)
*Per 341
Kor 199 Lat 407 Introduction to Persian Literature (4)
Special Studies (Credit to be arranged.) Seminar (Credit to be arranged.)
Selected texts from classical and modern Persian
Kor 201, 202, 203 Lat 410 poetry and prose including epic, lyric, and mystic
Second-year Korean (5, 5, 5) Selected Topics (Credit to be arranged.)
traditions placed in historical contexts. Covers the
Continued work in the Korean language with
emphasis on listening comprehension, speaking, Modern Greek most important genres such as the Qasida, the
Ghazal, the Ruba’I and the Masnavi. Prerequisites:
reading and writing, and grammatical patterns. MGrk 101, 102, 103 Per 301.
Recommended prerequisites: Kor 103. First-Year Modern Greek (4, 4, 4) Per 399
Kor 299 An introduction to elementary modern Greek. Special Studies (Credit to be arranged.)
Special Studies (Credit to be arranged.) Emphasis on listening comprehension and oral Per 401
*Kor 301, 302 practice, the elements of grammar, vocabulary Research (Credit to be arranged.)
Third-year Korean (4, 4) building and elementary readings. Per 404
Continued work in the Korean language in a wid- MGrk 201, 202, 203 Cooperative Education/Internship
ening variety of contexts. 301 emphasizes listening Second-Year Modern Greek (4, 4, 4) (Credit to be arranged.)
and speaking skills; 302 reading, writing, and Intensive review of basic materials introduced in Per 409
vocabulary development. Recommended prerequi- first-year program and further development of Practicum (Credit to be arranged.)
sites: Kor 203. communication skills. Prerequisites: MGrk 103 Per 410
Kor 399 or instructor’s permission. Selected Topics (Credit to be arranged.)
Kor 404
MGrk 301, 302, 303
Third-Year Modern Greek (4, 4, 4) Portuguese
Cooperative Education/Internship Intermediate to advanced Modern Greek.
(Credit to be arranged.) *Port 101, 102, 103
Intensive grammar review and listening compre- First-year Portuguese (4, 4, 4)
Kor 409 hension. Extensive oral and written practice.
Practicum (Credit to be arranged.) An introduction to elementary Portuguese.
Prerequisites: MGrk 203 or instructor’s permis- Emphasis on listening comprehension and oral
Kor 410 sion. practice, the elements of grammar, vocabulary
building, elementary readings.
Port 199 Study of selected short stories of the 19th century. Major works of twentieth-century Russian litera-
Special Studies (Credit to be arranged.) For non-native speakers only. Recommended pre- ture. Readings, lectures, and discussions in English.
*Port 201, 202, 203 requisite: Rus 203. Recommended prerequisite: Sophomore Inquiry or
Second-year Portuguese (4, 4, 4) Rus 399 4 credits of upper-division literature.
Intensive review of basic materials introduced in Special Studies (Credit to be arranged.)
first-year program and further development of
communication skills. Recommended prerequi-
Rus 401/501 Spanish
Research (Credit to be arranged.) Span 101, 102, 103
sites: Port 103.
Rus 404/504 First-year Spanish (4, 4, 4)
Port 299 Cooperative Education/Internship An introduction to elementary Spanish. Emphasis
Special Studies (Credit to be arranged.) (Credit to be arranged.) on listening comprehension and oral practice, the
*Port 301, 302 Rus 405/505 elements of grammar, vocabulary building, and ele-
Third Year Portuguese (4,4) Reading and Conference mentary readings.
Continued work on the Portuguese language. Port (Credit to be arranged.)
301 emphasizes listening comprehension and Rus 407/507 Span 199
Seminar (Credit to be arranged.) Special Studies (Credit to be arranged.)
speaking, 302 grammatical patterns, reading, and
writing. May be taken concurrently. Span 201, 202, 203
Rus 408/508 Second-year Spanish (4, 4, 4)
Recommended prerequisites: Port 203. Workshop (Credit to be arranged.)
Intensive review of basic materials introduced in
Port 399 Rus 409/509 first-year program and further development of
Special Studies (Credit to be arranged.) Practicum (Credit to be arranged.) communication skills. Recommended prerequisite:
Port 404 Rus 410/510 Span 103.
Cooperative Education/Internship Selected Topics (Credit to be arranged.)
(Credit to be arranged.) Rus 411/511, 412/512, 413/513 Span 299
Advanced Russian (4, 4, 4) Special Studies (Credit to be arranged.)
Port 409
Practicum (Credit to be arranged.) Special problems of Russian grammar; selected Span 301, 302, 303
writing and reading assignments and discussion. Third-year Spanish (4,4,4)
Russian For non-native speakers of Russian only.
Recommended prerequisite: Rus 303.
Continued work on the Spanish language at inter-
mediate-advanced level. Prepares student for upper
Rus 101, 102, 103 division classes. Intensive grammar review. Span
First-year Russian (4, 4, 4) Rus 414/514 301 emphasizes listening comprehension and
An introduction to elementary Russian. Emphasis Advanced Russian Grammar (4) speaking. Recommended prerequisite: Span 203.
on listening comprehension and oral practice, the Systematic study of Russian grammar for Span 302 emphasizes reading and writing. Highly
elements of grammar, vocabulary building, and advanced students and prospective teachers. recommended prerequisite: Span 301. Span 303
elementary readings. Conducted in English. Recommended prerequisite: emphasizes oral and written skills in order to pre-
Rus 301. pare student for literary analysis and critical writ-
Rus 199
Special Studies (Credit to be arranged.) *Rus 416 ing. Prerequisites:
Readings in Russian (2) Span 301 and Span 302.
Rus 201, 202, 203
Second-year Russian (4, 4, 4) A variable-content course designed to give Span 325
Intensive review of basic materials introduced in advanced students of Russian experience reading in Spanish Phonetics and Phonology (4)
first-year program and further development of a variety of content areas. Rus 416 is to be taken in Introduction to the sounds of Spanish: their place
communication skills. Recommended prerequi- conjunction with regularly scheduled corequisite and manner of articulation (phonetics) as well as
site: Rus 103. courses. Students taking a corequisite course will do how they pattern with respect to each other and as
part of the required reading for that course in influenced by morphological and syntactic factors
Rus 299 Russian. Recommended prerequisite: Rus 342.
Special Studies (Credit to be arranged.) (phonology). Prerequisites: Span 301, 302.
Rus 301, 302, 303 Rus 421/521 *Span 330
Third-year Russian (4, 4, 4) Topics in Contemporary Russian Culture (4) Peninsular Culture and Civilization (4)
Focus on acquisition of vocabulary, practical Study of current issues in post-Soviet society such Historical development of life, thought, and the
application. Intensive practice in speaking listen- as political processes, educational reform, migra- arts in Spain. Prerequisites: Span 301, 302, and
ing, reading and writing. Recommended prerequi- tion, and others. Expected preparation: Rus 342. 303.
site: Rus 203. May be repeated for credit when topics differ. *Span 331
Rus 325 *Rus 427/527 Latin American Culture and Civilization (4)
Russian Phonetics and Phonology (4) Topics in Russian Literature of the 19th Century Historical development of life, thought, and the
Introduction to the sounds of Russian: their place (4) arts in Latin America. Prerequisites: Span 301, 302,
and manner of articulation (phonetics) as well as Representative literature of the major Russian writ- and 303.
how they pattern with respect to each other and ers of the nineteenth century. Such topics as
Span 340
as influenced by morphological and syntactic fac- Golden Age, or the 19th Century Short Story. Fundamentals of Spanish Literary Studies (4)
tors (phonology). Conducted in English. Recommended prerequisite: Rus 303. May be Introduction to the study of Spanish literature.
Recommended prerequisite: Rus 203. repeated for credit when topic differs. Lectures and discussions on Spanish prosody,
Rus 330 Rus 433/533 genres, fundamentals of literary analysis, and criti-
Russian Culture and Civilization (4) Topics in Russian Literature of the 20th Century cism. Prerequisites: Span 303.
(4)
A multimedia survey of major developments in Representative literature of major Russian writers of Span 341, 342, 343, 344
Russian art, architecture, music, dance, theater, Introduction to Hispanic Literature (4, 4, 4, 4)
the twentieth century. Such topics as Soviet Satire, 341: Spanish literature from the Middle Ages to
cinema and literature. The class focuses on ways The Thaw, Glasnost. Recommended prerequisite:
major works relate to the artistic atmosphere of the Golden Age. 342: Spanish literature from the
Rus 303. May be repeated for credit when topic 18th century to the present. 343: Pre-Colombian
their times and on how subsequent generations differs.
have reinterpreted and reused them. Taught in to 19th century Latin American literature. 344:
English. *Rus 441/541 Latin American literature from the end of the 19th
Russian Literature in Translation: Nineteenth century to the present. Readings from representa-
*Rus 331 Century (4)
Russian Film (4) tive texts. Prerequisites: Span 301, 302, 303 and
Major works of nineteenth-century Russian litera- 340.
Surveys cinematic narratives significant to Russian ture. Readings, lectures, and discussion in English.
culture, with a focus on issues of gender and/or Recommended prerequisite: Sophomore Inquiry or Span 399
national identity. Taught in English. Special Studies (Credit to be arranged.)
4 credits of upper-division literature.
Span 401/501
Rus 341, 342 *Rus 442/542 Research (Credit to be arranged.)
Introduction to Russian Literature (4, 4) Russian Literature in Translation: Twentieth Span 404/504 Cooperative Education/internship
Century (4) (Credit to be arranged.)
Span 405/505 García Lorca, and Buero Vallejo. Prerequisites: 8 gender studies, and globalization. Course may be
Reading and Conference credits of Span 341, 342, 343, or 344. repeated for credit when topics vary. Prerequisites:
(Credit to be arranged.) at least 8 credits of Span 341, 342, 343, or 344.
*Span 423/523
Span 407/507 Major Topics: Peninsular Poetry (4)
Seminar (Credit to be arranged.) *Span 434/534
Study, analysis, and critique of the poetry of Spain Major Topics: Peninsular Multiple Genres (4)
Span 408/508 by authors such as Berceo, Góngora, Quevedo, Study, analysis, and critique of works in multiple
Machado, Jiménez, and Cernuda. Prerequisites: 8 genres on such topics as Medieval Literature, the
Span 409/509
Practicum (Credit to be arranged.) credits of Span 341, 342, 343, or 344. Celestina, Women Writers, Literature of the Franco
*Span 427/527 Years, the Poetry & Drama of García Lorca, and
Span 410/510
Selected Topics (Credit to be arranged.) Major Topics: Latin American Prose (4) the Generation of ’98. Course may be repeated for
Span 411/511 Study, analysis, and critique of major prose works credit when topics vary. Prerequisites: at least 8
Advanced Spanish (4) of Latin America by authors such as García credits of Span 341, 342, 343, or 344.
Intensive training in composition, translation, and Márquez, Fuentes, Paz, Vargas Llosa, Mastretta, *Span 436/536
conversation. May be taken concurrently with Span and Borges. Prerequisites: 8 credits of Span 341, Major Topics: Latin American Multiple Genres
414/514. Prerequisite: Span 303. 342, 343, or 344. (4)
Span 414/514 *Span 428/528 Study, analysis, and critique of works in multiple
Advanced Spanish Grammar (4) Major Topics: Latin American Drama (4) genres on such topics as Transvestism, Feminism,
A thorough study of grammar and syntax for Study, analysis, and critique of major dramatic Sickness & Literature, Prose & Poetry of Borges,
majors and prospective teachers. May be taken con- works of Latin America by authors such as and Pre-Colombian Literature. Course may be
currently with Span 411/511. Prerequisite: Span Gámbaro, Benedetti, Usigli, Díaz, and de la Parra. repeated for credit when topics vary. Prerequisites:
303. Prerequisites: 8 credits of Span 341, 342, 343, or at least 8 credits of Span 341, 342, 343, or 344.
*Span 421/521 344. *Span 441/541
Major Topics: Peninsular Prose (4) *Span 429/529 Major Works in Translation (4)
Study, analysis, and critique of major prose works Major Topics: Latin American Poetry (4) Study of selections from masterpieces in translation
of Spain by authors such as Fernando de Rojas, Study, analysis, and critique of major prose works by authors such as Cervantes, Neruda, Borges,
Cervantes, Galdós, Unamuno, and Goytisolo. of Latin America, by authors such as Darío, Lispector, and García Márquez. Readings, lectures,
Prerequisites: 8 credits of Span 341, 342, 343, or Huidobro, Vallejo, Neruda, Guillén, and Mistral. and discussions in English. Prerequisites: 4 credits
344. Prerequisites: 8 credits of Span 341, 342, 343, or of upper-division literature.
*Span 422/522 344. *Span 490/590
Major Topics: Peninsular Drama (4) *Span 430/530 History of the Spanish Language (4)
Study, analysis, and critique of major dramatic Major Topics: Ibero-American Film (4) Study of the development of the Spanish language
works of Spain by authors such as Lope de Vega, Study, analysis, and critique of films from Ibero- in terms of phonological, morphological, and syn-
Tirso de Molina, Calderón de la Barca, Zorrilla, America on such topics as national film traditions, tactical changes. Prerequisite: Span 303, Span
Cinema Novo, Third Cinema, violence, migration, 325.
*Span 494/594 *Swah 330 course may be taken twice for credit with different
Spanish Linguistics (4) Topics in East African Culture and Civilization topics.
Introduction to the basic concepts of linguistics (4)
*Tur 331
and their application to the Spanish language. A study of literary forms, theories, and analysis of Women and Gender in Turkey (4)
Emphasis on practical analysis of the sound sys- texts in their socio-cultural contexts. Topics Explores construction of gender, women’s roles
tem and the grammatical system. Brief survey of include: oral literature, folklore, short stories, tra- and issues through modern Turkish literature and
the historical development, followed by an analy- ditions and modernity, and biographies. culture. Conducted in English.
sis of the phonetics, phonemics, morphology, and Conducted in English.
syntax of modern Spanish. Must be taken in *Tur 341
sequence. Prerequisite: Span 303, Span 325.
Expected preparation: 4 credits of linguistics.
Swedish Turkish Literature in Translation (4)
Study of texts representative of major Turkish
*Swed 101, 102, 103 authors, themes or genres from the modern period
*Span 497/597 First-year Swedish (4, 4, 4) in translation. Examples are modern drama, real-
Applied Spanish Linguistics (4) Beginning Swedish. Emphasis on communication ism, autobiography, contemporary novel.
A practical application of linguistics to modern skills: listening, speaking, reading, writing. Conducted in English.
Spanish. Emphasis on a contrastive analysis of the
structure of Spanish and English. Prerequisite: Swed 199 *Tur 361
Span 303. Recommended prerequisites: 4 credits Special Studies (Credit to be arranged.) Turkey Through Film (4)
of linguistics. *Swed 201, 202, 203 Viewing of feature films or made-for-TV series
Second-year Swedish (4, 4, 4) followed by discussion of social, historical, and
Span 498/598 Intensive review of basics introduced in first-year artistic significance of the visual narratives.
Spanish Syntax (4) courses and further development of communication Individual directors like Yilmaz Güney, genres like
A practical approach to Spanish Syntax. Study skills. Recommended prerequisite: Swed 103. comedy and period-dramas of the 1970s or 1960s
and analysis of syntactical functions and sentence may be used. Films have subtitles. Readings, view-
structure. Emphasis on modern grammatical theo- Swed 299
Special Studies (Credit to be arranged.) ings and discussions are in English.
ry and findings. Examination of discourse connec-
tors. Prerequisite: Span 303. Expected prepara- Tur 399
tion: 4 credits of linguistics. Turkish Special Studies (Credit to be arranged.)
Tur 101, 102, 103 Tur 401
Span 503 Research (Credit to be arranged.)
Thesis (Credit to be arranged.) First-year Turkish (4, 4, 4)
Introduction to Turkish. Emphasis on elements of Tur 404
*Span 551 Cooperative Education/Internship
Hispanic Poetry (4) grammar, vocabulary building, and conversation.
Elementary reading. (Credit to be arranged.)
Critical study of the lyric poetry of Latin America
Tur 410
and/or Spain. Tur 199 Selected Topics (Credit to be arranged.)
*Span 552 Special Studies (Credit to be arranged.)
*Tur 416
Hispanic Drama (4) Tur 201, 202, 203 Readings in Turkish (2)
Critical study of representative works of Latin Second-year Turkish (4, 4, 4) A variable-content course designed to give
American and/or Spanish drama. Intense review of materials introduced in first-year advanced students of Turkish experience reading
course and further development of communica- in a variety of content areas. To be taken in con-
*Span 553
Hispanic Prose (4) tive skill and reading comprehension. Elementary junction with regularly scheduled co-requisite
Critical study of representative works of the prose writing. Recommended prerequisite: Tur 103. courses. Students taking a co-requisite course will
of Latin America and/or Spain. Tur 299 do part of the required reading for that course in
Special Studies (Credit to be arranged.) Turkish. Recommended prerequisite: Tur 341.
Swahili *Tur 301, 302, 303
Third-year Turkish (4, 4, 4)
Swah 101, 102, 103 Composition, conversation, readings in literature,
First Year Swahili (4, 4, 4) and grammar review. Recommended prerequisite:
Introduction to elementary Swahili. Emphasis on Tur 203.
listening comprehension, and oral practice, the
*Tur 330
elements of grammar, vocabulary building, and Topics in Turkish Culture and Literature (4)
elementary readings. Development of Turkish life, thought, and arts
Swah 201, 202, 203 from the late-Ottoman to contemporary period.
Second Year Swahili (4, 4, 4) Topics may include Westernization, emergence of
Intensive review of basic materials introduced in journalism, influence of the French revolution,
first year program and further development of national literature, urbanization, “guest workers”
communication skills. Recommended prerequi- in Europe, feminist revival, Marxism, Islamism,
site: Swah 103. and popular culture. Conducted in English. This
School of
Social Work
KRISTINE NELSON, DEAN
EILEEN BRENNAN, ASSOCIATE DEAN FOR ACADEMIC AND
COMMUNITY AFFAIRS
LAURIE POWERS, ASSOCIATE DEAN FOR RESEARCH
400 UNIVERSITY CENTER BUILDING, 527 SW HALL, 503-725-4712
www.ssw.pdx.edu
B.A., B.S.—Child and Family Studies Child and Family Studies program; the
B.A.—Social Work Baccalaureate Social Work (B.S.W.) pro-
M.S.W. gram; the Master of Social Work (M.S.W.)
Ph.D. program; the Distance Education M.S.W.
The School of Social Work was established option; the Ph.D. in Social Work and Social
at Portland State University in 1961 by a Research program; the Center for
resolution of the Oregon Legislature. The Improvement of Child and Family Services;
school is committed to the enhancement of and the Regional Research Institute for
the individual and society. Further values Human Services.
and beliefs include a dedication to social
change and to the attainment of social jus-
tice for all peoples, the eradication of pover-
ty, the empowerment of oppressed peoples,
the right of all individuals and groups to
Child and
determine their own destinies, and the
opportunity to live in harmony and cooper- Family Studies
ation. While the School maintains a special
commitment to these values, it recognizes 300 Helen Gordon Child
the need for joining with others in society Development Center
who are working toward this same purpose. 1609 SW 12th Avenue
Consistent with the goals of Portland State 503-725-8241
University and the Oregon University www.cfs.pdx.edu/
System, the three major functions of the The Child and Family Studies Program is
School are teaching, research, and communi- for students who have varied professional
ty service. Teaching is directed toward pre- goals related to working with children,
paring effective and creative social workers youth, and their families. Students who are
who are ethical and culturally competent. interested in becoming elementary school
Social workers learn to serve individuals and teachers, social workers, counselors, early
families directly, evaluate practice, develop childhood educators, or special educators are
and administer programs, organize neighbor- advised to consider a degree in Child and
hoods and communities, analyze social poli- Family Studies (CFS). The degree is also
cies, conduct research, and initiate necessary appropriate for students seeking career path-
reforms of existing practice, programs, and ways such as parent educators, family advo-
policies. Research and scholarship focus on cates, youth workers, social service casework-
understanding, preventing, and ameliorating ers, program directors/administrators, and
social problems. Community service classroom assistants. Students gain an inter-
involves collaborative efforts with individuals disciplinary perspective on children, youth,
and organizations to develop innovations in and families, a broad understanding of fami-
social welfare services and policies. ly systems, and a working knowledge of the
The school has an educational program diverse socio-cultural contexts in which chil-
involving seven structural components: the dren and families develop.
Program content integrates theory with CFS 480 Societal Influences Special Education for School-Aged Children
on Professional Practice (4) Adviser: Ben Anderson-Nathe, Ph.D.
practice. A liberal arts foundation, course- CFS 481 Family Health Issues (4)
Designed to develop knowledge and skills for serv-
work in professional development and the CFS 491 Conceptual Foundations ing children and youth with special needs and their
application of content knowledge, practicum in Child and Family Studies (4)
families in inclusive settings or to prepare for grad-
CFS 492 Families and the State: Effects of
experiences in two diverse settings, and the Legislation and Policies on Children
uate study in special education for school-aged
children or related fields (e. g., social work).
completion of a Professional Portfolio pre- and their Families (4)
Coursework includes special needs and disabilities
CFS 494, 495, 496 Professional Development in
pare students for professional roles as well as Child and Family Studies, I, II, and III (2,1,1)
of children and youth, foundations of special edu-
graduate school. Eleven different specializa- cation, and supports for children and youth within
CFS 498 Practicum II(5)
school, home, and community.
tion options within the degree program Child and Family Studies
Elementary Education
allow students maximum choice as they pre- Specializations 15-21 credits
Adviser: Carol Morgaine, Ph.D.
pare for the diverse professions that are of Total 76-78
Provides the necessary requirements for applica-
interest to most students. These specializa- Majors may meet with a program adviser for guid- tion into PSU’s Graduate Teacher Education
ance in the selection of an area of specialization
tions include: human development, families from among the eleven areas listed below. Majors
Program (GTEP). All the classes included in the
Elementary Education specialization are all prereq-
in society, youth worker, administration of are required to complete a minimum of 15 credits uisites for this graduate program. Students are eli-
programs for children, youth and families, within the area. More than one specialization area gible for early admission into the GTEP program,
may be selected and will require an additional 15 although admission is not guaranteed.
early childhood education, early interven- credits. Lists of courses recommended for each spe-
tion/early childhood special education, ele- cialization are listed on the Web (www.cfs.pdx.edu) Child Welfare/Human Services
and are subject to change based an on-going assess- Advisers: Michael Taylor, Ph.D. / Alma Trinidad,
mentary education, child welfare/human ment and course availability. The specialization Ph.D.
services, international worker, and family life adviser will assist the student in tailoring a program This specialization is designed to provide basic
educator. A strong emphasis is placed on of courses to meet career goals and to accommodate competence in entry-level human services positions
previous professional experience.
preparing students to become professionals in child welfare (child protective service, foster care,
The Specializations are: adoptions, in-home services, case management,
who are committed to becoming change group care), mental health, and community-based
Human Development
agents in creating a more just world for chil- Adviser: Jana Meinhold, Ph.D.
organizations. Working with children and families
dren, youth, and families. from diverse backgrounds (ethnic, racial, economic,
Designed to focus on development in the social, sexual orientation) is emphasized.
cognitive, physical, and emotional domains. Theory
Admission requirements and research related to development will extend to International Worker: Children, Youth and Families
Adviser: Carol Morgaine, Ph.D.
current issues of diversity and to implications for
Students must be admitted into the program professionals working with children and families. Designed for people who want to work interna-
tionally with children, youth, or families in such
to earn a baccalaureate degree in child and Families in Society areas as the Peace Corps, non-governmental orga-
family studies. They are admitted as juniors Adviser: Jana Meinhold, Ph.D. nizations, project management, or humanitarian
Designed to examine societal contexts within which relief work. This area of study will emphasize
(90 credits completed). Thirty applicants are families live. Families will be studied from the per- cross-cultural understanding, language acquisition,
admitted each term. Information meetings spectives of culture, gender, health, and socio-eco- global issues, and intercultural communication.
are held for students who are considering nomics. Approaches to working with families will Family Life Educator
be developed with sensitivity to the diversity of
application into the program. Call 503-725- family structures, traditions, and dynamics.
Advisers: Jana Meinhold, Ph.D. / Carol Morgaine,
Ph.D.
8241 to schedule attendance at an informa-
Youth Worker Designed to develop knowledge about a broad
tional meeting. Information and application Advisers: Ben Anderson-Nathe, Ph.D / Alma range of topics including how families work; the
forms can be obtained by visiting the Web Trinidad, Ph.D. inter-relationship of the family and society; human
growth and development throughout the life span;
site: www.cfs.pdx.edu. The application pack- Designed to foster understanding and provide skills
both the physiological and psychological aspects of
et includes a two to three page essay, an for working directly with school-age children and
human sexuality; the impact of money and time
adolescents in youth organizations and social servic- management on daily life; the importance and
application form, completed reference es agencies. Coursework prepares youth practitio- value of education for parenting; the effects of
forms, and unofficial transcripts. Students ners from the perspective of multiple disciplines policy and legislation on families; ethical consider-
with emphasis on the development of cultural com-
are accepted provisionally until they attend petence in working with youth and their families.
ations in professional conduct; and a solid under-
standing and knowledge of how to teach and/or
an Orientation meeting which is scheduled develop curriculum for what are often sensitive
Administration of Programs for Children,
in the term prior to their admittance. Youth, and Families and personal issues. The completion of this
Specialization will also provide the necessary
Adviser: Michael Taylor, Ph.D. requirements for the Family Life Education
Degree requirements Designed to develop understanding and provide Provisional Certification awarded by the National
strategies for administration of programs for chil- Counsel on Family Relations.
Requirements for major. In addition to dren, youth, and families. There is a focus on com-
meeting the general University requirements, munication, with sensitivity to issues of culture, All courses submitted to satisfy the require-
majors must complete the following pro-
race, and economics. ments for a major in Child and Family
gram components: Early Childhood Education Studies must be passed with a grade of C or
Adviser: Carol Morgaine, Ph.D. above. In addition, courses taken under the
Credits Designed to develop understanding and provide
approaches for working with children and their
undifferentiated grading option (pass/no pass)
Interdisciplinary Conceptual
Foundations 31 credits families in early childhood education settings. This will not be accepted toward fulfilling program
Ec 417 Women in the Economy (4) area of study will focus on developmentally appro- major requirements.
Ed 420 Introduction to Education and Society (4) priate curriculum and guidance, and the develop-
Hst 343 History of American Families (4) ment of relationships with families.
Psy 311 Human Development (4) or Early Intervention/Early Childhood
Social Work
Psy 460 Child Psychology (4) Special Education
Soc 337 Minorities(4) Adviser: Carol Morgaine, Ph.D.
Soc 342 Social Psychology (4) or Designed to develop knowledge and skills for serv-
Soc 339 Marriage and Intimacy (4) or
ing young children with special needs and their
Soc 461 Sociology of the Family (4)
SW 301 Introduction to Social Work (4) or
families in inclusive settings or to prepare for grad- 600 Academic and Student
uate studies in early intervention/early childhood
Coun 441 Introduction to Counseling (4) or
special education or related fields (e.g., social
Recreation Center
PHE 365 Health Promotion Programs 503-725-4712
for Children and Families (4) work). Coursework includes a focus on typical and
SpEd 418 Survey of Exceptional Learners (3) atypical development, foundations of early inter- www.ssw.pdx.edu
vention/early childhood special education, and
Child and Family Studies major family-centered practices. The School of Social Work offers the only
requirements 30 credits
CFS 497 Practicum I (5)
accredited graduate social work education
S c h o o l o f S o c i a l Wo r k 317
programs in Oregon. Two graduate degree field placements include: social services delivered through a combination of on site
programs are offered by the School: a Master agencies, health and wellness services, men- instruction and interactive technology. In fall
of Social Work (M.S.W.) degree, which is tal health settings, child and family services, 2010, new cohorts of distance students from
fully accredited by the Council on Social substance abuse, runaway and youth servic- Southern Oregon-Ashland, Mid-Willamette
Work Education, and a Ph.D. degree in es, homeless, elder services, and other gener- Valley-Salem and central Oregon-Bend (if
Social Work and Social Research. The School alist social work placements. demand warrants) will begin their three year
offers a Bachelor of Arts in Social Work The first Bachelor of Arts in Social Work program of study. The cohort in Eugene will
(B.A.S.W.) degree; the Baccalaureate Social degrees will be conferred in 2010. The BSW begin their second year of the three year pro-
Work Program is in “candidacy status” grant- Program has applied for initial accreditation gram, and the students in Ashland and Salem
ed by the Council on Social Work Education, from the Council on Social Work Education will begin their third and final year of study.
the first step toward accreditation. with the goal of awarding accredited bacca- The Ashland and Bend sites will offer all classes
Bachelor of Arts in Social Work. The laureate degrees to students admitted in fall on site and recruit new students for the fall of
Baccalaureate Social Work (BSW) Program 2008. 2013.
prepares students to become professional Master of Social Work. The Master of Students may combine the M.S.W. with a
entry-level generalist social workers to work Social Work degree program is designed to Masters in Public Health (M.P.H.). To pursue
in a variety of settings with client systems in prepare graduates for entry into advanced this option, applicants must apply to both
different communities. The mission state- practice in direct human services, communi- programs and work closely with the depart-
ment of the BSW Program emphasizes com- ty-based practice, or social service adminis- ments to develop a study plan that meets the
mitment to social justice, equity, and the tration and leadership. Students may take requirements of both programs. Two M.P.H.
eradication of poverty. The curriculum pre- courses in selected fields of service: mental program tracks are available to students who
pares professional entry-level generalist social health; children, youth, and families; older choose the dual degree option: the Health
workers to provide competent, value/ethics adults; and health care, among others. Management and Policy track (administered
based, and effective services to individuals The curriculum combines concurrent on- through the Mark O. Hatfield School of
from a wide range of backgrounds. The campus coursework and field work in a range Government) and the Health Promotion
BSW Program has five goals: (1) to provide of human service organizations. Typical prac- track (administered through the School of
a statewide program with the goal of pre- tice settings are mental health programs, pub- Community Health). Selecting the combined
paring generalist social workers who are lic welfare and human service agencies, M.S.W./ M.P.H. option requires one addi-
informed and effective leaders in challenging schools, hospitals and health care centers, tional year of study, on average.
injustice and promoting social and economic courts, family service agencies, correctional A certificate in gerontology may be
change; (2) to prepare social workers to services, community planning agencies, legis- obtained through the Institute on Aging
practice with at-risk individuals and families lative offices, child and youth service agen- while the student completes requirements for
through strengthening the capacities of fam- cies, neighborhood centers, multicultural ser- the M.S.W. degree. The School also partici-
ily and community systems; (3) to prepare vice centers, and programs for older adults. pates in the Graduate Certificate Program in
social workers to assume the role of change Each student’s program of study consists of a Infant and Toddler Mental Health.
agent regarding issues, policies, and commu- combination of required and elective courses. Doctor of Philosophy in Social Work
nity needs that affect individuals and their The required core courses are in the following and Social Research. The School of Social
families and to contribute to the knowledge areas: (1) social work practice, (2) social jus- Work offers the Ph.D. in Social Work and
base of the profession; (4) to prepare gener- tice and social work, (3) social welfare policy Social Research. The program offers a unique
alist social workers able to work with diverse and services, (4) human behavior in the social opportunity to integrate practice, policy, and
populations, integrating empirically environment, and (5) research. Core courses research. The program prepares students to
informed practice and consumer voice with- also address the following areas: economic understand critical social welfare problems,
in an established ethical framework; and (5) and social justice, populations at risk, ethics to conduct research and policy analysis relat-
to provide a foundation for advanced gradu- and values, and diversity. Additionally, stu- ed to solutions, to take responsibility for pro-
ate study in social work and prepare social dents participate in field instruction during gram development and administration in the
workers to be lifelong learners. each of the two years of full-time study. human services, to teach, and to provide
Four plans of study are available. In the leadership. The Regional Research Institute
The BSW Program was initiated in fall, for Human Services and the Center for the
2008. The courses are taken within two two-year (six-term) option, students enroll in
Improvement of Child and Family Services
years over six terms. The courses include two or three courses and participate in a field
are major resources for the program.
social welfare history, social welfare policy, practicum each term. In the three-year (nine-
generalist social work practice, research, term) option, students enroll in two courses Admission requirements
human behavior and the social environment, per term in the first year and complete addi-
tional courses and practica during the next Bachelor of Arts in Social Work. Students
diversity electives, upper division program
two years. In the four-year option, students must be admitted to the Baccalaureate Social
electives, and field education. The field
enroll in two classes per term in the first year Work (BSW) program in order to complete
practicum is taken at the same time as the
and two or three classes per term in the third the requirements for the Bachelor of Arts
generalist social work practice courses in
year. Students take field practicum and one degree with a major in social work
which theory, application, knowledge, values
class per term in the second and fourth years. (B.A.S.W.). Students are admitted as juniors
and ethics, and practice skills are directly
An advanced standing program is available to (90 credits completed). A cohort will be
applied in a variety of field settings. Students
B.S.W. graduates of Council of Social Work admitted annually during spring term.
in the BSW program complete three terms
Education accredited programs. Day and eve- Additional information and an application
of field education suprvised by a qualified
ning sections of many courses are available. form can be obtained by calling 503-725-
social worker. The field education is based
Since fall 2004 a three-year distance graduate 4712, by writing Portland State University,
on a concurrent class-and-field plan with
education option has been offered. School of Social Work, PO Box 751,
two days each week in practicum, and week-
The M.S.W. Distance Option program is Portland, OR 97207, or by visiting the
ly social work practice classes and a one
available in selected cities in Oregon and is School’s Web site, www.ssw.pdx.edu.
hour field seminar on campus. Some of the
Applicants to the BSW program must requirements for each program. The MSW Degree Requirements
have completed at least one course in psy- Program and the MPH Health Promotion
chology, Psy 200, and one in sociology, Soc track admit students in Fall term, while the Bachelor of Arts in Social Work
200. SW 301 Introduction to Social Work MPH Health Management and Policy track Requirements for the Major. In addition
is also advised, since this course is designed admits students every quarter. Additional to meeting the general University require-
in part to assist interested students in select- guidelines for admissions for Social Work ments for a Bachelor of Arts degree, majors
ing social work as a profession. If applicants are at http://www.ssw.pdx.edu/, Health must complete the following program com-
have not completed this requirement prior Promotion at http://www.pdx.edu/sch/ ponents:
Professional Foundation
to admissions they must take it once they index.html, and Health Management and Course Requirements.................................. 49 credits
are enrolled in the major. Policy at http://www.pdx.edu/hatfield- SW 301 Introduction to Social Work (4)
The application packet includes an appli- school/mphhmp_degree_info.html. SW 440 Human Behavior and the Social
cation form, questions for a brief personal It is possible to add a second program after Environment: Macro (4)
SW 439 Social Justice and Social Work (3)
essay, two reference forms and unofficial beginning one program, if the student com- SW 491 Human Behavior and the Social
transcripts. Students will be required to pletes an application and is accepted by the Environment: Micro (4)
attend an orientation session prior to begin- second program during her/his first year in SW 492 Social Welfare Policy (4)
ning their course of study. Orientation the entry program. Students must take class- SW 400 Practicum and Seminar I, II, III (4, 4, 4)
SW 410 Special Topics (3)
schedule information will be provided at the es in both programs at the same time for at
SW 430; SW431; SW432 Generalist Social Work
time of admission. Reading the BSW least one term. Practice I, II, III (3, 3, 3)
Program Handbook online is recommended. Doctor of Philosophy in Social Work SW 450; SW451 Research Methods for Social
Master of Social Work. Students are and Social Research. Applicants for admis- Work Practice I, II (3, 3)
Diversity Electives........................................ 12 credits
admitted fall term only. Admission is selec- sion must have a master’s degree in social Students must choose one course from each of
tive; applications and all supporting materials work or a related field, with the exception three lists of courses: (a) Culture/History; (b)
must be submitted by February 1 for consid- that strong candidates with only a bachelor’s Family/Gender/Sexuality; and (c) Race/Class/Identity.
Prospective students may consult a complete list of
eration for admission in September. Early degree will be considered for the combined approved courses under each topic area at the
submission of application materials is encour- MSW/Ph.D. program. Students with a mas-
School’s Web site, www.ssw.pdx.edu, where under-
graduate program requirements are included in an
aged. Further information and application ter’s degree in another field may choose to on-line B.S.W. Student Map.
forms may be obtained by writing: School of enter a combined program, in which they Upper Division Program Electives.............. 12 credits
Social Work, Portland State University, P.O. work simultaneously toward the M.S.W. Total 73
Box 751, Portland, OR 97207. The tele- and Ph.D. degrees. Applicants must have Master of Social Work. The M.S.W. is a
phone number is 503-725-4712 or 725- writing ability and the capacity for creative 78 credit program in two levels. The first, or
3949. Application materials for the M.S.W. and independent work. At least two years’ foundation level, can be satisfied in one of
program are also available on-line through practice experience in social work or a relat- two ways:
the school’s Web site at: www.ssw.pdx.edu. ed field is recommended. Students must 1. Completion of a B.S.W. degree accredited
The M.S.W. program of the School of apply to and be accepted into the doctoral by the Council on Social Work
Social Work is open to qualified graduates program and be admitted to the University Education, plus 10 credits of bridge
from colleges and universities of recognized as a graduate student. As part of the admis- courses taken at PSU, and additional
standing. Undergraduate preparation should sion procedure, students must furnish: requirements, or
include a broad background in liberal arts  transcripts of undergraduate and gradu- 2. Completion of a 42 credit graduate foun-
and sciences including natural sciences, ate studies; dation course sequence at PSU, which
social sciences, and humanities. Competence  scores for the Graduate Record includes the following courses: SW 500
in written and spoken English is important Examination (GRE); Field Instruction (4 credits each of three
for social work practice. Students whose  an example of scholarly writing; terms), SW 520 Social Work and Social
native language is not English should include  names of four references, two of whom Welfare Policy (4 credits, fall term only),
the scores of the Test of English as a Foreign must be academic; and SW 530, 531, 532 Generalist Social
Language (TOEFL). Graduates of bachelor  a personal statement. Work Practice (3 credits fall term, 4 cred-
of social work (B.S.W.) programs accredited Students whose native language is not its each winter and spring terms), SW
by the Council on Social Work Education English should include the scores of the 539, Diversity and Social Justice (3 cred-
may apply for advanced standing. Students TOEFL. Application materials for the Ph.D. its, fall term only), SW 540, SW 541
who have completed up to one year of study program are available through the school’s Human Behavior in the Social
toward the M.S.W. degree at another gradu- Web site at: www.ssw.pdx.edu. Environment (3 credits each winter and
ate school of social work accredited by the Application must be made by January 15; spring terms), SW 550, Foundation of
Council on Social Work Education may admission to the program is for the fall term Social Work Research (3 credits winter
apply for admission and transfer of credits. only. term only), and SW 551 Data Analysis in
Students admitted to the master’s program Residence. The program will require the Social Work Research (3 credits spring
are required to be in continuous enrollment equivalent of approximately three year’s full- term only).
unless an approved leave of absence has been time work to complete if the student enters The second, or advanced level, involves an
granted. A student who withdraws from the with an M.S.W. Three consecutive terms
additional 36 credits of advanced graduate
School must reapply. must be spent in full-time residence (9 cred-
it hours or more) on campus. The mini- coursework in concentration requirements,
For the M.S.W.-M.P.H. dual degree, stu- including concentration-endorsed advanced
dents need to submit separate applications mum credit hour requirement for the Ph.D.
is 90, of which at least 27 must be devoted electives in policy and human behavior in
to each program (the School of Social Work the social environment, advanced research
and either the School of Community Health to the dissertation. The Portland State
University general doctoral degree require- electives, advanced policy electives, and
or the Mark O. Hatfield School of other elective courses. The Portland State
Government, depending on the focus of ments are listed on page 69.
University general master’s degree require-
study) and will need to meet the minimum ments are listed on page 69. Students may
not receive credit for life experience or pre- SW 650 History and Philosophy of CFS 408
Social Welfare and Social Work (3) Workshop (Credit to be arranged.)
vious work experience or have any field SW 660 Ph.D. Seminar (1)—required for six terms
experience or professional foundation cours- CFS 409
es waived on this basis. Practicum (Credit to be arranged.)
Elective Courses........................................... 21 credits
Students in the M.S.W.-M.P.H. dual degree Cognate Electives—6 credits taken outside the CFS 410
School Selected Topics (Credit to be arranged.)
option may share a maximum of one-third of
Other Electives---15 credits CFS 450/550
the credits needed for the smaller degree pro- Dissertation.................................................. 27 credits Youth and Youth Work (4)
gram. Consequently, students will need 119- Total 90 Emphasizes multiple lenses through which young
124 credits (depending on MPH Program Comprehensive examination. A written people are seen and treated. Explores youth work
track) to graduate with M.S.W. and M.P.H. principles, multiple youth work traditions, experi-
and oral comprehensive examination is ential/outdoor education, youth development,
degrees. taken after completion of foundation
Doctor of Philosophy in Social Work and other dimensions of youth work. Includes
coursework. community-based component for application of
and Social Research. The course of study is Dissertation. After successful completion theory. Intended for students planning careers in
focused for each student by analysis of a spe- of the comprehensive examination, the education, policy, and direct service with youth.
cific social problem. The course of study con- chairperson and dissertation committee are Required course for Child & Family Studies
sists of three major components: required and appointed. The student develops a disserta- Youth Worker specialization. Graduate students
elective coursework; required and elective tion proposal which is defended orally will participate in one hour of additional class
practicum experiences; and dissertation before the dissertation committee. When time per week, to be scheduled with the instruc-
research. A comprehensive examination must the proposal has been approved by the dis- tor at the first class session. Prerequisites: junior
be passed. An oral dissertation proposal standing.
sertation committee and by the University
defense and a dissertation defense provide Human Subjects Research Review commit- CFS 480/580
opportunities for examination of the area on tee, the student is considered a candidate for Societal Influences
which work has focused. on Professional Practice (4)
the Ph.D. in social work and social research. Individuals preparing for human or social services
Course requirements. Each doctoral stu- A dissertation must be completed following professions have been influenced by family and
dent is required to select a social problem the outlines of the approved proposal. societal events, values, beliefs, and assumptions
for study. The student will become knowl- Students must maintain continuous registra- which have interacted with their lives. Students will
edgeable about the theoretical background tion while engaged in dissertation research. examine those influences (including gender, culture,
of the problem and proficient in the meth- Final examination. At the completion of and socioeconomic status) for the purpose of gain-
odologies appropriate to study it. doctoral work, the student defends the coming insight into the ways their professional practice
The coursework for the program consists of pleted dissertation before the dissertation might be affected. Projects will include a “profes-
three elements: core requirements designed to committee and other interested faculty and sional practice action plan.”
ensure a solid foundation in the history, theo- doctoral students. The student is expected CFS 481
ry, and organization of social responses to to demonstrate knowledge of the topic Family Health Issues (4)
social problems; quantitative and qualitative selected for study and to show that the dis- Overview of issues related to family health,
social research methods and statistics and including health promotion/prevention domestic
sertation is a contribution to knowledge in violence/child abuse, alcohol/chemical depen-
supervised research practicum experience; and the problem area.
elective courses related to the student’s plan dence, chronic and terminal illnesses, and access-
Extended Studies. In cooperation with pro- ing health systems. Special attention to ethnic,
of study. Students choose a cognate area and fessional organizations, the Extended Studies political, ideological, religious, economic, and
must take 6 credit hours outside of the Program in Social Work is prepared to provide geographic influences. Includes community-based
School of Social Work in that substantive conferences, lectures, new career learning, and learning components. Prerequisite: junior stand-
area. Each student’s program will be individu- recent information on practice, human behav- ing.
ally planned and approved. Students in the ior, policy, management, supervision, and eth- CFS 482
first and second years of the program are ics. Further information may be obtained by Mental Disorders: Impact on Families (4)
required to attend a Ph.D. seminar that is writing the School of Social Work, Portland Explores the etiology of mental and emotional
open to all Ph.D. students and faculty. State University, P.O. Box 751, Portland, OR disorders and the impact on individuals, their
A research practicum is required. This 97207 or through the SSW Web site at www. families and communities. The course emphasizes
involves participating in research under the current social, cultural and political forces affect-
ssw.pdx.edu.
direction of a qualified supervisor. A teaching individuals and families, and factors that con-
ing practicum may be elected. tribute to resilience and recovery. The course
includes a community-based learning component.
Required Coursework for the Ph.D.
Core Courses................................................ 42 credits
Courses Prerequisite: junior standing.
SW 620 Social Problem Analysis: CFS 485/585
Courses with an asterisk (*) are not offered every year. Working with Diverse Families (4)
Assessment Phase (3)
For individuals who are preparing to work profes-
SW 621 Social Problem Analysis:
Intervention Phase (3) Child and sionally with families. Theoretical perspectives on
SW 622 Social Problem Analysis:
Evaluation Phase (3)
Family Studies working with families. Issues involved when
SW 630 Empirical Foundations
working with diverse U.S. families (African
CFS 401
of Knowledge Building in Social Work (3) American, Asian, Russian, and Hispanic) as well
SW 631 Introduction to Quantitative as international families.
Research Methods in Social Work (3) CFS 404
SW 632 Quantitative Data Analysis Cooperative Education/Internship CFS 486/586
in Social Work Research I (4) (Credit to be arranged.) Parent and Family Education (4)
SW 633 Introduction to Qualitative CFS 405 Introduction to parenting rights, responsibilities,
Research Methods in Social Work (2) Reading and Conference practices, processes, parent/child relationships,
SW 634 Quantitative Data Analysis (Credit to be arranged.) changing parenting roles and general philosophy/
in Social Work Research II (4)
CFS 406 broad principles of family life education.
SW 635 Qualitative Research Methods Planning, observing, and evaluating family life
in Social Work II (2) Projects (Credit to be arranged.)
education programs will be included through a
SW 640-642 Research Practicum CFS 407 community based experience. Recommended pre-
and Seminar (2, 2, 2) Seminar (Credit to be arranged.)
requisite: junior status.
CFS 488 CFS 496 social worker, and social work values and ethics.
Social Justice in Child and Family Studies (4) Professional Development in Child and Family Examines the entire change process, focusing on
Examines and applies principles of anti-oppressive Studies III (1) assessment, goal formulation, intervention, evalu-
practice (AOP) in the helping professions served Final examination of interdisciplinary perspectives ation, and endings through the lenses of
by students with degrees in Child and Family and the ways in which personal development, strengths, empowerment, and ecological systems
Studies. The course will present theoretical foun- professional identity, and professional action con- perspectives. Focus is on multiple levels of prac-
dations for AOP grounded in discussions of tribute to professional development. Emphasis tice: individual, family, group, organization, and
power and privilege, voice, marginalization and will be on reflective practice for social justice, goal community. Introduction to theory and applica-
oppression, and the role of the helping profes- setting, self-directed learning, codes of ethics, and tion of theoretical concepts to guide change activ-
sional in working to transform oppressive social leadership. Prerequisite: CFS 495. ities. Development of interviewing skills for
structures, values, and behaviors. Prerequisites: CFS 497 engagement, development of rapport, definition
CFS 480 and junior standing. Practicum I (5) of purpose, assessment, intervention, and endings,
CFS 490 Child and Family Studies practicum conducted in taking account of cultural considerations.
Sex and the Family (4) approved professional settings with consideration Integration of attention to populations at risk.
Explores how responses to sexuality are influenced for students’ professional goals. Prerequisites: Assessing and facilitating macro-level change pro-
by family and other social systems including cul- junior standing, admittance to Child and Family cess. Advocacy, collaboration and teamwork
ture, gender, economics, and religion. Family sys- Studies Program, grade of IP in CFS 494. examined, with emphasis on strategies of promot-
tems theory will be used to evaluate family rela- ing equity and social justice and preparing stu-
CFS 498 dents for entry level professional practice.
tionships. Prerequisite: junior standing. Practicum II(5) Prerequisites: SW 430-431, SW 439, SW 440,
CFS 491/591 Child and Family Studies Practicum conducted in SW 491, SW 492; Corequisite: SW 400.
Conceptual Foundations approved professional settings selected with con-
in Child and Family Studies (4) sideration of students’ professional goals. SW 439
Theoretical and conceptual foundations of work- Accompanying seminar. Prerequisite: admittance Social Justice and Social Work (3)
ing with children, youth, and families in profes- into the CFS program, five credits of CFS 497 Explores diversity and oppression based on race,
sional settings. Historical, socio-political contexts (Practicum I) senior status, and CFS 480 (com- ethnicity, gender, sexual orientation, religion, (dis)
of significant theories and their relevance for pro- pletion or concurrent registration). ability status, and social class; models for inter-
fessional application. Prerequisite: junior stand- group relations; the historical context of group
CFS 501 relations; and cultural variables significant to eth-
ing. Research (Credit to be arranged.) nic, racial and cultural minority populations
CFS 492 CFS 505 Examines social, political, and cultural processes as
Families and the State: Effects of Legislation and Reading and Conference they affect intergroup and intragroup relations.
Policies on Children and Family (Credit to be arranged.) Explores the role of social worker as border crosser,
Laws and policies that influence the well-being of cultural learner, and agent of change.
families, youth, and children will be examined
from a historical, socio-political perspective.
Social Work Opportunities for cross-cultural dialogue and con-
tent analysis and skills development. Requires
Analysis of contextual influences and community- SW 301
Introduction to Social Work (4) examination of the meaning systems in which each
based learning experience will assist students in of us is immersed, as well as examination of those
practical applications related to professional roles. An introduction to the profession and practice of
social work. Assists students to clarify decisions meaning systems that social workers must strive to
Prerequisite: junior standing. understand. Prerequisite: Admission to major.
concerning selection of social work as a profes-
CFS 493 sion; relates beginning social science theory to the SW 440
Community Resources and profession. Prerequisites: 4 credits of psychology Human Behavior in the Social
Family Support (4) and 4 credits of sociology. Environment: Macro (4)
Examination of community resources in the con- Presents a range of theories that seek to explain
text of community building, family support and SW 399
Special Studies (Credit to be arranged.) and predict human behavior across various levels
empowerment, cultural competence, and cultural of social systems, and that inform social work
democracy. Factors that influence the effectiveness SW 400
Practicum and Seminar I-III practice. Basic knowledge of human development
of community programs serving children and from infancy to late adulthood in the context of
families. The mission, professional roles, and ser- (4 credits per term)
This course is the agency-based internship where individuals and families presented, and relation-
vices of particular community agencies and pro- ships between theoretical frameworks and the bio-
grams that serve, support, and/or advocate on students apply social work knowledge and develop
generalist social work skills. Students are super- psycho-social environment identified. Considers
behalf of children and families. Prerequisite: the development, behavior and change processes
junior standing. vised in community agencies by qualified field
instructors. Community based learning is of groups, organizations, and communities.
CFS 494 enhanced through a seminar that assists students Particular attention paid to ways the experiences
Professional Development in Child to integrate theoretical learning with practical of marginalized populations negatively influence
and Family Studies I (2) application and develop a generalist social work the process of development, and to related ethical
Introduces students to interdisciplinary perspec- professional identity. Prerequisites: SW439, issues. Prerequisite: Admission to major.
tives and the ways in which personal develop- SW440 SW 491 and SW 492. Corequisite: SW 450
ment, professional identity, and professional SW430, 431 and 432.. Research Methods for Social Work
action contribute to one’s professional develop- Practice I (3)
ment. Emphasis will be on reflection, personal SW 405
Reading and Conference Introduction to research in social work. Stresses
ethics, self care, career options, and scholarly (Credit to be arranged.) the importance of research to social work practice
foundations. Prerequisite: admittance into child Consent of instructor. and policy. Introduction to ethics of social work
and family studies program. research, qualitative and quantitative methods,
SW 407
CFS 495 Seminar (Credit to be arranged.) group designs and single case studies. Considers
Professional Development in Child Consent of instructor. scientific method, systematic inquiry, relation of
and Family Studies II (1) theory to research, problem formulation, mea-
Continued examination of interdisciplinary per- SW 410 surement, sampling, design, and data collection.
Selected Topics (Credit to be arranged.) Emphasis on application of research to practice
spectives and the ways in which personal develop-
ment, professional identity, and professional SW 430, 431, 432 and on evaluation of own practice. Prerequisites:
Generalist Social Work Practice I, II, III Admission to major; SW 439.
action contribute to professional development. (3, 3, 3)
Emphasis will be on reflective practice, profes- Based on generalist social work practice princi- SW 451
sional ethics, professional boundaries, profession- ples, this three-term sequence examines the major Research Methods for Social Work
alization processes, legislation, and advocacy. influences on the service delivery system with Practice II (3)
Prerequisite: CFS 494. emphasis on the multiple roles of the generalist Focuses on techniques of quantitative data analy-
sis and introduces methods of qualitative data SW 523 in particular. Prerequisite: SW 520.
analysis. Focus on interpreting and using data to Health Care Policies and Programs (3)
SW 530, 531, 532
improve social work practice, including program Advanced policy course analyzes the history of Generalist Social Work Practice I, II, III
evaluation and advocacy for client groups. Covers selected health care policies, programs, and disease (3, 4, 4)
descriptive statistics, probability theory and categories within the context of social work prac- Three-term sequence examines the major influenc-
hypothesis testing, and inferential methods. tice in health care. Contemporary outcomes in es on the service delivery system with emphasis on
Includes discussion of culturally sensitive research current health and service delivery systems pre- the multiple roles of the generalist social worker,
and ethical issues in social work research. sented from a policy perspective. Develops skills and social work values and ethics. Examines the
Prerequisites: Admission to major; SW 450. for policy change. Prerequisite: SW 520. entire change process, focusing on assessment, goal
SW 491 SW 524 formulation, interventioin, evaluation, and end-
Human Behavior in the Social Environment: Community Organization (3) ings through the lenses of strengths, empower-
Micro (4) Presents community organizing as a well-estab- ment, and ecological systems perspectives. Focus is
Theoretical and conceptual foundations of work- lished social work method for promoting social on multiple levels of practice: individual, family,
ing with children, youth, and families in profes- change and improving community life through group, organization, and community. Introduction
sional settings. Historical, socio-political contexts community and institutional reform. Topics for to theory and application of theoretical concepts
of significant theories and their relevance for pro- class will include an overview of the history of to guide change activities. Development of inter-
fessional application. Prerequisite: junior stand- community organizing, models of community viewing skills for engagement, development of
ing. change (locality development, social planning and rapport, definition of purpose, assessment, inter-
SW 492 social action), methods of social change (advocacy, vention, and endings, taking account of cultural
Social Welfare Policy (4) mobilizing, organizing, coalition building, and considerations. Integration of attention to popula-
Laws and policies that influence the well-being of partnership), examples of community-based orga- tions at risk. Assessing and facilitating macro-level
families, youth, and children examined from a nization, leadership development, and measuring change processes. Advocacy, collaboration and
historical, socio-political perspective. Analysis of the benefit to communities. Discussion also teamwork examined, with emphasis on strategies
contextual influences and community-based includes understanding the role of power and cul- of promoting equity and social justice. Must be
learning experience assists students in practical ture that exists within neighborhoods and commu- taken in sequence. Corequisite: SW 500.
applications related to professional roles. nities. Prerequisite: SW 520. SW 533
Prerequisite: junior standing. SW 525/625 Advanced Practice for Direct Human Services I
SW 500 Poverty: Policies and Programs (3) (3)
Field Instruction I-VI Examines the nature and causes of poverty and Reviews the problem-solving process and intro-
(Credit to be arranged.) inequality in the United States and the impact of duces the process of constructing a frame of refer-
SW 501 economic globalization on social work’s response ence or model of practice. Addresses the evalua-
Research (Credit to be arranged.) to these critical social problems. Studies ways in tion of practice and theories for understanding
SW 502 which people in poverty cope and support each individuals and how they both seek and resist
Laboratory (Credit to be arranged.) other in low-income urban neighborhoods; exam- change. Application of theories to the direct social
SW 503 ines the ways in which work and welfare interact work practice process with consideration of the
Thesis I, II III (Credit to be arranged.) with each other and with informal social sup- importance of culture, strengths, and empower-
SW 504 ports. Addresses policy issues, including those ment. Prerequisite: SW 532; corequisite: SW 500.
Cooperative Education/Internship involved in both service and income strategies to
(Credit to be arranged.) SW 534
relieve or prevent poverty; develops skills for Advanced Practice for
SW 505 effective practice with low-income communities, Direct Human Services II (3)
Reading and Conference families, and individuals. Prerequisite: SW 520.
(Credit to be arranged.) Addresses the family of origin perspective on fam-
SW 526 ily systems theory. Both the worker’s and the cli-
SW 506
Special Problems (Credit to be arranged.) Social Work and the Law (3) ent’s families of origin considered as sources of
Topics include an overview of the legal system, the influence on the intervention process. Provides
SW 507
Seminar (Credit to be arranged.) legal basis of the professional relationship, confi- advanced consideration of family centered prac-
dentiality and legal privilege, informed consent, tice and integration of other theories with family
SW 508
Workshop (Credit to be arranged.) the right to treatment and entitlement of mentally systems theory. Prerequisite:
SW 510 disabled and HIV positive persons, professional SW 533; corequisite: SW 500.
Selected Topics (Credit to be arranged.) malpractice and other legal liabilities—including SW 535
SW 520 termination and abandonment—social welfare Advanced Practice for Direct Human Services
Social Work and Social Welfare Policy (4) law, family law and adoption, and unlawful dis- III (3)
Course defines and describes social welfare policy crimination. Prerequisite: SW 520. This course builds on material presented in
and the policy-making process. Examines histori- SW 527 SW 533 and SW 534 and provides students with an
cal and contemporary issues and their impact on Political and Legislative Advocacy (3) opportunity to integrate knowledge gained across
the profession of social work and the institution Exposes students to strategies and tactics for polit- courses and field practicums. The primary purpose
of social welfare. Emphasis is given to policy anal- ical and legislative advocacy. Emphasis is placed of integrating knowledge and experience is for stu-
ysis and the development of policy-practice skills on developing skills for effective political lobby- dents to develop and articulate a personal practice
from the perspective of social and economic jus- ing, including the mechanics of political cam- model, as this is an essential step to beginning a pro-
tice. Highlights the relationships between social paigns and working with policy-makers, citizens fessional career. Additionally, post-masters profes-
problems, social policies, social programs, and and issue-specific communities and political inter- sional development including supervision, self-care,
social work practice. est organizations. Students will be introduced to and licensure will be addressed. Prerequisite: SW
working with professional/community organiza- 534; corequisite: SW 500.
SW 522
Issues in Child Welfare (3) tions and coalitions, local, state and federal level SW 536 Advanced Community-Based Practice
Discusses the rapid change in the goals and meth- policy and decision-making processes, and meth- I (3)
ods of child welfare agencies, those agencies ods to influence legislative process and adminis- First of 3-course concentration that emphasizes the
charged with the protection of children and the trative rule implementation. Prerequisites: SW person-environment interplay with a focus on the
provision of permanency in their lives. Analysis of 520. identification of multilevel assessment strategies in
the formation of policy to reflect empirically SW 529/629 collaboration with local citizens, leaders, associa-
based knowledge, ever changing community forc- International Mental Health Policy (3) tions, and institutions. Utilizes assets-based, com-
es, and developing practice wisdom. Explores Compares mental health policies from a global munity development perspective to assist individu-
major issues facing child welfare services today. perspective, emphasizing United Nations and als, families, neighborhoods, and functional com-
Develops skills for policy change. Prerequisite: World Health Organization perspectives. Programs munities and organizations in identifying and
SW 520. and policies from various countries are compared meeting community social justice needs. Focuses
and contrasted with those of the U.S., and Oregon on strategies for engaging groups, communities,
and organizations using multicultural communica- Prerequisites: SW 541

tion techniques and other qualitative assessment SW 536, SW 537; corequisite: SW 500. Human Behavior in the Social Environment:
approaches. Identifies individual, group, and com- Macro Theory (3)
SW 539
munity resilience while assisting in assessing local Social Justice in Social Work (3) Presents and critiques basic knowledge of the
strategies that strengthen protective factors and Explores diversity and oppression based on race, development, behavior and change process of
lower risk factors for ethnically and culturally ethnicity, gender, sexual orientation, religion, (dis) groups, communities and organizations. Uses
diverse families, schools, neighborhoods, and com- ability status, and social class; models for inter- social theory to provide students with conceptual
munities. Prerequisite: SW 532; corequisite: SW group relations; the historical context of group frames for analyzing how the actions of both cli-
500. relations; and cultural variables significant to eth- ents and social work practitioners are conditioned
nic, racial and cultural minority populations. and constrained as well as enabled and empowered
SW 537 Advanced Community-Based Practice
II (3) Examines social, political, and cultural processes as by broader social forces. Considers the effect of
Emphasizes the person-environment interplay they affect intergroup and intragroup relations. mezzo and macro level forces on the development
with a focus on collaborative partnerships Explores the role of social worker as border crosser, and functioning of populations at risk.
between local citizens, leaders, associations, and cultural learner, and agent of change. Prerequisites: SW 539, SW 540.
institutions. Builds intervention strategies based Opportunities for cross-cultural dialogue and con- SW 544/644
upon the asset-based, qualitative assessment tech- tent analysis and skills development. Requires Mid-life and Beyond (3)
niques and perspectives utilized in identifying examination of the meaning systems in which each Focuses on development in mid and late adult-
issues of concern that are driven by collaborative of us is immersed, as well as examination of those hood from a lifespan perspective and promotes an
efforts. Focuses on the consumer/community per- meaning systems that social workers must strive to appreciation of the developmental potential for
spective while assisting in implementing local understand. normal and healthy aging. Explores demographic,
strategies that strengthen protective factors and socio-historical and developmental characteristics
SW 540 Human Behavior in the Social
lower risk factors for ethnically and culturally Environment: Micro Theory (3) of the currently emerging cohort of older adults.
diverse families, schools, neighborhoods, and Presents and critiques basic knowledge of human Focuses on current developmental theories in
communities. Prerequisite: SW 536; corequisite: development from infancy to late adulthood in social cognition and identity development in mid
SW 500. the context of individuals and families and identi- and late adulthood, contemporary psychodynamic
fies relationships between theoretical frameworks views, and spiritual and transcendent possibilities
SW 538 Advanced Community-Based Practice
III (3) and the biopsychosocial environment. Considers for late adulthood. Addresses practice implications
Provides integrative experiences and materials build- populations at risk and the impact of racism and related to theories, especially as they relate to
ing on and supportive of SW 536/537. Emphasis is other forms of oppression on development. important developmental transitions.
placed on skills and techniques for the evaluation of Provides students with knowledge of how devel- Prerequisites: SW 540 SW 541, or admission to
community-based practice; articulation of the stu- opmental frameworks organize information about Gerontology Certificate Program with consent of
dent’s personal model/framework of reference for human dynamics, while still stressing the multi- instructor.
community-based practice; and strategies for post- causal nature of behavioral outcomes. Prerequisite: SW 545/645
master’s professional development and contributions SW539. Advanced Human Behavior in the
to the student’s field of community-based practice. Social Environment (3)
Provides an opportunity for students to explore history and theories of mental illness, overview of and religious differences are emphasized. Examines
current theoretical developments in the social and classification systems including a review of six social service assistance for persons, families and
behavioral sciences which apply to social work major DSM-IV diagnostic categories, biopsychoso- communities that face acute, chronic and terminal
practice including populations at risk. Taught in cial model of assessment which includes diagnostic illnesses. Prerequisites: SW 532, 540.
different sections each of which covers social and interviewing, accessing evidence-based practice SW 563
cultural contexts for human behavior in the social (EBP) interventions, and applying practice evalua- Social Work with Children, Adolescents, and
environment. May be repeated for additional cred- tion methods to EBP strategies. Prerequisites: SW Their Families (3)
it. Prerequisite: SW 540, SW 541. 532, SW 540. Explores clinical social work practice with chil-
SW 546 SW 557 dren, adolescents, and families. Emphasizes a col-
Human Sexuality and Social Work (3) Psychotherapy: Theory and Practice (3) laborative and contextual approach that, in addi-
Physiological, psychological and cultural perspec- Provides coverage of advanced mental health prac- tion to child-focused interventions, includes work
tives of human sexuality presented and discussed. tice, including understanding of theory, applying with parents, families, and groups in a variety of
Application of social work assessment and change techniques in clinical practice, and the current settings. Delineation and demonstration of specif-
strategies relevant to personal and interpersonal state of the research evidence for psychodynamic ic clinical strategies and techniques with opportu-
dynamics of sexual and intimacy concerns. and cognitive-behavioral therapy. Provides prac- nities to practice and apply to field work.
Prerequisites: SW 532, 540. tice content for clinically-oriented social work Prerequisite: SW 532.
SW 550 students. Prerequisites: SW 540, SW 541 and SW SW 564
Foundation of Social Work Research (3) 533. Social Work in Schools (3)
Introduction to research in social work. Stresses SW 558 Uses a policy/practice perspective to prepare stu-
the importance of research to social work practice Abuse and Trauma: Theory dents for effective and culturally sensitive social
and policy. Introduction to qualitative and quan- and Intervention (3) work practice in early childhood and
titative social work research, group designs, single Examines the impact of trauma and abuse on K-12 education. Presents multiple roles of school
case studies, and evaluation of programs and of adults, children, and families. Acute and long-term social workers and educational policies that pro-
practice. Introduction to critical consumption of sequelae will be identified, emphasizing the inter- vide context for practice. Emphasizes collabora-
research, to ethics of social work research. action of traumatic and developmental effects. An tion among families, schools, and communities.
Considers scientific method, systematic inquiry, integrative biopsychosocial intervention model for Prerequisite; SW 532.
relation of theory to research, problem formula- working with individuals, groups, and families will SW 565
tion, measurement, sampling, design, and data be explored through crisis and trauma, psychody- Introduction to Indian Child Welfare and the
collection. namic, constructivist, narrative, and feminist theo- Indian Child Welfare Act (4)
SW 551 ries. Policy practice and advocacy issues, ethical Introduction to Indian child welfare with an
Data Analysis in Social Work Research (3) and ideological issues, and current clinical, emphasis on understanding legal, historical, and
Focuses on techniques of quantitative data analysis research, and policy debates in the field will be cultural issues applying to work with American
and introduces methods of qualitative data analy- identified and discussed. The relationship of clini- Indian and Alaskan native youth. Emphasis is on
sis. Considers interpreting and using results to cal narrative to contemporary social discourse Indian child welfare issues in the Pacific
improve social work practice including program about abuse and trauma will set the framework for Northwest.
evaluation. Covers descriptive statistics, probability the course, including clinical and empirical knowl-
edge regarding effects of abuse and trauma and SW 566
theory and hypothesis testing, and inferential Social Work Practice in Child Welfare (3)
methods. Includes discussion of culturally sensitive efficacy of treatment. Prerequisites: SW 532, SW
Designed for students who are either considering
research and ethical issues in social work research. 540.
a career or are interested in public child welfare.
Prerequisite: SW 550. SW 560 Explores selected areas of child welfare related to
SW 552/652 Social Work with Gay, Lesbian, Bisexual, and child maltreatment. Emphasis on the critical
Advanced Social Policy Analysis (3) Transgendered Individuals, Families, and examination of empirically based case manage-
Communities (3) ment intervention strategies and their appropriate
Selected social policy evaluation models and tech-
Explores social work practice with gay, lesbian, use with children and their families. Prerequisite:
niques reviewed, including discursive approaches.
bisexual, and transgender individuals, their fami- SW 532.
Content area foci include mental health, child
lies, and communities. Students examine the poli-
welfare, disabilities and aging. Current policy ini- SW 567 Evidence Based Interventions for
cy context of practice as it is affected by institu-
tiatives covered from social welfare and legislative Community Mental Health Practice (3)
tional and cultural homophobia or heterosexism.
perspectives. Use of data analysis strategies to Reviews and critiques evidence-based interven-
Takes a lifespan approach to practice issues, cover-
evaluate social welfare problems and their impli- tions for community-based mental health popula-
ing topics such as: developmental theories of gen-
cations for policy development and implementations. These interventions include supported
der identity and sexual orientation, families of
tion considered. Encompasses development of employment, assertive community treatment/case
origin, ‘coming-out’, dating, partnering, child-
policy evaluation questions and design of appro- management, psychosocial rehabilitation, psycho-
rearing, defining family and community, and
priate methodologies to address those questions pharmacology, recovery and consumer perspec-
aging. Important topics such as gender transi-
including evaluation design, sampling, measure- tives, and integrated treatment for co-occurring
tioning, HIV prevention and treatment, same-sex
ment and analysis. Prerequisites: SW 520 and 551 substance use disorders. Theoretical frameworks
domestic violence, and chemical dependency will
or SW 622. include harm reduction, transtheoretical/readiness
be presented. Special classroom emphasis will be
*SW 554 placed on developing practice awareness within a to change, and health promotion. Prerequisites:
Social Work and Health Care (3) historical and political perspective. Prerequisite: SW 532, SW 540.
Presents an overview of social work across health SW 532. SW 568
care settings and systems. Physiological, psychoso- Community Mental Health Seminar (3)
cial, and cultural components of illness considered *SW 561
Clinical Social Work with Groups (3) Seminar on interdisciplinary relationships among
for individuals, families, and groups. social work, psychiatry, and nursing; and on a
Deals with the theory and practice of clinical social
Multidisciplinary teamwork, crisis intervention, variety of clinical, and policy topics. For students
work within the wide range of groups in which
and ethical dilemmas in health care practice in community mental health placements and
social workers participate as workers and co-work-
explored. Prerequisite: SW 532. those working with individuals with severe and
ers. Articulates issues related to group process and
SW 555 development as to their effect on the group experi- persistent mental illness. Jointly offered with
Social Work Perspectives on ence. Includes leadership strategies and diverse OHSU’s Department of Public Psychiatry.
Mental Health Disorders (3) populations. Prerequisites: SW 532. Enrollment is limited to six students per term and
Explores the major mental health disorders from an requires instructor approval.
understanding of the biological, psychological, SW 562
Social Work with Grief and Loss (3) SW 569
social and cultural determinants of mental illness. Social Work in End-of-Life and Palliative Care
Emphasis is given to the changing roles of social Examination of death at different stages of the life
cycle. Review of theory and research about death (3)
workers who work with people diagnosed with a Covers a broad range of topics related to social
mental illness. Topics include ethics of diagnosing, and dying, loss, and grief resolution. Unique cultural
work and end-of-life and palliative care.
Addresses: cultural and spiritual dimensions at Introduces the student to theoretical and practical and/or qualitative data (e.g., ethnography).
end-of-life, pain and symptom management, hos- elements of social work administrative and man- Emphasizes application of methods to build
pice, ethical considerations, practice and policy agement roles to develop and manage the condi- knowledge in a specialized area relevant to a stu-
guidelines, team work, mental heal at end-of-life, tions, processes and mechanisms that support evi- dent’s field of practice and/or to complete an eval-
vulnerable populations, and resources available to dence-based service delivery systems that benefit uation of program(s) or practice. Emphasizes
patients and families. consumers, families and communities. Topics interpretation of results to inform effective social
SW 571 include analysis of contemporary organizational work practice in community and agency-based
Substance Use, Abuse and Addiction and Social leadership task environments, internal and external settings. May be repeated for credit. Prerequisite:
Work Practice (3) assessment skills and tools, building strong coali- SW 551.
Designed to provide students with a foundation in tions and developing strong cross-sector collabora- SW 591
both direct and indirect social work practice issues tions for dynamic social problem impact and Child and Adolescent Behavior and
with clients, families and communities challenged understanding theoretical underpinnings of a vari- Development in the Social Environment:
by substance abuse and addiction. The primary goal ety of organizational leadership approaches. Advanced Theory and Research (3)
is to assist students in further developing and inte- Prerequisite: SW 532. Builds on foundation courses on micro and macro
grating their social work practice frameworks with SW 581 Human Behavior in the Social Environment and
deeper understanding and skill regarding the psy- Issues in Social Service Administration, on foundation courses on research methods.
chodynamic, biological and ecological nature of Leadership, and Management (3) Presents ecological-developmental framework and
substance abuse disorders, as well as the range of Emphasizes critical leadership and management empirically-supported and culturally sensitive the-
evidence-based practices available to address them. skills relevant to a variety of for-profit, non-profit ories for understanding individual, family, peer,
Prerequisite: SW 532. and government social service agency environ- school, community, and societal influences on
SW 574 ments including managed care principles, internal child and adolescent behavior and development.
Social Work with Frail Older Adults (3) advocacy, hiring processes and procedures, staff Presents a prevention framework for building and
Mental and physical frailties experienced by older supervision and discipline, staff ethics, sexual using research-based knowledge of behavior and
adults are examined for their implications for harassment, and equal employment opportunity development. Emphasizes integration of theory
adaptation and intervention. Mental disorders as laws. Analyzes management philosophy in com- and research to guide social work practice.
they are uniquely characterized in late adulthood plex organizations, team building, work with gov- Prerequisites:
are reviewed, with special emphasis on age appro- ernance boards, participation in organizational SW 541 and 551.
priate assessment. Psychosocial interventions for planning, and program quality and development SW 596
both community and institutionalized popula- of accountability systems. Prerequisites: SW 520, Development and Utilization of Collaborative
tions will include individual, family, group, and SW 532. Partnerships to Support Infants, Toddlers, and
environmental approaches. Prerequisite: SW 532. SW 582 Their Families (3)
Social Service Program and Policy Understanding of the family and cultural contexts
SW 575 in which child development occurs; identify cul-
Multicultural Social Justice Work Development (3)
in Action (3) Focuses on the conceptual and behavioral skills tural, political, and socioeconomic biases within
Examines current perspectives on multicultural related to planning and designing programs, pro- which mainstream research and theory have
practices for children and families marginalized gram/policy evaluation, and understanding the emerged; and understand and apply system-of-
due to vulnerable social status such as; ethnicity, analysis and design of agency policy and the role care concepts and values as they engage in rela-
culture, race, economic status, sexual identity and of policy in the change process. Students learn tionship-based consultation. Content includes
other forms of bias in the larger service systems ways to compose statements of need, goals, objec- information about the roles and knowledge bases
and society. Specific assessment and intervention tives, interventions, action plans, evaluation of specific disciplines as they apply to infant/tod-
strategies include ethnically sensitive practice, cul- approaches, and policy changes. Prerequisites: dler social/emotional development (e.g., child
tural awareness and effective approaches for inter- SW 520, SW 532. care, pediatrics, nursing, early intervention, men-
vening with children, families and the social ser- tal health, allied health, child welfare). Students
SW 585
vice providers. Students will examine internation- Fundraising, Grantwriting, and Human will learn about the roles and knowledge bases of
al perspectives on effective practice with vulnera- Services Entrepreneurship (3) informal family and community supports as they
ble groups and will gain an enhanced appreciation Concrete fundraising strategies, grant writing, and apply to infant/toddler social/emotional develop-
for how values and customs of the larger society creation of innovative programs, business plans, ment. Students will gain knowledge and training
shape experience and life chances for ethnically and marketing strategies for social service agen- related to infant/toddler key transitions from one
and culturally diverse people. Prerequisite: SW cies. Program development and budgeting, case setting to the next (e.g., from home to communi-
532. statement, grant strategies and application, and ty child care, child care to preschool).
donor cultivation and solicitation. Prerequisites: SW 601
SW 578/678 SW 520, SW 532. Research (Credit to be arranged.)
Social Work in the Juvenile and
Criminal Justice Systems (3) SW 589 SW 603
Advanced Standing Seminar (2) Dissertation (Credit to be arranged.)
Analyzes current controversies concerning the ori-
gin and meaning of criminal and delinquent Seminar orients students accepted into the SW 605
advanced standing program to the Graduate School Reading and Conference
behavior; the socio-economic and multicultural (Credit to be arranged.)
characteristics of contemporary life contributing of Social Work and the MSW program, provides a
connection between BSW curriculum and SW 607
to delinquency and crime; social work’s role in the Seminar (Credit to be arranged.)
“people processing system”; the major current advanced MSW curriculum, discusses core values
and ethics associated with social work, reviews the SW 610
modalities and inquiry into their effectiveness; Selected Topics (Credit to be arranged.)
social policy issues confronting the juvenile justice assessment process at five levels of social work prac-
tice, introduces incoming students to social work SW 620
system; and current policy and practice trends Social Problem Analysis:
toward incarceration and away from rehabilita- practice in Oregon, and assists students with suc- Assessment Phase (3)
tion. Prerequisite: SW 520. cessful entry into their advanced field education First in a three course sequence. Assessment phase
placement. Prerequisite: admission to advanced of the problem solving process applied to the stu-
SW 579 Working with Involuntary Clients (3) standing program.
Course examines legal, ethical and effective prac- dent’s selected social problem. Emphasis on con-
tice with involuntary clients, often members of SW 590 ducting a comprehensive analysis of the social
oppressed groups. Will also address research Advanced Topics in Applied Research Methods problem, which includes identifying and defining
regarding “involuntary practitioners,” self-care, for Social Work (3) the problem, determining its scope and conse-
client advocacy, value conflicts, and reform Builds on foundation research methods and data quences, and evaluating theory and evidence at
efforts. Prerequisites: SW 532, SW 550. analysis courses. Courses offered under this num- various levels of social organization to explain its
ber present an evidence-based framework for existence. Involves examination of the relevant
SW 580 social work practice and methods for analyzing cultural, historical, and political contexts.
Introduction to Social Service Administration, quantitative data (e.g., multiple linear regression)
Leadership and Management (3)
SW 621 SW 630 inferential methods. Preparation for multivariate

Social Problem Analysis: Empirical Foundations of Knowledge Building statistical methods. Empirical social work studies
Intervention Phase (3) in Social Work (3) critiqued and discussed. Includes application and
Intervention phase of the social problem solving Examines the assumptions and conceptual foun- analysis laboratory. Prerequisite: SW 630, 631.
process applied to the student’s selected social dation of research in social work. Application of
problem. Focus is on the development of a multi- alternative research paradigms to questions impor- SW 633
Introduction to Qualitative Research Methods
level intervention plan based on review of empiri- tant to social work. Context of community and in Social Work (2)
cal literature. Program theory and theories of social agency emphasized. Ethical issues of partici- First course in required 2-course sequence that
change will be explored. Analysis of policy-level pation of vulnerable populations considered. introduces students to the theoretical foundations
interventions and related effectiveness literature. Exploration of social implications of use of and methods of qualitative research in social work.
Construction of logic models. Integration of poli- research findings. Examines assumptions and theories underlying
cy and practice will be emphasized. Prerequisite: SW 631 qualitative methods, especially issue of ontology,
SW 620. Introduction to Quantitative Research Methods epistemology, and methodology, and specific quali-
SW 622 in Social Work (3) tative traditions (e.g., grounded theory, narrative,
Social Problem Analysis: Introduces students to basic quantitative methods participatory action research, ethnography), from
Evaluation Phase (3) for applied social work research and examines the a critical perspective. Emphasizes qualitative meth-
Continuation of social problem sequence. Focuses assumptions underlying quantitative methods. ods for understanding cultural issues and the
on the evaluation phase of social problem analysis. Reviews core elements of research design and the empowerment of marginalized populations; consid-
Evaluation is a set of practices and skills in an selection of appropriate methods to address spe- ers issues of power, privilege, and oppression.
applied area of the social sciences that requires cific types of research questions with attention to Design of qualitative research, ethical issues, and
grounding in a number of theoretical perspectives questions of ethics and research across diverse data collection emphasized. Students gain experi-
and methodological approaches. It necessitates a populations. Includes a review of internal and ence in applying qualitative methods in social work
clear formulation of questions to be answered, an external validity issues in conducting experimental by developing a proposal for a qualitative research
awareness of stakeholders to be considered and a and quasi-experimental designs. Provides experi- project and engaging in some data collection and
plan for how data will be collected, analyzed and ence in applying quantitative methods by devel- preliminary analysis, and self reflection.
disseminated. Additional priorities include respon- oping a proposal for social work research project. Prerequisite: SW 630.
siveness to the role of consumers and sensitivity to SW 632
the cultural context in which research is conduct- SW 634
Quantitative Data Analysis in Social Work Quantitative Data Analysis in Social Work
ed. Practicality, usefulness and accessibility Research (4) Research II (4)
emphasized. Focuses on the demands and nuances Provides preparation in the selection and use of Introductory multivariate statistical procedures.
of the science and art of evaluation. Prerequisites: statistical methods appropriate for social work Core topics: correlation and partial correlation, reli-
SW 621, SW 634, SW 635. research questions. Covers descriptive statistics, ability and validity of measures and scale construc-
probability theory, statistical inference, and basic tion, and linear and logistic regression. Covers con-
siderations of level of measurement and distribu-

tional assumptions for each statistical procedure.
dent research projects. Expected themes include
research design issues, measurement selection, rat-
Regional Research Institute
Balances developing theoretical understanding and ing and coding procedures, data analysis and pre- for Human Services
hands-on running of tests and interpretation of sentation and reporting of research results. The
results. Prerequisite: SW 632. primary focus of this group is on quantitative 1600 SW 4th Ave., Suite 900
SW 635 methods, with secondary attention to qualitative 503-725-4040
Qualitative Research Methods in Social methods. Course may be repeated for credit. Laurie Powers, Director
Work II (2) Prerequisite: SW 634.
Second course in required 2-course sequence on SW 660
The Regional Research Institute for Human
qualitative research methods in social work. Ph.D. Seminar (1) Services was established in 1972 by the
Addresses methods of data description, analysis, Discusses current research studies undertaken in School of Social Work at Portland State
interpretation, and presentation. Issues of the field of social work. Based on published arti- University with a grant from the Social and
researcher subjectivity, criteria for rigor, as well as cles, working papers, and research project materi- Rehabilitation Service (HEW). The RRI has
the write- up and dissemination of qualitative als, the seminar features presentations by social undertaken more than 200 projects, many of
research. Data analysis techniques associated with work faculty, graduate students, and community
ethnography, case studies, participatory action partners. Considers practical aspects of applied
them national in scope, in such fields as child
methods, as well as narrative, phenomenological, research, including methodological issues, cultural and adult mental health, family and child
and grounded theory approaches. Experiential competency, consumer involvement, and interdis- welfare, child care, employment, juvenile jus-
hands-on component, including computer- assist- ciplinary collaboration. May be repeated for addi- tice, alcohol and drug services, disability, and
ed qualitative data analysis software. Emphasizes tional credit. interpersonal violence. A national program of
qualitative methods for understanding cultural *SW 690 research in the field of mental health was ini-
issues and giving voice to marginalized popula- Teaching Practicum (2) tiated in 1984 when the Research and
tions. Issues of power, privilege, and oppression Focuses on the practical aspects of teaching in the
addressed. Prerequisites: SW 630 and SW 633. Training Center on Family Support and
social work field. Salient theoretical and practical
issues in adult learning explored. Considers the
Children’s Mental Health began. The
SW 640, 641, 642
Research Practicum and Seminar (2, 2, 2) fundamental ideas of social work education. Pathways to Positive Futures Research and
Participation in a research study under the supervi- Discusses curriculum planning and issues around Training Center was funded in 2009, with a
sion of appropriate faculty. Opportunity to master human diversity and teaching. Distance learning focus on transition-aged youth.
research skills which fit the student’s learning needs. issues and techniques examined. Supports student In 2000, the Robert Wood Johnson
Time on site working on the project is 200 hours. teaching experiences. Foundation established a national program
Seminar taken concurrently with practicum enables SW 700 office at the Regional Research Institute—
students to explore together their research experi- Postbaccalaureate Professional Development
Reclaiming Futures: Building Community
ences in their respective research projects. Students
will gain deepening knowledge through comparison Solutions to Substance Abuse and
of experiences. Pass/no pass only. Prerequisite: SW Center for Improvement of Delinquency. The mission of this initiative is
621, SW 634, SW 635. to promote new standards of care in juvenile
SW 650
Child and Family Services justice for young people with drug and alco-
History and Philosophy of Social Welfare and hol problems. Reclaiming Futures was
Social Work (3) 520 SW Harrison, Suite 440
recently refunded to provide technical assis-
History, philosophy, and ethics of social welfare 503-725-8010
tance to projects across the country.
and social work. Focus is on the interaction of Katharine Cahn, Executive Director
social work and social welfare developments with The RRI enjoys a base of support from the
The Center for Improvement of Child and University and has received more than $87
wider economic, social, and political forces. Major
philosophical, theoretical, and political issues, the Family Services integrates research, educa- million in grants and contracts over the past
growth and impact of professionalization, and the tion and training to advance the delivery of 10 years.
development of social work methods. Traces his- services to children and families. The Center The aim of the Institute is to improve the
torical changes in social work’s identification of works with agency and community partners manner in which social services and service
and response to vulnerable populations. to promote a child welfare system that pro- delivery systems are designed, managed, and
*SW 651 tects children, respects families, and builds evaluated. Motivated by a concern for social
Integrative Writing Seminar (1) community capacity to address emerging
Course addresses integration of social work theory, change, the Institute is prepared to examine
needs. all aspects of the complex process by which
practice, policy, and research. Synthesis developed
through writing of manuscript for submission to The Center includes the long-standing human service policies and services are initi-
professional journal, a grant application, or other Child Welfare Partnership, founded in ated and modified. By bringing a range of
suitable product. Assistance with submission pro- 1994. This partnership offers training, consumers, family members, and researchers
vided. Prerequisite: completion of Part I of com- research and graduate education to support into its activities, the Institute creates new
prehensive examinations. May be repeated for Oregon’s child welfare system.
additional credit.
approaches to old problems. It strives to set
Further information may be obtained at high standards for applied social research
SW 653 the Center for Improvement of Child and and to provide a research environment for
PhD Data Analysis Seminar (1) Family Services, Portland State University,
Provides a structure to facilitate a working group graduate training.
of researchers who share ideas and support one
520 S.W. Harrison Street, Suite 440,
another in the conduct of research. Group mem- Portland, OR 97201, or at the Center Web
bers may work together on research projects as site at www.ccf.pdx.edu
well as use the group to consult about indepen-
College of
Urban and
Public Affairs
LAWRENCE WALLACK, DEAN
CRAIG WOLLNER, ASSOCIATE DEAN
VICTORIA GILBERT, ASSISTANT DEAN
750 URBAN CENTER, 503-725-4043
www.upa.pdx.edu/
B.A., B.S., M.S.—Criminology and neously conforming to their curricular

Criminal Justice requirements.
B.A., B.S.—Health Studies The B.A. or B.S. degree in criminology
B.A., B.S.—Community Development and criminal justice prepares students for a
B.A., B.S.—Political Science
Minors in Aging Services; Civic
variety of public service careers in the crimi-
Leadership; Criminology and Criminal nal justice system. The B.A. or B.S. in
Justice; Community Development; health studies provides training for many
Community Health; Law and Legal professional careers in health promotion and
Studies; Political Science; Real Estate health education. In addition, a student may
Development; Sustainable Urban add coursework necessary to qualify for
Development application to the fifth-year teacher educa-
Graduate Certificate in Gerontology tion program. The B.A. or B.S. in political
Graduate Certificate in Real Estate science prepares students pursuing careers in
Development
Graduate Certificate in Transportation
political science, public administration,
Graduate Certificate in Urban Design international organizations, domestic gov-
M.A., M.S.—Health Studies ernment, communications, or law. Students
M.A., M.S.—Political Science who choose the B.A. or B.S. in community
M.P.A. development will be empowered to take
M.P.H. leadership roles in public affairs.
M.U.R.P. Graduate students can select from among
M.U.S. a wide variety of degrees. The M.S. in crim-
Ph.D.—Public Affairs and Policy inology and criminal justice permits stu-
Ph.D.—Urban Studies, Urban Studies:
Regional Science
dents to understand the complex interac-
tions among functional parts of the adult
The College of Urban and Public Affairs at criminal justice system. The Graduate
Portland State University allows students Certificate in gerontology enables students
with interests in urban problems and pro- to develop an understanding of the needs
cesses to take advantage of the resources of and problems of the elderly in urban areas.
an urban university situated in a major met- The Graduate Certificate in Real Estate
ropolitan area. Opportunities for urban edu- Development will build the technical and
cation are available through nine graduate analytical knowledge of those who wish to
degree programs and four undergraduate enter the industry or further develop the
degree programs. Undergraduate students skills of industry professionals. The M.A./
may also complement any bachelor’s degree M.S. in health studies is designed to prepare
offered by the University with a minor in students for professional careers in educa-
Aging Services, Civic Leadership tion or research in fields of health promo-
Community Health, Criminology and tion and disease prevention, and wellness.
Criminal Justice, Community Development, The Master of Public Administration
Health, Law and Legal Studies, Political (M.P.A.) is designed for persons aspiring to
Science, Real Estate Development, positions of management in government
Sustainable Urban Development by simulta- and related areas. The Master of Public
Health degree (M.P.H.) prepares practitio-
ners and researchers to identify and meet the communities; creating a shared understand- for the investigation of the causes and conse-
health needs of defined populations. This ing of the metropolitan area, its issues and quences of demographic change in current
degree is offered through the Oregon Master prospects; providing a neutral forum for the society.
of Public Health Program, a unique collab- discussion of critical metropolitan policy As the lead agency of the Oregon State
orative statewide degree program offered issues; creating partnerships linking faculty, Data Center Program, the center has access
through Oregon Health & Science students, and community groups to meet to the various files produced by the U.S.
University, Oregon State University, and community and scholarly objectives; and Census Bureau. This information includes
Portland State University. The M.A./M.S. in sponsoring public service research. current and past census data for the state of
political science is designed to prepare stu- By acting effectively on this mission, the Oregon, and the results from such other
dents for Ph.D. work in political science or institute enables the University to better U.S. Census Bureau surveys as the American
public affairs and policy, to pursue graduate- serve people and the communities of the Housing Survey and American Community
level work in law, or to enter public and pri- region and helps them to be better equipped Survey. These data are housed in the center’s
vate sector jobs requiring advanced knowl- to meet the challenges of growth and change. library and are available to faculty, students,
edge of the political process. The Master of The institute sponsors research projects and the public. In addition to providing
Urban and Regional Planning (M.U.R.P.) designed to address current and emerging outreach to Oregon’s counties and commu-
permits students to develop professional issues of regional significance. By disseminat- nities, the center faculty teach courses in
planning skills, and the Master of Urban
ing new information and perspectives about applied demography.
Studies (M.U.S.) permits development of
the Portland region, the institute fosters an One of the important responsibilities of
urban research capabilities. The Ph.D. pro-
awareness of the common problems and the center is to produce the official popula-
gram in urban studies prepares students for
solutions that citizens, decision makers, and tion estimates for Oregon’s counties and
academic employment and research. The
scholars need to know. The institute’s gov- incorporated cities. Typical research activities
Ph.D. in public affairs and policy prepares
erning board identifies research issues that found within the center include enrollment
students for careers in public affairs and
have substantial benefit to the area; projects forecasts for school districts, market analysis
administration, including college-level teach-
include forums and seminars, a Web page, for housing projects, social and economic
ing.
publications that showcase the region, and factors affecting demographic change, popu-
Institute of Portland ongoing service and research initiatives. lation distribution and population migra-
While administratively located within tion, population geography, and demograph-
Metropolitan Studies Portland State’s College of Urban and Public ic methods. Center staff regularly assist city,
Affairs, the institute is a resource for all county, and state governments on examina-
780 Urban Center tion of population issues.
503-725-5170 departments and for all higher education
institutions in the state. The center’s current staff includes person-
www.pdx.edu/IMS nel trained in demography, sociology, geog-
The Institute of Portland Metropolitan Population Research Center raphy, and statistics. This variety of expertise
Studies is an independent and neutral orga- enables the center to provide a multidisci-
nization through which community issues 780 Urban Center plinary approach to population research.
can be addressed by higher education. As a 503-725-3922
service and resource center in the College of askprc@pdx.edu
Urban and Public Affairs at Portland State www.pdx.edu/prc
University, the institute’s mission is to serve The Population Research Center provides a
the region and further the urban mission of setting for demographic research within the
Portland State University by providing access College of Urban and Public Affairs. The
to the resources of higher education for area center provides a research and teaching focus
C o l l e g e o f U r b a n a n d P u b l i c A f f a i r s 329
School of
Community Health
450 Urban Center
503-725-4401
Degree requirements PHE 444 Global Health (4)
PHE 445/545 Men’s Health (4)
PHE 446 Community Health Principles
www.pdx.edu/sch A grade of C- or better is mandatory in all and Practices (4)
coursework required for degrees in the PHE 451/551 Women and Holistic Health (4)
B.A., B.S.—Health Studies
Minors in Aging Services and Community School of Community Health. With the PHE 452 Gender, Race, Class, and Health (4)
Health exception of internship credits, courses taken PHE 453/553 Reproductive Health of Women (4)
PHE 454 Social Gerontology (4)
M.A., M.S—Health Studies under the undifferentiated grading option
PHE 455 Film and Health (4)
M.P.H.—Participating school in Master of (pass/no pass) will not be accepted toward PHE 456/556 Health Aspects of Aging (4)
Public Health fulfilling the majors or minors offered within PHE 466/566 Mindbody Health: Disease
Graduate Certificate in Gerontology the school. Students must fulfill all general Prevention (4)
University requirements in addition to spe- PHE 467/567 Mindbody Health:
The mission of the Portland State University, Human Potential (4)
School of Community Health is to promote cific school requirements. Majors and minors PHE 480 Controversial Issues in Health (4)
the public’s health and well-being through may not take required courses under the Requirements for major with school
multidisciplinary education, research, and ser- pass/no pass option. health concentration. The school health
vice. The school builds on the resources of the Core requirements. In addition to meet- concentration is designed for students inter-
urban university by integrating individual, ing the general University degree require- ested in teaching health education within a
population, and systems perspectives respect- ments all majors in health studies must take public or private school setting. Upon com-
ing cultural diversity, social justice, and global the following core coursework plus choose a pletion of a bachelor’s degree, students are eli-
connectedness. We work in collaboration with concentration area: gible to apply to the fifth-year Graduate
students, faculty, alumni, and community Credits Teacher Education Program (GTEP) in the
organizations. Core coursework Graduate School of Education at PSU. After
Interest in health education/health promo- Stat 243 Introduction to completion of GTEP, students will be certi-
Probability and Statistics.......................................... 4
tion has opened new opportunities for health PHE 250 Our Community, Our Health..................... 4
fied to teach in the state of Oregon.
educators in community, business and indus- PHE 295 Health Promotion In addition to the previously listed com-
try, school, and medical care setting. The and Disease Prevention............................................ 4 mon core requirements, students pursuing a
School of Community Health offers programs PHE 350 Health and Health Systems........................ 4 concentration in school health education
PHE 443 Environmental Health................................ 4 must complete the following:
leading to degrees at both the undergraduate
PHE 450 Epidemiology.............................................. 4
and graduate levels. Both levels provide train- PHE 404 Internship.................................................... 8 Credits
ing for professional careers in health education, Total 32
Core coursework..................................................... 32
health promotion, and health-related fields. PHE 275 Stress Management.................................... 4
Requirements for major with commu- Psy 311 Human Development.................................. 4
The baccalaureate degrees provide the neces- nity health education concentration. The PHE 326 Drug Education.......................................... 4
sary background for advanced studies leading community health education concentration PHE 335 Human Sexuality........................................ 4
to graduate degrees in health-related fields such prepares students for a wide variety of PHE 355 Consumer Health Issues............................. 4
as medicine, physical therapy, dentistry, and careers related to health education. It also PHE 363 Communicable Disease
nursing. The school also offers minors in aging and Chronic Health Problems.................................. 4
provides a foundation for the pursuit of PHE 365 Health Promotion Children/Youth............ 4
services and community health. A variety of graduate study. PHE 410/510 Selected Topics......................................
health related courses are open to all students In addition to the previously listed common Ed 420 Introduction to Education............................ 4
in the University. core requirements, students pursuing a con- PHE 425/525 Nutrition for Health............................ 4
centration in community health education PHE 448 Health Education Techniques
and Strategies........................................................... 4
must complete PHE 448, PHE 471, and 36
Undergraduate credits from the list of courses that follows:
PHE 466 Mindbody Health: Disease Prevention or
PHE 467 Mindbody Health: Human Potential......... 4
programs Credits
PHE 471 Program Planning/
Evaluation in Health Education............................... 4
Core coursework..................................................... 32 It is required that students who intend to
The undergraduate health studies curriculum PHE 448 Health Education Techniques and
apply to the GTEP program complete an
is designed around a common core of courses Strategies................................................................... 4
PHE 471 Program Planning/Evaluation in Health anatomy/physiology sequence.
and five separate tracks: aging services, com- Education................................................................... 4 Requirements for major with physical
munity health education, health sciences, Thirty-six credits from the following courses:....... 36 activity/exercise concentration. The
physical activity and exercise, and school PHE 275 Stress Management (4) physical activity/exercise concentration is
health. PHE 326 Drug Education (4)
designed for students with interests in physi-
PHE 335 Human Sexuality (4)
ological and programmatic aspects of exer-
Admission requirements PHE 355 Consumer Health Issues (4)
PHE 361 Care and Prevention of Injuries (4) cise, nutrition, fitness, and physical activity.
Admission to the department is based on PHE 363 Communicable Disease and Coursework in practical and applied tech-
Chronic Health Problems (4) niques follows a basic framework in the bio-
general admission to the University. See page PHE 365 Health Promotion Programs
37 for more information. for Children and Youth (4) logical sciences and prepares students for
PHE 410/510 Selected Topics (4) internship experiences related to health pro-
PHE 425/525 Nutrition for Health (4) motion.
In addition to the previously listed com- PHE 414/514 Physical Activity Today (4) PHE 445 Men's Health........................................... 4
mon core requirements, students pursuing a PHE 425/525 Nutrition for Health (4) PHE 451 Women's Health...................................... 4
PHE 444 Global Health (4) Phl 313 Life and Death Issues............................... 4
concentration in physical activity/exercise PHE 445 Men’s Health (4) Psy 311 Death and Dying...................................... 4
must complete the following: PHE 446 Community Health Soc 469 Sociology of Aging................................... 4
Credits Principals and Practices (4) Psy 462 Psychology of Adult Development and
Core coursework.................................................... 32 PHE 451/551 Women and Holistic Health (4) Aging...................................................................... 4
Bi 301 Human Anatomy and Physiology................ 4 PHE 452 Gender, Race, Class, and Health (4) PHE 410 Families and Aging................................. 4
Bi 302 Human Anatomy and Physiology................ 4 PHE 453/553 Women’s Reproductive Health (4) Comm 447 Communication and Aging................ 4
Bi 303 Human Anatomy and Physiology................ 4 PHE 454 Social Gerontology (4) PHE 410 Global Aging and Health: Focus on
PHE 370 Applied Kinesiology.................................. 4 PHE 455 Film and Health (4) Nicaragua............................................................... 4
PHE 425 Nutrition for Health.................................. 4 PHE 456/556 Health Aspects of Aging (4) PHE 446 Community Health Principles and
PHE 466/566 Mindbody Health: Practices.................................................................. 4
PHE 448 Health Education Techniques and
Strategies or PHE 471 Program Planning/ Disease Prevention (4) Ec 316 Introduction to Health Care Economics... 4
Evaluation in Health Education.............................. 4 PHE 467/567 Mindbody Health: Com 318 Family Communication.......................... 4
PHE 456/556 Health Aspects of Aging.................... 4 Human Potential (4) Soc 459 Sociology of Health and Medicine.......... 4
PHE 473/573 Physiology of Exercise........................ 4 PHE 473/573 Physiology of Exercise (4)
PHE 474 Exercise Prescription and Training........... 4 PHE 474 Exercise Prescription and Training (4) Requirements for minor in community
PHE 475/575 Exercise Testing Techniques............... 4 PHE 475/575 Exercise Testing Techniques (4) health. The minor in community health con-
Upper-division credits Requirements for major with aging ser- sists of coursework selected from the list of
in the School of Community Health..................... 16 vices concentration. The aging services con-
Requirements for major with health core coursework and provides students with a
centration is designed for individuals who wish foundation of theory and content related to
sciences concentration. The health scienc-
to develop or enhance a career related to aging community health.
es concentration provides students seeking services, including such services as senior
admittance into professional programs such To earn a minor in community health, stu-
health promotion and case management, and dents must complete at least 28 credits. At
as medicine, dentistry, physical therapy, and community- or institutinally-based long-term
occupational therapy the opportunity to least 16 credits must be taken in residence at
care. PSU, and 16 credits must be upper-division.
earn an undergraduate degree in health stud- Students who complete the course work
ies while completing preprofessional prereq- The requirement for the minor includes:
required for the concentration will possess a
uisites. basic understanding of gerontology with par-
Credits
In addition to the previously listed com- PHE 250 Our Community, Our Health.................... 4
ticular skills in administration and finance, PHE 295 Health Promotion
mon core requirements, students pursuing a chronic disease, and health promotion. This Disease Prevention................................................... 4
concentration in health sciences must select program also will enhance the skills of students PHE 350 Health and Health Systems....................... 4
one of the following options: pre-medicine, planning to enroll in industry-provided train-
PHE 443 Environmental Health............................... 4
pre-dentistry, pre-physical therapy, pre-occu- ing to become administrators of assisted living
PHE 450 Epidemiology............................................. 4
Upper-division credits in SCH.................................. 8
pational therapy, prechiropractic medicine, facilities and residential care facilities or nuring
pre-osteopathy, pre-podiatry, pre-nursing, Total 28
homes. Requirements for minor in aging servic-
pre-naturopathic medicine, pre-optometry, In addition to the previously listed common es. The minor in aging services includes
pre-pharmacy, and pre-physician assistant core requirements, students pursuing a concen-
and pre-physician assistant or advier coursework that will introduce the student to
tration in aging services must complete the fol- basic understanding of gerontology along with
approved option. In choosing courses to lowing:
complete, students should verify the specific particular skills in administration and finance,
prerequisites required by the professional
Credits chronic disease, and health promotion. This
school(s) to which an application for admis-
Core coursework.................................................... 32 program also will enhance the skills of students
PHE 363 Communicable and Chronic Disease...... 4
sion is being submitted. Advising sheets planning to enroll in industry-provided train-
PHE 410 Business and Aging................................. 4
summarizing prerequisites for professional PHE 425 Nutrition for Health................................ 4
ing to become administrators of assisted living
schools in Oregon and selected schools in PHE 454 Social Gerontology.................................. 4 facilities and residential care facilities or nurs-
the Pacific Northwest are provided in the PHE 456 Health Aspects of Aging......................... 4 ing homes.
PHE 471 Program Planning and Evaluation......... 4 To earn a minor in aging services, students
School of Community Health Soc 469 Sociology of Aging................................... 4
Undergraduate Advising Center (450C must complete at least 28 credits. At least 16
or
URBN), as well as the College of Liberal Psy 462 Psychology of Adult Development credits must be taken in residence at PSU and
Arts and Sciences. Students must complete and Aging............................................................... 4 16 credits must be upper division. The require-
all prerequisites required by the professional
Comm 447 Communication and Aging................ 4 ments for this minor include:
or
Credits
school to which an application is being sub- PHE 410 Families and Aging................................. 4
Core courses........................................................... 20
mitted to receive a Health Science degree. and one of the following:
PHE 404 Internship................................................. 4
Please consult regularly with your pre-health BA 306 Working with Money
PHE 465 Health Aspects of Aging......................... 4
for Business Minors................................................ 4
adviser. BA 316 Working with Customers for Business Two of the following:
In addition to the previously listed com- Minors..................................................................... 4 PHE 454U Social Gerontology............................... 4
munity core requirements, students must BA 326 Working with People Soc 469 Sociology of Aging................................... 4
for Business Minors................................................ 4 Psy 462 Psychology of Adult Development and
complete 16 credits from the following Aging...................................................................... 4
16 credits from the following courses.................. 16
upper-division courses: BA 101 Introduction to Business........................... 4 PHE 410 Families and Aging................................. 4
16 credits from the following PHE 410 Business and Aging................................. 4
BA 306 Working with Money
upper-division courses:.......................................... 16
for Business Minors................................................ 4 One of the following:
PHE 355 Consumer Health Issues (4)
BA 316 Working with Customers for Business PHE 471 Program Planning and Evaluation......... 4
PHE 361 Care and Prevention of Injuries (4) Minors..................................................................... 4 PAH 570 Health Administration............................ 3
PHE 363 Communicable Disease and BA 326 Working with People PAH 588 Program Evaluation and Management
Chronic Health Problems (4) for Business Minors................................................ 4 in Health Services................................................... 3
PHE 365 Health Promotion Programs BA 336 Working with Information for Business Ec 316 Introduction to Health Economics............ 4
for Children and Youth (4) Minors..................................................................... 4
BA 346 Working as an Entrepreneur for Business One of the following:
PHE 370 Applied Kinesiology (4)
Minors..................................................................... 4 BA 306 Working with Money
PHE 410/510 Selected Topics (4)
for Business Minors................................................ 4
BA 316 Working with Customers for Business Portland State University; and (2) a Master Students need not be enrolled in a degree
Minors..................................................................... 4
BA 326 Working with People
of Arts/Master of Science (M.A./M.S.) program to receive the graduate certificate in
for Business Minors................................................ 4 degree in Health Studies. In addition, the gerontology.
BA 336 Working with Information for Business Institute on Aging offers a graduate certifi- The certificate program consists of a six-
Minors..................................................................... 4
cate in Gerontology. Students with a wide course format (18 credits minimum) made
BA 346 Working as an Entrepreneur for Business
Minors..................................................................... 4 variety of undergraduate degrees and profes- up of a three-course multidisciplinary core,
Elective courses........................................................ 8 sional experience are admitted to the School two elective courses, and an internship or
PHE 250 Our Community, Our Health.................. 4 of Community Health. independent research project. The course-
PHE 295 Health Promotion/Disease Prevention... 4 work will provide students with a general
PHE 350 Health and Health Systems.................... 4
PHE 363 Communicable Disease and Chronic
Admission requirements multidisciplinary introduction to the field of
Health Problems..................................................... 4 aging, while the internship or independent
To apply for admission to the graduate
PHE 370 Applied Kinesiology (prerequisite: Bi project will allow a student to acquire expe-
301)......................................................................... 4 degree program, students are required to:
riential learning in a community-based aging
PHE 410 Health and Housing Across the Life  Have a cumulative undergraduate GPA service organization.
Course..................................................................... 4
PHE 410 Families and Aging................................. 4
of 3.00 or higher.
PHE 425 Nutritiion for Health............................... 4  Provide scores for the Graduate Record
PHE 444 Global Health.......................................... 4
PHE 410/510 International Health and Aging..... 4
Examination and TOEFL if applicable. Courses
PHE 446 Community Health Principles and
 Provide three letters of recommendation
Practices.................................................................. 4 from individuals qualified to assess the Community Health
PHE 450 Epidemiology........................................... 4 applicant’s potential as a graduate student.
PHE 473 Physiology of Exercise (prerequisites: Bi
 Submit a 500-word essay describing the Courses with an asterisk (*) are not offered every year.
301 & Bi 302).......................................................... 4 *PHE 199
Comm 447 Communication and Aging................ 4 applicant’s .professional goals as they
Special Studies (1-3)
Ch 250 Nutrition.................................................... 4 relate to the graduate program in
PHE 250
Community Health. Our Community: Our Health (4)
SECONDARY EDUCATION In addition to providing academic tran- Examines social, behavioral, and environmental
PROGRAM scripts, a resume of professional work-related community health-related issues and the contro-
Students who wish to become licensed teachers experience (if any) should be submitted. The versies that surround them. This course will be a
in health education must complete a required application deadline for fall admission is recommended prerequisite for all upper-division
list of courses or their equivalent before apply- February 1st of each year. classes in the major.
ing to the Graduate School of Education for PHE 252
admission into the Graduate Teacher Degree requirements First Aid (4)
Education Program (see requirements on Emergency care for various types of injuries:
page 100). These courses are required whether Master of Public Health. Students pursu- assessment, life threatening injuries, medical emer-
ing the M.P.H. degree must complete at gencies, and special situations. Additional training
the applicant holds a degree in the field or for childbirth and CPR for adult, infant, and
holds a degree in another subject field. Courses least 59 credits with a cumulative GPA of
child. Course leads to Red Cross certification.
in the School of Community Health can be 3.00 or higher, including a core of 16 cred-
its, 25 additional required credits including PHE 275
taken to complete the Oregon Continuing Stress Management (4)
Teaching License in Health, and selected 15 credits of Graduate Field Experience, 15 An overview of the physiology of stress, stress trig-
courses can be taken to complete the Oregon credits in an Area of Emphasis, and 3 credits gers, assessment of stress, and stress management
Continuing Teaching License in Physical of electives. The student’s academic adviser techniques and strategies.
Education. must approve all program electives. All stu- PHE 295
All courses taken for the teaching field dents must complete a culminating field Health Promotion/Disease Prevention (4)
requirement must be passed with a C- or experience and successfully pass a compre- Examines scientific literature regarding lifestyle
better grade and must average a 3.00 GPA. hensive examination. choices that promote optimal health and func-
Master of Arts/Master of Science in tioning. Behaviors regarding self-protection, self-
Prospective teachers should contact the care, and health promotion are compared to rec-
School of Community Health for specific health studies. Students pursuing the
ommendations emerging from this literature.
requirements. M.A./M.S. degree must complete at least 48
graduate credits with a cumulative GPA of PHE 326
Drug Education (4)
3.00 or higher, including a core of 21 cred- Examines various approaches to drug education
Graduate programs its, and 24 additional credits from the physi-
cal activity/exercise concentration. All M.A./
with an emphasis on prevention models.
Epidemiology of and trends in drug use in the
The School of Community Health graduate M.S. students must complete a thesis and an U.S. and effects on society. Reviews current and
programs are designed to prepare students oral defense of the thesis. controversial issues and legal information on drug
A complete description of the required and use effects. Recommended prerequisite: PHE 250.
for professional work in the fields of com-
munity health, health promotion, and aging elective courses available to graduate stu- PHE 335
dents in the School of Community Health is Human Sexuality (4)
in a wide variety of settings. Students may
available on the school’s Web site at www. A survey of the psychological, physiological, and
also complete a plan of study that prepares behavioral aspects of human sexuality, with partic-
them to pursue a doctoral degree in a pex.edu/sch. ular emphasis on the influence of popular culture
health-related area. The School of GRADUATE CERTIFICATE on these dimensions.
Community Health offers two graduate IN GERONTOLOGY PHE 350
degrees: (1) a Master of Public Health Health and Health Systems (4)
(M.P.H.) degree in Health Promotion as a The graduate certificate in gerontology pro- An overview of the organization, financing, and
partner in the Oregon Master of Public vides multidisciplinary specialized training delivery of health services in the United States,
Health Program, a statewide collaborative of for postbaccalaureate students interested in with particular emphasis on analysis from profes-
acquiring or upgrading skills appropriate to sional, organizational, community, and systems
Oregon Health & Science University and perspectives.
working with elders in a variety of settings.
PHE 355 Overview of topics relevant to the study of physi- Special emphasis is given to scope and sequencing
Consumer Health Issues (4) cal activity in the United States. Topics: review of skills, objective writing, selection/development of
Identifies and critically analyzes issues related to physiological alterations related to physical activi- health education resources/materials, and methods
the production, marketing, and consumption of ty; historical background of physical activity rec- for and use of technology in the delivery of health
health-related goods and services. Media messages ommendations; measurement issues; community- education programs. Recommended prerequisite:
about consumer health issues are examined; topi- based approaches to increasing physical activity; PHE 350.
cal and timely research is analyzed. Recommended school-based physical activity programs; older PHE 450
prerequisite: PHE 250. adults and special populations; work site and Epidemiology (4)
PHE 361 health care settings. Recommended prerequisite: Introduces principles and methods of epidemio-
Care and Prevention of Injuries (4) PHE 250/295. logical investigation of infectious/non-infectious
Introduction to the prevention, recognition, care, PHE 425 diseases. Illustrates methods by which properly
and rehabilitation of injuries resulting from par- Nutrition for Health (4) conducted studies of the distribution and dynam-
ticipation in activity. Practical skills are demon- Examines basis for and quality of current nutri- ic behavior of disease in a population can contrib-
strated and practiced with emphasis on student tional requirements, standards, and guidelines. ute to understanding of etiologic factors, modes
participation. Recommended prerequisites: Bi Studies evidence regarding current food fads and of transmission, and pathogenesis of disease.
301, 302. controversies. Analyzes personal dietary practices. Recommended prerequisite: PHE 363.
PHE 363 Recommended prerequisites: PHE 250 and six PHE 451/551
Communicable Diseases and Chronic Health hours of upper-division coursework in PHE. Women and Holistic Health (4)
Problems (4) PHE 443 Exploring the intersection of three fields—allo-
Reviews etiology, epidemiology, and approaches to Environmental Health (4) pathic medicine, women’s health, and comple-
prevention of infectious and chronic diseases. Designed to enable the student to understand and mentary therapies—the course examines the
Aspects of risk factors, transmission, pathogenesis, evaluate complex environmental health issues emerging field of integrative medicine, highlight-
immunology, case management, and control pro- induced by waste products generated by modern ing the contributions that women care givers and
grams are discussed. Basic human physiological technology. Specific topics include water quality, healers have made to its development. An over-
processes are reviewed. Recommended prerequi- air quality, solid and hazardous waste, occupation- view of common women’s health concerns pro-
sites: Bi 301, 302, PHE 250. al health, ionizing and non-ionizing radiation, vides the opportunity to compare and contrast
PHE 365 chemical contamination of foods, food additives, essential elements of holistic treatment approaches
Health Promotion Programs for Children and animal transmission of disease, noise, and selected with those of allopathic medicine. Recommended
Youth (4) current topics. prerequisite: PHE 295 or WS 101.
Provides an understanding of factors that influ- Recommended prerequisites: PHE 250 and six PHE 452
ence health status and development of children hours of upper-division coursework in PHE. Gender, Race, Class and Health (4)
and youth in the United States. Particular atten- PHE 444 Emphasizes how the gender-, race-, and class-
tion will be directed at health promotion pro- Global Health (4) based organization of society affects the health of
grams for children, youth, and families in school Critically explores global public health issues as our communities. Covers an introduction and
and community settings. Includes a service com- they pertain to different populations throughout historical framework for social inequities in
ponent. the world, such as global disease eradication ini- health; describes disparities in health by gender,
PHE 370 tiatives, environmental and infectious diseases race, and class; and explores the interplay between
Applied Kinesiology (4) from an international perspective, and discusses these major social forces and the biological mech-
Overview of anatomical and mechanical bases of health needs of special populations. Recom- anisms that influence the occurrence of disease.
human movement. Review of biomechanical prin- mended prerequisite: upper-division standing. Recommended prerequisite: upper-division stand-
ciples with applications to exercise and health. PHE 445/545 ing, consent of instructor.
Recommended prerequisite: Bi 301. Men’s Health (4) PHE 453/553
PHE 401/501 The focus of this course is current men’s health Women’s Reproductive Health (4)
Research (Credit to be arranged.) issues. Students have opportunities to critically Critical review of current public health and socio-
Consent of instructor. explore a broad array of men’s health concerns political issues in women’s reproductive health.
PHE 402/502 across the life span from a multidisciplinary per- Both national and international topics are dis-
Independent Study (Credit to be arranged.) spective. Men’s health issues may include such cussed. Students apply health knowledge in iden-
topics as reproductive health, violence, aging, tifying and seeking solutions to the issues which
PHE 404
Cooperative Education/Internship heart disease, depression, and sexuality. The class concern health care providers, consumers, and
(Credit to be arranged.) is taught in an interactive format through group policy makers. Recommended prerequisites: PHE
A work related experience designed to connect discussion, presentations, and the participation of 250 and 335.
and integrate theory with specific activities in a group speakers. The course focuses on the consid- PHE 454
“real” environment under supervision. Field hours eration and critique of current influences on men’s Social Gerontology (4)
for students taking the internship will be 30 hours health including the effect of the health care sys- Addresses the social and ethical issues, problems,
per credit per term. Additionally, students will be tem, male socialization, the impact of the social policies, and programs that affect the quality of
expected to attend scheduled seminars. and cultural factors, and the influence of evolving life for our rapidly aging population. The interdis-
technology. ciplinary field of gerontology offers students the
PHE 405/505
Reading and Conference PHE 446 opportunity to integrate biological, psychological,
(Credit to be arranged.) Community Health Principles and social theories of aging. Also examines the
Consent of instructor. and Practices (4) economic and political impacts of an aging soci-
Provides an overview of the scope of problems in ety. Recommended prerequisite: upper-division
PHE 406/506 the field of community health. Examines disease standing.
Special Projects (Credit to be arranged.) prevention/control, community health service
PHE 407/507 PHE 455 (4)
delivery, the structure of official/unofficial agen- Film and Health
Seminar (Credit to be arranged.) cies, and policy/decision-making processes.
Maximum: 9 credits. Critically explores public health issues as they are
Course includes field work in a community health portrayed in popular films and discusses the scien-
PHE 408/508 agency. Recommended prerequisite: tific, social, and political underpinnings of the
Workshop (Credit to be arranged.) PHE 350. public health issues portrayed in these movies.
PHE 409/509 PHE 448 Covers diseases such as AIDS, hemorrhagic fever,
Practicum (Credit to be arranged.) Health Education Techniques MS, cancer, leukemia, and multiple chemical sen-
PHE 410/510 and Strategies (4) sitivity from both biomedical and social perspec-
Selected Topics (Credit to be arranged.) Introduces students to basic techniques and strate- tives. Guest speakers from the community will
PHE 414/514 gies used in planning and carrying out health
Physical Activity Today (4) education programs in a variety of settings.
contribute to the discussion. Recommended pre- healthy individuals. Assessment categories include health of special populations. Recommended pre-
requisite: upper-division standing. anaerobic performance, muscular strength and requisite: graduate standing.
PHE 456/556 endurance, flexibility, body composition, cardio- PHE 520
Health Aspects of Aging (4) vascular function. Recommended prerequisites: Qualitative Research Design (3)
Examination of health-related changes that occur Mth 111, PHE 473. Presents the philosophical and theoretical bases
with aging. Review of current scientific literature PHE 480 supporting the development of alternate research
with an investigation of physiological mechanisms Controversial Issues paradigms in human inquiry. Essential characteris-
responsible for changes in functional capacity in Community Health (4) tics of three major alternate paradigms (interpre-
throughout life. Explores the role of physical Examines controversial issues in the field of com- tivist, constructivist, and critical theory) are intro-
activity and nutrition in healthy aging. munity health (e.g., violence, women’s health, duced. Validity, reliability, and related concepts
Recommended prerequisites: PHE 295 or 250, medical technology, access to health services). are examined from the perspective of each para-
and Bi 302. Group presentations required. Recommended pre- digm. Alternate strategies for inquiry are present-
PHE 466/566 requisites: senior status and 12 credits of PHE. ed and ethical considerations related to qualitative
Mind/Body Health: Disease Prevention (4) PHE 503 forms of inquiry are addressed. Recommended
An investigation of the integral relationship Thesis (Credit to be arranged.) prerequisite: graduate standing.
between body and mind and how that relation- PHE 504 PHE 521
ship manifests itself in health, illness, and pro- Cooperative Education/Internship Quantitative Research
motes healing. Philosophical and scientific foun- (Credit to be arranged.) Design and Analysis (3)
dations of mind/body health are explored. Mind/ PHE 511 Introduction to quantitative research design and
body research and its application within allopathic Foundations of Public Health (3) statistical analysis. Emphasis on development of a
medicine is examined as is research and practice in Provides students with an understanding of the research proposal. Topics include descriptive
complementary fields of medicine and health care. field of public health. It provides knowledge about research, experimental and quasi-experimental
Recommended prerequisites: Psy 204, PHE 363. public health principles, concepts, values, tools, research, univariate statistical procedures, and
PHE 467/567 and applications. Key topics in the class include methods for planning and writing a research
Mind/Body Health: Human Potential (4) the mission of public health, the politics of public report. Recommended prerequisite: Stat 244.
Theory and research in the human potential health, determinants of health in the United PHE 522/622
movement is integrated with research in mind/ States, major models and strategies for health pro- Health and Social Inequalities (3)
body medicine to produce an expanded under- motion, and community perspectives on public Introduction to historical and theoretical founda-
standing of human transformative capacities. health interventions. tions for social epidemiology; investigates the con-
Transformative practices including meditation, PHE 512 ceptualization and measurement of different social
yoga, imagery, biofeedback, and sport are exam- Principles of Health Behavior I (3) determinants of health using a lifecourse
ined. Elements common to all transformative Presents an overview of the biological, psychologi- approach; explores how the "embodiment" of
practices are identified. Recommended prerequi- cal, behavioral, sociocultural, and environmental social forces influence disease processes; and
site: PHE 466/566. factors that function in the promotion of health examines different actions (i.e., behavioral, clini-
PHE 471 and prevention of disease. Theories developed to cal, social, legislative and political) used to elimi-
Program Planning and Evaluation in Health explain health and illness behaviors at intraper- nate health inequities within our local, national
Education: Theory and Skill Development (4) sonal, interpersonal, and group/community levels and international communities.
Examines program planning models for health are introduced. Ethical issues involved in health- PHE 531
education. Includes needs assessment; program related behavior change are examined. Satisfies the Women and Exercise:
goals and objectives; program content and meth- core M.P.H. requirement. Recommended prereq- Physiological Aspects (3)
odologies, evaluation, budgeting, and proposal uisite: graduate standing. Overview of physiological and health-related
writing. Students will gain practical experience in PHE 513 effects of exercise on women. Emphasis on the
program planning and evaluation through com- Health, Behavior responses and adaptations to exercise specific to
munity-based learning. Field work required. and the Social Environment (3) women. Topics include gender differences, the
Recommended prerequisite: twelve hours of Surveys the social science research and theory con- menstrual cycle, pregnancy, menopause, and
upper-division coursework in PHE. cerning the social, economic, and cultural influences osteoporosis. Recommended prerequisite:
PHE 473/573 on health-related behavioral risk factors. Attention PHE 473/573.
Physiology of Exercise (4) will be given to the divisions within society that PHE 535
Examination of physiological responses and adap- affect the disease process, including the etiology and Epidemiology Survey (3)
tations to exercise, with a focus on the interaction consequences of a wide range of adverse health out- Designed as an introduction to epidemiology for
of metabolic, endocrine, neuromuscular, circulo- comes. The central focus of each unit of study will students in the Oregon Master of Public Health
respiratory, and environmental factors related to be on the implications of a socio-ecology of health program. Epidemiology is the science of public
fitness and health. Recommended prerequisites: Bi for community health practice and public health health that is concerned with the distribution of
301, 302. policy. Recommended prerequisite: PHE 512. disease in populations and risk factors that influ-
PHE 474 PHE 517 ence health outcomes. Students will learn epide-
Exercise Prescription and Training (4) Community Organizing (3) miologic methods to identify and solve public
Focuses on the basic principles and skills needed Emphasizes the role of community organizing to health problems. The course will cover measures
for developing and implementing physical fitness engage diverse communities to advance the condi- of disease occurrence, screening for disease, study
programs. Emphasis includes: appropriate/safe tions in which people can be healthy. It further design, association and causation, biases and con-
training procedures and the underlying principles examines the role of health educators, grassroots founding as well as genetic epidemiology. An
which support such methods, applications to activists, and others in stimulating social, political, emphasis is placed upon critical reading of the
younger and older populations, gender differenc- and economic approaches to promote community epidemiologic literature and to addressing a public
es, motivational strategies and health behavior health. Also addresses the advancement of theoret- health problem with epidemiologic methods.
theory, and exercise leadership skills. A significant ical knowledge and practical skills of community PHE 540
portion of the course involves experiential learn- organizing. Mass Communication and Health (4)
ing. Recommended prerequisites: PHE 295, 473. PHE 518 Examine the use and effectiveness of mass media
PHE 475/575 Topics in Health Studies (3) to both report the news about health and to pro-
Exercise Testing Techniques (4) In-depth analysis of recent research and related mote changes of action in health-related areas.
Theory and application of assessment methods/ program developments on one or more health- Students will be required to critique media health
tools used to evaluate physiological function relat- related topics. Topics vary according to term and messages regarding their objectivity and the extent
ing to fitness and health, including laboratory and instructor. Course may be taken more than once to which they are comprehensive.
field tests. Significant emphasis on developing on different topics. Topics may include: mind/
skills necessary for conducting tests on apparently body health, nutrition, international health, envi-
ronmental health, physical activity/exercise, and
PHE 541 mal age-related changes, the impact of social, considered within multi-causal, ecological, adaptive
Media Advocacy and Public Health (3) political, and economic conditions on the process systems, and risk-assessment frameworks. Includes
Provides students with an understanding of the of aging, and the myriad consequences of a grow- consideration of biological, chemical, and physical
role of media advocacy in advancing public health ing population of elders. agents in the environment which influence public
policies to promote health. The course uses lec- PHE 559/659 health and well-being. Recommended prerequisite:
tures, group exercises, and case studies to illustrate Economics of Aging (3) graduate standing.
basic concepts and skills related to media advoca- Objectives are (1) understand the roots of income PHE 601
cy. Topics covered include: gaining access to the inequality between the aged and non-aged; (2) Research (Credit to be arranged.)
news, framing issues from a public health perspec- review the economic and policy factors that influ- PHE 605
tive, and the use of paid advertising to advance ence the decision to retire; (3) understand the Reading and Conference
policy. Content areas include tobacco, violence, political economy of old age income support in (Credit to be arranged.)
handguns, suicide, alcohol, and other public the U.S. and abroad; (4) explore the history, oper- PHE 606
health issues. ation, and policy questions of our major public Special Projects (Credit to be arranged.)
pension system, social security; and (5) discuss
PHE 543 private pensions in relationship to U.S. income PHE 607
Drugs, Behavior, and Society (3) maintenance policy. Seminar (Credits to be arranged.)
Emphasis will be placed on the relationship PHE 608
between drug and alcohol use and a broad range of PHE 560/660 Workshop (Credits to be arranged.)
Mental Health and Aging (3)
social circumstances associated with socio-econom- PHE 609
Focus on a psychological approach to mental
ic status, race/ethnicity, and gender. Particular Practicum (Credits to be arranged.)
health and aging. The physical and social environ-
attention will be given to policy and service issues
ments of older people, as well as the individual’s
regarding the treatment and prevention of alcohol
and drug abuse from a public health perspective.
physical and psychological condition, strongly Physical Education
affect the mental health and quality of life of †PE 185
Recommended prerequisite: graduate standing.
older people. It is the goal of the course to be use- Physical Education: Co-ed (1)
PHE 546 ful to people who work with older adults and A variety of activities taught for physiological and
Urban and Community Health (3) their families, or to people who want to under- recreational values.
Examines the social factors associated with urban stand the changes that may be happening for †Not more than 12 credits in any combination of num-
health and quality of life, such as social class, gen- older members of their own families. Guest speak- bers may be applied to the 180-credit requirement.
der inequalities, and racism. Emphasis will be ers from the field of geriatric mental health will Additional fees will be charged for these courses.
placed upon community development and collec- supplement the readings and course assignments. †PE 285
tive responses to the maintenance of health rather Physical Education Service Courses:
PHE 561/661
than upon individualized health promotion and Cultural Variations in Aging (3) Co-ed (2)
disease prevention strategies. The aging population includes an increasing per- A variety of activities taught for physiological and
PHE 550 centage of people from a variety of ethnic groups. recreational values. Two hours per week plus field
Health Promotion Program Planning (4) Although there may be cultural similarities between trips and extended experiences.
Addresses practical applications of health promo- †Not more than 12 credits in any combination of numbers
these groups and the dominant culture, there are
tion theories. Presents examples of planning, also important differences, particularly in the role may be applied to the 180-credit requirement. Additional
implementation, and evaluation of health promo- of the family in decision-making, attitudes and fees will be charged for these courses.
tion programs in a variety of settings as guides for beliefs about illness, dying, and death. Students
the development of health promotion programs. learn about cultural differences and similarities
PHE 552 through observing programs that serve ethnic
elders, talking with guest speakers who represent
Research centers
Women’s Health (3)
Focuses on constructions of gender and sex and different ethnic communities, and reading several and institutes
their implications for understanding determinants texts related to counseling, healthcare, and under-
of population health, developing health promo- standing grief, death, and dying in a variety of eth-
tion programs, and creating healthy public policy. nic groups. Center for Public
Emphasizes the importance of the social, political, PHE 576 Health Studies
and economic context for women’s health. Topics Physical Activity, Health, and Disease (3)
include epidemiology of women’s health; diversity Review of current research to explore the relation- 450 Urban Center
and health issues; reproductive health and sexuali- ships between physical activity/exercise and health/ 503-725-4401
ty; health care and access to health services; vio- disease. Primarily investigates the role of physical
lence; mental health and emotional well-being; activity in disease prevention, but also examines the www.cphs.pdx.edu
aging; lesbian health; and research in women’s impact of a variety of physical conditions (e.g., Based in Portland State University’s School of
health. Course learning will be synthesized obesity, aging, etc.) on the potential for an active Community Health, the Center for Public
through a community-based learning experience lifestyle. Topics include cardiovascular diseases, Health Studies (CPHS) seeks to enhance the
involving working with a community organiza- musculoskeletal disorders, respiratory conditions,
tion to evaluate women’s health needs in Portland. metabolic diseases, cancers, and mental health.
public’s health by conducting interdisciplin-
Recommended prerequisite: PHE 473. ary research exploring the interaction of
PHE 557/657
National Long-term Care Policy (3) PHE 577
health, society, and social policy. Our goals
This course examines the need for long-term care Exercise, Nutrition, and Performance (3) include:
services and the risk factors associated with utiliza- Review of metabolic processes and physiological  assessing the structural causes and conse-
tion of them as well as familiarizing students with mechanisms involved in nutrient utilization in quences of health and disease;
the financing and delivery mechanisms in long- humans. Examination of the relationships between  examining health behaviors in their social
term care, both public and private. The policy nutrition and health, with an emphasis on analysis context;
issues in current long-term care initiatives are of current research. Topics include carbohydrates,
explored. fats, protein, vitamins/minerals, fluids, weight con-
 studying the effects of culture and the
trol, and ergogenic aids. Analysis of nutritional environment on our health and attitudes
PHE 558/658 toward health care; and
Perspectives on Aging (3) modifications presumably related to exercise,
An introduction to the field of gerontology is pre- health, and performance. Recommended prerequi-  analyzing the political processes and
sented from the perspectives offered by multiple sites: PHE 473. social policies that affect the health status
disciplines, including sociology, psychology, biolo- PHE 580 of populations.
gy, economics, political science, and demography. Concepts of Environmental Health (3)
Stereotypes of aging and theoretical frameworks An intensive course designed to familiarize students
for understanding aging are examined, as are nor- with fundamentals of environmental health from a
scientific and conceptual perspective. Topics are
Institute on Aging toral students, as well as research and teach-

ing opportunities. Each of the educational
nities for continuous intellectual enrichment
and personal growth of older adults. Oregon
470 Urban Center programs offered provides a multi-disciplin- residents aged 65 and older can register
503-725-3952 ary core curriculum in gerontology and is through the SALC to audit Portland State
www.pdx.edu/ioa designed for students seeking instruction in University courses on any topic with no
aging services, research, and/or policy. The tuition costs on a space-available basis.
The Institute on Aging (IOA), part of the IOA is a member of the Association for The Retired Associates of Portland State
School of Community Health in the College Gerontology in Higher Education and the University is an affiliated membership orga-
of Urban and Public Affairs, is a multidisci- Oregon Gerontological Association. nization open to anyone aged 50 or older
plinary research and educational organiza- Graduate Programs. and sponsored by the Institute on Aging. It
tion. Established in 1969, the IOA was one  Doctorate in Urban Studies with a con- provides fellowship for those interested in
of the first centers in the United States to centration in gerontology. lifelong learning and leadership opportuni-
focus on the social, psychological, and eco-  Doctorate in Public Affairs and Policy ties.
nomic issues related to aging. Our research with a concentration in gerontology. Community Service and Partnerships.
is funded by federal, state, and private sourc-  The Graduate Certificate in Through partnerships with a wide variety of
es, with projects designed to advance knowl- Gerontology, which is a postbaccalaure- organizations that serve older adults locally,
edge that serves an aging society. ate program for those seeking additional regionally, nationally, and internationally,
Educational programs are offered at the education in aging studies; it is offered faculty and students at the Institute on
bachelor’s, postbaccalaureate, master’s, and as a stand-alone program or as an area of Aging seek to build capacity for organiza-
doctoral levels. The IOA is actively engaged emphasis in conjunction with other tions and communities to address the needs
in community partnerships. graduate degrees. and strenghts of older people living near and
Our Mission. Institute on Aging faculty, Undergraduate Programs. far. The Aging Matters, Locally and Globally
staff, and students are dedicated to enhanc-  Concentration in Aging Services within initiative, funded by Drs. Keren Brown
ing understanding of aging and facilitating the Health Studies major. Wilson and Michael DeShane (PSU
opportunities for elders, families, and com-  Minor in Aging Services. Alumni), is aimed at enhancing the lives of
munities to thrive. Training for Professionals. The Institute older persons who lack adequate resources in
Research. Institute on Aging faculty spe- on Aging is a partner in the Oregon the United States and in less developed
cialize in research on a variety of topics, Geriatric Education Consortium (OGEC), a regions of the world. The goal is to test ser-
including: collaboration among the Oregon Health & vice learning, housing, and community
 best practices in housing and long-term Science University, Portland State University, development models for identifying and
care; and Oregon State University, dedicated to addressing some of the needs of vulnerable
 global aging in developing countries; providing training in gerontology and geriat- elders in the United States and abroad.
 planning for age-friendly communities; rics to health professionals. Other service initiatives focus on creating
 aging services and organizational deci- The OGEC Resource Center, housed age-friendly communities and enhancing the
sion making; within the IOA, provides reference and quality of long-term care.
 work-life issues and family caregiving; training materials for geriatric health care,
 social relationships in late life; long-term care, and higher education profes-
 research methods. sionals in gerontology and geriatrics across
Degree and Training Programs. The Oregon.
Institute on Aging offers courses and areas of Lifelong Learning. The Senior Adult
specialization in gerontology for undergrad- Learning Center (SALC) provides opportu-
uate, postbaccalaureate, master's, and doc-
Mark O. Hatfield
School of Government
Ronald L. Tammen, Director Admission requirements academic adviser and substitute other
650 Urban Center coursework.
503-725-5156 Students wanting more information con- Core coursework. The core curriculum
www.hatfield.pdx.edu cerning the Ph.D. in public affairs and poli- must be completed during the first year.
The Mark O. Hatfield School of cy may consult the following Web site: www. Core courses Credits
Government is one of three schools within hatfieldschool.pdx.edu. PAP 620 Seminar in the American
the College of Urban and Public Affairs. It For admission information and materials Political Institutions ................................................. 3
USP 664 Organizational Theory and Behavior........ 3
consists of three academic divisions and six you may download the application forms
PAP 611 Theoretical Foundations
institutes: Division of Criminology and from the above Web site, or write, of Governance........................................................... 3
Criminal Justice; Division of Political Admissions Officer, Ph.D. Program in PAP 612 Governance, Social Change,
Public Affairs and Policy, Hatfield School of and Rule of Law Systems.......................................... 3
Science; Division of Public Administration; PAP 614 Contemporary Governance........................ 3
Criminal Justice Policy Research Institute; Government, College of Urban and Public
PAP 656 Advanced Political Economy...................... 3
Executive Leadership Institute; Institute for Affairs, Portland State University, PO. Box
Subtotal 18
Nonprofit Management; the National Policy 751, Portland, OR 97207-0751; email, pap-
Specialization fields (Tracks 1-4).
Consensus Center; the Institute for Tribal phd@pdx.edu or call 503-725-4044.
Students must choose one of the following
Administration; and the Center for Turkish
Studies. The public affairs and policy Ph.D.
Degree requirements tracks as their primary domain of study.
1.a. Public Administration and Policy (24 credit
hours). A key goal of this track is to facilitate mul-
program is also housed in the School of Prerequisites. All students entering the doc- tidisciplinary training and research for careers in
Government. toral program must have completed a basic public administration with a special focus on
course in statistics either upon entering or administration of public policy.
PAP 616/USP 660 Policy Process (3)
within the first year of study. No degree
Graduate programs credit will be awarded for this coursework.
PAP 615 Administrative Process (3)
USP 661 Policy Analysis:
Credit requirements. The Ph.D. in public Theoretical Foundations (3)
Doctor of Philosophy in public affairs affairs and policy requires 89-92 credit hours PA 534 Administrative Law (3)
and policy. The Ph.D. in public affairs and Electives (12)
policy is an interdisciplinary program of required and elective coursework. In addi-
1.b. Dissertation Field Specialization† (24 credit
designed to prepare individuals to pursue tion, the student receives 27 credits for dis- hours, all electives) Electives determined in agree-
research, teaching, and/or consulting in a sertation research and writing. ment with field examining committee.
variety of settings ranging from universities The credits are distributed as follows: Subtotal 48
to policy research organizations, public
agencies, and private consulting firms. The Credits
2.a. Politics and Public Policy (25 credit hours). A
degree may be pursued on a full- or part- key goal of this track is to facilitate multidisci-
Core Coursework..................................................... 18 plinary training and research for careers in aca-
time basis. Field of Specialization (Tracks 1-4).................... 47-50 demic and applied fields. Required microeconomics
The degree program is administered by the Research Methods................................................... 24 and evaluation/benefit-cost courses provide train-
ing in economic analysis. The domestic and interna-
Hatfield School of Government, but draws Subtotal 89-92 tional policy courses provide political science per-
on faculty from the entire College of Urban Dissertation Credits................................................. 27 spectives on the policy process.
and Public Affairs. Faculty members are Total 116-120 PAP 616/USP 660 Policy Process (3)
drawn from public administration, political USP 661 Policy Analysis:
Theoretical Foundations (3)
science, economics, community health, To meet these credit requirements, relevant
PS 558/USP 636 Economic and Political Decision-
criminal justice, policy sciences, and urban past academic coursework and previous pro- Making (3)
studies. fessional experience is recognized in these USP 615 Economic Analysis of Public Policy (4)
The curriculum focus is governance, the ways: USP 536 Policy Evaluation Methods (3)
integrated study of administrative and policy  Up to 30 credits of coursework related Electives (9)
2.b. Dissertation Field Specialization (23 credit
processes in the public sector. This curricu- to public policy, public administra- hours, 5-7 courses depending on the credit hours
lum is taught against the backdrop of global- tion, or research methods completed at of each course, all electives). Electives determined
the master’s level may be counted in agreement with field examining committee.
izing economies and political systems seek-
toward the Ph.D. degree. Subtotal 48
ing to recognize governance in a modern 3.a. Community Health and Social Change (24
world characterized by both cooperation and  Up to 12 additional credits may be credit hours). The focus of the community health
conflict among the public, private, and non- waived from the student’s dissertation track will be on the social structural factors that
field based on the individual’s related influence health. The main themes are socioeco-
profit organizations. nomic factors, culture, politics, and social change.
The doctoral program in public affairs and master’s-level work or professional expe- USP 654 Data Analysis II (4)
policy is designed to enable students to rience. PHE 620 Qualitative Research Design (3)
approach governance as an applied area of  Students with extensive academic back- PHE 513/613 Health, Behavior, and the Social
Environment (3)
knowledge in which theory informs and is ground and/or experience in using quan-
PHE 517/617 Community Organizing and Social
informed by real-world practice. titative or qualitative research methods Change (3)
may waive one or more required research PAP 616/USP 660 Policy Process (3)
methods courses with permission of their Electives (8)
3.b. Dissertation Field Specializations† (27 credit culmination of a student’s doctoral studies. Hatfield Residency Program. This pro-
hours all electives). Electives determined in agree-
ment with field examining committee. gram, conducted in cooperation with the
Students with an M.P.H. degree will be given Hatfield School’s Executive Leadership
advance standing. The 15 credit hours that make up
the core courses of the M.P.H. will reduce the hours
Program Rules Institute, places qualified doctoral students
required in the specialization field to 12 hours. A more comprehensive set of rules govern- in public and not-for-profit agencies as paid
Students who enter the program without an M.P.H. residents. Agency placements provide stu-
will be required to take the M.P.H. core courses:
ing satisfactory completion of field area
PAH 574 Health Systems (3) examinations, presentation of dissertation, dents opportunities to conduct dissertation
PHE 512 Health Behavior (3) and timely completion of doctoral program research, gain advanced research experience,
PHE 535 Epidemiology (3) requirements appear in the General and receive assistance in financing their edu-
*P.H. 525 Introduction to Biostatistics (4) Handbook for the Public Affairs and Policy cational objectives.
PHE 580 Environmental Health (3)
Doctoral Program issued to incoming stu- Graduate research assistantships.
Subtotal 51
dents. Dependent on available funds, a number of
4.a. Criminology and Criminal Justice (23 credit Limitation on graduate/undergraduate graduate research assistantships are available
hours). The focus of the criminology and criminal courses. Students in the PAP program are each year. Students must apply for these by
justice track is to provide students with a broad-
based understanding of the criminal justice system strongly advised to use no more than 12 February 1 of the academic year in which
and society’s response to crime. Students will be credits of courses offered simultaneously at the assistantships are desired. Assistantships
prepared to pursue careers in academic, research, the 400- and 500-level in support of their
or community settings. pay tuition and a small additional stipend.
CCJ 615 Theories of Crime (4) degree programs. These courses must be an Teaching opportunities. All doctoral stu-
CCJ 620 Analysis of Crime and Justice Data (4) integral part of the student’s program, and dents in the program are strongly encour-
CCJ 625 Criminal Justice Theory (4) courses with the same content must not be aged to teach prior to completing their
CCJ 630 Criminal Justice Research (4) available on a purely graduate basis. Ph.D. programs. There are a number of
CCJ 635 Criminal Justice Policy (4)
Limitation on by-arrangement courses. opportunities available in this regard.
PAP 616/USP 660 Policy Process (3)
4.b. Dissertation Field Specializations (24 credit Admitted Ph.D. students may utilize no Teaching apprenticeships with a university
hours, all electives). Electives determined in agree- more than 12 credits of Research and/or faculty member. These duties can include
ment with field examining committee.
Reading and Conference credits (501/601 teaching one or more class sessions, assis-
Subtotal 47 and 505/605). In cases where more than 12 tance in preparing courses, and correction of
credits are needed because of the lack of reg- examinations.
Research Methods. Coursework in ularly scheduled classes, the student must
research methods is normally completed Teaching in the University Studies Program.
submit a written request waiver to their Advanced doctoral students may also teach
concurrently with field specialization course- adviser for approval.
work. in sophomore inquiry coursework sponsored
Continuous enrollment and leave of by the Hatfield School of Government. This
absence. All students admitted to the Ph.D. coursework deals largely with citizen partici-
Methods courses Credits
PS 593 Philosophy of Social Science or Sociology program in public affairs and policy must be pation and leadership. Advanced doctoral
591.......................................................................... 4 continuously enrolled until graduation, students may also propose and teach a senior
USP 630 Research Design...................................... 4 except for periods in which they are absent
USP 634 Data Analysis........................................... 4 Capstone course at the undergraduate level.
Electives................................................................ 12
for an approved leave. Taking a minimum 3 These are interdisciplinary community-
credits per term during the regular academic based courses required of all PSU seniors.
Subtotal 24
Students work closely with their committees to year will constitute continuous enrollment. These students will develop and implement
develop the methodological competencies neces- Failure to register without an approved leave strategies to deal with a community issue in
sary for their professional and research goals. It is
expected that students will develop familiarity may result in termination of a student’s cooperation with one or more community
with basic quantitative and qualitative approaches admission. Students may have no more than organizations.
to social scientific research and facility with the
specific research tools that will be required for
six terms of approved leave.
their dissertation work. Grade requirement. A student who
receives more than 9 credits of C+ or below
Dissertation Research. Students must reg-
ister for a minimum of 27 credits of 603
in all coursework attempted after admission
to the Ph.D. program will be dropped from
Criminology and
Dissertation to represent the work of
researching and writing the doctoral disser-
the program.
Performance in core courses. A grade of Criminal Justice
tation. C+ or below received for work performed in a
Comprehensive examinations. In order core course is not considered passing. A PAP 550 Urban Center
to evaluate one’s ability to integrate, analyze, doctoral student who receives a grade of C+ 503-725-4014
and critique the diverse materials and ideas or below in one of the core course offerings www.pdx.edu/hatfieldschool/criminology-
presented in the PAP curriculum, students during fall or winter terms may not proceed criminal-justice
are required to complete a two-part compre- to take the core course offerings in the subse- B.A., B.S.
hensive examination. Part A of the examina- quent term until the course in which a failing Minor
tion (core exam) covers the 18 credit hours grade was received has been repeated, and the Postbaccalaureate certificate
of foundational core courses. Part B (field failing grade is replaced with a passing grade M.S.
exam) covers all coursework done in the stu- of B- or better.
Ph.D.—Participating division in Urban
dent’s specialization field (Tracks 1-4). Studies Doctoral Program and Public
Dissertation requirements. The disserta- Affairs and Policy Doctoral
Research and Teaching Opportunities Program
tion process is designed to evaluate the stu-
dent’s ability to successfully conduct a sig- The doctoral degree in public affairs and
nificant, independent applied research proj- policy offers a number of research and
ect. The dissertation thesis represents the teaching opportunities.
Undergraduate Degree requirements rent PSU Bulletin before registration. All

core and elective courses submitted to satisfy
program Requirements for major. In addition to
meeting the general University degree
the requirements for a postbaccalaureate cer-
tificate, whether taken at PSU or elsewhere,
The Division of Criminology and Criminal requirements, students who major in crimi- must be passed with a grade of “C” (2.00
Justice is designed for students who are nology and criminal justice (CCJ) must GPA) or above. Courses taken under the
interested in studying the causes, preven- complete core and elective courses within undifferentiated grading option (pass/no
tion, and control of criminal activity. The the division. Some of these courses have pre- pass) will not be accepted toward fulfilling
division’s curriculum provides students with requisites, and students should read course these requirements. The CCJ degree require-
a broad base of knowledge about crime, descriptions in the current PSU Bulletin ments for a postbaccalaureate certificate are:
criminals, victims, and the criminal justice before registration. All core and elective Credits
system. This includes coverage of theories, courses submitted to satisfy the require- CCJ 200 Criminology and Criminal Justice............. 4
programs and research on crime prevention, ments for a major, whether taken at PSU or Two courses from list below.................................... 8
elsewhere, must be passed with a grade of CCJ 230 Policing in America
policing, courts, and corrections within the CCJ 240 Punishment and Corrections
context of sustainable communities. “C” (2.00 GPA) or above. Courses taken CCJ 310 American Courts
Examination of these issues occurs at indi- under the undifferentiated grading option CCJ 320 Theories of Crime....................................... 4
vidual, community, and societal levels. (pass/no pass) will not be accepted toward CCJ 330 Crime Control Strategies........................... 4
Moreover, the curriculum is designed to fos- fulfilling division major requirements. The CCJ 380 Criminal Justice Research ......................... 4
ter student skills in critical reasoning, prob- CCJ degree requirements are: CCJ 420 Criminal Law and Legal Reasoning........... 4
CCJ elective credits (minimum of 8 credits at or
lem solving, and written and oral communi- Core courses Credits above 300-level) .................................................... 12
CCJ 200 Criminology and Criminal Justice............. 4
cation. Total 40
CCJ 230 Policing in America.................................... 4
Reflecting the philosophy of the university CCJ 240 Punishment and Corrections..................... 4
as a whole, the program emphasizes the CCJ 310 American Courts......................................... 4
importance of diversity, ethical treatment, CCJ 320 Theories of Crime....................................... 4
CCJ 330 Crime Control Strategies........................... 4
Graduate program
and involvement in the community.
CCJ 340 Crime Analysis............................................ 4 The Division of Criminology and Criminal
Specifically, the program provides students CCJ 380 Criminal Justice Research ......................... 4
with opportunities to apply what they have CCJ 404 Cooperative Education/Internship............ 8
Justice offers a program of study designed to
learned in the classroom to community set- CCJ 420 Criminal Law and Legal Reasoning........... 4 provide students a broad-based understanding
tings. Total core credits 44
of the criminal justice system and society’s
Students in this dynamic program have the response to crime. A major goal of the pro-
CCJ Electives Credits
opportunity to debate some of the most Total CCJ elective credits (minimum of
gram is to develop understanding of the
controversial issues facing our nation. Are 16 credits at or above 300-level) ......................... 24 applied and theoretical aspects of crime and
people born deviant or do they become Total CCJ credits 24 criminal justice.
deviant through environmental influences? Total major requirements 68 The program provides students with a
Are minorities treated fairly in the criminal Requirements for minor. Students who high degree of flexibility and allows students
justice system? Should we “get tough on minor in criminology and criminal justice to tailor the program to match their own
must complete core and elective courses career interests. Core coursework consists of
crime” or does this lead to tougher offend-
within the division. Some of these courses classes in the theoretical foundations of
ers? Does the death penalty deter crime? Is
have prerequisites, and students should read criminology and criminal justice, methodol-
plea bargaining corrupting our judicial sys-
course descriptions in the current PSU ogy, and criminal justice policy analysis.
tem? Can serious crime be prevented by
Bulletin before registration. All core and Students are required to develop a special-
mobilizing neighborhoods, redesigning cit-
elective courses submitted to satisfy the ization in a substantive area outside of the
ies, and creating sustainable communities?
requirements for a minor, whether taken at Division of Criminology and Criminal
Criminology and criminal justice is an
PSU or elsewhere, must be passed with a Justice. In consultation with an adviser, stu-
interdisciplinary major, a fact demonstrated
grade of “C” (2.00 GPA) or above. Courses dents identify and complete a minimum of
by the diverse backgrounds of our full-time
taken under the undifferentiated grading four classes, thereby creating a specialty that
and adjunct faculty. Students graduating
option (pass/no pass) will not be accepted is unique for each student. Potential special-
from our program have a wide range of
toward fulfilling division major require- ization fields include public management,
choices when they look for employment or ments. The CCJ degree requirements for a
post-graduate education. Our graduates political science, urban studies, and geo-
minor are: graphic information systems.
work in local and federal law enforcement in
corrections (probation and parole, correc- Credits Criminology and criminal justice graduate
CCJ 200 Criminology and Criminal Justice.............. 4 courses also support other PSU degree pro-
tional administration), in human services One course from list below...................................... 4
(offender counseling, victim assistance), and grams, such as the Master of Public
CCJ 230 Policing in America
in fields like security and investigation with- CCJ 240 Punishment and Corrections Administration, Master of Public Policy,
in the business community. Graduates from CCJ 310 American Courts Master of Urban Studies, Ph.D. in Urban
our program also go on to pursue advanced CCJ 320 Theories of Crime........................................ 4 Studies, and Ph.D. in Public Affairs and
degrees in such areas as law, criminal justice, CCJ 330 Crime Control Strategies............................ 4 Policy.
CCJ elective credits
psychology, social work, public administra-
tion, and urban planning.
(minimum of 8 credits at or above 300-level)....... 16
Admission Requirements
Total minor requirements 32
In addition to the general University
Admission Requirements for a postbaccalaureate
certificate. To earn a postbaccalaureate cer- requirements for admission to graduate
requirements tificate in criminology and criminal justice study, prospective students should arrange
for the Division of Criminology and
students must complete core and elective
Admission to the department is based on courses within the division. Some of these Criminal Justice to receive:
general admission to the University. See courses have prerequisites and students 1. A completed Division of Criminology
page 37 for more information. should read course descriptions in the cur- and Criminal Justice application form.
2. Transcripts from all prior academic insti- scholarly work that demonstrates substantial police relationships with the community and
tutions, irrespective of whether a degree capacity on the part of the student to engage criminal justice system.
was granted. in independent investigation. In order to CCJ 240
3. A 500-word written statement describing satisfy thesis requirements, students must Punishment and Corrections (4)
the applicant’s future goals and a discus- pose an original research question and apply Examination of historical and contemporary
sion of how graduate study will aid in appropriate methods of scholarship and approaches to the punishment of adult and juve-
achieving those goals. In particular, appli- nile offenders in institutional and community set-
methodology to that question in order to tings. Includes discussion of theories of punish-
cants should identify courses that would generate new knowledge. A graduate proj- ment as they relate to today’s correctional policies
contribute to their selected field of study. ect, on the other hand, does not necessarily and practices. Controversial topics like prisoner
Statements should also describe any rele- involve the creation of new knowledge. rights, the death penalty, and mandatory sentenc-
vant prior academic, life, or professional Rather, graduate project requirements may ing are covered.
experiences and how they relate to the be satisfied by demonstrating mastery of a *CCJ 250
chosen field of study. particular field of literature and how that lit- Criminal Behavior (4)
4. Applicants, including United States citi- erature applies to a policy issue within crim- Examination of psychosocial theories of crime
zens, whose native language is not English inology and criminal justice. and identification of the individual-level factors
must present a minimum score of 550 on associated with the onset, continuity, and desis-
the Test of English as a Foreign Language Elective Courses tance of criminal behavior in juveniles and adults.
(TOEFL). Students must satisfactorily complete Special topics covered include the relationship
In order to be considered for regular 12 credit hours of elective courses, half of between mental illness and violence, psychopathy,
sexual deviancy, substance abuse, human aggres-
admission to the program, applicants should which must be taken in the Division of sion, and the rehabilitation of offenders.
have a total undergraduate GPA of 3.00 or Criminology and Criminal Justice.
higher or a graduate GPA of 3.00 or higher *CCJ 260
Criminal Justice and Popular Culture (4)
for a minimum of 9 credit hours. Applicants This course analyzes mass media products such as
who do not meet these requirements may be
considered for conditional admission under
Courses news programs and periodicals, music, film, and
fictional literature to investigate the representation
exceptional circumstances. Courses with an asterisk (*) are not offered every year. of crime and criminal justice in popular culture
Although not required, applicants are *CCJ 199 and the media impact on the criminal justice sys-
encouraged to submit GRE scores for con- Special Studies (Credit to be arranged.) tem.
sideration with their application. Pass/no pass option. *CCJ 299
CCJ 200 Special Studies (Credit to be arranged)
Degree requirements Criminology and Criminal Justice (4) Pass/no pass option.
An introduction and overview of the criminology *CCJ 302
All candidates for a master’s degree must and criminal justice major designed to provide Police Dynamics (4)
complete 50-54 graduate credits distributed students with an understanding of law, crime, and A critical examination of the various professional
as follows: the criminal justice system in America. Examines and community influences on police behavior,
1. 20 credit hours must be taken in the sub- the law’s proactive function in teaching people together with the social problems generally creat-
stantive core. how to live peacefully within their communities ed by such forces, and potential remedial actions.
and the law’s reactive function in sanctioning
2. A minimum of four classes totaling 12-16 criminal behavior. Includes an introduction to CCJ 310
credit hours in a specialization field. various theories of crime causation and an over- American Courts (4)
3. 6 credit hours of thesis or research project view of the criminal justice system and its Comprehensive survey of the role and function of
work. response in processing those who transgress the courts in the United States. Emphasis placed on the
law. operations of trial-level courts hearing criminal
4. 12 credits of elective courses. cases. Explores the roles and duties of courtroom
Substantive Core. *CCJ 210 participants, structure of the judiciary, relationship
CCJ 515 Theories of Crime........................................ 4 Introduction to Juvenile Justice Process (4) between the formal rule of law and daily activities
CCJ 520 Analysis of Crime and Justice Data............ 4 A general overview of the various activities and of courts, decision-making, and perspectives from
CCJ 525 Criminal Justice Theory............................... 4 decisions involved in the processing of young law which to view the courts. Attention also to appellate
CCJ 530 Criminal Justice Research............................ 4 violators. Examination of the justice system spe- courts, juvenile courts, court reform, and issues of
CCJ 535 Criminal Justice Policy................................. 4 cially designed to handle children, consideration gender, race, and ethnicity.
of the many stages in the system, and consider-
Specialization Field ations of issues in juvenile justice policy formula- CCJ 317
In consultation with an adviser, students tion. Punishment and Corrections (4)
Examines theories of punishment as they relate to
will be required to develop and complete a *CCJ 220 the various treatment and rehabilitation policies
specialization field as a part of their degree Crime Literacy (4) and practices that affect offenders in institutional
requirements. A minimum of four classes, A comprehensive survey of the historical trends and community settings. Specific approaches
totaling 12-16 credits must be completed in and current picture of crime in America that being examined include mandatory sentencing
examines: (1) methods used to collect crime data, laws, offender education programs, institutional
the specialization field. Students are encour- (2) factual aspects of specific crimes, including
aged to complete this requirement by taking and community drug treatment programs, boot
definitions and analytical statistics, camps, house arrest, intensive supervision proba-
courses in other academic units such as (3) characteristics of victims and arrestees, tion, work release, and community work service.
public administration, computer science, (4) public opinion, and (5) personal protection.
political science, or sociology. Courses may CCJ 320
CCJ 230 Theories of Crime (4)
be selected from several academic units so Policing in America (4) An overview of historical, sociological, biological,
long as they comprise a coherent field of An introduction to the study of policing in the psychological, economic, and Marxist theories of
study that will contribute to the academic United States. Policing is studied from three per- crime causation. Particular attention is made to
development of the student. spectives: the police officer-citizen interaction, the critically analyzing each theory presented in terms
agency-community relationship, and the legal and of its internal consistency and logic as well as its
Thesis and Graduate Project ethical questions of policing in a democratic soci- fit with data on crime, criminals, and victims.
Candidates must complete either a thesis or ety. The course considers the history and future of Policy implications stemming from these theories
policing, the police task, police strategies, and will be discussed.
substantial research project. Both options
require a final oral examination. A thesis is a
CCJ 330 CCJ 401/501 A critical examination of the legal controls on the
Crime Control Strategies (4) Research (Credit to be arranged) administration of criminal justice, with special
An analysis of the methods used to control crime Consent of instructor. attention to current court decisions related to such
in American society. Emphasis on understanding CCJ 402/502 issues as search and seizure, admissions and confes-
the sometimes conflicting goals of the criminal Independent Study (Credit to be arranged) sions, wiretapping and eavesdropping, right to
justice system; attention is given to the general Consent of instructor. counsel, fair trial, self incrimination, cruel and
categories of general and specific deterrence, unusual punishment. Prerequisite: CCJ 420.
aggressive enforcement, situational and environ- CCJ 404/504
Cooperative Education/Internship *CCJ 450/550
mental defensive measures, and modification of Comparative Perspective
(Credit to be arranged)
the social order. Special attention will be given to of Criminal Justice (4)
Supervised placement in a community criminal
how other countries control crime and the prob- An exploration of international criminal justice
justice agency or on a criminal justice research
lems of comparison because of political and cul- systems that compares and contrasts the general
project. Evaluations of students are completed by
tural differences. features and cultural foundations of criminal jus-
agency staff and/or University faculty. A mini-
CCJ 340 mum of 8 credits is required of CCJ majors. An tice procedures and institutions in different coun-
Crime Analysis (4) additional 8 credits can be applied toward CCJ tries throughout the world. Prerequisite for CCJ
An introduction to the basic methods used in elective credits required of majors. Required: 550: admission to graduate program in CCJ.
analyzing data from criminal justice agencies, senior status and consent of instructor. CCJ 455
including temporal and spatial analysis of crime Ethical Leadership in Criminal Justice (4)
patterns, calculation of crime rates, descriptive CCJ 405/505
Reading and Conference Ethical leadership is a topic of longstanding theo-
analyses of victim and offender characteristics, (Credit to be arranged) retical and practical importance for the criminal
recidivism, and the identification of offense typol- Consent of instructor. justice system. Criminal and social justice issues
ogies. Students get hands-on experience coding, are deeply embedded in the social fabric of the
analyzing, interpreting, and presenting crime data CCJ 406/506
Projects (Credit to be arranged) community and ethical leadership issues frequent-
from a number of sources like police homicide ly have ramifications beyond the boundaries of
reports, the FBI, Department of Corrections, and Consent of instructor.
our discipline. Students will be taught to recog-
attitudinal surveys. Prerequisite: CS 105 or basic CCJ 407/507 nize, understand, and analyze the significance of
computing skills. Seminar (Credit to be arranged) ethical leadership for the criminal justice system
*CCJ 355 Consent of instructor. and the community within which it exists.
Perspectives on Terrorism (4) CCJ 408/508 Recommended prerequisite: CCJ 200.
A survey of international and domestic terrorism, Workshop (Credit to be arranged) *CCJ 460
the organizations, philosophies, key players, coun- Consent of instructor. Court Procedures (4)
ter-terror organizations, and response. CCJ 409 General review of the major activities and proce-
Investigation of the social, psychological, cultural, Practicum (Credit to be arranged) dures involved in the conduct of criminal trials,
historical, political, religious, and economic Consent of instructor and senior status. with extensive use of mock trial exercises.
dynamics of the phenomena will provide prepara- Prerequisite: CCJ 440.
tion for discussion of possible approaches to con- CCJ 410/510
trol. Selected Topics (Credit to be arranged) CCJ 465
Consent of instructor. Pass/no pass option. Criminology and Social Justice Theory (4)
*CCJ 360 Begins with an analysis of critical criminology
Victimology (4) *CCJ 415
Counseling Skills for Criminal Justice (4) theories and their underlying assumptions.
Provides a comprehensive overview of the study of Explores the connections between critical crimi-
victims of crime. This includes research on the A practice-oriented course covering the basic
interviewing, assessment, and counseling skills nology and social justice, the social justice move-
process, etiology and consequences of criminal ment, and the communities wherein social justice
victimization. The criminal justice’s response to routinely used by professionals in the criminal
justice field (e.g., police, correctional staff, proba- is practiced. Application of social justice theory to
crime victims, both historically and more recently, criminal justice policy and practice has created a
will be discussed in terms of the changing role of tion officers, prosecutors). Includes coverage of
techniques for developing rapport with clients, new set of social response mechanisms to crime
victims in the criminal equation. Topics covered and delinquency: mediation, restitution, and
may include restorative justice, restitution, and soliciting information, screening for mental ill-
ness, threat/risk assessment, and crisis interven- restorative justice. Recommended prerequisite:
mediation programs now offered through the CCJ 200.
criminal justice system. tion. Recommended prerequisite: CCJ 250
CCJ 420 *CCJ 470
CCJ 370 Morality, Justice, and the Law (4)
Women, Crime, and Justice (4) Criminal Law and Legal Reasoning (4)
Study of the basic concepts related to criminal law, Analysis of contemporary problems and issues
Women as criminals, victims, and professionals in faced by those working in criminal justice or
the criminal justice system are the focus of this including: historical development, legal elements of
crime and proof, defenses and mitigation, reason- studying criminology. The course is designed to
course. Theories, policies, and relevant empirical explore the range of roles, responsibilities, and
studies will be discussed in the context of the his- able doubt, and presumptions of fact; with particu-
lar emphasis on the application of logical reasoning dilemmas facing professionals in the justice sys-
torical, socio-political, and cultural forces that tem. Topics may include prosecutorial responsibil-
shaped them. Topics may include: girls in gangs, to make legal decisions. Prerequisite: senior status.
ity, police conduct, and community involvement
female police officers, mothers behind bars, CCJ 435 in criminal justice. Recommended prerequisite:
domestic violence, and pregnancy and drug use. Crime, Grime, and Fear (4) CCJ 200.
Crime, grime, and fear is a course designed to
CCJ 380 *CCJ 480/580
Criminal Justice Research (4) study the social, economic, political, and physical
factors underlying neighborhood crime and Community-based
Introduction to the basic concepts of social sci- Treatment of Offenders (4)
ence research including hypothesis testing, decline. Special attention is given to physical and
social incivilities, the “broken windows” theory, An analysis of the history, philosophy, theory, and
research design, causality, sampling, and measure- function of probation, parole, pardon, halfway
ment. Course is intended to provide students with police-community partnerships, and problem-solv-
ing. Students will work on neighborhood-centered houses, work release centers, and other forms of
necessary skills to critically evaluate crime and community-based treatment; evaluation of the
delinquency research as well as design and imple- projects to explore solutions to neighborhood
crime patterns, disorder, and fear of crime, and effectiveness of treatment of the offender in the
ment basic research projects. community; contemporary usage of the presen-
ideas for strengthening police-citizen relations, and
*CCJ 399 community building. Recommended prerequisite: tence investigation report, selection, supervision,
Special Studies (Credit to be arranged) CCJ 340. and release of probationers and parolees; explora-
Pass/no pass option. tion of current innovations in corrections such as
*CCJ 440 use of volunteers and offenders as correctional
Constitutional Criminal Procedures (4) manpower resources. Recommended prerequisites:
CCJ 480: CCJ 317; CCJ 580: admission to grad- designed to impact crime and the criminal justice domestic government, communications,
uate program in CCJ. system. Theories of criminal justice intervention education, or law. It is also appropriate for
CCJ 501/601 will be studied across multiple levels: individual, inquiring students desiring to learn more
Research (Credit to be arranged.) organizational, community, and system. Emphasis
is placed on the utilization of research findings to
about the way human beings live together
CCJ 502/602 and the structures and institutions they have
Independent Study (Credit to be arranged.) inform criminal justice policy and future research.
Recommended prerequisites: CCJ 515/615, CCJ developed (or might develop) to facilitate
CCJ 503
Thesis (Credit to be arranged.) 525/625, and CCJ 530/630. social cooperation and conflict management.
CCJ 504/604 *CCJ 538
Internship (Credit to be arranged.) Historical Perspective of Criminal Justice (4) Admission requirements
CCJ 505/605 A chronological survey of significant social events
and trends in Western and Eastern civilizations that Admission to the department is based on
(Credit to be arranged.) have influenced crime and the development of law, general admission to the University. See
CCJ 506/606 the police, the courts, and corrections and have page 37 for more information.
Projects (Credit to be arranged.) formed the interrelationships among these parts of
the criminal justice system.
CCJ 507/607 Degree requirements
Seminar (Credit to be arranged.) *CCJ 540/640
CCJ 508/608 Legal Perspective of Criminal Justice (4) Once a student has been admitted to
Workshop (Credit to be arranged.) An advanced course that examines the legal envi- Portland State University, upper-division
CCJ 509/609 ronment within which the criminal and quasi- courses used to meet political science major
Graduate Practicum criminal justice systems function, with particular
emphasis on philosophical and procedural issues
requirements must be taken at the
related to deprivation of liberty decisions. University. Courses taken at another college
CCJ 515/615 or university must have received prior
Theories of Crime (4) *CCJ 545/645
An overview of historical, sociological, biological, Economic and Political Perspective of Criminal approval from the Division of Political
psychological, economic, and Marxist theories of Justice (4) Science. All courses used to satisfy political
crime causation. Particular attention is given to An advanced course that explores the political and science major requirements, whether taken
analyzing each theory presented in terms of its economic influences on the formulation and at PSU or elsewhere, must be graded C or
internal consistency and logic as well as its fit with administration of public policies related to crimi- above.
data on crime, criminals, and victims. Students nal justice system issues. Requirements for major. The major
will have to test the effectiveness of these individ- *CCJ 550 offers a traditional course of study in politi-
ual theories through the research literature avail- Comparative Perspectives cal science that involves some exposure to
able in the criminal justice literature. Policy and of Criminal Justice (4)
programmatic implications stemming from these three basic areas of the discipline.
An exploration of international criminal justice In addition to meeting the University’s
theories and what the research literature indicates systems that compares and contrasts the general
will be discussed in class. features and cultural foundations of criminal jus- general education requirements, a student
CCJ 520/620 tice procedures and institutions in different coun- wishing to pursue a basic major in political
Analysis of Crime and Justice Data (4) tries throughout the world. science must take a minimum of 48 credits
An applied approach to the analysis of criminal in political science distributed as follows:
justice data. Includes an overview of the collec-
Political Science
Credits
tion, storage, and retrieval of data from various PS 200 Introduction to Politics................................. 4
sources (e.g., police, courts, corrections). Basic One 400-level course in each of the
techniques commonly used to analyze and present three fields listed below:........................................ 12
criminal justice data are covered with an emphasis 650 Urban Center Area I—American Politics
on the use of empirical findings to solve problems Area II—International/Comparative Politics
503-725-3921 Area III—Political Theory/Methodology
and develop policy. Advanced statistical proce-
dures introduced.
www.hatfieldschool.pdx.edu/PS/ Additional upper-division electives....................... 20
pol-science.php Additional electives................................................ 12
CCJ 525/625 Total 48
Criminal Justice Theory (4) B.A., B.S. Requirements for major with politics of
This course introduces students to the theoretical Minor in Law and Legal Studies diversity option. The politics of diversity
work on criminal justice process, decision-mak- Secondary Education Program—Social
ing, and discretion using multiple disciplinary option offers students the opportunity to
Science
perspectives. Topics discussed include examination M.A., M.S. pursue an interdisciplinary course of study,
of the stages of the justice process and theoretical M.A.T. and M.S.T. (General Social under the supervision of a member of the
approaches to studying individual, organizational, Science) political science faculty, in some aspect of the
system, and political behavior. Emphasis is placed Ph.D.—Participating division in Public politics of diversity. Students choosing this
on the practical utilization of theory to inform Affairs and Policy Doctoral Program option must select a faculty adviser from the
development of research problems.
political science faculty who will supervise
CCJ 530/630 the student’s program and advise them on
Criminal Justice Research (4)
The purpose of the course is to familiarize stu- Undergraduate how to proceed. This option encourages stu-
dents to identify some basic issue area or
dents with typical research methods used in the
study of criminology and criminal justice along
programs problem area that involves the politics of
with their resulting databases. This knowledge
The program in political science leading to diversity that will become the subject of
base will be used as a foundation upon which to analysis and research. Divisional courses
teach students how to critically research in crimi- the B.A. or B.S. degree is designed to meet
the needs of the liberal arts major who wish- associated with the politics of diversity
nology and criminal justice. Recommended pre- option are arranged under three topical
requisite: CCJ 520/620. es to learn more about public and interna-
tional affairs, government, and the demands headings: diversity in America, regional and
CCJ 535/635 global diversity, and diversity and justice.
Criminal Justice Policy (4) of citizenship. It is appropriate for profes-
An advanced course in criminal justice policy sionally motivated students who wish to Information regarding the courses associated
analysis. Course examines the development, pursue careers in political science, public with each of these areas is available at the
implementation, and outcomes of interventions administration, international organizations, division office.
Credits requirement for a minor in political science who are also working toward the major or
PS 200 Introduction to Politics................................. 4 must be passed with a grade of C or above. minor in political science must take (in
PS 401 Research......................................................... 4
Preparation and submission of a concluding essay, Students are encouraged to take political sci- addition to the core courses for the law and
prepared under the adviser’s supervision, on a ence courses that complement their academ- legal studies minor) at least 12 credits from
topic of the student’s choosing. ic interests and scholarly goals. The political the lists above that will be uniquely applied
PS 407 Seminar.......................................................... 4
Upper-division electives.......................................... 32
science minor is designed to be as flexible as to the law and legal studies minor.
possible to facilitate this end. Students con- Consultation with a political science adviser
Sub-total in Political Science 44
†Upper-division work from selected sidering a minor in political science are is strongly encouraged.
courses outside political science........................... 16 strongly encouraged to consult with a politi-
Total 60 cal science adviser to work out an instruc-
† These courses are to be selected with the advice and
consent of a student’s adviser. A list of recommended
tional program that meets their needs. Graduate programs
outside courses is available at the Political Science Office. SECONDARY EDUCATION PROGRAM
The Division of Political Science offers grad-
Requirements for major with politics of (See General Studies: Social Science page 261.) uate work leading to the Master of Arts and
conflict and cooperation option. The poli- Minor in law and legal studies. The Master of Science degrees. The division also
tics of conflict and cooperation option offers minor in law and legal studies offers an offers Master of Arts in Teaching and Master
students the opportunity to pursue an inter- interdisciplinary, liberal arts approach to the of Science in Teaching (General Social
disciplinary course of study, again under the study of law. This is an academic program, Science) degrees with a political science con-
supervision of a member of the political sci- not a professional training program, empha- centration for students pursuing a career in
ence faculty, in some aspect of the politics of sizing the political, social, cultural, and phil- teaching. Political science is one of five partic-
conflict and its resolution at the national and osophical foundations and impacts of law ipating disciplines offering a major concentra-
international level. Students choosing this and legal systems. It is designed for pre-law tion in the Public Affairs and Policy Ph.D.
option must select a faculty adviser from the students and also for a broad array of stu- program.
political science faculty who will supervise the dents from across the PSU campus who are The Division of Political Science offers work
students’ program and advise them on how to interested in the relationship of law to poli- in political theory and philosophy, methodol-
proceed. This option encourages students to tics, society, and culture. While the core ogy, international relations and organization,
identify some basic issue area or problem area courses concentrate on American law and comparative politics, American politics,
that involves the politics of conflict and coop- the American legal system, the electives American federalism, public policy, public
eration that will become the subject of analy- allow students to focus on aspects of law law, political parties, media and public opin-
sis and research. Courses associated with the related to areas such as international law, ion, and political economy.
politics of conflict and cooperation option are comparative law, and philosophy.
arranged under three topical headings: con-
flict and cooperation in America, internation-
Core Courses Credits
PS 101 U.S. Government........................................... 4
al conflict and cooperation, and theories of PS 221 Introduction to Law and Legal Studies....... 4
For admission as a regular degree student,
conflict and cooperation. Information regard- PS 321 Supreme Court and American Politics......... 4
the applicant must:
ing the courses associated with each of these Electives: Four courses from the list below:
1. Have at least a B average for all work in
areas is available at the division office. PS 325 Politics and the Legal
Enforcement of Morals............................................. 4 the junior and senior years, or must have
Credits PS 404 Cooperative Education (Internship)............. 4 completed a minimum of 12 credits in
PS 200 Introduction to Politics................................ 4 PS 422 Constitutional Law........................................ 4 graduate-level courses with at least a 3.10
PS 401 Research........................................................ 4
Preparation and submission of a concluding
PS 423 Civil Liberties................................................. 4 GPA (on a 4.00 point scale).
PS 424 Law and Society............................................ 4
essay, prepared under the adviser’s supervision, 2. Submit satisfactory scores on either the
on a topic of the student’s choosing. PS 425 Women and the Law.................................... 4
PS 428 Politics of Law and Order............................. 4
verbal and quantitative sections of the
PS 407 Seminar......................................................... 4
Upper-division electives......................................... 32 PS 448 International Law.......................................... 4 Graduate Record Examination or the
PS 483 Justice in the Modern World........................ 4 Miller’s Analogy Test. The Miller’s
Sub-total in Political Science 44
†Upper-division work from selected Total 28 Analogy Test is given on campus by
courses outside political science........................... 16 A total of 8 credit hours of political science Counseling and Testing Services.
Total 60 law-related and special topics courses (PS 407 3. Request that two letters of recommenda-
† These courses are to be selected with the advice and tion be sent directly to the Division of
consent of a student’s adviser. A list of recommended or PS 410, with approval of the student’s
outside courses is available at the Political Science Office. adviser) and/or non-political science courses Political Science from faculty members at
chosen from the list below may be taken in colleges or universities previously attend-
Requirements for minor. To earn a partial fulfillment of the four-course electives ed or from others in a position to com-
minor in political science, a student must requirement (additional courses from other ment on the student’s academic and pro-
complete 28 credits in political science (of departments may be taken toward the degree fessional background and experience.
which 16 must be taken in residence at with permission of a political science adviser): 4. Forward to the division a 500-word state-
PSU). This must include the following: ment concerning the applicant’s academic
Credits
Credits Phl 311 Morality of Punishment.............................. 4
and professional goals. (This statement
PS 200 Introduction to Politics................................ 4 Phl 446 Topics in Ethics: Philosophy of Law............ 4 should indicate the student’s desired fields
One 400-level course in two of the three fields list- Hst 447, 448, 449 American Constitutional of concentration.)
ed below:.................................................................. 8 History........................................................................ 4 5. Submit, if the applicant is a foreign stu-
Area I—American Politics CCJ 310 American Courts.......................................... 4 dent whose major language is not
Area II—International/Comparative Politics CCJ 420 Criminal Law and Legal Reasoning............ 4
Area III—Political Theory/Methodology English, a satisfactory score on the Test of
Additional upper-division political science
Students should note that many of the English as a Foreign Language.
electives taken in residence at PSU (no more upper-division courses have recommended
than 8 credits of PS 404, 405, 409, 410) .............. 16 prerequisites. All courses submitted to satisfy Students applying for admission to the
Total 28 the requirements for the minor must be graduate Political Science program who wish
All courses submitted to satisfy the passed with a grade of C or above. Students to be considered for graduate assistantships
should submit their applications (Form absence of such consultation. The written elections, the policy-making process, and the prob-
GO-8) by May 1. examinations must be taken by the eighth lems confronting states and communities.
week of the term (sixth week if it is Summer PS 204
Degree requirements Session) with the orals, if required, taking Comparative Politics (4)
place during the following two weeks. A general survey of theories, concepts, and methods
Programs leading to the different master’s employed in comparative politics. Attention given to
degrees offered by the Division of Political Thesis or substantial research paper. political behavior, structures, and processes.
Science are designed to be completed in six Candidates must submit a thesis or substan-
PS 205
academic terms. The University’s master’s tial research paper to be followed by an oral International Politics (4)
degree requirements are listed on page 69. examination. The substantial research paper An analysis of the nature of relations among
Specific divisional requirements follow. is the scholarly equivalent of a thesis but nations, with specific reference to contemporary
need not meet the formatting requirements international issues. Motivating factors will be
of the graduate school and library. examined, including nationalism, economic rival-
All candidates for a master’s degree in politi- Master of Arts in Teaching And Master ries, and the quest for security. Also treated will be
cal science must complete 50 graduate cred- of Science in Teaching. Programs with a the problem of national sovereignty and its rela-
its from course offerings. Students are political science concentration will be tionship to international cooperation, changing
expected to pass written examinations in two threats to international security in the post-Cold
designed to enhance the candidates’ capacity War era, and the increasing importance of inter-
of the four following fields of study: to meet their particular teaching responsibil-
1. American politics national economic competition and cooperation.
ities. See page 65 for University requirements PS 221
2. International politics for these degrees.
3. Comparative politics Introduction to Law and Legal Studies (4)
Introduction to the nature and function of public
4. Political theory law in the United States. The course focuses on
Specific requirements are as follows: Courses fundamental problems of jurisprudence, the rela-
tion between law and politics, the nature and
1. PS 593 Philosophy of Social Science
2. 20 credits in each of the two fields to be Courses with an asterisk (*) are not offered every year. function of the court system, judicial process, and
PS 101 the workings of the criminal justice system.
prepared for examination purposes
3. 2 graduate (500-level) seminars (credits to United States Government (4) *PS 312
An examination is made of American government Legislative Process (4)
be included in credits for field examina- in theory and practice. Topics include: the consti- An examination of the role of legislatures in state
tions) tutional foundations of American government; politics. Particular attention is given to the forces
4. 6 credits of thesis or research paper work. federalism, civil liberties, and civil rights; Congress that shape legislative elections, the relationship
5. 4 credits may be taken outside political and the legislative process; the presidency and between legislatures and governors, and efforts to
science with an adviser’s approval. modern bureaucracy; the Supreme Court and reform legislative politics. Recommended prereq-
judicial policy-making. uisites: PS 101 and 102.
Total credits 50
PS 102 PS 313
Students who wish to earn an M.S. in United States Politics (4) The Power Game: A Simulation of Washington
political science are required to take PS 595 Introduction to issues and trends in political cul- Politics (4)
Research Methods for Political Science ture, political behavior, and public policy making. Examines the nature of political power, the com-
Topics include: public opinion, political parties plexities involved in policy-making, and the rela-
(passed with a grade of B- or higher).
and pressure groups, elections and voting behav- tionship between the major political actors in
Candidates for the Master of Arts degree ior, political participation, the role of the media, Washington, D.C. The course revolves around a
must pass an examination in a foreign lan- policy making, the budget process, domestic poli- simulation of the U.S. government in which stu-
guage administered by the Department of cy, and national security policy. dents play the roles of real members of Congress,
World Languages and Literatures by the PS 103
the executive branch, interest groups, and the
deadlines established by the Graduate State of the World (4) press.
Studies Office. The foreign language exami- The course surveys and analyzes the major global PS 317
nation must be completed by the sixth week issues of our time, including human rights, envi- Film and Politics (4)
of the term in which the candidate expects ronmental protection, poverty and underdevelop- Examines the political meanings of films. Topics
ment, and war and peace. The importance of using include: how films reflect, and sometimes chal-
to receive the degree. lenge, basic themes in American political culture;
interdisciplinary tools of analysis, and understand-
Examinations. Candidates for the M.A. ing the meaning of a global perspective on world how filmmakers capture and encode images in
and M.S. degrees will be required to take an affairs, are emphasized. ways that tell a culturally-pleasing story; how
examination on each of the two fields of PS 199
audiences make sense of these images and stories
concentration. These written examinations Special Studies (Credit to be arranged.) to construct particular understanding of power,
normally will be taken during the term in Consent of instructor. government, and the individual; and the relation-
which the candidate will complete 44 credits ship between Hollywood and politics.
PS 200
of the graduate program. The written exami- Introduction to Politics (4) PS 318
nations may be followed by an oral examina- Basic introduction to the central themes and funda- Media, Opinion, and Voting (4)
mental issues of political life. Examines the nature Course examines the interaction between the mass
tion at the option of the candidate’s examin- media, public opinion, and voting behavior in the
ers. and meaning of politics and political association in
both domestic and international settings. United States. Competing theories of media
The candidate who is planning to take the Fundamental concepts and ideas associated with effects on public opinion and voting behavior are
examinations in a particular term must noti- government, and politics more generally, are analyzed, as are competing proposals for reform-
fy the divisional office coordinator of such explored, along with the nature of political culture ing electoral campaigns, campaign advertising,
intention by the Friday of the second week and the way this culture is reflected in the institu- presidential debates, and other features of mass-
mediated elections in order to enhance citizen
of that term. The candidate must by that tions and operations of government.
participation. Key questions students will consider
time have consulted with the faculty exam- PS 203 include the degree of responsibility that politi-
iners about the books, articles, and other Intro to State and Local Politics (4) cians, journalists, and citizens should assume for
materials in the two fields over which the Provides an introduction to the role and structure improving citizen engagement with electoral poli-
student will be examined. of state and local governments, and examines the tics. Recommended prerequisite: PS 102.
forces that influence subnational politics. Topics
Examinations will not be given in the include federalism, intergovernmental relations,
*PS 319 Switzerland. Also a short look at the organizations *PS 387
Politics of the Environment (4) for European integration. Recommended prereq- Politics and Fiction (4)
The human relationship with nature is a source of uisites: PS 204 or 205. This course explores various themes associated
much political conflict and has been since the PS 353 with politics as they are presented in fictional
emergence of the state. This course explores the Introduction to Latin American Politics (4) media. The course integrates traditional academic
short- and long-term origins of current conflicts, An examination of a number of Latin American material with novels, film, television, poetry, etc.,
the emergence of political movements around countries (Argentina, Chile, Brazil, Mexico, Peru, in order to expand student awareness of politics
environmental issues, alternative world views etc.) in comparative perspective. Topics covered and public life. Recommended prerequisite: PS
regarding nature, and the distinctiveness of poli- include: the emergence and decline of various 200.
tics around these issues. Specific conflicts will be regime types within each of these nation-states; PS 399
examined, including the relationship between the role of the state, various state sectors, state Special Studies (Credit to be arranged.)
human attempts to control nature and human autonomy and state capacity; the emergence of PS 401/501
hierarchies, population, water, and conservation various social classes, class coalition and the Research (Credit to be arranged.)
of biodiversity. impact of both of these on the state; the impor- Consent of instructor.
PS 321 tance of international factors such as the interna- PS 403
The Supreme Court tional economy and the United States. Honors Thesis (Credit to be arranged.)
and American Politics (4) Consent of instructor.
PS 361
Basic introduction to the relation between law Introduction to the Politics
and politics in America through an analysis of the PS 404/504
of the Middle East (4) Cooperative Education/Internship
work of the U.S. Supreme Court. The course uses Introduction to Middle Eastern political systems.
selective case law in order to explore the place of (Credit to be arranged.)
Focus will be on the nature of traditional politics, PS 405/505
the court in America’s constitutional structure, the modernization and political development in the
way the court forms and shapes policy through Reading and Conference
region, social stratification, institutions of govern- (Credit to be arranged.)
constitutional interpretation, and the way political ment, and the political systems of selected Middle
forces and influences shape Court practices, judi- PS 407/507 Seminar
East countries. Recommended prerequisite: PS (Credit to be arranged.)
cial selection, and the decision making processes. 204 or 205.
Recommended prerequisite: PS 221. Reading and discussion about an area of political
*PS 362 science, with a research project required.
PS 325 Arab-Israeli Conflict (4) Enrollment limited.
Politics and the Legal Examination of the conflicting ideological perspec-
Enforcement of Morals (4) PS 409/509
tives, the formation of the state of Israel, rise of Practicum (Credit to be arranged.)
Critical examination of law as a mechanism for Arab nationalism, emergence of Palestinian nation-
the enforcement of moral standards. The limits of Consent of instructor.
alism, the Arab-Israeli wars, rise of Palestinian
law and political authority more generally are activism, diplomatic efforts at partial settlements, PS 410/510
explored through an analysis of specific problem and possibilities of a comprehensive settlement. Selected Topics (Credit to be arranged.)
areas associated with the legal enforcement of Special attention is given to those elements Consent of instructor.
morality. These include, but are not limited to: opposed to a final settlement of the conflict, both PS 412/512
the use of criminal justice to enforce standards of within Israel and among the Palestinian and greater The Presidency (4)
conventional morality, political tolerance, civil Arab communities. Recommended prerequisite: PS Analysis of the institution, functions, and problems
disobedience, and the politics of law and order. 204, 205, or 361. of the presidency. Special attention given to presi-
Recommended prerequisite: PS 221. dential elections, presidential powers, relations with
PS 371
*PS 331 War and Morality (4) media, presidential leadership. White House staff,
Oregon Politics (4) Examines the limits observed by states in their executive-legislative relations, and the presidential
An examination of political structures and policy resort to war and in the conduct of battle. Surveys role in domestic, economic, foreign policy making
trends in the state of Oregon. Attention is given the historical, moral, and legal foundations of and execution. Recommended prerequisites: PS
to local governments as well as state government these limits, and their enduring relevance in light 101 and 102.
with special emphasis upon the relationships of changes in international conflict and modern PS 413/513
among different governmental entities. warfare. Topics include aggression and self- Congress (4)
PS 343 defense, preemption, humanitarian intervention, Study of the structure, organization, powers and
Conflict and Cooperation terrorism, torture, and war crimes. operations of Congress. Topics covered include:
in World Politics (4) the evolution of Congress, congressional recruit-
This course focuses on substantive global prob- PS 380
Women and Politics (4) ment and elections, legislative functions, the
lems and issues areas such as war, conflict resolu- membership, the leaders, the committee system,
Analysis of the political role of women in politics.
tion, nationalism, arms races, and global scarci- the rules and procedures, executive-legislative rela-
Reviews the historical and contemporary analyses
ties. The historical roots of the problems as well as tions, pressure groups, lobbying, and reform.
of women’s participation and status in politics.
their contemporary manifestations are examined Recommended prerequisites: PS 101 and 102.
Recommended prerequisite: PS 101 or 102.
using both substantive and theoretical materials.
PS 381 PS 414/514
The sources of conflict and conflict resolution are Issues in Public Policy (4)
also examined. Recommended prerequisite: PS Introduction to Theory (4)
General introduction to the problems of political A study of selected major policies and programs of
205. governmental regulation and service. Emphasis is
theory. A selective survey of the political ideas of
PS 345 Plato, Machiavelli, Locke, Rousseau, Mill, and placed upon the formation, administration, and
U.S. Foreign Policy: substantive content of policies in such areas as
The Cold War and Beyond (4) Marx which introduced some of the major tradi-
tions of political thought in the west. The founda- transportation, public utility regulation, medical
Analysis of the U.S. foreign policy process, its care, civil rights, education, agriculture, natural
motives, objectives, and manner of implementations of the communitarian, republican, and lib-
eral political discourse are examined and dis- resources, and antitrust laws and the preservation
tion, in the major developments of each adminis- of competition. Recommended prerequisite: PS
tration since 1945. Emphasis is on U.S. relations cussed. Recommended prerequisite: PS 200.
215.
with the U.S.S.R/Russia and the Third World. PS 385
Recommended prerequisite: PS 205. Modern Ideologies (4) PS 416/516
An examination of the enduring political images of Political Parties and Elections (4)
*PS 352 An examination of political parties and elections
Western European Politics (4) the modern world. Attention is given to the new,
developing ideologies in the Third-World countries in America. Covers such topics as: the changing
An analysis of the political systems, processes, and role of party organizations, machine politics, elec-
politics in major countries of Western Europe, and the new left as well as to the more traditional
concerns of liberalism, communism, and fascism. toral rules, candidate recruitment, the nomination
with special reference to France and Germany, as process, campaign strategies and tactics, campaign
well as an overview of Italy, Sweden, or
finance, and electoral reform. Recommended pre- Course provides students with solid foundations examined mainly for their insights on issues of
requisites: PS 101 and 102. for understanding the nature and evaluating the war and peace. Recommended: PS 441.
PS 417/517 role of public opinion in American democracy. It PS 444/544 U.S.
Interest Groups (4) will also teach students how to interpret public National Security Strategy:
This course analyzes the role of interest groups in opinion polls intelligently. Specific topics covered Regional Perspectives (4)
the political process. Particular attention is given will include how “public opinion” has been Focuses on the regional contexts that influence
to why some interests are more successful at form- defined historically and in contemporary dis- U.S. national security strategy and the multifacet-
ing groups and influencing politics than others. course; the various influences that shape peoples’ ed reasons security polices succeed or fail in each
The course also examines techniques used to values, beliefs, and attitudes about politics; the region of the world. Critical analysis applied to
lobby legislatures, the executive branch, and the methods that pollsters and survey researchers use major social, cultural, political, economic, mili-
courts. Recommended prerequisites: to measure public opinion and problems with tary, technological, and historical issues that shape
PS 101 and 102. those methods; and the content of Americans’ formation of regional security strategy, and to stra-
views on controversial political issues. tegic assessments of U.S. security policies as per-
*PS 418/518 Recommended prerequisite: PS 318.
Contemporary Political ceived from other regions’ perspectives.
Protest in America (4) PS 428/528 Recommended: PS 205.
Analyzes the role of social movements in recent The Politics of Law and Order (4) PS 446/546
American history. The course blends theoretical As American crime control policies have become National and International
readings with empirical research into specific increasingly punitive, the criminal justice system Security Policies (4)
movements. Movements considered include but has expanded in size and scope, crime control has A comparison of national and international securi-
are not limited to: civil rights, the new left, public become increasingly federalized, and record num- ty systems, strategies, and policies. Emphasis will
interest reform, the freeze movement, the women’s bers of Americans have been incarcerated. Class be on the current issues arising in these security
movement, the Christian Right, and the paramili- explores what is political about crime control and systems and on the problems that arise when their
tary/skinhead movement. why American crime policy takes on a particularly needs conflict. Particular emphasis will be placed
punitive cast. In particular, carefully examines the on contending theories of national and interna-
*PS 419/519 social construction of the crime problem: how tional security. Recommended prerequisite: PS
Political Reform (4) popular beliefs about criminals and the causes of 205 or 441.
Examines the concerns that drive the demand for crime interact with the media and the political
political reform in America, and how specific *PS 447/547
system to create a style of crime policy that is International Organization (4)
reform proposals may affect the political system. uniquely American. Recommended prerequisite:
The first part of the course focuses on a variety of The nature and extent of the organization of inter-
PS 221. action among nations. Focus on the United
proposals to open up the electoral system and to
improve representation. The second part examines PS 431/531 Nations, but illustrations and generalization from a
State and Local Politics (4) wide range of regional and functional organizations
various reforms that are designed to make the gov-
Intensive examination of the role of the states and including the specialized agencies. Emphasis on the
ernment work more effectively and efficiently.
cities in the federal system. The course pays par- processes of communication, interaction, and nego-
PS 422/522 ticular attention to the importance of political tiation within the organizational environment.
Constitutional Law (4) culture in shaping state politics and power rela-
A study of the way in which the Supreme Court PS 448/548
tionships between the different levels and branch- International Law (4)
has shaped and influenced governmental structure es of government. Oregon’s political experiences
and political power. Special attention is given to Introduction to public international law.
are used as example and for comparison. Particular emphasis is placed on the interplay of
judicial decisions in the areas of federalism, sepa- Recommended prerequisite: PS 203.
ration of powers, the commerce clause, and the politics and law in the international system. Types
authority of the presidency. Recommended pre- PS 432 of law, sources of law, law creating agencies, law
Great Tribal Leaders (4) applying agencies are considered. Contemporary
requisite: PS 321.
Course is based on videotaped interviews with substantive issues in international law will be dis-
PS 423/523 contemporary American Indian leaders discussing cussed. Recommended prerequisite: PS 205 or
Civil Liberties (4) the personal and social forces that shaped them 441.
A study of Supreme Court decisions that affect and the roles they played in shaping federal Indian
individual rights and liberties. Areas of concentra- *PS 449/549
policy, law, and natural resource management. International Environmental
tion include, but are not limited to, freedom of Key areas of study include historic eras of federal
speech and press, religious liberty, criminal justice, Politics and Law (4)
Indian policy; the exercise of power by federal leg- Explores various environmental problems and
racial justice, gender justice, and the right to pri- islative, judicial, and executive branches and their
vacy. Recommended prerequisites: issue areas that exist between and among nation-
affects on tribal lives and societies; the continuing states. There will be an exploration of the political
PS 321 or 221. survival of tribes; and the evolution of tribal gov- difficulties that impede solutions and the various
*PS 425/525 ernments to meet unforeseen and overwhelming pathways that may lead to environmental coopera-
Women and the Law (4) challenges. Recommended prerequisite: PS 101. tion. There will also be a focus on the internation-
Examines the relationship between women and PS 441/541 al legal regimes and international institutions
the law. The first half of the course considers sev- World Politics (4) designed to regulate environmental problems.
eral theories of women’s equality. During the sec- This course introduces students to the various lev-
ond half of the course students will apply these *PS 451/551
els of analysis used in explaining world political British and Commonwealth Governments (4)
theories to a variety of problems in gender justice. events. Examined are a number of conceptual ele-
Substantive issues covered may include: sexual A study of the constitutional development, the
ments of world politics, e.g., power, interdepen- political processes, and the political cultures of the
harassment, abortion, fetal protection policies, dence, integration, and levels of analysis, as well as
and pornography. This course is the same as WS United Kingdom and selected member countries
certain substantive elements, e.g., international of the Commonwealth.
424; course may only be taken once for credit. law and organization. Contrasts are drawn
*PS 426/526 between power seeking and order-seeking behav- PS 452/552
The Politics of the News (4) iors of nation states. Recommended prerequisite: The European Union (4)
Explores the role of the news media in political PS 205. Focuses on how the EU has evolved since its
life and the political and economic forces shaping beginnings in the 1950s, on its present-day orga-
PS 442/542 nization and functions, and on how the member
the news. Examines the purposes and functions of Contemporary Theories of World Politics (4)
mass media in a democracy, the legal and eco- countries interact with one another in making EU
Surveys concepts and arguments from various the- policies for jointly regulating their internal econo-
nomic structure of the American media, and the oretical traditions in international relations. Topics
journalistic practices and communications strate- mies and societies as well as their external policies,
are drawn from the ongoing debate between the i.e., how the EU members also try to manage
gies that contribute to news coverage of politics. realist and liberal schools of thought, as well as the their relations with the rest of the world. This
PS 427/527 challenges posed by radical, normative, and criti-
The Politics of Public Opinion (4) cal international relations theory. Theories will be
course is the same as Intl 452; course may only be *PS 462/562 by communitarians, classical republicans, femi-
taken once for credit. International Relations nists, and postmodernists, are examined. Liberal
of the Middle East (4) responses to these criticisms are also explored.
PS 453/553
Power Transitions: Past, Present, Examination of the external dimension of Middle Recommended prerequisite: PS 381.
and Future (4) East politics; the role of the great powers; brief
PS 483/583
Uses power transition theory to examine what ele- analysis of the British and French roles since Justice in the Modern World (4)
ments contribute to global war. Creates a founda- 1945; extended analysis of American and Soviet/ Critical analysis of the nature and meaning of
tion for understanding why nations fight, when Russian policy in the Middle East. Special atten- social justice. Special attention is given to liberal
they fight, the outcome of wars, and the relation- tion will be given to new patterns of international theories of justice, questions of distributive jus-
ship between global and regional conflicts. Also relations in the Middle East in the post-Cold War, tice, justice and the rule of law, inter-generational
explores the continuum of peaceful interactions at post-Gulf War era. Recommended prerequisite: justice, and political alternatives to the liberal
the global level, and how and when the next series PS 361. vision of social justice. Recommended prerequi-
of upheavals will occur in the international system. PS 466/566 site: PS 381.
Recommended: PS 205. Politics of East Asia (4)
PS 486/586
PS 454/554 Analysis of the principal developments and insti- American Political
International Political Economy (4) tutions, formal and informal, that shape govern- Thought: 1600 to 1820 (4)
A study of the contending theories of internation- ment and politics in China, Japan, and Korea. The development from 1600 to 1820 of
al political economy: power and interdependence, PS 468/568 American political thought about government and
Regime Theory, dependency, integration, and International Politics of East Asia (4) its proper relation to the individual and society.
functionalism, as well as the ideologies of political Examination of the foreign policy motives, objec- Specific topics considered include the English
economy-the liberal, national, and Marxist per- tives, and systems of the major East Asian states: background; the colonial mind; ideas informing
spectives. Also considered are the politics of trade, China, Japan, and Korea. Attention is paid in par- the revolution; the creation of the Constitution;
aid, and investment. Recommended prerequisite: ticular to the political economy of regional and and the ratification debates; the Jeffersonian and
PS 205 or 441. extra-regional relationships. Hamiltonian conflict; John Marshall and the
PS 455/555 PS 470/570 expansion of national power. Attention given to
Politics of Economic Reform in Emerging Theories of Comparative Politics (4) bringing to the surface the fundamental, often
Market Countries (4) Examines the evolution of the theories and meth- inarticulate, patterns, and presuppositions of
Explores the process of economic reform in a ods of comparative politics, addressing both the American thought about political things.
comparative and international setting by focusing recent history of the discipline and the current state PS 487/587
on emerging market countries (e.g., Argentina, of its practices. Topics include: the behavioral revo- American Political Culture:
Brazil, Mexico, Indonesia, Poland, Turkey, and lution, political development, the role of state, the 1820 to the Present (4)
Thailand). Designed to give a more in-depth new institutionalism, and the state-in-society The development from 1820 to the present of
analysis of reform policies for the students. approaches. Recommended prerequisite: PS 204. American political thought about government and
Recommended prerequisite: PS 454/554. PS 471/571 its proper relation to life, liberty, property and the
PS 458/558 Gender & Politics: A Comparative pursuit of happiness. Topics considered include
Political Economy of Perspective (4) democratization and the Jacksonian period, slavery,
International Security (4) Examination of the role, progress, behavior, and and the nature of the Union, Social Darwinism
Surveys the economic dimensions of war, peace, power of women in politics using a comparative and industrialization, the progressive period, the
and national defense in both historical and con- lens. Topics include the representation of women coming of the welfare state, and contemporary
temporary contexts. Topics include trade and con- in government, the problems confronting female concerns. Attention given to bringing to the surface
flict, economic statecraft, hegemony and imperial- candidates, the behavior of women officeholders, the fundamental, often inarticulate, patterns, and
ism, arms production and transfer, the military- and the gender gap in politics. Examines women presuppositions of American thought about politi-
industrial complex, and the revolution in military in western democracies, as well as in communist cal things.
affairs. Recommended prerequisite: PS 205. states and developing nations. Individual coun- PS 493/593
PS 460/560 tries are used as case studies. Recommended pre- Philosophy of the Social Sciences (4)
Political Development in Modern Turkey (4) requisites: PS 200 and junior standing. An analysis of the central problems associated
Designed to provide students with an in-depth PS 474/574 with the idea of a “science of society” to a “science
study of political development literature with a Democracy and Development of politics.” The philosophical foundations of
focus on modern Turkey. Examines how modern in Latin America (4) empirical social science are critically examined
Turkish republic emerged from the ashes of the Examines issues of democracy and development in and discussed along with the foundations of inter-
Ottoman Empire and evaluate stages of political Latin America. It addresses such topics as the role pretive social science, critical social science, femi-
development during the first, second, and third of history, political culture, political leadership, nism, post modernism, and rational choice theory.
republic. Finally, assesses the implications of political institutions, the state, the military, civil Recommended prerequisite: PS 381.
Turkey’s new geopolitics (since the end of the society, social classes, level of socio-economic devel- PS 495/595
Cold War) on Turkish political and economic opment, and their relationship to the possibilities Research Methods for Political Science (4)
development in a global perspective. This course of success or failure for democracy in Latin Introduction to an examination of methodological
is the same as Intl 460/560; may only be taken America. The course examines specific cases such as issues and statistical techniques for empirical
once for credit. Argentina, Brazil, Mexico, Chile, Peru, Venezuela, political research. Major topics include but are
PS 461/561 and Uruguay. Recommended prerequisite: PS 353. not limited to issues in designing political
Politics of Economic Reform PS 479/579 research, survey research, the role of hypothesis
in Modern Turkey (4) Transitions to Democracy (4) testing, and the major statistical tools commonly
Course examines the politics of planned economic Comparative analysis of political systems which employed in empirical political analysis.
growth under the Republican Peoples Party, transi- have experienced a transition from an authoritarian Recommended prerequisites: Mth 243, 244.
tion to the import-substituting growth model dur- to a democratic regime. Attention is given to the PS 503
ing the post-WWII era, problems associated with conditions supportive of democratic transition and Thesis (Credit to be arranged.)
economic stagnation in the 1970s, and transfor- to the problems of maintaining democratic stability. Pass/no pass option.
mation of the Turkish economy during the 1980s Recommended prerequisite: PS 204.
PS 530
and 1990s. The last two decades provide impor- PS 482/582 Proseminar in International Relations (4)
tant insight into how politics and economics Liberalism and Its Critics (4) Graduate seminar surveys the main theoretical and
(domestic as well as international) converge in Critical examination of the theory and practice of analytical approaches encountered in the study of
shaping Turkey’s economic growth strategies. This liberalism as an ongoing tradition. The basic ele- international relations. Themes include the grand
course is the same as Intl 461/561; may only be ments of liberalism are identified and discussed theoretical traditions of liberalism, realism, and
taken once for credit. and criticisms of the liberal tradition, as offered radicalism; analytical and methodological perspec-
tives, like behavioralism and rational choice theory; Program oratively designed by several units at PSU.
as well as the normative, critical, and postmodern The minor provides students with theoreti-
challenges to the mainstream.
The Division of Public Administration offers
a variety of programs to meet the educational cal and practical understanding on civic
*PS 543/PAP 643 needs of public service professionals. Mid- leadership, and prepares students to be
Resolving International Conflicts (4) responsibly engaged citizens. To earn a
A seminar that explores different kinds of interna- career managers and those intending such
tional disputes and actual conflicts in order to careers in federal, state, and local government; minor in civic leadership, a student must
identify and assess theories, analytical frameworks, not-for profit agencies; and hospitals and complete 27 course credits. Courses must
and methods of conflict resolution, management, other health care organizations are attracted include PA 311 Introduction to Civic
and prevention. Emphasis is on understanding the to both undergraduate and graduate pro- Leadership and PA 415 Civic Leadership
roots of conflicts and techniques that may be grams offered by the division because of the Integrative Seminar. A pre-approved 6-credit
appropriate to different levels and dimensions of community-based civic leadership practicum
conflict. quality of the faculty, the reputation of the
programs, and the convenience of course is also required. The practicum requirement
PS 545/PAP 645 may be fulfilled by either a pre-approved
American Foreign Policy (4) scheduling. In addition to its own faculty and
course offerings, the Division of Public capstone or by an independently developed
Contemporary foreign relations of the United
States; objectives, world, and domestic factors Administration draws upon faculty and community-based learning experience.
affecting American foreign policy; governmental courses from other departments and schools, Credits
institutions concerned with development and exe- such as political science, economics, criminol- Required courses
cution of foreign policy; major issues and prob- ogy and criminal justice, urban studies and PA 311 Introduction to Civic Leadership................ 4
lems. PA 415 Civic Leadership Integrative Seminar......... 4
planning, gerontology, and community
PS 556 health. Adjunct faculty with appropriate aca- Electives.................................................................. 20
Advanced Political Economy (3) CR 410 Intro to Non-Violence (4)
Readings seminar provides a review of the litera-
demic credentials and significant professional
Eng 308 The Immigrant Experience (4)
ture in theories and selected issues in international experience in government, nonprofit, and EPFA 410 School/Community Relations (4)
political economy. Core requirement for graduate health organizations also contribute to the EPFA 410 Spiritual Leadership (4)
students in the PAP doctoral program and for division. MS 311 Leading Small Organizations (4)
master’s students in political science who select The Division of Public Administration PA 411 Foundations of
international relations as their primary field of Citizenship (4)
admits students with undergraduate degrees PA 412 Civic Engagement:
specialization. in a variety of social sciences, as well as in The Role of Governing Institutions (4)
PS 557 business, the humanities, and sciences. It PA 413 Civic Engagement:
Policy Topics in Advanced accepts both full- and part-time students, The Role of Individuals (4)
Political Economy (4) PA 414 Civic Engagement:
This readings seminar provides a review of the lit- who have had substantial governmental and The Role of Social Institutions (4)
erature in theories and selected issues in interna- nonprofit experience, and who have little or PA 417 Ethical Leadership (4)
tional political economy. Core requirement for no professional experience. To accommodate PHE 365 Health Promotion Programs
for Children and Youth (4)
graduate students in the PAP doctoral program students who are currently working, the
and for masters students in political science who PS 312 Legislative Process (4)
division offers sections of all required cours- PS 417 Interest Groups (4)
select international relations as their primary field es in the evenings or late afternoons or in PS 431 State and Local Politics (4)
of specialization.
intensive weekend formats. Sci 347 Science, Gender and Social Context (4)
PS 559 Accreditation. The Master of Public Sci 331 Atmospheric Interactions:
Political and Economic Decision-making (3) Urban Air Pollution (4)
Examines the philosophical and conceptual Administration and the Master of Public Soc 423 Stratification (4)
assumptions embodied in alternative decision- Administration: Health Administration Sp 220 Public Speaking (4)
making theories in the fields of economics and degrees are accredited by the National Sp 313 Communication in Groups (4)
politics. Designed to show students the differences Association of Schools of Public Affairs and Sp 415 Problems in Intercultural
in individual and collective decision-making pro- Administration. The Master of Public Communication (4)
cesses and the technical and social challenges USP 410 Leadership for Sustainable
Health degree is accredited by the Council Communities (4)
faced in decision-making processes in the market on Education for Public Health. USP 450 Concepts of Citizen Participation (4)
place and the realm of politics. Examples cover
local, national, and international policy topics. Cooperative degree program in public Five courses from approved list
Recommended prerequisite: USP 515/615. This health. The Division of Public Community-based practicum.................................. 6
course is the same as USP 636; can only be taken Administration, along with the School of Six credit community-based civic leadership pract-
icum, either through participation in an approved
once for credit. Community Health, College of Urban and capstone, or through an independently devel-
Public Affairs at Portland State University, oped community-based learning experience.
collaborates with the Oregon Health &
Public Science University and Oregon State
University in offering the Oregon Master of Graduate programs
Administration Public Health degree. Coursework can be
taken at any one of the participating institu- Admission requirements
tions. The three universities jointly adminis-
650 Urban Center ter the M.P.H. degree program. In determining admission to the Division of
503-725-3920 Doctoral students. See the graduate pro- Public Administration, the faculty assesses
www.pdx.edu/hatfieldschool gram under the Hatfield School of the applicant’s preparation for and commit-
Minor in Civic Leadership Government on page 336 for details on the ment to the unique demands of a public ser-
M.P.A. Doctor of Philosophy in public affairs and vice career. It considers the following:
M.P.A.: Health Administration policy. 1. The appropriateness and quality of aca-
M.P.H.: Health Management and Policy demic preparation demonstrated by the
Degree requirements breadth and content of prior academic
Ph.D.—Lead Division in Public
coursework. A minimum GPA of 3.00 in
Administration and Policy Doctoral Requirements for minor. The interdisci-
undergraduate coursework is generally
plinary Minor in Civic Leadership is collab-
expected of students seeking regular PA 533 Public Policy: Origins and Processes (3) natural resources.
admission status. PA 534 Administrative Law and Policy Specialty areas may also be selected from other
Implementation (3) departments or divisions within the University and
2. Three independent assessments of the PA 540 Administrative Theory and Behavior (3) may be put together as multi-disciplinary endeav-
applicant’s ability to perform adequately in (Prerequisite PA 511) 3 ors in consultation with adviser.
Other specialty areas. Courses for a specialty in
graduate studies and potential for high- PA 551 Analytic Methods in Public
the Criminology and Criminal Justice area are
Administration I (3)
level performance in public service. The PA 552 Analytic Methods in Public provided by the Division of Criminology and
three letters of assessment, on forms pro- Administration II (3) Criminal Justice.
vided by the Division of Public (Prerequisite PA 551) Total 60
PA 582 Public Budgeting (3)
Administration, should be provided by PA 585 Financial Management in the Public Sector MASTER OF PUBLIC
faculty members from colleges or universi- (3) (or economics course approved by adviser) ADMINISTRATION:
ties previously attended or by other per- PA 590 Human Resources Management in the
HEALTH ADMINISTRATION
sons in a position to comment on the Public Sector (3) (Prerequisite PA 511)
applicant’s academic background and pro- Skill Development..................................................... 9 The Division of Public Administration
fessional experience. One letter should be Three of the following offers a Master of Public Administration:
from the applicant’s current employer, if
PA 525 Grantwriting (3) Health Administration degree. Students
PA 536 Strategic Planning (3)
any. admitted to this degree are required to com-
PA 545 Organization Development (3)
3. A résumé of professional work experience, (Prerequisite: PA 540) plete 60 credits of coursework.
if any. PA 547 Interpersonal Communication in the For students interested in geriatrics, geron-
Public Sector (3) tology, and the administration of aging pro-
4. A 500-word statement concerning the PA 548 Advocacy in the Public Sector (3)
applicant’s professional goals and how the grams, the Institute of Aging provides a
PA 549 Crosscultural Communications in the
specific master’s degree relates to the Public Sector (3) Graduate Certificate in Gerontology, which
achievement of his or her goals. This state- PA 555 Program Evaluation and Management (3) may be earned in conjunction with the
ment should indicate whether the student PA 556 Public Contract Management (3) M.P.A.:H.A. degree. At least 30 credits must
PA 557 Operations Research in be in health focused courses.
plans to participate in the program on a Public Management (3)
full- or part-time basis and when program Other courses not listed but appropriate to the Substantive Core ................................................... 30
educational goals of the student may be selected PA 511 Public Administration (3)
requirements are expected to be complet- with consent of adviser. PA 513 Administrative Ethics and Values (3)
ed. or PAH 573 Values and Ethics in Health (3)
Integrative Experience............................................. 6
5. A TOEFL score of 550 on paper, 213 on The integrative experience is offered under two
(Prerequisite PA 511)
computer or a 79 on internet is required options and is available to students only after they PA 533 Public Policy: Origins and Processes (3)
have completed at least 42 credits in their master’s PA 534 Administrative Law and Policy
of every applicant whose first language is program. Implementation (3)
not English. This is a requirement even if Option 1 is intended for students who have had PA 540 Administrative Theory and Behavior (3)
the applicant has earned an undergradu- limited or no administrative experience. Option 1: or PAH 541 Organizational Behavior in Health
PA 509, Organizational Experience (6). Services Organizations(3) (Prerequisite PA 511)
ate degree in the United States. PA 551 Analytic Methods in Public
Option 2 is for those students who have had at
6. All degrees offered by the Division of least three years of full-time administrative or Administration (3)
Public Administration require the submis- management experience in public, nonprofit, and/ PA 552 Analytic Methods in Public
or health care organizations. Option 2: PA 512 Administration II (3) (Prerequisite PA 551)
sion of GRE scores. Case Analysis (3), plus a three credit elective PA 582 Public Budgeting (3)
7. In addition to the above, the MPH pro- course approved by adviser.
PAH 586 Introduction to Health Economics (3)
gram requires completion of a graduate Field of Specialization............................................ 15 PA 590 Human Resources Management in the
course in statistics for admission. Specialty areas and courses must be approved by Public Sector (3)
the student’s adviser. The Division of Public or PAH 580 Health Services Human Resources
The Division of Public Administration Administration offers specialty areas and courses in: Management (3) (Prerequisite PA 511)
maintains the same application deadlines Public sector human resource management and Skill Development..................................................... 9
published for the University. Admission is labor relations. The Division of Public
Three of the following
Administration offers an integrated concentra-
open fall, winter, and spring terms. tion of course offerings for students desiring to PA 525 Grantwriting (3)
Limitation on by-arrangement courses. emphasize personnel administration, public sec- PA 545 Organization Development (3)
tor labor relations, and the management of (Prerequisite: PA 540)
Admitted Ph.D. and master’s students may human resources. Course offerings include PAH 576 Strategic Management in Health Care
utilize no more than 12 credits of by-arrange- Human Resource Management in the Public Organizations (3)
ment classes (501/601 and 505/605). In cases Sector; Public Sector Collective Bargaining: The or PA 536 Strategic Planning (3)
Legal Framework; Public Sector Collective
where more than 12 credits are needed Bargaining: Negotiations and Impasse PAH 578 Continual Improvement in Health Care
(3)
because of the lack of regularly scheduled Resolution; Public Sector Collective Bargaining:
Administering the Agreement; and Labor Law. PAH 579 Health Care Information Systems
classes, a waiver must be submitted for Management (3)
Nonprofit management. For students interested
approval to the division curriculum commit- in the operation of nonprofit organizations, the PAH 588 Program Evaluation and Management
tee and the division chair. Division of Public Administration offers a special- in Health Services (3)
ty in the management of nonprofit organiza- or PA 555 Program Evaluation and
Limitation on acceptance of C grades. tions. Course offerings include a required core Management (3)
No student may use more than two C of: Introduction to Nonprofit Management, Substitutions of other skill development courses
History and Foundations of the Nonprofit Sector,
grades toward graduation for a degree in the Governance of Nonprofit Organizations and
offered by the Division of Public Administration
are allowed with consent of adviser.
Division of Public Administration. Financial Management in Nonprofit
Organizations (in lieu of PA 585). Additional Integrative Experience............................................. 6
Degree requirements course offerings include Grantwriting, Strategic
Planning, Fundraising, Volunteerism, Program
The integrative experience is offered under two
options and is available to students only after they
Evaluation and courses specific to international have completed at least 42 credits in their master’s
MASTER OF PUBLIC non-governmental organizations. program.
Natural resources policy and administration. The Option 1 is intended for students who have had
ADMINISTRATION DEGREE Division also offers a concentration in the area of limited or no administrative experience. Option 1:
REQUIREMENTS natural resources and the environment. The PA 509, Organizational Experience (6).
emphasis is on policy and administration. Courses Option 2 is for those students who have had at
Substantive Core..................................................... 30
include: Natural Resources Policy and least three years of full-time administrative or
PA 511 Public Administration (3) Administration; Water Resources Policy and management experience in public, nonprofit, and/
PA 513 Administrative Ethics and Values (3) Administration; Energy Resources Policy and or health care organizations. Option 2: PA 512
(Prerequisite PA 511) Administration; and other specialty offerings in Case Analysis (3), plus an three credit elective
course approved by adviser. In consultation with his or her adviser, the student zen leadership. Analyzes how the structures and
selects elective credits from appropriate course processes of local governments affect opportuni-
Field of specialization............................................. 15 offerings of the participating universities. Elective
Core Specialization courses (6) courses may be selected to reflect an area of spe- ties for democratic accountability and citizen par-
PAH 570 Health Administration (3) cial interest. The choice of elective courses should ticipation. Recommended prerequisite: PA 311.
PAH 571 Health Policy (3) relate to the broad discipline of health manage-
ment and policy and supporting disciplines. PA 414
Plus 9 credits from the following list: Civic Engagement: The Role of
PAH 544 Leadership and Governance in Field work................................................................ 6 Social Institutions (4)
Health Care (3) PA 509 Organizational Experience (6) Develops understanding of the role social institu-
PAH 572 Health Politics (3) Total 61 tions (nonprofit, public interest, volunteer) orga-
(Prerequisite: PAH 571)
PAH 574 Health Systems Organization (3)
nizations play within the larger scheme of the
American democratic system. Examines how
PAH 575 Advanced Health Policy (3) Doctor in Philosophy in public affairs
(Prerequisite: PAH 571) socially sustainable communities are dependent
and policy. The Division of Public on strong social institutions and their relation-
PAH 577 Health Care Law and Regulations (3)
(Prerequisite: PAH 571 and PAH 574) Administration cooperates with other units ships with governing structures. Recommended
PAH 578 Continual Improvement in within the College of Urban and Public prerequisite: PA 311.
Health Care (3) Affairs to offer a doctoral degree in public
PAH 587 Financial Management in
PA 415
Health Services (3) affairs and policy. For details, see the pro- Civic Leadership Integrative Seminar (4)
(Prerequisite: PAH 571 and PAH 574) gram description on page 336. Culminating seminar for students in the civic
PAH 589 Research Methods in Health Services (3) leadership minor to reflect upon, synthesize, and
(Prerequisite: PH 525 and PHE 535) showcase their theoretical understanding and
Courses
PHE 587 Perspectives on Aging practical application of civic leadership. Students
Other health-related courses not listed may be develop a portfolio that demonstrates their learn-
selected in consultation with the adviser.
ing about civic leadership throughout the entire
Total 60 Courses with an asterisk (*) are not offered every year. course of the minor. Prerequisite: PA 311.
PA 311
MASTER OF PUBLIC HEALTH: HEALTH Introduction to Civic Leadership (4) PA 417
Students will examine leadership in democratic Ethical Leadership (4)
MANAGEMENT AND POLICY Explores the ethical conflicts faced by public offi-
societies, the ways in which people put concepts
The Division of Public Administration of civic responsibility into practice, and the chal- cials, both elected and career civil servants. The
offers the Master of Public Health degree lenges of community-building and leadership goal of the course is to provide students with ethi-
with a specialty in health management and development in the context of our evolving demo- cal leadership models that will enable them to
judge the appropriateness of ethical compromises
policy as part of the Oregon M.P.H. offered cratic society. Students will explore leadership
through various perspectives, including diversity, that put personal, professional, organizational,
by Portland State University, Oregon State and public service values into conflict with one
University, and Oregon Health & Science individualism, trust, and participation. A central
goal of this course is to help prepare students for a another. The course will rely on case problems
University. Students admitted to the health lifetime of responsible citizenship and civic and presentations by public officials who have
management and policy track of the M.P.H. engagement. faced these kinds of conflicts during their careers.
degree are required to complete 61 hours of Recommended prerequisite: upper-division stand-
PA 411 ing or completion of one of the following: Phl
coursework. Instruction is provided at Foundations of Citizenship and Community 202, PS 101, PS 102, or UnSt Leadership for
Portland State University and Oregon Leadership (4) Change Sophomore Inquiry course.
Health & Science University. Examines theories of citizenship within the demo-
cratic tradition, with a special focus on the roles PA 501
Core courses............................................................ 16 Research (Credit to be arranged.)
PHE 535 Epidemiology Survey (3) of citizens in the policy implementation process
PHPM 525 Introduction to Biostatistics (4) within their local communities. This focus will be PA 504
examined against the backdrop of the history and Cooperative Education/Internship
PHE 580 Concepts of Environmental Health (3)
tradition of citizenship within the American con- (Credit to be arranged.)
PHE 512 Principles of Health Behavior (3)
PAH 574 Health Systems Organization (3) text. The course builds a definition for communi- PA 505
ty leadership that recognizes the close interface Reading and Conference
Health administration and (Credit to be arranged.)
policy required concentration................................ 27 between the role of career administrators as agents
PAH 541 Organizational Behavior in of policy implementation and the role of citizens PA 507
Health Services Organizations (3) as active stewards of the public good. Seminar (Credit to be arranged.)
PAH 571 Health Policy (3) Recommended prerequisite: upper-division stand- PA 508
PAH 573 Values and Ethics in Health (3) ing or completion of Workshop (Credit to be arranged.)
PAH 576 Strategic Management of Health Care PS 101, 102 or UnSt Leadership for Change PA 509
Organizations (3) Sophomore Inquiry course. Organizational Experience (6)
PAH 586 Introduction to Health Economics (3) This course is the final integrative experience and
PA 412
Plus 12 credits from the following list:
Civic Engagement: The Role of is required for all M.P.A. and M.P.A.:HA students,
PAH 544 Leadership and Governance in Health
Governing Institutions (4) who have limited or no administrative experience,
(3) and for all M.P.H.:HMP students regardless of
PAH 570 Health Administration (3) This course develops understanding of how local
governments carry out their governance responsi- experience. The student completes a field experi-
PAH 575 Advanced Health Policy (3) ence with an appropriate agency, culminating in a
PAH 577 Health Care Law and Regulations (3) bilities and the roles they play within the larger
(Prerequisite: PAH 571 & PAH 574) scheme of the American democratic system. The project report systematically analyzing an admin-
PAH 578 Continual Improvement in Health Care goal is to assess how the structures and processes istrative problem that is both instructive to the
(3) of local governments affect opportunities for dem- student and of importance to the agency.
PAH 579 Health Care Information Systems ocratic accountability, citizen participation, the Requirements also include a reflective paper and a
Management (3) development of civic capacity, citizenship and public presentation. Students are required to
PAH 580 Health Services Human Resources civic leadership. attend an orientation seminar to aid them in
Management (3) planning how the field experience will integrate
PAH 587 Financial Management of PA 413 with their coursework and their career goals, and
Health Services (3) Civic Engagement: The Role of to cultivate the habit of reflective practice. PA 509
(Prerequisite: PAH 571 & PAH 574) Individuals (4)
PAH 588 Program Evaluation and Management may only be taken after students have earned at
Develops understanding of how local govern-
in Health Services (3) least 42 credits in their program of study.
ments engage citizens in contributing to the pro-
PAH 589 Research Methods in Health Services (3) PA 510
(Prerequisite: PH 525 & PHE 535)
cess of engagement. Assists students in develop-
ing civic capacity, and ultimately to promote citi- Selected Topics (Credit to be arranged.)
Electives................................................................... 12
PA 511 participants in understanding their own individu- environment, building and training workforces
Public Administration (3) al leadership styles and capacities and to better and advocating major societal changes.
The role of administration in a democratic soci- appreciate what is required to successfully lead at PA 524
ety. The course surveys the field, the development an individual, team/group, organizational, and Financial Management
of the profession and practices in public adminis- larger community level. in Nonprofit Organizations (3)
tration, and examines the legal, historical, eco- PA 518 Designed to provide participants without formal
nomic, and political foundations of the American Leading Public Organizations (3) accounting or finance training with the conceptu-
governmental and nonprofit traditions. Course seeks to develop an understanding of the al framework and practical tools needed to pro-
PA 512 essential ingredients of leading public organiza- vide strong fiscal management and fiscal leader-
Case Analysis (3) tions, including creating a vision, developing sup- ship in the nonprofit environment. For students
This course is designed to provide mid-career stu- port for the vision, and transforming the vision with formal finance and/or accounting back-
dents with administrative experience an opportu- into an organizational legacy. It focuses on the ground, the course will provide opportunities to
nity to develop skills in the areas of reflective distinctive role responsibilities of the leader as an compare and contrast fiscal management objec-
practice, administrative problem solving, consult- agent of the organization within the larger com- tives and functions in nonprofit with those found
ing, and coaching. Students will be required to munity setting, thus distinguishing the course in for profit and/or governmental entities. It is
present a case problem they developed as the basis from other leadership classes that focus on either structured to illustrate the nonprofit fiscal man-
of an exercise in administrative problem solving an individual or organizational perspective. As agement cycle: planning, execution, recording,
and coaching for their fellow students. part of this larger external focus, participants reporting, and monitoring.
Prerequisites: at least three years of full-time acquire the knowledge and skills to undertake PA 525
administrative or management experience in a inter-jurisdictional and strategic planning, conflict Grantwriting for Nonprofit Organizations (3)
public, nonprofit and/or healthcare organization management, to work with the media, and to The process of grant acquisition, beginning with
and 42 hours of completed coursework toward develop and implement collaborative agreements. the formulation of a fundable idea and conclud-
the degree. PA 519/619 ing in an application and its review. Students are
PA 513 Civic Capacity (3) expected to identify potential funding sources,
Administrative Ethics and Values (3) Examines the factors that contribute to the capac- initiate inquiries, and develop an application for
Explores values, ethics, and morality in public sec- ity of communities to create social agreement and funds to support a program or study of special
tor administration. It considers such concepts and to sustain collective action over time. Provides interest. The steps in this process are discussed in
issues as the following: personal and professional students with an opportunity to evaluate current general terms and in the context of each student’s
values and roles; the myth of value neutrality; the research on the factors that contribute to the application. The focus is the development of
public interest; values, ethics, and change; value development of social capital and to apply this grants from private rather than public funders.
trade-offs; ethical ambiguities; ethical codes, fiscal research to field-based community building activi- PA 526
ethics, and ethics and administrative discretion. ties. Fundamentals of Fundraising in Nonprofit
Prerequisite: PA 511. PA 520 Organizations (3)
PA 514 Introduction to Nonprofit Management (3) Creating an environment for successful fund
Global Leadership and Management (3) Introduces students to a wide range of manage- development within a nonprofit organization is a
Contemporary global realities require emerging ment needs, problems, and issues of not-for-profit serious undertaking that requires a substantive
public sector leaders to prepare themselves by learn- organizations. It considers such items as the fol- understanding of, and experience with, develop-
ing adaptable leadership and management concepts lowing: the executive director as manager; aspects ment programs and fundraising practices. Course
and tools. This core course is designed to equip of governance; volunteer/staff relations; personnel provides the learner with the basic theories, prin-
interested students, both from the U.S. and abroad, administration; budgeting and financial manage- ciples, and techniques for fund development.
with professional skills and practical knowledge ment; fund raising and sources of revenue; long- PA 527
that will help them “to lead and manage responsi- range planning; and community organization. New/Emerging Nonprofits: Development and
bly” in a range of global settings. PA 521 Management (3)
PA 515 History And Foundations Intended to develop knowledgeable leaders for the
Public Works Administration (3) of the Nonprofit Sector (3) nonprofit sector that understand how to establish
A general overview of administrative practices in Provides an introduction to the history and devel- and manage newly emerging organizations.
public works, including an evaluation of organiza- opment of the private, nonprofit sector in the Examines a wide range of management and lead-
tional practices, project management, and rela- United States. It explores theories and concepts ership needs, problems and issues that arise for an
tionships to political processes. The course will that describe the social, political, legal, and eco- organization in its early years. Explores how an
consider actual problems in the administration of nomic meaning of volunteerism, philanthropy, organization develops and emerges and how the
public works. and the nonprofit sector as a sector separate from traditional tasks of management: supervision,
government and business. It provides a specific planning, budgeting, fundraising and marketing
PA 516
Current Issues in Public Management (3) focus on the relationship of nonprofit to govern- can be most effectively administered.
Explores two major strategies for the reform of ment in the delivery of public services within the Recommended prerequisites: PA 520 or PA 521.
public organizations: (1) an economic-centered context of a welfare state. PA 528
approach that emphasizes private market-place PA 522 Organizational Leadership and Decision
incentives and the measurement of outcomes and Governance of Nonprofit Organizations (3) Making in Nonprofit Organizations (3)
(2) a civic dialogue approach that advocates the Addresses the history and functions of boards in Introduces students to the theory and practice of
use of deliberative processes, reliance on collabo- the nonprofit sector, including an examination of leadership and decision-making in the nonprofit
ration, and a greater role of nonprofit organiza- the roles of boards in governance and leadership; sector. It focuses on the relationship of leadership
tions in the design and delivery of public services. policy and administration; decision-making pro- to management, governance, and organizational
The purpose of this course is to examine these cesses; board-staff relations; resource development; effectiveness of nonprofit organizations. It covers
approaches within the context of traditional mod- board composition and recruitment; ethics and classic, modern, and contemporary theories of
els that have guided the public policy and man- liability; and current research on boards and orga- leadership, including trait, style, situational, con-
agement role of the bureaucracy in the American nizational effectiveness. tingency, charismatic, transactional, transforma-
system of democratic governance. tional, team, and contemporary approaches to
PA 523 leadership and decision-making.
PA 517 Nongovernmental Organizations: Nonprofits
Leadership Development for Public on the World Stage (3) PA 529
Organizations (3) Introduction to the history and development of Nonprofit Field Study
Course focuses on two activities: (1) use of assess- Nongovernmental Organizations (NGOs) and the in Oaxaca, Mexico (3 or 6)
ment instruments to prepare individual leadership roles they play on the world stage. Examines the An intensive immersion program in Oaxaca,
profiles and (2) an examination of various leader- causes of the growth and significant role of NGOs Mexico, offered by the Institute for Nonprofit
ship theories with applications to specific leader- in creating civil society, as well as the roles of Management in the Hatfield School of
ship situations. The goal of the course is to assist NGOs in fighting oppression, safeguarding the Government. Course includes nonprofit field study
and site visits, cultural immersion homestays, and PA 537 zational, and intersectoral levels. They will explore
visits to cultural sites. The program varies in the Law and Public Policy (3) the potential for using collaboration in a variety of
types of nongovernmental nonprofit organizations Law and courts are critical to public policy. The community settings.
the students visit, based in part on the interests of policy process often starts with cases for which no PA 545
the students who register. On-site translation is pro- formal policy exists. The seminar examines judges Organizational Development (3)
vided so that proficiency in Spanish is not necessary, as policymakers and the operation the policy pro- A consideration of organization development as a
but Spanish language study is part of the immersion cess when courts are involved. It considers critical strategy for organizational change. This course
experience. issues in judicial policymaking, examines fields emphasizes concepts and methodologies relating
PA 532 where courts have played important policy roles, to organizational problem diagnosis, action
Organization and Methods (3) contemplates difficulties faced by judges, and research, planned change, change implementation
Designed to familiarize students with the sub- helps students develop techniques to analyze judi- and evaluation, and the development of appropri-
stance and range of work performed by manage- cial policymaking. ate interpersonal competencies and skills. Focuses
ment analysts in the public sector, commonly PA 538 on the public manager as change agent.
referred to as organization and methods. Advocacy and Political Participation by Prerequisite: PA 540.
Emphasis will be on developing skills and the Nonprofit Organizations (3)
PA 546
ability to conduct management analysis studies. Exploration of the role of citizen advocacy and Supervision in the Public Sector (3)
Specific content will include: conducting reorga- political participation in the United States in the Focuses on the role of the supervisor in contem-
nization studies; work measurement and produc- twenty-first century. Investigates the many mean- porary public and nonprofit organizations and the
tivity analysis; procedures analysis; forms control; ings of the term "civil society," as well as the role knowledge, skills, and abilities needed to effective-
management by objectives; management informa- of nonprofit and voluntary organizations in lob- ly perform this role. Among the topics considered
tion systems. Prerequisite: PA 540. bying and advocacy, and the role of citizen move- are the ethics and values of supervision; work
ments in shaping local, national and global planning; delegating, motivating, and empower-
PA 533
Public Policy: Origins and Process (3) democracy. Will discuss and analyze specific ing; communicating effectively; developing a
Drawing on the general concept of the policy advocacy campaigns with a focus on strategy. team; coping with conflict; monitoring and evalu-
cycle, this course explores the central actors, pro- PA 539 ating performance; and dealing with the boss(es).
cesses, and issues associated with the formation of National Policy Process (3)
PA 547
public policy. The course gives particular weight As a seminar in public administration, the Interpersonal Communications
to interaction among the three branches of gov- National Policy Process is studied on-site in in the Public Sector (3)
ernment, interest groups, and the private sector. Washington, D.C. Attention is paid to the actors Explores the theory and practice of human com-
Tensions between technocratic and political and the action of policy process, to the institution- munication in an organizational context. Special
approaches to policy development also receive alization of that process, and to the administrative emphasis will be placed on theories of task-group
attention, as do intergovernmental concerns. components of that process. Meetings are arranged communication, interpersonal conflict resolution
with key policy actors in appropriate organizations and cross-value (intercultural, interethnic) com-
PA 534
Administrative Law and Policy Implementation including the Office of Management and Budget, munication. Various exercises will emphasize skills
(3) Congressional staff, lobbyists and think tanks, the in verbal presentation, group communications,
When policies receive the formal status of laws, General Accounting Office, regulatory boards, and and interpersonal communication in the context
they acquire a special significance for the execu- various agencies. A current piece of legislation or of status, cultural, ethnic, and gender differences.
tive and judicial branches. This course examines set of legislative initiatives is used as a case study
throughout the week. PA 548
the process of policy implementation through the Advocacy Roles in Public Management (3)
use of administrative discretion and the rule-mak- PA 540 Explores the skills of advocacy as they relate to the
ing process. Delegation of legislative power, judi- Administrative Theory and Behavior (3) duties of the public administrator. The basic prin-
cial review, informal adjudication, and the role of Managing organizational systems to accomplish ciples of argumentative procedure are emphasized
the administrative law judge are emphasized. The purposeful outcomes. Attention is given to how with a focus on oral advocacy, briefing arguments,
limits of discretionary authority are explored. formal structures and informal processes influence and conducting public hearings. Videotape will be
Students address the theoretical, practical, and organizational goals in public and nonprofit envi- used to help develop the oral communication
ethical issues in implementation, giving particular ronments. This includes theories of organizational, skills of the advocate.
attention to the relationship between stated goals group, and individual behavior, such as organiza-
and actual outcomes. tional design, power and authority, leadership, PA 549
teamwork, communications, work design, and Crosscultural Communication
PA 535 in the Public Sector (3)
Administrative Law and Regulation (3) motivation. Emphasis is on managers and manag-
ing in public purpose organizations by reviewing An examination of intercultural communication
The constitutional basis for administrative law; the aspects, processes, and scenarios occurring in pub-
Administrative Procedures Act; promulgating regu- major theories and their application and effective
use. Prerequisite: PA 511. lic sector interactions. Emphasis on external-cli-
lations: notice, hearings and reasoning processes; ent/constituent relationships. Development of
practical problems in rule making; administrative PA 542 intercultural awareness is a key goal introduced
adjudication: discovery, hearings, and decisions; Sustainable Development Implementation (3) through class discussion, scenario investigation,
informal administrative decisions: fairness vs. effi- Focuses on the challenges involved in attempting and research projects. The course is highly inter-
ciency; technical law: jurisdiction, standing, right- to turn international commitments and policy active with class discussion required.
ness, court procedures; designing administrative promises into action. Using examples from
procedures to reach good decisions quickly with around the U.S. and around the world, we exam- PA 550
ine sustainable development policy implementa- Managing Information Resources (3)
reasonable resources; freedom of information; cur-
tion and operation in an effort to see what Considers information management and comput-
rent administrative law problems.
worked, what did not, and how implementation er information systems as they affect public man-
PA 536 agement and public policy. Basic concepts are
Strategic Planning (3) challenges can be addressed.
covered, and emphasis is placed on the use of
Provides an overview of the application of plan- PA 543 computerized information technologies as man-
ning systems to public sector functions and Creating Collaborative Communities (3) agement tools for public sector administrators.
explores newer “stakeholder” theories of planning, Collaboration is perceived as an important method Substantial use is made of case studies to highlight
planning models, and the step-by-step process for for addressing complex community issues through how the public sector manager may most appro-
initiating and engaging in strategic planning pro- alliances with other organizations in the nonprofit, priately and effectively use computer resources
cesses at various levels of government. Through for-profit, and government organizations. This and avoid inappropriate and misleading use of
the use of case studies and hands-on exercises, stu- course introduces students to the theory and prac- these resources.
dents are exposed to practical applications of stra- tice of collaboration through in-class and “living”
tegic planning approaches and techniques. case studies in the community. Students will learn PA 551
the success factors, barriers to, and preconditions of Analytic Methods
in Public Administration I (3)
collaboration at the intraorganizational, interorgani-
Topics to be covered include: research design, PA 557 PA 565

sampling methods and theory, data collection, Operations Research in Public Administration Natural Resource Policy
techniques of data analysis and presentation, sta- (3) and Administration (3)
tistical reasoning, and computer applications for Addresses the need for today’s public administra- Reviews the history, politics, and institutions relat-
statistical analysis. tors to have some understanding of the increased to current environmental and natural resource
ingly important tools of management science and policy and its administration. Reviews policy
PA 552
Analytic Methods operations research. It has no prerequisite: quanti- domains like land and forest, water, energy, fish
in Public Administration II (3) tative or technical background is not required. A and wildlife, and environmental quality. Special
A continuation and expansion of topics covered in variety of topics will be covered, with some flexi- attention is paid to policy and administrative gov-
PA 551, focusing on analytic methods used in bility in choice of topics according to students’ ernance issues like sustaining common pool goods,
research and evaluation of public sector policies, interest. Topics include: linear programming, structuring intergovernmental relations, and evalu-
systems, and programs. Topics to be covered may queueing, simulation, decision analysis, forecast- ating policy implementation strategies of direct
include: qualitative and quantitative applications ing, PERT/CPM, inventory analysis, and replace- production, planning, regulation, and changing
in research design and data collection; statistical ment analysis. Methods taught in the course will market incentives. A central premise is that natural
modeling, forecasting, program evaluation, and be in the context of public administration. resource administrators face a policy arena that is
other areas of applied research. Prerequisite: PA PA 558 intrinsically problematic because of the dynamic
551. Managing Public Projects and Programs: From nature of social values about natural resources, the
Local to Global (3) long time horizon implicit in resource systems, the
PA 553 broadening geographic scale considered in natural
Sustainable Development Policy and Introduction to management concepts and tools
required for the design, implementation and sus- resources decisions, and the interdependency of
Governance (3) social and ecological communities. Recommended
Foundation in sustainability-related policy design, tainability of public sector (government and non-
governmental organizations) programs and proj- as a first course in the environmental and natural
policy analysis and governance approaches at mul- resource administration specialization.
tiple jurisdictional levels and in different cultural ects. Draws on contemporary literature and case
and social contexts. Explores challenges and studies. Students apply their management learn- PA 566
opportunities related to developing policies and ings from this course to a real-life program or Water Resources Policy
governance models that address the complex project. Expected preparation: PA 511 or PA 533 and Administration (3)
social, economic and environmental aspects of or PA 540. Reviews the history, politics, and institutions
sustainability. Examines the role systems thinking PA 562 related to current water policy and administration
plays in policy development and analysis in order Managing Employee Performance in the Public in the United States. Examines policy history
to achieve integration across scales and sectors. Sector (3) leading to present institutional and legal arrange-
Relevant topical issues serve as the focus for Managing human capital can be a challenging ments for federal, tribal, regional, state, and local
exploring how policy development and gover- endeavor and doing so in the public sector, partic- water quality and quantity decision making.
nance develops on the ground. ularly in government, introduces the added bur- Attention is given to the industrial development
den of politics. Explores the multifaceted nature of the East and created water resources of the arid
PA 554 West as a way to understand changing social sen-
Policy Analysis Research (3) of performance in the workplace including the
political, legal, economical and managerial issues timents toward water and water policy. Examines
Course requires student to become proficient in the evolution of purpose in pollution laws from
the use of reference tools for successfully under- that often accompany addressing employee perfor-
mance in the public sector (government and non- human health protection to include ecosystem
taking policy research. Students are required to health protection and explores implementation of
identify a policy issue and to use library and on- profit). The goal is to manage and improve
human resources while holding individual such protection through “watershed” approaches
line resources to track a piece of public policy to land use and water quality management by
through the stages of agenda-setting, legislative employees and public agencies account for organi-
zational performance. Prerequisites: PA 590. NGO’s, and federal, state, and local government.
policy-making, administrative implementation, A major theme is the problem of developing
court adjudication, and follow-up analysis and PA 563 coherent water policies in a policy arena which
evaluation of consequences. The course consists of Citizens and Administration (3)
has divided authority, plural traditions, and multi-
a series of on-line exercises corresponding to each This course analyzes modern civic life and its
ple resource and social issues.
stage of the policy development and implementa- challenges. Its major focus is the often ambiguous
tion process. The exercises are supplemented with relationship between citizens and administrators PA 567
discussion and lectures. in the political system. Other topics emphasized Energy Resources Policy
are: transformation of civic life in modern times, and Administration (3)
PA 555 Reviews the history, politics, and institutions
Program Evaluation and Management (3) declining citizen trust in government, modern
approaches to citizen participation in government, related to current energy policy and administra-
Examines program evaluation from the perspec- tion with particular attention to the Pacific
tive of the public administrator. Covers the major and the future of “civism” in the United States.
Northwest and development of hydroelectric
approaches, methods, and concepts in the field of PA 564 power. National energy policy history is reviewed
program evaluation. Topics include impact assess- Current Issues in Environmental Policy and including political, financial, and environmental
ment, research design, qualitative evaluation Administration (3)
problems. Explores the roles of interest groups;
methods, performance auditing, benefit-cost anal- Provides in-depth analysis of evolving issues in
state, local, national, and international govern-
ysis, and other selected topics. environmental and natural resources policy and
ments; and regional governing institutions. It
administration. Topics for analysis vary from
PA 556 explores the changing distribution of social costs
term-to-term. Examples of topics include: politi-
Public Contract Management (3) and benefits as both a cause and result of policy
cal approaches to sustainable development, issues
Explores what happens when public sector organi- change. Passage of the 1980 Northwest Power
in water and land, urban natural resource man-
zations form working relationships with other Act, the Northwest Power Planning Council cre-
agement, hazardous materials issues, the politics
agencies, communities, nonprofit organizations, or ated in the act, and the implementation of the act
and policy of dams and dam removals, issues of
for-profit firms through contracts. It seeks to will be studied, as will current issues like energy
governance in the Columbia River Basin, new
understand key elements of the formation, opera- conservation, regional power planning, deregula-
models of environmental management. Noted
tion, and termination (or transformation) of these tion and the status of institutions involved in
practitioners from the region, senior administra-
relationships and to do so from the perspective of energy policy, and Columbia basin fish and wild-
tors and advocates are frequent guest presenters in
the generalist manager rather than from a narrow life conservation.
the class. Issues are developed and explored
technical view. The purpose here is not to debate PA 568
through multiple perspectives in the spirit of lib-
whether government at all levels should do more Forest Policy and Administration (3)
eral education and professional development. The
contracting or less but to assess what happens when Reviews the history, politics, and institutions related
course meets the needs of advanced students, pro-
the decision is made to use contractual arrange- to forest resource policy and management. Focuses
fessionals in the community, and others with par-
ments to perform services or provides materials. on how policy affecting public and private forest
ticular interest in current issues.
land is made and implemented. Case studies, largely
from the northwestern United States, are used to
examine these processes. History, laws, and pro- includes a consideration of the administrative and from a public law perspective with a concern for
grams relating to forest land ownership, public and behavioral as well as the economic dimensions of the challenges facing public managers.
private forest management, and associated environ- financing public organizations. The examination PA 594
mental protection are studied at the federal and identifies and explores the skills which are appro- Enhancing Diversity in the Workplace (3)
state levels. Special attention is given to understand- priate for managing contemporary public finance To examine the effects of diversity across organi-
ing how public values about forests develop, and systems. Among the specific topics considered in zations with particular emphasis on those within
how public values affect public policy related to for- this course are the following: tax and nontax the public sector. Three aspects of diversity initia-
ests held by public, nonprofit, industrial, and pri- sources of revenue; intergovernmental fiscal relatives will be employed: valuing, enabling and
vate owners. tions; debt management; productivity; rate analy- managing diversity. A wide range of cultural and
PA 569 sis; cash flow management; and managing fiscal social diversity issues, to include but not limited
Fish and Wildlife Policy retrenchment. to race, gender, age, nationality, class, language,
and Administration (3) PA 590 sexual orientation and disability, will be discussed.
Reviews the history, politics, and institutions Human Resource Management Theories and practical tools will be explored and
related to fish and wildlife policy and administra- in the Public Sector (3) students will be given the opportunity to work on
tion. Focuses on how policy affecting fish and Administration and management of human resource diversity issues by way of discussions, case studies
wildlife is made and implemented. Case studies, systems in public sector and nonprofit organizations. and field assessments.
largely from the northwestern United States, are Focus is on the underlying values of human resource PA 595
used to examine these processes. Policy history is management, related public policies, structural pat- Public Sector Collective Bargaining:
studied at the state and federal level with particu- terns, and the functional areas of HRM systems. The Legal Framework (3)
lar attention to the federalization of authority in Specific attention will be directed to the strategic The history and development of public sector col-
this arena and the role of interest groups in poli- roles of human resource management in day-to-day lective bargaining in the United States. Specifically
cymaking and implementation. Current issues like operations, merit system concepts and practices, included: the role and importance of public sector
endangered species, the role of tribes, bio-diversity position and wage classification systems, methods of collective bargaining law; the diversity of collective
conservation, and inter-jurisdictional management securing a qualified labor force, and labor relations. bargaining laws; comparison of various state laws
of fish and wildlife are the focus of study. Legal requirements in each of these areas will be with proposed national legislation; an in-depth
PA 581 examined. Emphasis will be on learning by doing analysis of Oregon’s public sector collective bar-
Advanced Fundraising (3) through use of skill-building exercises, simulation gaining law; the Oregon Employment Relations
Focuses on the understandings, processes, and and analysis of case materials, review of relevant case Board (ERB)—its structure and operation, the
skills that are necessary for successful major gift law, administrative rule-making, and current litera- rules of procedure of ERB, major functional areas
development. Addresses the process of developing ture. This course serves as a foundation for PA 591. of ERB-bargaining unit determination, representa-
advanced fundraising techniques, beginning with Prerequisite: PA 511. tion and decertification procedures, unfair labor
the formulation of the development plan, moving PA 591 practices, the conduct of elections, the Oregon
through developing a gift management system, Policy Issues in Public Human Resource Mediation Service, impasse procedures and con-
and concluding with application and design of Management (3) tinuing legal issues (mandatory vs. permissive
effective gift stewardship. The steps in the process Provides an in-depth analysis of evolving issues in home rule and sovereignty bargaining in good
are identified in general terms with specific appli- the management of human resource systems in faith). This course is a prerequisite for PA 596 and
cation applied to the context of student experi- public sector and nonprofit organizations. Topics PA 597.
ence or projects. Also covers the role of leadership for analysis vary from term-to-term. Examples of PA 596
especially volunteer leadership, and the relation- topics include: the design and implementation of Public Sector Collective Bargaining:
ship of that leadership with other human resourc- employee performance evaluation programs; Negotiations and Impasse Resolution (3)
es such as the Development Officer or the Chief determining training needs and planning a pro- Deals with the diversity of roles of the parities in
Executive Officer. Expected preparation: PA 526. grammed response; compensation systems, negotiation; planning for negotiations; develop-
PA 582 including problems of wage compression; negoti- ment of original demands and fallback positions;
Public Budgeting (3) ated wage settlements and other economic bene- negotiation strategy and tactics; the major issues
Focuses on the major dimensions of public sector fits related to wages and salaries; employee morale in negotiating; and the diversity and similarity of
budgetary systems. Major emphasis will be devot- and motivation incentives; and occupational negotiations in state government, cities, counties,
ed to the local budget processes. Topics will health and safety issues. Noted practitioners from school districts, and higher education. A mock
include basic concepts of public budgeting, the the region are frequent guests of the class. This negotiation case will be bargained. This course
budget cycle, budget strategy, planning and pre- course is a continuation of material covered in PA will also deal with the process of mediation, fact-
sentation, alternative budgeting systems, the bud- 590. Students may take this course without com- finding, and interest arbitration. Prerequisite: PA
get as a political and management tool. pleting PA 590. 595.
PA 583 PA 592 PA 597
Advanced Budgeting Concepts and Techniques Volunteerism and Volunteer Management (3) Public Sector Collective Bargaining:
(3) Examines the historical, social, and cultural con- Administering the Agreement (3)
Investigates how budgeting can be used to review, text of voluntarism in America as a way of under- Deals with the nature of the collective bargaining
analyze, and establish public policy and administra- standing who volunteers and why, and what dif- agreement; the establishment of grievance proce-
tive accountability. Students learn how to: 1) design ference it makes in the lives of organizations and dure; the meaning of a grievance; the processing
the best budget system to fit various political envi- communities. The course includes skill develop- of grievances; and continuing grievance problems
ronments; 2)review the effectiveness and efficiency ment in the management and administration of such as discipline, transfers, seniority, overtime,
of programs through budget analyses; and 3)use the volunteer programs in a nonprofit organizational work assignments, insubordination, layoff, recall,
budget to clarify public policy issues and establish context, including volunteer program planning, and manning requirements. Emphasis will be on
management accountability for performance. The evaluation of volunteer programs, recruitment, the use of case materials to illustrate these prob-
mechanics of public budgeting will also be dis- training, and retention of volunteers. lems. Also includes a discussion of arbitration fol-
cussed in detail, including developing a budget cal- PA 593 lowed by a mock arbitration session. Prerequisite:
endar, making fund balance estimates, balancing Civil Rights for Public Managers (3) PA 595.
revenues and expenditures, and monitoring the Public service professionals deal with a variety of PA 598
approved budget. Students should have practical civil rights issues on a regular basis. They manage Values-based Management (3)
experience or a previous course in budgeting. a diverse workforce with civil rights considerations Introduces the model of values-based management
PA 585 central to effective human resource management. as a method to enhance compatibility between the
Financial Management That diverse workforce serves increasingly diverse individual and the organization that is essential for
in the Public Sector (3) communities. Civil rights include race and eth- decision-making and supervision, particularly in
An investigation of the sources, methods, and nicity, but other issues and groups as well. This nonprofit organizations. Students will develop a the-
mechanisms available for financing public organi- course considers the major issues of civil rights oretical understanding of the elements of effective
zations in a dynamic and complex environment. It supervision and of the impact that a director/super-
visor has on the human resource system in their makers and health care professionals and adminis- clinical care and operational management tools.
organizations. Students will work through the pro- trators as to who gets what health services; the Included are business needs, the relationship
cess of clarifying agency mission, purpose, and values conflict between money and profits and the con- between organizational needs and technology
and develop skills for aligning their practices with cept that all people within the American demo- capabilities, and the management and control of
these values. cratic system are entitled to at least basic health IS resources. The focus on health care organiza-
PA 601 care. tion re-engineering includes the role of evolving
Research (Credit to be arranged.) PAH 574 technologies in development of the community
PA 603 Health Systems Organization (3) health resource and information needs in the shift
Thesis (Credit to be arranged.) Course focus is on the manner in which health from inpatient clinical settings to community pro-
care in the United States is organized and admin- vider networks.
PA 605
Reading and Conference istered, as well as the forces which are influencing PAH 580
(Credit to be arranged.) change in the structure and delivery of health ser- Health Services Human Resources
PA 607 vices. Specific topics of analysis and discussion Management (3)
Seminar (Credit to be arranged.) include: structure of the health care system, the Overview of human resources within the context
PA 610 providers, health care personnel, financing health of health care organizations. Focus on the practi-
Selected Topics (Credit to be arranged.) care, planning, and evaluation. cal application of human resources management
PAH 541 PAH 575 principles in the work setting through discussion
Organizational Behavior Advanced Health Policy (3) of situations common in health care environ-
in Health Service Organizations (3) Provides students focusing on health policy analy- ments. Elements of the situation evaluated from
Provides an overview of organizational theory and sis or advocacy the opportunity to explore specific the health care employee and health care manager
behavior in health services organizations. areas of health policy in-depth. Taught as a semi- perspectives. Examples of techniques, forms, and
Emphasis is on developing an understanding of nar with students required to select two policy tools will be discussed.
the factors and forces which influence the areas, develop readings and questions, and lead PAH 586
organization, behavior, and operations of health class discussion facilitated by the instructor. Introduction to Health Economics (3)
services delivery organizations through consider- Coursework emphasizes the understanding, iden- Focuses on defining and measuring the perfor-
ation of organizations, their environments, and tification and development of successful and sus- mance of the health care sector, defining and
the roles of individuals working in management. tainable health policy including preparation of explaining microeconomic concepts, and evaluat-
PAH 544 four brief, structured policy proposals. ing various policy initiatives to improve efficiency,
Leadership and Governance in Prerequisite: PAH 571. equity, and technological progress in health care.
Health Services (3) PAH 576 Specific topics include description of the health
Class explores principles and practices of leader- Strategic Management care industry, production of health, measurement
ship and governance in a variety of health and of Health Care Organizations (3) of health care price changes, theory of demand for
human services organizations. Theories of leader- This course provides prospective and current health care, theory of production and cost, mea-
ship and models of governance are studied, and health care managers with the tools necessary to surement of inputs and outputs, cost-benefit and
explored through case studies of local health and successfully manage their departments/organiza- cost-effectiveness analysis, and structure and func-
human services leaders and their governance relations in a strategic manner. Course content will tioning of markets. In addition, the role of govern-
tionships. Students also conduct self-assessments build upon the basic methods of strategic plan- ment in a private economy in dealing with market
of present and future leadership practice and ning and management, with special attention paid failure is discussed, especially as it relates to the
potential. Prerequisites: addressing and managing the problems and chal- goal of assuring universal access to health care.
PAH 541, 571, 574. lenges specific to the health care industry. Does not require any specific preparation in eco-
nomics or mathematics, although graphical pre-
PAH 570 PAH 577 sentation of economic concepts is emphasized.
Health Administration (3) Health Care Law and Regulation (3)
An examination of issues related to the adminis- Course intended to be an introduction to the PAH 587
tration of health care systems. Topics include: American legal system and the laws that affect Financial Management of Health Services (3)
changing patterns of health care, budget and public health and health care. Initially, course Focuses on the analysis and administration of
financial management techniques, and political focuses on public legal relationships between gov- resources in the health care field. Among the spe-
influences on health administration. ernments and individuals, and proceeds to review cific topics included in this course are financial
private legal relationships between individuals or statements, budgeting, cash flow, costing, capital
PAH 571 decision making, sources of capital and operating
Health Policy (3) organizations. Reviews the source of laws affecting
health care, the basics of constitutional law, the funds, depreciation and government reimburse-
Centers on an investigation of the public policy
right to privacy, state and federal regulation of ment schemes, and human resources planning and
process as it affects the health care field. Specific
health care, and negligence in health care. Wraps management. Prerequisites:
health care policies and programs are used to
up with an introduction to cutting edge health PAH 571, 574.
explore the characteristics of the health care policy
process and the factors involved in the formula- care issues such as health care fraud and abuse PAH 588
tion, implementation, and evaluation of health compliance and medical record privacy. Program Evaluation and Management In
care policies and programs. Prerequisites: PAH 571, 574. Health Services (3)
PAH 578 Introduces the theory and practice of program
PAH 572 evaluation in the health services system. Includes
Health Politics (3) Continual Improvement In Health Care (3)
Intended to introduce students to the concepts of multiple methods and uses of evaluation from the
This course is designed to survey the interwork- perspectives of managers, health professionals, and
ings of health care legislation. By examining the continual improvement and illustrate applications
of these concepts in health care. The basic content health services researchers, with an emphasis on
nuts and bolts of health law development, a better the utilization of evaluation findings in program
understanding of health policy development with- will be drawn from the industrial quality improve-
ment literature; this will be elaborated through planning and management in health services.
in the context of the political system can be real- Course learning will be synthesized through a
ized. Health legislation is examined in terms of presentation and analysis of health care case stud-
ies. Students will gain an understanding of differ- community-based learning experience involving
historical analysis and the legislative process, working with a community partner to develop an
including the role of interest groups, the use of ent approaches to process improvement and quali-
ty management and will be prepared to apply this evaluation framework and methodology for an
information in the political system, the role of existing or proposed health program.
bureaucracy, and the budget process. knowledge in the practice setting.
PAH 579 PAH 589
PAH 573 Research Methods in Health Services (3)
Values and Ethics in Health (3) Health Care Information Systems Management
(3) Provides an introduction to traditional methods
Explores a number of issues and questions in of designing and conducting health services
health care, including the following: conflicting Two foci: health information systems and health
care organization re-engineering. The first focus research. It is intended that at the completion of
and competing values; making choices by policy the course students will understand multiple
looks at information systems in health care as
approaches to health services research, be able to

be both participants in and consumers of the
This course focuses on the politics of the policy
process. It examines the role, influence, and inter- Research centers
research process, and will be competent in con-
ducting critical appraisals of the health services lit-
action of legislatures, executives, bureaucracies,
courts, policy communities, and citizens. The
and institutes
erature and in writing research proposals. course follows the stages of policy development:
Prerequisites: PHPM 525, PHE 535. problem definition, agenda setting, budgeting, Criminal Justice Policy
authorization, implementation, and oversight. Case
PAP 611
Theoretical Foundations of Governance (3) material is taken from federal, state, and local gov- Research Institute
This course analyzes the foundational, political, ernments with special consideration given to the
social, and economic theories which have shaped intergovernmental aspects of the policy process. 550 Urban Center
institutions and processes of governance during Prerequisite: admission to the Ph.D. program in 503-725-4014
the modern era. Prerequisite: admission to the public affairs and policy.
The institute is a multi-disciplinary research
Ph.D. program in public affairs and policy. PAP 618 unit serving the entire PSU community, but
PAP 612 Political and Organizational Change (3)
An investigation into the nature of change, particu- affiliated with the Criminology and
Governance, Social Change, and Rule of Law Criminal Justice Division of the School of
Systems (3) larly its political and organizational manifestations.
This course provides students with an understand- The focus is on change as a process (i.e., how it Government. It is designed to provide policy
ing of the ways in which the “rule of law” influenc- happens) as well as a product (i.e., the outcome). makers throughout the state with a forum in
es the theory and practice of governance and public Conceptual and theoretical concerns in under- which issues of policy and practice may be
administration. This understanding is developed by standing change, the sources of political and orga- explored, using objective, performance-based
comparing rule of law systems with other ways of nizational change, change in the governance sys-
criteria. It is also designed to bring together
creating social order and organizing community tem, change in contemporary society, and manag-
ing in complex and nonprofit organizations will be the varied resources of Portland State
life; examining the origins of the rule of law within
both liberal democratic theory and the American examined. University and coordinate those resources
constitutional tradition; exploring the distinctive PAP 630 with other institutions of higher education
institutional role that administration plays in the Proseminar in International Relations (4) to address issues emanating from the justice
American rule of law system through its participa- Graduate seminar surveys the main theoretical and community. The institute has an external
tion in administrative rule making and policy analytical approaches encountered in the study of advisory board, representing a broad cross-
implementation; examining the role ambiguity cre- international relations. Themes include the grand section of justice agencies, which serves to
ated for career administrators in carrying out their theoretical traditions of liberalism, realism, and focus attention on issues of concern to the
responsibilities within the American rule of law sys- radicalism; analytical and methodological perspec-
tem. Prerequisite: admission to the Ph.D. program tives, like behavioralism and rational choice theory;
community, state, and region.
in public affairs and policy. as well as the normative, critical, and postmodern Projects currently underway, or recently
PAP 613 challenges to the mainstream. completed by faculty associated with the
Institutional Foundations of Governance (3) PAP 656 institute, include:
This course examines the basic concept of gover- Advanced Political Economy (3)  National Evaluation of Safe Start
nance in the context of the nation state and its Readings seminar provides a review of the litera- Promising Approaches.
political economy. Particular attention is paid to ture in theories and selected issues in international  Project Safe Neighborhoods Gun
archetypical systems, structures, and functions of political economy. Core requirement for graduate Violence Reduction.
governance which developed in the modern era. students in the PAP doctoral program and for
This material is then related to the development of master’s students in political science who select
 Portland and Gresham Weed & Seed
the American administrative state. Prerequisite: international relations as their primary field of Efforts.
admission to the Ph.D. program in public affairs specialization.  Evaluation of Oregon Law Enforcement
and policy. PAP 657
Traffic Stops.
PAP 614 Policy Topics in Advanced  Public Perceptions of Oregon Law
Contemporary Governance (3) Political Economy (4) Enforcement.
Contemporary factors impacting governance world Readings seminar providing a review of the litera-  Elder Abuse.
wide: political instability and fragmentation of gov- ture in theories and selected issues in international  Risk Assessment in Portland Police
ernment; erosion in the jurisdiction and power of political economy. Core requirement for graduate Bureau’s Domestic Violence Reduction
the nation state and its causes; the search for new students in the PAP doctoral program and for
approaches and substitutes to government; acceler- master’s students in political science who select Unit.
ated blurring of sector boundaries—increasing use international relations as their primary field of  Community Prosecution in Clackamas
of third party providers; and non-political bound- specialization. County.
aries. Prerequisite: admission to the Ph.D. program PAP 658  Tactical Ethics – Perspectives on Profiling
in public affairs and policy. Decision Making (4) Training.
PAP 615 This readings seminar provides a review of the lit-
Administrative Process (3) erature in theories and selected issues in decision Executive
The purpose of this course is to explore the nature making. Analyzes developments in theories of
of the administrative process and its relationship to rational choice, cognition and perception, organiza- Leadership Institute
organizational structure, process, and behavior tional behavior, bureaucratic politics, intergovern-
within the broader context of programmatic and mental relations, multi-level game theory, and an 570 Urban Center
organizational governance. Emphasis will be placed introduction to complexity. Requirement for grad- 503-725-8261
on the following topics: the influence of structural uate students in the PAP doctoral program and an www.pdx.edu/eli
alternatives on behavior; value systems and norma- elective for master’s students in political science.
tive prescriptions; organizational culture; and the The Executive Leadership Institute promotes
influence of the administrative process on the way innovation and excellence in leadership by
in which agencies formulate and implement policy providing public agencies access to the
within the context of their respective legislative research, training and educational resources
mandates. Prerequisite: admission to the Ph.D. of the Hatfield School of Government. The
program in public affairs and policy. Institute offers a variety of services, including:
PAP 616 an off-campus Executive MPA degree for
Policy Process (3) experienced practitioners; a Certificate of
Public Management; custom designed leader-
ship development programs for agencies; skills dealing with tribal, state, and federal ing in order to address difficult policy issues
applied research; and technical assistance for governance and a wide range of related policy and achieve more effective governance. The
promoting workforce diversity, managing issues. Tribal leaders are offered programs to center has developed a Public Solutions
change, improving organizational perfor- meet their own unique needs either with ses- System which offers a way for the public, pri-
mance and building support of external stake- sions at the Hatfield School or at tribal sites. vate, and civic sectors to work together. The
holders. Programs are available for addressing federal center hosts an extensive network of universi-
Indian law, tribal government duties and ty centers called the University Network for
Institute for Nonprofit responsibilities, tribal and state relations, the Collaborative Governance; sponsored joint
Management federal legislative process, federal judicial and projects between states and partner organiza-
administrative procedures, and effective tribal tions; supplies information, consultation, and
570 Urban Center leadership strategies. technical assistance; and offers training and
503-725-8221/8227 education in collaborative governance.
www.inpm.pdx.edu Center for The National Policy Consensus Center also
includes Oregon Solutions and Oregon
The Institute for Nonprofit Management, Turkish Studies Consensus.
established in 1989, is dedicated to providing
Oregon Solutions is a statewide program sup-
high quality, accessible, and relevant education 650 Urban Center porting Oregon's Sustainable Community
in nonprofit management, leadership, gover- 503-725-3257 Objectives. Oregon Solutions works with
nance, and philanthropy. INPM was the first The Center for Turkish Studies operates out communities to integrate public, private and
in the Northwest to offer graduate and non- of the Hatfield School of Government, civic resources in local sustainability efforts.
credit courses in nonprofit studies and is College of Liberal Arts and Sciences, and the Oregon Solutions promotes a unique "com-
nationally recognized as a leader in this field. Office of International Affairs at Portland munity governance system", that uses the
In addition to graduate courses leading to a State University. The center carries out aca- University’s unique role as a ‘neutral forum’,
nonprofit concentration within the Master of demic research and engages in private- and helping communities collaborate with diverse
Public Administration degree, INPM offers public-sector contracts on topics related to partners to implement projects. For more
non-credit courses applicable to a certificate in contemporary Turkey, the turkic world, and information, contact: ktravis@pdx.edu; (503)
nonprofit management, seminars, conferences, the Eastern Mediterranean. It coordinates 725-9092; www.orsolutions.org.
community forums, research, consultation, international conferences, promotes business Oregon Consensus provides a neutral forum
and an acclaimed Leadership Fellows Program. relationships, and provides strategic, techni- and professional expertise to support collabor-
Regular faculty are joined by an adjunct faculty cal, economic, and political advice to inter- ative policy development, conflict resolution
of respected nonprofit practitioners in offering national leaders. and community consensus building by public
more than 20 courses a year that are designed
agencies and stakeholders statewide. For more
to link theory and practice. National Policy information, contact: consensus@pdx.edu;
Institute for Tribal Consensus Center (503) 725-9070; www.orconsensus.pdx.edu.
Government 720 Urban Center
503-725-9077
570-J Urban Center www.policyconsensus.org
503-725-9000
The National Policy Consensus Center is a
The Institute for Tribal Government, which is national program working with leaders,
a national leader in its field, provides elected including governors and legislators at the state
tribal leaders with information and leadership level, to promote the use of consensus build-
Nohad A. Toulan
School of Urban Studies
and Planning
350 Urban Center local governments. Community develop- Subtotal 16
503-725-4045 ment practitioners work on a range of issues Required core colloquium
www.pdx.edu/USP/ including housing, community organizing, USP 301 Theory and Philosophy
of Community Development................................. 4
transportation, the environment and eco- USP 302 Methods of Community
B.A., B.S.—Community Development
Minor in Community Development nomic development. The major prepares Development.......................................................... 4
students for postbaccalaureate employment USP 303 Community Development
Minor in Real Estate Development Field Seminar.......................................................... 4
Minor in Sustainable Urban or graduate work in a professional academic
Subtotal 12
Development field.
Other required courses
Graduate Certificate in Real Estate The curriculum is grounded in applied USP 311 Introduction to Urban Planning............. 4
Development social science and incorporates a great deal USP 428 Concepts of Community Development.....4
Graduate Certificate in Transportation of field research. The program takes advan- USP 430 Urban Studies Research Methods.......... 4
Graduate Certificate in Urban Design tage of the wealth of resources available in Subtotal 12
M.U.R.P.
the Portland metropolitan area and draws Community development concentrations
M.U.S.
Ph.D. from a variety of academic disciplines and Students will choose to concentrate their work in
departments. Students specialize in one of one of the following areas. Each field of concen-
The Toulan School of Urban Studies and tration includes a set of required USP courses and
three areas of concentrated study: communi- elective community development-related courses
Planning provides an interdisciplinary ty organization and change, housing and from the School of Urban Studies and Planning
approach to understanding urban places. economic development, or communication
and from other departments. Lists of elective
courses for each field of concentration are avail-
The school’s programs are structured to and community development. able from the school office.
allow students living or working in the Students may also pursue a 27-credit Community Organization and Change
Portland metropolitan area to take advantage minor in community development, a
USP 426 Neighborhood
Conservation and Change..................................... 4
of the broad range of resources available at 30-credit minor in real estate development, USP 429 Poverty in the Urban Community.......... 3
Portland State University and in the com- and/or a 27-credit minor in sustainable USP 450 Citizen Participation................................ 4
munity. urban development. Plus four elective courses from approved list
Undergraduates can major in community or
development or complement their bachelor’s Admission requirements Housing and Economic Development
USP 312 Urban Housing and Development......... 4
degree in another field by simultaneously USP 423 Real Estate Development
meeting the curricular requirements for a Students must be formally admitted to the and Finance............................................................ 3
minor in community development, real estate community development program by sub- USP 451 Community Economic Development...... 3
development or sustainable urban develop- mitting an application to the Toulan School Four elective courses from approved list
of Urban Studies and Planning. Enrollment or
ment. Students interested in developing pro- Communication and Community Development
fessional planning skills may pursue a Master in the program is limited. Information USP 426 Neighborhood
of Urban and Regional Planning. The regarding application criteria, procedures, Conservation and Change..................................... 4
M.U.R.P. degree is fully accredited by the and deadlines can be found either on the USP 450 Citizen Participation................................ 4
Web site for the Toulan School or by con- Two of the following five courses:....................... 8
Planning Accreditation Board. Interest in Sp 215 Introduction to Intercultural
developing urban research capabilities may be tacting the school office directly. Communication (4)
pursued through a Master of Urban Studies. Sp 218 Interpersonal Communication (4)
Individuals desiring higher levels of research Degree requirements Sp 322 Political Communication (4)
Sp 337 Communication and Gender (4)
skills and/or academic employment may Requirements for majors. In addition to Sp 437 Urban Communication (4)
choose the Ph.D. in urban studies. the general University degree requirements, Plus two elective courses from approved list
students in community development must Field experience........................................................ 6
complete the following degree requirements. Community-based work, either through an indi-
Undergraduate Substitution of coursework is acceptable vidual internship or through participation in an
approved capstone.
programs only by permission from the faculty adviser.
Students can ask to have lower-division
Total 68-70
The Toulan School of Urban Studies and courses in sociology, economics, and politi- minor in community development a student
Planning offers an undergraduate major in cal science taken elsewhere substitute for the must complete 27 credits. These courses
community development. Community freshman and sophomore courses listed must include a Sophomore Inquiry commu-
development is a process in which people act below. nity studies course UnSt 220 or its equiva-
together to promote the social, economic, Credits lent, USP 311 and USP 301. A minimum
political, and physical well-being of their Required Prerequisites of 15 credits of additional USP coursework
communities. Career opportunities are avail- UnSt 220 Understanding Communities................ 4 must be taken. Courses taken under the
Soc 200 Introduction to Sociology........................ 4
able in not-for-profit organizations, private Ec 201 Principles of Economics.............................. 4
undifferentiated grading option (pass/no
consulting firms, and state, regional, and PS 200 Introduction to Politics.............................. 4
pass) will not be accepted toward fulfilling degrees and certificates offered by the Graduate Certificates
minor requirements. Toulan School of Urban Studies and Graduate certificates in real estate develop-
Requirements for minor in real estate Planning will be in the forefront of those ment, transportation, and urban design are
development. The development and man- efforts, contributing professional leadership offered by the Toulan School of Urban
agement of real estate is a vital function of and new knowledge in support of this first Studies and Planning. Admission to these
the urban economy. The real estate develop- “urban century”. programs will require an undergraduate
ment minor will provide education to stu- Graduate assistantships. Financial aid degree at an accredited university and a GPA
dents wanting to enter the industry. programs are administered without regard to that meets university graduate admission
Students in the program will develop skills race, creed, national origin, handicap, mari- requirements. Additional information on
to evaluate real estate development proposals tal status, or sex. The school awards a signif- these programs can be found at www.pdx.
and understand how real estate development icant number of graduate assistantships to edu/usp/red, www.cts.pdx.edu,
fits into regional planning and economic qualified students. Assistantship awards are and www.pdx.edu/usp/urban_design.
processes. reviewed annually and can be renewed for
Credits up to two additional years. More advanced Degree requirements
USP 311 Introduction to Urban Planning................ 4 students may compete for dissertation fel-
USP 312 Urban Housing and Development............ 4 lowships. Applications for graduate assistant- Master of Urban Studies. The Master of
Fin 333 Foundations of Real Estate Analysis........... 3 Urban Studies provides training for students
USP 423 Real Estate Development and Finance..... 4
ships are available from the school and at
www.pdx.edu/usp. seeking employment in public and private
USP 431/Ec 431 Urban Economics............................ 4
USP 438 Real Estate Law........................................... 3 urban research organizations. For some stu-
USP 448 Real Estate Market Analysis....................... 3 Admission requirements dents, employment opportunities can be
Electives..................................................................... 6 found in colleges offering two-year degree
Fin 439 Real Estate Valuation (3) All qualified applicants receive consideration programs.
Fin 449 Valuation (4) for admission without regard to sex, race, The M.U.S. degree requires a total of 52
Fin 452 Investments (4) handicap, age, creed, marital status, or credits. M.U.S. students pursue a common
USP 360/Fin 360 Real Estate Finance I (3) national origin.
USP 425 Community core of courses dealing with the analysis of
and the Built Environment (4) In addition to the general University require- urban phenomena (25 credits). Each student
USP 426 Neighborhood ments listed on page 69, requirements for also defines a field area which is pursued
Conservation and Change (4) applications to the Toulan School of Urban through coursework (21 credits) and indi-
USP 427 Downtown Revitalization (3) Studies and Planning are outlined below and
USP 428 Concepts vidual research leading to a thesis or research
of Community Development (4) can be found at www.pdx.edu/USP. paper (6 credits). In addition, the degree
Master of Urban and Regional
USP 451 Community Economic Development (3) provides for a specialized option in social
USP 455 Land Use: Legal Aspects (3) Planning. A personal essay and three rec-
and policy research.
USP 468 Oregon Land Use Law (3) ommendations, on the forms provided, are Core-area requirements. The urban core-
Total 31 required from individuals familiar with the area requirements for the M.U.S. degree
Requirements for minor in Sustainable student’s academic or professional back- include the following courses:
Urban Development. As population world- ground. Graduate Record Examination
Credits
wide becomes concentrated in cities and met- scores are not required, but highly recom- USP 613 Urban Economic and Spatial Structure.... 3
ropolitan regions, it has become imperative mended. For the M.U.R.P. program, stu- USP 614 History and Theory of Urban Studies ..... 3
that urban development occur in a sustain- dents are admitted for the fall term only. USP 617 Sociology and Politics of Urban Life........ 3
able and resilient manner. The minor in The deadline for fall term applications for USP 630 Research Design......................................... 4
Sustainable Urban Development will provide the M.U.R.P. program is January 15. USP 634 Data Analysis I........................................... 4
USP 683 Qualitative Analysis................................... 4
students with an opportunity to further their Master of Urban Studies. A letter of
USP 697 Urban Studies Seminar.............................. 4
understanding of what it will take to make intent and three recommendations, on the
The first four are normally taken in the
cities sustainable. Students who complete the forms provided, are required from individu-
first year, with USP 697 taken at the begin-
minor will understand the foundations of als familiar with the student’s academic or
ning of the second year. Students in USP
sustainability, the tools of sustainable devel- professional background. Graduate Record
697 produce a fully developed research
opment, and the issues and challenges of Examination scores are required. For the
paper as a requirement for continuation in
making places sustainable. UNST 224 M.U.S. program, students are admitted fall,
the program
Environmental Sustainability (or a suitable and winter terms. The deadline for fall term
Field-area requirements. The student
alternative) is a prerequisite. The minor applications for the M.U.S. program is
selects a pattern of coursework that equips
requires a total of 27 credits as follows: February 1.
Doctor of Philosophy in Urban Studies. him or her for research in areas of applied
USP 313 Urban Planning: Environmental Issues (4)
USP 424 Healthy Communities (4) A personal essay and three recommenda- interest. Field areas may focus on urban
USP 425 Community and the Built Environment tions, on the forms provided, are required aspects of social science theory in one of the
USP 490 Green Economics and Sustainable from individuals familiar with the student’s fields emphasized in the urban studies Ph.D.
Development (3) academic or professional background. program or on a substantive issue of particu-
Twelve elective credits from the approved list. Graduate Record Examination scores are lar concern to the student. Relevant courses
required. Ph.D. applicants are strongly are available within the School of Urban
urged to complete successfully an introduc-
Studies and Planning and in many other
Graduate programs tory statistics course before entering the
program. Instructions for the doctoral departments within the University. Twenty-
applicant's personal essay can be found on one credits of field-area coursework are
With over half of the world’s population
the School website. For the doctoral pro- required.
now living in urban areas, the challenge of gram, students are admitted fall term only. Research requirements. The M.U.S.
creating and maintaining urban places as The deadline for fall term applications for degree provides for thesis and nonthesis
high quality, healthy, vital places for people the Ph.D. program is February 1. options. The thesis option requires registra-
has never been more important. Our expec-
tion for 6 credits of USP 503 Thesis and
tation is that recipients of the graduate
completion of a formal thesis. The nonthesis
option requires preparation of a substantial and is designed in consultation with faculty. and the Pacific Northwest and the
research paper (involving registration in 6 Doctor of Philosophy in Urban Studies. region’s connections to the Pacific Rim
credits of USP 501 Research) and successful Dynamic metropolitan regions are increas- provide numerous examples for study
completion of a written field area examina- ingly seen as central to economic, social, and and analysis. Within the broad field of
tion. political development throughout the world. community development, students can
Social and policy research option. Composed of one or more central cities, address such topics as ethnic and neigh-
Students with a primary interest in advanc- suburbs, and adjacent agricultural and natu- borhood history, housing and economic
ing their urban research skills may choose a ral areas, they are the essential building development, the roles of public and
specialized field area in social and policy blocks of the global economy and the sourc- nonprofit institutions in community
research. This field requires completion of es of social and political innovation. building, mediation and conflict resolu-
the following: Understanding metropolitan regions and tion, changing patterns and systems of
Credits their problems and analyzing policies to communication, and the changing
USP 634 Data Analysis I........................................... 4 shape their evolution are major concerns of meanings of place.
USP 536 Policy Evaluation Methods ...................... 3 the Urban Studies doctoral program. The  Policy analysis provides an opportunity
PA 555 Program Evaluation and Management .... 3 program explores these issues from multi- for students to identify urban problems,
Additional courses within the field ....................... 9
disciplinary and interdisciplinary points of contemporary and historical policy
Total 19 view. Through participation in classes and
Students selecting this option must present issues, and stakeholders in the policy
seminars and supervised research and teach- process. It also allows for analysis of the
a thesis. ing activities, Ph.D. students prepare for
Master of Urban and Regional effects of policies and of the historical
careers in institutions of higher education and political contexts in which they
Planning. The Master of Urban and
and in research organizations. emerge. Students may approach this field
Regional Planning program provides diversi- Core requirements. Entering students in
fied preparation for professional planning from any combination of applied, theo-
the Ph.D. in urban studies take the follow- retical, or critical perspectives, such as
practice. Graduates of the program will ing common courses: USP 613 Urban
acquire skills suiting them for employment program evaluation, policy critique, or
Economic and Spatial Structure; USP 614 historical analysis. Students should iden-
in public agencies and private firms involved History and Theory of Urban Studies; USP
in the urban development process. The pro- tify at least one substantive policy area
617 Sociology and Politics of Urban Life; (such as transportation, housing, the
gram offers five fields of specialization, to USP 630 Research and Design; USP 634
allow the graduate either to enhance previ- environment, aging, community devel-
Data Analysis I; USP 683 Qualitative opment, or information infrastructure)
ous work experience or to enter the job mar- Analysis; and USP 697 Urban Studies
ket with a more focused area of expertise. and complete a course of study in that
Seminar. The first six are normally taken in area.
These are: transportation, land use, commu- the first year, with USP 697 taken at the
nity development, environment, and region- beginning of the second year. Students in
 Gerontology addresses the social issues,
al economic development. One area of spe- problems, policies, and programs that
USP 697 produce a fully developed research
cialization is required as part of the program affect the quality of life for our rapidly
paper as a requirement for continuation in
leading to the degree. This degree is fully aging population. Students have the
the program.
accredited by the Planning Accreditation opportunity to work directly with faculty
Field area requirements. Doctoral special-
Board. on publicly- and privately-funded
izations are available in the following areas
Core courses Credits research at the College’s highly regarded
of advanced interdisciplinary study: plan-
Planning sequence Institute on Aging. Adult development
ning, community development, policy anal-
USP 540 History and Theory and aging is approached from a multidis-
of Urban Planning ............................................... 4 ysis, gerontology, social demography, eco-
ciplinary and collaborative perspective.
USP 541 Dynamics of Planning Practice ............. 4 nomic development and transportation.
USP 594 Planning in the Pacific Northwest or Faculty research interests include: family
USP 595 Reshaping the Metropolis or  Planning focuses on the development caregiving and work-family balance,
USP 549 Regional Planning and Metropolitan and implementation of mechanisms for social networks and widowhood, diversi-
Growth Management........................................... 3
organizing social, economic, political, ty in aging, long-term care policy and
Methods sequence
USP 531 Geographic Information Systems
and environmental change at the local, programs, housing environments, devel-
for Planners........................................................... 4 state, and regional levels. The field opment and evaluation of training for
USP 533 Planning Methods I................................ 4 includes study of the relationships and health professionals, and planning for
USP 535 Planning Methods II............................... 4 interactions among public and private
USP 584 Negotiation in the Public Sector........... 4 the aging of the baby-boom generation
institutions, organizations, citizens, and and beyond. As a state with a national
Analytical methods
USP 515 Economics: Applications to Urban
landscapes; the design of processes for reputation as a leader in the develop-
Studies .................................................................. 4 facilitating dialogue among public actors; ment of community-based, long-term
USP 525 Design Analysis in Planning ................. 2 and the tools for planning analysis and care, Oregon provides a unique environ-
USP 553 Legal Processes in Urban Planning........ 1 evaluation. As a pioneer in state land use ment for the study of aging processes,
Workshops law and a place in which planning dis- policies, and services.
USP 558 Planning Workshop................................ 9 course is highly visible, Oregon provides
USP 559 Planning Practice Workshop.................. 1
a rare vantage point for the study of
 Social demography provides training in
Specializations and Electives.................................. 28 the tools of demographic analysis, with
planning history, planning processes and
particular attention to the methods of
Total Credits 72 strategies, and professional practice.
data collection, techniques of demo-
Field paper/project. Students may choose  Community development deals with graphic analysis, and the interpretation
to prepare an original research paper or proj- the dynamics of neighborhood and com- of research findings. Social demography
ect in their field of specialization. The munity formation and change and with involves the use of the principles and
research paper or project is meant to dem- public policies that address the needs of methods of demography in decision-
onstrate a student’s ability to integrate and groups and places within contemporary making and planning problems in both
apply material from his or her coursework society. The rich civic culture of Portland public and private settings. Graduates in
the field of social demography use demo- ence brings a variety of social science per- included in the 24-credit maximum for all
graphic data to identify and analyze spectives to bear in analyzing the growth advanced standing; only professional work
important population trends and their and development of metropolitan areas, completed within seven years of the date the
consequences for work in government states, and regions. The regional science pro- degree is granted can be included.
agencies, research organizations, and cor- gram shares the same core requirements as Requirements with regard to both the pat-
porations. Faculty in the area of social the Urban Studies Ph.D. Beyond these, stu- tern of coursework and total credits must be
demography have training in demogra- dents in regional science design a program satisfied prior to either advancement to can-
phy, sociology, geography, and statistics. of study around two field areas. didacy in the Ph.D. program or graduation
Faculty research includes population dis- The only required course in the second in the M.U.S. and M.U.R.P. programs. A
tribution and migration, international field is USP 691 Current Research in student is not obligated to enroll in a
migration, fertility and family planning, Regional Science. Subject to prior faculty required course if that student has already
marriage and divorce, public policy uses group approval, students may organize sec- acquired knowledge of the subject matter
of demographic data and estimates, and ond field areas around a topic other than the through earlier graduate coursework. In such
demographic methods. four identified above. It is recommended cases, the student may request exemption
 Economic development is concerned that the second field include additional from the course. Permission is granted only
with the factors that lead to differential methods courses that support the field’s top- after obtaining written verification from the
rates of economic development at vari- ical focus. For example, in the transporta- instructor that the student has met the
ous spatial scales: within and between tion field area the supporting methods requirements of the required course. All
nations, states, regions, cities, and neigh- courses might include coverage of demand such requests should be made within one
borhoods. In analyzing these differences, modeling, cost-benefit analysis, GIS, and year after entrance to the program.
issues such as the meaning of economic spatial analysis. Limitation on graduate/undergraduate
development, who gains and who loses Students in the regional science program courses. Students in the M.U.R.P., M.U.S.,
from various changes, as well as analysis must pass a comprehensive examination in and Ph.D. programs are strongly advised to
of policies to promote economic devel- their two field areas. This is a single exami- use no more than 12 credits of courses
opment, are addressed. The Center for nation, developed in consultation with two offered simultaneously at the 400- and 500-
Urban Studies and Institute for Portland members of the regional science faculty level in support of their degree programs.
Metropolitan Studies offer research group. Courses must be an integral part of the stu-
opportunities in this field. Doctor of Philosophy in Public Affairs dent’s program and courses with the same
and Policy. The Toulan School of Urban content must not be available on a purely
 Transportation includes planning, policy, Studies and Planning cooperates with other
forecasting, measurement, and evaluation graduate basis.
schools in the College of Urban and Public Limitation on by-arrangement courses.
of multimodal transportation infrastruc-
Affairs to offer an interdisciplinary degree in Admitted Ph.D. and master’s students may
ture and systems. The multidisciplinary
public affairs and policy. For details, see the utilize no more than 12 credits of by-
field covers all modes of passenger and
program description on page 336. arrangement classes (501/601 and 505/605).
freight transport and includes the holistic
study of relationships and interactions of In cases where more than 12 credits are
Program Rules needed because of the lack of regularly
the transportation systems with land use,
the region, the economy, the environ- Advanced standing in Urban Studies and scheduled classes, a waiver must be submit-
ment, institutions, the community, and Planning graduate program. A total of 72 ted for approval by the school Curriculum
people. Students can address topics such credits in nondissertation graduate training is Committee and by the school director.
as impacts of transportation on land use required of all Ph.D. students. Ph.D. students Continuous enrollment. All students
and land values, the relationships between are also required to take a minimum of 27 admitted to the M.U.R.P., M.U.S., and
urban form and travel behavior, the costs dissertation credits. For students with a mas- Ph.D. programs in urban studies must be
and benefits of transport facilities, the ter’s degree in a related discipline, a maxi- continuously enrolled until graduation,
operation of transportation facilities, mum of 24 advanced standing credits may be except for periods in which they are absent
equity impacts of transport and the effects requested. All such requests must be accom- by approved leave. Taking 3 credits per term
of transportation plans and policies. panied by a listing of previous graduate work during the regular academic year will consti-
There are opportunities to work on for which advanced standing is sought. tute continuous enrollment. Failure to regis-
research through the Center for Urban The Master of Urban Studies program ter without an approved leave may result in
Studies and the Center for Transportation requires a minimum of 52 credits in gradu- termination of student admission.
Studies. ate courses, of which at least 36 must be Grade requirement. A student who
Each student pursues two fields of special- taken at Portland State University. A maxi- receives 9 credits of grades below B- in all
ization, at least one of which should be cho- mum of 17 credits of advanced standing coursework attempted after admission to an
sen from among those listed above. A stu- credit may be requested. The Master of urban studies graduate degree program will
dent-nominated field, developed in conjunc- Urban and Regional Planning program be dropped from that program. A student
tion with School faculty, may be offered as a requires a minimum of 72 credits in gradu- attempting both a master’s and a Ph.D.
second specialization. Faculty groups specify ate courses of which at least 48 must be degree in urban studies may receive no more
field-specific course requirements, including taken at Portland State University. A maxi- than 9 credits below B- in both programs.
methodology courses and courses essential mum of 24 credits of advanced standing MURP students must receive grades of at
to a multidisciplinary approach. These credit may be requested. least B- in all core courses.
groups work closely with students to devel- A M.U.R.P. student may request advanced
op coherent specializations that prepare each standing for the 1-credit USP 559 Planning
individual to do doctoral-level research in Practice Workshop. If advanced standing Courses
that field. credit is approved, the student is considered
to have fulfilled the internship requirement. Courses with an asterisk (*) are not offered every year.
Doctor of Philosophy in Urban
Such advanced standing credit will be USP 199 Special Studies (1-4)
Studies—Regional Science. Regional sci-
USP 299 Special Studies (1-4)
USP 301, 302, 303 munity development, urban studies, and plan- development from political, social, economic, and
Community Development ning. cultural perspectives.
Colloquium (4, 4, 4)
USP 315 USP 399
Three-term sequence limited to majors in commu- Economics of Sports (4) Special Studies (Credit to be arranged.)
nity development that introduces them to the Investigates the application of economic theory to
field. USP 301: Theory and Philosophy of USP 401/501
the particular arena of sports. Emphasis is placed Research (Credit to be arranged.)
Community Development. (1) New approaches to on the theories of labor, industrial organization,
the philosophy of community development; (2) Consent of instructor.
and quantitative methods and their application to
theory and comparative practice; and (3) case topics such as player compensation and move- USP 404/504
study of local theory and practice, presentation of ment, stadium financing, team relocation, and Cooperative Education/Internship
an in-depth case study from the Pacific Northwest. racial discrimination. This course is the same as (Credit to be arranged.)
USP 302: Methods of Community Development. Ec 315; course may only be taken once for credit. USP 405/505
Review of community organization, community Reading and Conference
and network analysis, organizational development USP 316 (Credit to be arranged.)
and management, strategic planning, management Fundamentals of Community
Development (4) Consent of instructor.
issues, and approaches to evaluation. USP 303:
Community Development Field Seminar. An investigation of concepts, models, and per- USP 407/507
Participant observation through placement in a spectives of community development practice. Seminar (Credit to be arranged.)
community-based organization actively engaged in Explores social, cultural, religious, political, eco- USP 408/508
community development activities on behalf of a nomic, and environmental aspects that affect Workshop (Credit to be arranged.)
specific community, and critical reflection on the community development practice. Asset-based USP 409/509
placement experience. These courses must be and sustainable human development models and Practicum (Credit to be arranged.)
taken in sequence. action research are emphasized. The course utilizes Consent of instructor.
teaching cases and experts from the field and
USP 311 requires substantial reading, reflection and discus- USP 410
Introduction to Urban Planning (4) sion. Selected Topics (1-4)
An interdisciplinary perspective on planning theo- USP 419/519
ries, principles, and practice. Focuses on the plan- USP 317 Population and Society (4)
ning process, particularly at the local level. Introduction to International Community Survey and analysis of population dynamics
Explores the political, economic, social, and legal Development (4)
(births, deaths, and migration) and society.
forces that influence the planning function and An investigation of concepts, models, and per-
Examination of demographic concepts, theories,
the roles of planners. Changing concepts in prac- spectives of International Community
data and measurements, and research. Role of
tice are also considered. Recommended prerequi- Development practice. Explores social, cultural,
population processes in social life and public poli-
site: upper-division standing. religious, political, economic, and environmental
cies are highlighted, including population aging,
aspects that affect community development prac-
USP 312 economic development and the environment,
tice in the Third or Developing World. Asset-
Urban Housing and Development (4) urbanization, health and health care, race and eth-
based and sustainable human development mod-
Problems of housing, development, and redevel- nicity, and government/social/business planning.
els and action research are emphasized. The course
opment in an urban setting are analyzed from Prerequisite: Soc 200. This course is the same as
utilizes teaching cases and experts from the field
economic, demographic, and planning perspec- Soc 441/541; course may only be taken once for
and requires substantial reading, reflection and
tives. Introduction to the nature of the urban credit.
discussion.
economy and residential location, with a focus on USP 423
housing problems and their associated social, USP 360
Real Estate Development and Finance (4)
physical, and racial aspects. Role of federal and Real Estate Finance I (3)
Examines urban real estate development, includ-
community-based housing policies and programs. Application of finance and economic principles to
ing location of activities within metropolitan
Recommended prerequisite: USP 311. analysis of real estate finance and investments.
areas, public/private partnerships, downtown
Emphasis on the development of problem solving
USP 313 redevelopment, and affordable housing. Presents
capabilities through the use of computer applica-
Urban Planning: Environmental Issues (4) tools to evaluate the financial feasibility and per-
tion programs. Special attention is given to risk
Environmental issues and problems are evaluated formance of a project, including discounting of
analysis, alternative mortgage instruments, hedg-
in the context of planning alternatives. Particular cash flows and pro forma analysis. Uses a case
ing techniques, and the tax effects of real estate
emphasis on the economic and social implications study method showing how the design, develop-
investment. Prerequisites: FIN 333. (The course
of environmental problems. The planner’s concern ment, market, finance, construction, and manage-
is cross listed as FIN 360, and may only be taken
for achieving balance between these factors is ment of the project are integrated. Prerequisites
once for credit).
explored through an analysis of various planning for undergraduates: USP 311 or Fin 333.
approaches, e.g., environmental impact studies, USP 385
History of American Cities (4) USP 424
land use controls, and resource analysis. Healthy Communities (4)
Recommended prerequisite: USP 311. Traces the evolution of urban centers from the
Addresses issues at the intersection of urban policy
colonial period to the present. Focuses on the
USP 314 and planning and individual and community
developing system of cities, on growth within cit-
The City in Film (4) health. Relationships between the ways in which
ies, and on the expansion of public responsibility
Critically explores urban themes portrayed in con- land is used, the transportation choices available,
for the welfare of urban residents. Particular atten-
temporary films using lectures, in-class screening, and the health of both urban places and city resi-
tion is given to the industrial and modern eras.
discussion, reflective writing, and analytical essays. dents are explored in light of growing concern
Recommended prerequisite: upper-division stand-
Students will experience the unique approach of about increased rates of various health problems.
ing. Also listed as Hst 337. May be taken only
director Michael Moore (Roger and Me) as he Health consequences of political, economic, and
once for credit.
attempts to put a face on the seemingly random social aspects of metropolitan life are also exam-
acts of savage capitalism. In the form of mystery USP 386 ined. Movements and programs to create and
narrative (Dirty Pretty Things), students will see Portland Past and Present (4) maintain healthy communities around the world
the everyday challenges of the immigrant under- Begins with the geological/geographical founda- are analyzed.
class in multi-ethnic London. In Mon Oncle, tions of Portland then briefly explores Portland’s
original inhabitants, early exploration and com- USP 425
Jacques Tati’s satirical contrast of suburban mod- Community and the Built Environment (4)
ernism with romantic old Parisian neighborhoods, mercial growth. Particular attention is paid to the
Application of psychological and social concepts
students will appreciate the timeless sight gags and 20th century and the plans and projects that have
to understanding community and its relationship
ultra retro set designs. By exploring the urban guided Portland’s development over the past 100
to the built environment and urban design. The
themes of these and other films, this course pro- years. Considers the shaping of Portland as a
use of space in interpersonal relations (personal
vides a gateway to further engagement with com- regional city, examining the evolving cityscape,
space, territoriality, privacy); the impact of crowd-
architecture, land use, and transportation, and its
ing and density on social relations; and the func- USP 428/528 USP 431
tioning of social networks in the city. Concepts of Community Development (4/3) Urban Economics (4)
USP 426/526 An investigation of models and perspectives on Functions of the urban economy: the market sec-
Neighborhood Conservation and Change (4) community development. Both structural and tor and the public sector. Economic analysis of
The dynamics of neighborhood development, dynamic concepts related to processes of commu- issues such as land use, environmental quality,
including economic and institutional factors in nity-based change will be explored, including transportation, housing, income distribution, and
neighborhood change; neighborhood definition methodological approaches for assessing commu- financing of urban public services. Prerequisite:
and image, residential choice; residential segrega- nity settings, and the various roles and relation- Ec 201. This course is the same as Ec 431; course
tion; neighborhoods in the political process; and ships in a community-based decision environ- may only be taken once for credit.
neighborhood conservation strategies. ment. Includes required field observation and a USP 438/538
Recommended prerequisite: junior standing. substantial independent field research project Real Estate Law (3)
Graduate students undertake a substantial inde- which examines cases of community problem- Provides students with a comprehensive summary
pendent project in addition to other course solving. Prerequisite: USP 301 for undergradu- of real property from a legal perspective with an
requirements. ates. Graduate students undertake a substantial emphasis on transactional issues. Includes issues
independent project in addition to other course relating to types of ownership, descriptions of
USP 427/527 requirements. property, easements, public and private limitations
Downtown Revitalization (3)
USP 429 on use, real estate contracts, forms utilized in
This course examines the evolution and revitaliza-
Poverty in the Urban Community (3) transfers, financing and title assurances. Enables
tion of downtowns and main streets over time. It
An introductory course about the nature, extent, students to understand the legal framework and
explores the role of downtowns in contemporary
and causes of poverty in the United States. It cov- the rights and responsibilities of owners and trans-
urban regions, and introduces the concepts of
ers a brief historical overview, demographics and ferors/transferees of real property. Prerequisite for
downtown management and other strategies for
trends, explanations of poverty, and anti-poverty 438: Fin 333. Recommended for 538: USP 598.
promoting vital urban centers. Through readings,
field observations, classroom discussions, and a policies. Questions of race, gender, and the spatial *USP 445/545
series of assignments, students will explore the manifestation of poverty will be addressed. Cities and Third World Development (3)
interrelationships between the built environment, USP 430 Critical survey of historical, economic, cultural,
economic trends, and public policy in shaping the Urban Studies Research Methods (4) political, and urban aspects of Third World devel-
downtowns we see today. Students should learn This course introduces students to social research opment, starting with the colonial era. Historical
to understand downtowns as complex and multi- in urban studies. It deals with hypothesis develop- patterns of integration of the Third World with
faceted places that are always changing and unpre- ment, research design, and approaches to the the emerging world market system. Covers prob-
dictable, but often play a crucial role in a commu- measurement of urban phenomena. It also treats lems of the post-independence period, focusing
nity’s identity and purpose. the application of quantitative data analysis to on urban sectoral issues and policy alternatives.
typical problems in urban studies and planning. Specific topics include trade, investment, industri-
alization, finance, technology transfer, political
participation, land use, housing, transportation,
information infrastructure, population growth, and walkways, as well as ancillary facilities such as ed and used, and poses unique challenges for
social services, militarism, and cultural conflict. bicycle parking. Focus on the role of education, investors, jurisdictions, and community-based
USP 450/550 advocacy, and outreach in improving walking and groups. Expected preparation: USP 312U.
Concepts of Citizen Participation (4) bicycling conditions. Study relevant examples USP 503
Examination of principles, methods, and pro- from various cities, with a heavy emphasis on Thesis (Credit to be arranged.)
grams for giving explicit attention to the perspec- Portland’s experience.
USP 510
tives of citizens in the development and imple- USP 468/568 Selected Topics (1-4)
mentation of public policies and programs. Sets Oregon Land Use Law (3) USP 515
citizen participation in its historical context with The Oregon program is placed in a national con- Economics: Applications
an assessment of its impact to date. Participation text that stresses the broad nature of planning in Urban Studies (4)
from the perspective of both the citizen and the here. Structural relations between state, regional, Microeconomic analysis of individual and firm
government will be covered as will the variety of and local government planning and regulation are behavior is developed with emphasis on applica-
approaches for achieving participation goals and analyzed. Legal aspects of the implementation of tions to urban studies. Topics which may be cov-
objectives. the various functional statewide planning goals are ered include: land use and land rents, urban struc-
USP 451/551 studied, as are the Oregon Land Use Board of ture, poverty, housing and slums, transportation,
Community Economic Development (3) Appeals and recent developments in local govern- environmental quality, and local government
Course sets community economic development ment land use planning and regulatory processes. finance.
within the context of traditional state and local USP 475/575 USP 517
economic development policy and compares their Urban Design Workshop (4) Urban Economic Development Policy (3)
underlying theoretical perspectives. It examines the The workshop will explore the use of urban This course analyzes urban economic develop-
impact of recent economic, social, and demo- design as an integral part of the planning process ment policy by building on an overall framework
graphic transformations on local labor markets and through the creation of an urban design plan. that demonstrates how urban economies create
surveys the labor-market problem solving activities Projects in the Portland region will be chosen to and distribute wealth and affect citizens’ quality of
of local governments and community-based orga- familiarize students with the practice of urban life. Federal, state, and local policies must pursue
nizations. Business and commercial development design planning and the products of the work- three broad objectives: 1. raising the area’s stan-
strategies are also explored. shop will be presented to the public. Prerequisite: dard of living; 2. preserving and protecting envi-
permission of instructor. ronmental quality and quality-of-life; 3. reducing
USP 455/555
Land Use: Legal Aspects (3) USP 480/580 poverty and income inequality. This course pro-
Land use and planning from the legal perspective. Political Economy of Nonprofit Organizations vides students the ability to analyze and assess
Includes historical review of attitudes toward (3) alternative policies through an understanding of
property tenure and ownership; the relationship Considers theories of altruism, trust, and social the theoretical foundations of urban growth and
between local planning and regulations; and cur- capital. Examines the connections between wealth decline; through the ability to apply analytical
rent issues and perspectives on land use including and social responsibility and between elite status methods for assessing policy effectiveness; by
emerging state and federal roles. Graduate stu- and social reproduction. Explores the broad scope examination of evidence of policy effectiveness; by
dents undertake a substantial independent project of nonprofit activity in the economy, the interde- reviewing case studies; and via a student’s personal
in addition to other requirements. pendence of government and nonprofit organiza- research of specific urban problems. Prerequisites:
tions in the modern state, and the role of think USP 515 or equivalent courses in economics.
USP 456/556
Urban Transportation: tanks in shaping public policy. Surveys the dra- USP 520
Problems and Policies (3) matic rise of non-governmental organizations in Applied Demographic Methods I (4)
An introduction to urban transportation policy developing countries and the future of nonprofits The first of a two-course sequence. The purpose is
from a historical and political perspective. in a global economy. to introduce the various basic methods of demo-
Historical developments in transportation policy USP 490/590 graphic analysis. The topics to be covered include
are traced from the early streetcar days up through Green Economics and Sustainable data sources, population characteristics and
the present. Federal, state, and local transporta- Development (3) change, and measures of mortality and fertility. In
tion policies are examined for their impact on Examines prevailing assumptions about economic addition, the course will help students develop
urban spatial and economic development. An growth, production, consumption, labor, and lei- good judgment about data availability and quality,
overview of current issues in transportation policy sure. Considers how changes in these basic and acquire skills for presenting data.
and planning includes transportation demand assumptions might help us design an economic Recommended prerequisite: a course in regression
management strategies, transit-oriented design, system that includes alternative values such as analysis, such as USP 534.
road pricing, and alternative transportation appropriate scale, community impact and envi- USP 521
modes. The intersection of environmental and ronmental sustainability. Applied Demographic Methods II (4)
transportation policy is also examined, as is the The second of a two-course sequence. The pur-
decision-making structure at the local, regional, USP 493/593
Advanced GIS Applications (3) pose is to introduce more advanced methods of
and state level. applied demographic analysis. The topics to be
Offered as a studio-based GIS class. The objective
USP 457/557 is for students to apply GIS skills acquired in previ- covered are: data sources, internal and interna-
Information Cities (3) ous GIS courses to a specific real-world spatial tional migration, data evaluation, population esti-
Focuses on the political, social, and cultural problem. Tasks will involve problem definition, primates, and projection projections. The course will
impacts of mass media and information technolo- mary data collection, advanced GIS analysis, and consist of readings, lectures, laboratory sessions,
gies within the urban matrix. Contextualizes the presentation of results. This format will give stu- homework exercises, one examination, and one
“information society” in historical, institutional, dents practical experience in implementing GIS term-long project.
political, economic, and global settings. Topics technologies with specific emphasis on planning USP 522
include the flexible production, the segmentation problems. Students will be required to work in Practicum in Applied Demography (4)
of consumption, alternatives to mass media, the small groups in a simulated professional planning Represents the capstone course for the graduate
Web, the reorganization of work, the transnation- practice environment. Recommended prerequisites: concentration in applied demography. The focus
alization of culture, commercial and political sur- USP 531 and USP 543 or USP 591 and 592. is on integrating a practicum experience with the
veillance, and the development of urban informa- methods of applied demography into a research
tion infrastructure. USP 496/596 paper. Students will develop, revise, and resubmit
Affordable Housing Finance (3)
USP 465/565 numerous drafts of a final research paper.
Introduction to the unique challenges of financ-
Pedestrian and Bicycle Planning (3) Students will also provide professional peer review
ing and developing affordable housing projects.
Examines the importance of walking and bicy- in evaluating the development of fellow student
The challenges and tools for financing rental as
cling as means of transportation in a sustainable research papers.
well as owner-occupied housing will be covered,
urban environment. Covers planning, design, and case studies will be used to illustrate the ways
implementation, and maintenance of bikeways in which financing for affordable housing is creat-
USP 523 requisite: USP 430 and/or an introductory under- administrative review; and programs, e.g., growth
Real Estate Development I (3) graduate statistics sequence and USP 530. management, capital improvements, community
Evaluates the new public/private partnerships that USP 533 development, housing assistance plans; and politi-
are necessary for downtown redevelopment, his- Planning Methods I (4) cal-procedural issues, e.g., permit streamlining,
toric rehabilitation, integrated mixed-use urban Introduction to applied research in planning with cost impacts.
centers, urban villages, and new communities. emphasis on problem definition, planning and USP 543
Students will analyze the critical conceptual, feasi- policy research design, collection and analysis for Geographic Applications to Planning (4)
bility, and deal-making phases of the development secondary data, and the use of qualitative observa- Principles and models of spatial organization,
process, as well as the development and manage- tions. Prerequisite: undergraduate statistics course. behavior, and location in geographic space. Major
ment stages. The course examines the new affir- conceptual models of urban structure and form,
mative roles played by both public and private USP 535
Planning Methods II (4) urban regional hierarchy, transportation flows and
developers, as well as unusual joint development other forms of spatial interaction, and their appli-
entities. Also considered are innovative concepts Continuation of USP 533 focusing on statistics,
forecasting, interpretation, and presentation of cations to modern planning and other disciplines.
of incremental growth, land and development Spatial data models (rasters, TINs, LRSs, other)
banking, shared parking, and alternative develop- data in the context of planning practice.
Prerequisite: USP 533. and advanced analytical and modeling capabilities
ment patterns. Recommended prerequisites: USP of GIS (surface, 3-D, and network analyses).
515 or USP 536 Discussion of real-life GIS applications to transpor-
USP 598 (may be taken concurrently). Policy Evaluation Methods (3) tation, land use, environmental planning, commu-
USP 524 Focuses on the methodological issues that must be nity development, and related areas.
Site Planning (3) addressed in attempting to evaluate programs and
policies. Course offers an introduction to a variety USP 544
This course introduces the fundamentals of site Urban Transportation Planning (3)
planning in an urban context, as well as contempo- of techniques useful in policy evaluation. Topics
which may be covered include difference equa- Introduces fundamental concepts and methods
rary urban design theory and practice. Students used in multi-modal urban transportation plan-
will learn the principles of site planning and urban tions, Markov models, and queuing models. A
section of the course considers the methodological ning, including problem identification, alterna-
design at the scale of urban centers and specific tives analysis, evaluation and decision making,
sites, as well as the synthesis of multiple design issues that arise in cost-benefit analysis, such as
present value calculations, determining the value plan implementation, and program management.
decisions made by different actors, at different Exposes students to processes and analytical meth-
times, about different properties. The course will of nonmarket benefits, and correctly evaluating
costs. Recommended prerequisite: USP 515 or ods from multiple disciplines, such as law, poli-
explore these topics from various perspectives, tics, engineering, sociology, economics, finance,
including planners and designers, developers and equivalent.
management and marketing. Emphasis on analysis
regulators, and others. Slideshow lectures, down- USP 537 of moderately complex technical information and
town walking tours, and a term project will use Economics of Urban Transportation (3) its interpretation for communication with deci-
Portland as a living laboratory for how the princi- The transportation system is critical to the func- sion makers. Prerequisite:
ples of urban design and site planning are played tioning of an urban area. The movement of peo- USP 535 or equivalent coursework in descriptive
out in public and private development projects. ple and goods affects both the productivity and and inferential statistics and data presentation.
Students will work in teams to apply class princi- livability of the region. Transportation systems Recommended: USP 515 or USP 537 or an
ples to a specific site that is currently slated for also affect and are affected by land use and loca- equivalent intermediate-level course in applied
redevelopment. tion decisions. This course presents the economic microeconomics.
USP 525 analysis of urban transportation. This will include
analysis of the effects of transportation systems on USP 546
Design Analysis in Planning (2) Real Estate Development II (3)
Approaches to the analysis of design issues in land use and location as well as the evaluation of
transportation investments. These methods will Provides students the experience of developing a
urban planning. The definition of urban space comprehensive and unified analysis of a commer-
through mass, rhythm, and scale. Design and then be applied to evaluation of various proposals
to improve the urban transportation system. cial real estate project. Each student will submit a
urban circulation. Planning tools for the imple- case study with greater specificity showing how
mentation of design goals. Recommended prerequisite: USP 515 or 615.
the design, development, market, finance, con-
USP 529 USP 540 struction, and management of the project are
Green Buildings I (3) History and Theory of Planning (4) integrated. A select number of projects in the
Reviews development of new real estate properties The evolution of the urban planning field from its greater Portland area will be analyzed as case stud-
and communities with attention to environmental 19th century European origins through the 20th ies. Students will work closely with industry par-
sustainability, reduced operating costs, and century U.S. history. Course addresses the ques- ticipants and faculty to develop their analysis as
enhanced residential and working environmental tion: why do we produce and implement plans? well as alternative strategies for the project at criti-
conditions. Topics include green building stan- Specific topics include: philosophical issues and cal stages of its development. Prerequisite: USP
dards and techniques for assessing project success. political-organization contexts of professional 523.
activity; the place of planning in the political
USP 531 economy of U.S. metropolitan development; and USP 547
Geographic Information Systems Planning for Developing Countries (3)
problems of rationality in forecasting, analysis,
(GIS) for Planners (4) The nature of the urban and regional planning
decision making, and design.
Introduction to principles and methods of collect- process in developing countries. Tools, approaches
ing, organizing, analyzing, and visualizing geo- USP 541 and/or improvisations utilized in regions where
graphic information. Explores types and sources Dynamics of Planning Practice (3) data and information are unreliable or insuffi-
of geographical data used in urban and regional Examination of principles, methods, and programs cient. Relationship of planning process to the eco-
studies and planning with an emphasis on Census for giving explicit attention to the perspectives of nomic and political realities of developing nations.
data. Provides an overview of principles and com- citizens in the development and implementation The impact of rapid social change and social con-
ponents of Geographic Information Systems of public policies, programs and planmaking. Sets flict on the urban and regional development pro-
(GIS) as a primary tool of spatial data analysis citizen participation in its historical context with cess. Differences between poor and rich countries
and visualization. Attention is given to practical an assessment of its impact to date. Examines in planning approaches and expectations.
applications of GIS and to developing essential issues pertaining to working with diverse commu-
nities and highlights ethical dilemmas faced by USP 548
skills in desktop mapping and spreadsheet soft- Real Estate Market Analysis (3)
ware. professional planners.
A well-researched market study provides critical
USP 532 USP 542 information that can make or break a development
Data Collection (4) Land Use Implementation (3) project. This course will provide students with the
The acquisition of data for research in an urban An examination of alternative approaches to tools needed to evaluate trends and understand the
context. Emphasis is on the concepts, terminolo- implementation of plans. Topics include: regula- key factors affecting real estate markets. The class
gy, and methods related to the use of survey tory tools, e.g., zoning and subdivision ordinanc- will demonstrate where to get and analyze informa-
research and secondary data. Recommended pre- es; review functions, e.g., design review and
tion on the demand for multifamily, hotel, office, through the previous courses. Prerequisite: USP resource management as well as pollution preven-
industrial, and mixed-use developments. 523 or instructor’s consent. Course may be taken tion.
Recommended prerequisite: Ec 598. twice for credit with instructor’s consent. USP 572
USP 549 USP 563 Regional Economic Development (3)
Regional Planning and Metropolitan Growth Real Estate Construction (3) This course focuses on methods of analyzing why
Management (3) Reviews the nature and characteristics of the real regions differ economically, how they interrelate,
Explores regional planning in the U.S. today estate construction process, including materials, and why and how they react to changes in eco-
through an examination of historical and contem- cost estimating procedures, budgets, schedules nomic policies and conditions. Part of the course
porary regional planning practice. Begins with an and legal procedures. Emphasis on the selection of will be devoted to a study of models of regional
overview of the history of regional planning, building systems and review of the forms of con- structure and growth, such as economic base or
including the evolution of thought regarding struction contracts and associated documents input-output, and the strengths and weaknesses of
regionalism and the nature of regions. Examples commonly used in the industry. Reviews lessons each in modeling the regional economy. The
of regional plans will be used as the basis for learned from case studies. Prerequisite: USP 598. remainder of the course will be concerned with
examining assumptions, approaches, and methods USP 564 the development of models for use in regional
serving as the foundation for regional planning Political and Administrative forecasting and/or evaluation of policy changes on
practice. A synthesis of the findings of the review Issues in Aging (3) regional development. Recommended prerequi-
of plans will be used to draw general conclusions Coverage of organizational dynamics as related to site: USP 515.
about the field and its prospects. Pays particular the elderly including the provision and use of ser- USP 573
attention to the principles, approaches, and meth- vices. Covers voting behavior and advocacy as well Housing Economics (4)
ods of growth management generally and with as administrative and legal issues that are particu- Looks at the economics of real estate and housing,
respect to metropolitan regions. larly applicable to the elderly. including land rent, interest rates, apartment
USP 552 *USP 566 rents, and housing prices, using an economic
Urban Poverty in Critical Perspective (3) National Urban Policy (3) framework. Basic concepts in urban economics
Examines historical, empirical, and theoretical Examination of the federal government’s involve- such as land rents, externalities, and public goods
perspectives on urban poverty in the United ment with urban issues from a historical and are reviewed. Explores the technique most com-
States. It addresses the politics of poverty dis- political perspective. Focus on policies pertaining monly used in real estate and housing economics:
course by examining why explanations and policy to social welfare and economic development, with hedonic pricing. Explores the rationale and
prescriptions have emphasized morality and an overview of other policy arenas such as hous- impact of government intervention in the private
behavior; race, family, and culture; and dependen- ing, health, and education. Critical analysis of real estate market. Recommended prerequisite:
cy and responsibility rather than systemic eco- how and why the federal government responds to USP 515 or
nomic inequality. urban crises with national policy initiatives and USP 598 or undergraduate course in economics.
USP 553 how changes in political regime correspond with USP 577
Legal Processes in Urban Planning (1) changes in policy emphases and perspectives. Urban Environmental Management (3)
Covers the legal context within which land use An accelerated survey of principles, concepts, and
USP 567
planning and plan implementation takes place at techniques employed in the management of urban
Urban Housing Policies (3)
the local level. Requirements for the conduct of environmental problems, with particular emphasis
Review of the history and the role of public policy
hearings, appeals, and evidentiary processes are on “best practice” and emerging ideas. Selected
in the housing sector. Study of past and current
analyzed; skills for and techniques of writing find- topics may include: watershed stewardship,
trends in the delivery of housing services in urban
ings and conditions of approval are developed; brownfield development, green spaces, protection
areas. The basic philosophies related to the supply
and questions of ordinance interpretation and lia- of urban wildlife, stormwater management, urban
of housing are analyzed and examined relative to
bility are discussed. agriculture, residential toxics.
current trends in the delivery of housing services
USP 558 in urban areas. Critical review of the role of the USP 578
Planning Workshop (3, 6) federal government and the construction industry. Impact Assessment (3)
Organized team approach to a current planning Equal attention to the role of public housing and Empirical techniques employed in measuring the
problem in the Portland metropolitan area. Focus the impact of urban renewal. Active participation impacts associated with land use change. Topics:
on planning practice, field investigation, data in discussion and a research paper are required. goals achievement matrix approaches to impact
analysis, written and oral communication. Work assessment, trade-offs between community and
USP 569
program includes strategies, methods, and skills Sustainable Cities and Regions (4) regional welfare, distance and time in urban anal-
needed to identify issues and draw together all Explores the questions of whether and how cities ysis, estimating the social profitability of land
participants in the search for solutions. Emphasis can be sustainable—and how they can continue as development, cost-benefit analysis applied to free-
is on the blending of practical skills with knowl- places that sustain cultures, economics, and way location, techniques for valuation of non-
edge gained from core-area courses. Two-term nature. Basic technological and theoretical models priced resources, measuring municipal revenue
sequence, credit for first term dependent upon of human-nature interaction will be considered, and expenditure impacts, gravity models and
successful completion of the second term. along with visionary possibilities for the future of transport demand estimation, economic base
USP 559 cities and urban regions, globally and in Portland. analysis for employment and population impact
Planning Practice Workshop (1) assessment, estimating air and noise pollution
USP 570 associated with land development. Recommended
Involves the completion of a 400-hour internship Transportation and Land Use (3)
as part of the M.U.R.P. program. Content of the prerequisite: USP 515.
An analysis of transportation and land use interac-
internship and expectations for it are negotiated tions in urban areas. The impact of highway and USP 579
among the student, the academic adviser, and the transit changes on travel behavior, locational deci- State and Local Public Finance (3)
field sponsor. Student must also participate in a sions, and urban form are examined. The course will focus on the tax burdens, fiscal
colloquium which will emphasize critique at the Recommended prerequisites: USP 515 and 544. resources, and expenditure patterns of local govern-
level of the job, the organization, and the issues ments in metropolitan areas. The impact of reve-
with which the organization is concerned. USP 571 nue sharing and categorical grants will be discussed
Environmental Policy (3) in relation to state and federal influence on local
USP 562 Surveys federal, state, and international environ-
Real Estate Development Workshop (3) government finance. The spatial distribution of
mental policy-making with an emphasis on pro- local government services, transfer payments, and
Students form a real estate development team and cess design. Political and technical objectives for
produce an original development plan, including tax burdens will be analyzed. Special attention will
policy, the roles and responsibilities of institu- be paid to Oregon’s complex property tax limita-
the development concept, the market analysis, the tions, federal-state tensions, representation and
conceptual design, economic analysis, capital and tions. Prerequisite: USP 515.
analysis of stakeholding interests, the role of the
operations budget, and management plan. The media, and environmental justice are key ele-
student’s plan will demonstrate and apply mastery ments. Topical areas include issues concerning
of the development concepts and tools learned
USP 581 databases related to geographic information man- analysis, an introduction to real estate valuation
Environmental Psychology (3) agement and practical aspects of database design. measurements; and analysis of performance risk
Examination of the relationship between people Students will use a variety of programs for map- versus return. Students also receive an overview of
and their physical environments. Specific topics ping and spatial analysis of geographic informa- the legal definitions of real estate terminology,
include human spatial behavior (personal space tion. Each student completes a series of exercises including title, contract, regulation, and financing
and territoriality), the contribution of the behav- demonstrating a variety of approaches to the anal- issues, and case studies in real estate development.
ioral sciences to architectural and urban design, ysis and display of spatial data. Recommended Recommended prerequisites: Ec 201 and 202.
community and neighboring in the city, and envi- prerequisite: Geog 380 or equivalent experience in USP 599
ronmental cognition. cartography. Students enrolling in this class must Real Estate Finance II (3)
USP 584 register for a computer lab section. Also listed as Application of finance and economic principles to
Negotiation in the Public Sector (4) Geog 488/588, may only be taken once for credit. analysis of real estate finance and investments.
Overview of conventional and innovative applica- USP 592 Emphasis on the development of problem-solving
tions of negotiations in public sector activities, Geographic Information Systems II: capabilities through the use of computer applica-
and the potential and limitations of negotiation- Applications (4) tion programs. Special attention given to risk
based approaches to public decision making. Key Analysis and applications of geographic informa- analysis, alternative mortgage instruments, hedg-
components include negotiation theory, individu- tion systems concepts and technology to land ing techniques, and the tax effects of real estate
al skill development, and a review of the institu- planning and management issues. The multipur- investment. Prerequisite: USP 598 or equivalent.
tional, legal, and political context of negotiations. pose land information systems concept is used as Cross listed as Fin 599. This course may only be
USP 585 an organizing device for spatial registration of taken once for credit.
Housing and Environments data layers to achieve data sharing and compati- USP 601
for the Elderly (3) bility among functions. User needs assessment Research (Credit to be arranged.)
The urban environment as a physical and social and systems design provides the basis for systems
procurement, implementation, and use. USP 603
context for the diverse lifestyles of its elderly resi- Thesis (Credit to be arranged.)
dents. Theoretical approaches to aging and the Recommended prerequisites:
Geog 488/588 or USP 591. Students enrolling in USP 605
environment; perception and impact of living Reading and Conference
environments on older adults. Specific topics this class must register for a computer lab section.
Also listed as Geog 492/592, may only be taken (Credit to be arranged.)
include housing and services alternatives, issues in
once for credit. USP 607
developing, regulating, and managing housing for
the elderly, and housing design. USP 594
Planning in the Pacific Northwest (3) USP 610
USP 586 Selected Topics (1-4)
Urban Social Networks (3) This course will utilize the work of Pacific
Northwest historians, writers, critics, and others as a USP 613
Analysis of the social psychological and anthropo- Urban Economic and Spatial Structure (3)
logical literature on social networks: the structure vehicle for equipping planners with a somewhat sys-
tematic and certainly eclectic cultural overview of Provides an introduction to the economic and spatial
and content of interpersonal networks (including aspects relevant to the field of urban studies.
kinship, friendship, instrumental) in an urban set- the region they hope to serve. This course will
attempt to prepare them to be members of a place Provides an overview of existing theories and empiri-
ting. Specific topics will include: the nature of cal evidence relating to urban spatial and economic
interpersonal ties in the city, urban migration and and of a culture of place, and to embrace the art and
literature of the Pacific Northwest as part of their relationships. Examines the impact of federal, state,
networks, access to urban resources, methods of and local government policies, and changing eco-
analyzing personal and group networks. ongoing professional development. Though focused
on the Pacific Northwest, the general approach used nomic conditions on these relationships.
USP 587 in this course should be applicable to other regions USP 614
Travel Demand Modeling (3) as well. History and Theory of Urban Studies (3)
Understand, analyze, and apply travel demand Leading thinkers and milestones in the analysis of
forecasting models from an applied and practical USP 595
Reshaping the Metropolis (3) urban development and urban life.
perspective. The underlying theoretical basis of Complementary theories and models of the social
model components will also be covered. Student Examination of the contrast between classic mod-
els of metropolitan settlement and new patterns sciences. Postmodern approaches. Visionary and
will become familiar with the traditional four-step critical responses to the possibilities of metropoli-
travel forecasting process, including model appli- emerging in the late twentieth century. Land use
changes in the context of new patterns of eco- tan life.
cation software package, and interpretation of
model output. Involves hands-on use of transpor- nomic activity; ideas about the physical form of USP 615
tation modeling software. Prerequisites: an intro- the good city and the societal implications of Economic Analysis of Public Policy (4)
ductory course in urban transportation planning development patterns; issues of residential choice, Introduction to the use of microeconomic analysis
or professional experience in urban transportation community change, globalization, and environ- in the evaluation of public policy. Intended for
planning; familiarity with spreadsheet software; mental protection as affected by metropolitan entering graduate students with a limited back-
college-level algebra; and introductory statistics growth. ground in economics. Develops basic analytic meth-
(i.e., regression analysis). Prior experience with USP 597/697 ods and emphasizes application of the analysis to
DOS is helpful but not mandatory. Urban Studies Seminar (4) issues of public policy. Prepares students for
Research seminar required for second-year stu- advanced classes that use this type of analysis.
USP 588
Sustainable Development Practices (3) dents in the urban studies Ph.D. and Master of USP 616
Introduction to analytic and management Urban Studies programs. Students apply their Cities in the Global Political Economy (3)
approaches intended to limit the social and envi- substantive background and methodological train- Introduction to political theory and the political
ronmental harms associated with most past pating to develop all the components of a social sci- economy of globalization. Begins with core politi-
terns of development. Builds upon basic under- ence research paper: statement of focused research cal ideas from classical works of political economy
standing of socio-environmental change and pro- question, literature review, development of (Locke, Rousseau, Smith, Mills, Marx, Marshall,
vides a foundation for subsequent in-depth stud- hypotheses, definition of appropriate methodolo- Keynes, Friedman, and Rawls) and proceeds to an
ies of particular sustainable development strategies gy, design of data acquisition, and pilot testing of analysis of the rise of transnationalism and global-
and analytic techniques. Students study a broader data acquisition strategy. Recommended prerequi- ization. Looks at changes in the global economy,
range of sustainable development topics, tools, sites: USP 530, 514/614, 513/613, and 517/617. revolutionary changes to capitalism, the fall of
and techniques. USP 598 communism, and impacts of globalization on cit-
Real Estate Finance I (3) ies, communities, the state, work, social mobility,
USP 591 welfare, cultural diversity, and the environment.
Geographic Information Systems I: Introduces business finance within the context of
Introduction (4) commercial real estate. Concepts and techniques
The use of computers in Geographic Information will include financial statements, analysis, and fore-
Systems (GIS) and mapping. Includes theory of casting; present value and discounted cash flow
USP 617 vidual and collective decision-making processes and USP 656
The Sociology and Politics of Urban Life (3) the technical and social challenges faced in decision- Advanced Data Analysis: Multilevel Regression
A survey of important theories of and empirical making processes in the market place and the realm (3)
research about the social structure and political of politics. Examples cover local, national, and Intended to introduce students to multilevel
dynamics of urban areas. The impacts of globaliza- international policy topics. Recommended prerequi- regression techniques (also known as Hierarchical
tion on urban social and political life, the changing site: USP 515/615. Linear Models or HLM), presenting the concep-
nature of community and social relations within tual underpinnings and application of the tech-
USP 655
cities and suburbs, and evolving patterns of inter- Advanced Data Analysis: Structural Equation niques for the two most common applications of
governmental cooperation and conflict within met- Modeling (3) multilevel models: hierarchical and longitudinal
ropolitan regions will be analyzed. Introduces students to structural equation model- data sets. Multilevel regression is a statistical
USP 630 ing, a regression-based technique that incorporates model that extends multiple regression to data
Research Design (4) elements of path analysis and confirmatory factor that are hierarchically structured and is used for
Principles of research design, including philosoph- analysis. Topics covered include path analysis, the estimation of growth curves with longitudinal
ical bases of scientific research, approaches to confirmatory factor analysis, and structural mod- data. Hierarchical data are common in many
research, problem identification, problem state- els with cross-sectional, longitudinal, and multiple kinds of organizational and regional research,
ment, development of research questions, devel- groups. The general goal is to provide a thorough because data occurs in natural groupings such as
opment of research hypotheses, and the relation- background in the conceptual aspects, statistical administrative units, geographic regions, or
ship of research hypotheses to modes of data gath- underpinnings, and application of this method. schools.
ering and analysis. The laboratory (530L) must be USP 654 USP 660
taken concurrently. Recommended prerequisite: Data Analysis II (4) Policy Process (3)
USP 430. Takes an applied approach to statistical analysis Focuses on the politics of the policy process. It
USP 634 and research methodology and is the second in a examines the role, influence and interaction of
Data Analysis I (4) two-course sequence. Provides students with sta- legislatures, executives, bureaucracies, courts, poli-
Application of multivariate statistical analysis in tistical background, conceptual understanding, cy communities and citizens. Follows the stages of
an urban context. Emphasis on applications of technical writing skills, computer application, and policy development: problem definition, agenda
various techniques within the general linear the ability to apply these skills to realistic data setting, budgeting, authorization, implementation
model. Recommended prerequisite: USP 532. analysis problems and research designs. Topics and oversight. Case material is taken from federal,
The laboratory (USP 534L) must be taken con- include simple regression and correlation, multi- state, and local governments with special consid-
currently. Recommended prerequisite: USP 430. ple regression, and logistic regression. The labora- eration given to the intergovernmental aspects of
tory (USP 554L/654L) must be taken concurrent- the policy process.
USP 636
Political and Economic Decision-making (3) ly. Recommended prerequisites: USP 534/634 or USP 661
Examines the philosophical and conceptual assump- an equivalent course approved the instructor and Policy Analysis: Theoretical Foundations (3)
tions embodied in alternative decision-making theo- prior experience with statistical software. Theories and ideologies of modern age that guide
ries in the fields of economics and politics. and constrain policy formation, administration
Designed to show students the differences in indi- and evaluation. Of particular concern is the
understanding of the concepts of individualism,
collectivism and community developed by the analyses of urban services, economic and The Center supervises three real estate
philosophers and social and behavioral scientists urban development, transportation and land degree programs at Portland State
of this period. use interactions, transit finance, special University: a Graduate Certificate in Real
*USP 674 needs transit programs, traffic monitoring, Estate Development, an Undergraduate
Spatial Analysis (3) travel behavior, transit and parking, recy- Major in Real Estate Finance, and an
The use of geographically coded data to identify Undergraduate Minor in Real Estate
and anticipate future patterns of human activity cling, and various aspects of geographic
in metropolitan areas and systems of cities. information systems. Development. Faculty from both the Nohad
Emphasizes techniques to establish whether the The center has sponsored conferences on Toulan School of Urban Studies and
characteristic landscapes associated with static and important urban topics for the interested Planning and the School of Business
dynamic models of behavior are present. public. In conjunction with the graduate Administration teach the courses within
Diffusion processes, expanded location theories, each program.
and models of decision making from spatially
programs in urban studies and planning, the
center provides students with numerous Center address: School of Business
arrayed cues receive particular attention. Administration, 631 SW Harrison Street.
Recommended prerequisite: USP 532. opportunities for research and outreach
experience through graduate assistantships,
USP 676
research credit, and informal project partici-
Center for Transportation
Activity Location (3)
The location of human activities in urban sys- pation. Studies
tems. Location of economic activities where profit The center also houses the Community
maximization is desired, and location decisions Environmental Services (CES) Program. 550 Urban Center
with equity maxima. 502-725-4024
CES provides assistance to local communi-
USP 683 ties, governmental agencies, and private www.cts.pdx.edu
Qualitative Analysis (4)
Study of a variety of qualitative methods of ana- organizations on a contractual basis. The An equitable and efficient transportation
lyzing social science problems, with an emphasis mission of CES is to provide students with system for people and goods has a signifi-
on applications to urban studies. Students study the opportunity to develop leadership, prac- cant influence on the well-being of every cit-
the philosophy of academic inquiry, understand- tical job skills, and civic responsibility, izen, impacting quality of life and the econ-
ing and interpretation of social action. Specific through education, service, and research omy. Social, environmental, and technologi-
techniques include content analysis, participant cal trends must be anticipated and incorpo-
observation, field observation, ethnography, inter- which address environmental issues and
resource sustainability. rated into a “smart” transportation system in
viewing, and focus groups, among others.
Organization, coding, and analysis of qualitative The center also provides support for the order to ensure resource preservation and
data. Recommended prerequisite: USP 530/630. Center for Transportation Studies. The CTS enhancement of the region’s economic pro-
facilitates and conducts multidisciplinary ductivity. Toward this end, the Center for
USP 689
Advanced Urban Politics and Sociology (3) research on transportation issues, and pro- Transportation Studies (CTS), a unit within
This is an advanced readings seminar focusing on motes scholarly development and exchange the Center for Urban Studies, strives to
the literature and emerging theoretical and meth-
among students, faculty, and transportation stimulate and conduct multidisciplinary
odological debates in the fields of urban sociology research on transportation issues, facilitating
and political science. This course is intended as professionals.
the dissemination of information and
an intensive seminar for graduate students seeking encouraging the implementation of research
both greater familiarity and involvement with the Center for Real Estate
literature and discourse in these fields. results.
Prerequisite: USP 517/617. 503-725-5175 CTS holds a weekly, public seminar during
http://www.pdx.edu/realestate the academic year. The Initiative for Bicycle
and Pedestrian Innovation, within CTS,
In 2004, the Center for Real Estate was
Research centers formed as a partnership between PSU’s
aims to advance bicycling and walking as
integral elements of the transportation sys-
and institutes acclaimed Schools of Urban Studies and
Planning and Business Administration to
tem.
Initiative for Bicycle and Pedestrian
manage the real estate programs at Portland
Innovation (IBPI). IBPI leads innovation
Center for State and serve as the vital link between the
in research, education and knowledge that
Urban Studies University and the real estate community.
promotes change to make our communities
Consisting of a Director, Associate Director,
safe, convenient and accessible places to
320 Urban Center and Assistant Director, the Center staff work
walk and bicycle. It is a unique partnership
503-725-4068 with employers to not only meet their
among academic, practice and policy that
internship and employment needs, but also
The Center for Urban Studies, established in focuses on fostering student knowledge
provide them with valuable updates on the
1966, is a multidisciplinary research unit in through classroom and research opportuni-
real estate industry through the Center’s
the College of Urban and Public Affairs. The ties, offering professional development
annual real estate conference.
center’s primary research emphases include: workshops to enhance practitioner skills,
The Center’s PSU Real Estate Quarterly
urban services, determinants of property and expanding the knowledge base on bicy-
publication showcases articles on innovation
value, transportation, regional economic anal- cle and pedestrian travel through evidence-
in the real estate industry and trends affect-
ysis, geographic information systems, and based research. The website provides a
ing the real estate market, regional planning
regional decision making. In addition to its clearinghouse of information on activities
and the regional economy.
research function, the center serves as a and programs at http://ibpi.usp.pdx.edu.
resource for community service to units of
local government.
Publications of the center include reports
on fiscal analyses of municipal services pro-
vision, transportation investment analysis,
Directories
Oregon State Board of The Oregon University System, organized in 1932,

provides educational opportunities to young peo-
Higher Education ple 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 12 mem- Opportunities for general education are distributed
bers appointed by the Governor and confirmed by as widely as possible throughout the state, while
the Oregon State Senate. Board members, other specialized, professional, and technical programs
than student or faculty members, serve four-year are centered at specific institutions.
terms. Student and faculty members serve two-
year terms.
Members of the
Terms expire June 30
Paul J. Kelly, Jr., Portland 2011 Oregon University System
President Eastern Oregon University
James L. Francesconi, Portland 2012 La Grande
Vice President Oregon Institute of Technology
Klamath Falls
Matthew W. Donegan, Portland 2013
Oregon State University
Jill W. Eiland, Hillsboro 2013 Corvallis
Hannah R. Fisher, Portland 2011 Portland State University
Allyn Ford, Roseburg 2013 Portland
Brian Fox, Ashland 2011 Southern Oregon University

Ashland
Dalton Miller-Jones, Portland 2010
University of Oregon
Rosemary Powers, La Grande 2011 Eugene
Preston Pulliams, Portland 2012 Western Oregon University
Kirk E. Schueler, Bend 2013 Monmouth
David V. Yaden, Portland 2012 Oregon Health & Science University*

Portland
The Oregon University System Chancellor’s Office
Officers of the System provides coordination and service to assure that a
broad-based continuing education program is avail-
George P. Pernsteiner, M.P.A. able through the member institutions.
Chancellor *Affiliated
Jay D. Kenton, Ph.D.
Vice Chancellor for Finance and Administration Institutional Executives
Susan Weeks, M.S. Wim Wiewel, Ph.D.
Vice Chancellor for Strategic Programs and Planning
President
Ryan J. Hagemann, J.D. Portland State University
General Counsel and Board Secretary Bob Davies, Ph.D.
Marcia M. Stuart President
Associate Board Secretary Eastern Oregon University
Christopher Maples, Ph.D.
President
Oregon Institute of Technology
Edward Ray, Ph.D. Shawn C. Smallman (1996) Ph.D.

Vice Provost for Instruction and
Professor. Ph.D. 1996 Portland State
University
Library
President
Dean of Undergraduate Studies; David Burgess (1999) M.S. Helen H. Spalding (2005) M.A., M.P.A.
Oregon State University
Professor of International Studies. Sr. Research Assistant. M.S. 1996 University Librarian; Professor. M.A.
Mary Cullinan, Ph.D. Ph.D. 1995 Yale. Portland State University 1974 University of Iowa, M.P.A. 1985
President University of Missouri-Kansas City.
Lina Lu (1999) Ed.D.
Southern Oregon University Linda Absher (2003) M.L.I.S.
Center for Academic Research Assistant/Professor. Ed.D.
Reference Librarian/Information
Richard W. Lariviere, Ph.D. 1997 Portland State University
President
Excellence Juliette Stoering (1998) M.A.
Consultant, Assistant Professor. 1993
M.L.I.S. University of California,
University of Oregon Leslie McBride (1985) Ph.D. Sr. Research Assistant. M.A. 1994 Berkeley.
Associate Vice Provost for Teaching, University of Victoria (British
John P. Minahan, Ph.D. Columbia) Sarah E. Beasley (1997) M.A.I.S.
Learning, and Assessment. Associate
President Education/Social Science Librarian;
Professor of Community Health.
Western Oregon University Associate Professor. M.A.I.S. 1996
Ph.D. 1979 Southern Illinois
University. International Affairs Oregon State University.
Gil Latz (1983) Ph.D. Tom Bielavitz (2006) M.L.I.S.
Kevin Kecskes (2002) Ph.D.
Vice Provost for International Assistant University Librarian for
Portland State
Associate Vice Provost for
Affairs; Professor of Geography and Administrative Services and Planning;
Engagement. Ph.D. 2008 Portland
International Studies. Ph.D. 1986 Assistant Professor. M.L.I.S. 2006
State University.
University Amy Spring (1997) M.P.A.
Assistant Director Community-Based
University of Chicago.
Jeff Baffaro (2001) B.A.
Drexel University.
Michaela Brenner (2004) M.L.S.
Program Manager, International Database Management and
Faculty members are listed with their Learning. M.P.A 1997 Portland State
Special Programs. B.A. 1978 Portland Category Librarian, Assistant
programs. Academic faculty are list- University.
State University. Professor. M.A. 1996 University of
ed starting on page 362. The dates Michael R. Chamberlain (2002) M.S. Bayreuth, Germany. Dipl. Lng. 1977
in parentheses indicate the begin- Senior Instructional Designer. M.S. Jean Campbell (1998) Ph.D. University of Giessen, Germany.
ning of academic service at Portland 2002 University of Houston Clear- Acting Director, Middle East Studies
State University. The earliest date Center. Ph.D. 1987 University of Michael S. Bowman (1992) M.Libr.
Lake.
shown is 1955, the year in which Oregon. Engineering Librarian/Reference
Vince Schreck (2003) Ed.D. Coordinator; Assistant Professor. B.S.
Portland State became a degree- Instructional Designer. Ed.D. 2003 Debra Z. Clemans (1997) M.A.
granting institution. The faculty list- 1984, M.Libr. 1986 University of
Portland State University. Executive Assistant/Financial Officer Washington.
ings were compiled in February 2008 and Fulbright/NSEP Adviser. M.A.
and may not include changes and Janelle Voegele (1997) M.A. Sharon H. Elteto (1997) M.L.S.
Assistant Director for Teaching and 1995 Portland State University.
appointments made after that time. Instruction/Bibliographic Librarian;
Learning. M.A. 1999 Portland State Alyse Collins (2004) M.A. Associate Professor. M.L.S. 1997
University. Education Abroad Adviser and Emporia State University.
Office of the Aifang Gordon (2007) Ph.D. International Internship Coordinator.
M.A. 2007 Portland State University. Pamela Gabourie (2007) M.A., Library
Instructional Designer. Ph.D. 2007
President Ohio University Joshua N. Davis (2008) B.A.
Development Director. M.A. 1994
San Diego State University.
International Student and SEVIS
Wim Wiewel (2008) Ph.D. Advisor. B.A. 2002 Pacific University. Arthur Hendricks (1996) M.S.
President. Ph.D. 1984 Northwestern Extended Studies Anne George (2004) M.A.
Reference Librarian; Associate
University. Professor. M.S. 1995 University of
Michael Burton (2003) M.A., M.Ed. International Student and Scholar Illinois, Urbana-Champaign.
Lois Davis (2009) B.S. Adviser. M.A. 2001 Webster
Vice Provost for Extended Studies.
Chief of Staff. B.S. 1977 University of University. Graham F. Howard (2008) PhD.
M.Ed. 1971 University of Portland.
Oregon. Humanities and Social Sciences
Mark Jenkins (2006) Ph.D. Blythe Knott (2006) M.A. Librarian; Assistant Professor. PhD.
Amy Ross (1993) B.A. Study Abroad Adviser. M.A. 1997
Director, Online Program Services; 2004 University of Wollongong.
Executive Assistant to the President. University of Colorado at Boulder.
Ph.D. 1996 University of California/
B.A. 1994 Portland State University. Rose Jackson (2003) M.L.I.S.
San Diego. Meiru Liu (1996) Ph.D. Reference Librarian/Information
William Prows (2004) B.S. Director, Confucius Institute; Consultant for Urban and Public
Affirmative Action and Director, Outreach and Market Assistant Professor of Business, Affairs, Assistant
Development. B.S. 1974 University of Chinese Language & Culture. Ph.D.
Equal Opportunity Oregon. 1996 Portland State University.
Professor. M.L.I.S. 2003 Syracuse
University.
Elaine D. Cohn (2000) M.Ed., NCC Bee Jai Repp (1996) Ph.D. Christina Luther (1998) M.A. Mary Ellen Kenreich (1992) M.L.S.
Associate Director of Affirmative Director, Extended Campus Assistant Director, International Acquisitions Librarian; Associate
Action and Equal Opportunity. M.Ed. Programs, Salem Center. Ph.D. 1997 Student Services. M.A. 1993 Portland Professor. M.L.S. 1980 Kent State
NCC 2000 Portland State University. Oregon State University. State University. University.
Ruth M. Toba (2000) B.A. Glen Sedivy (1994) M.B.A. Megan McLaughlin (2006) M.A. Kristen Kern (1998) M.L.S.
AA/EO Specialist. B.A. 1972 Beloit Assistant Vice Provost, Extended International Student Adviser. M.A. Head of Preservation and Catalog
College. Studies. M.B.A. 1981 University of 1998 George Washington University. Librarian; Associate Professor. M.L.S.
Oregon. Katherine Morrow (1998) B.A. 1997 Emporia State University.
Program Administrator. B.A. 1991
Government Relations Lorraine Thomson (2009) B.A.
Director, Professional Development Willamette University
Thomas Larsen (2003) M.L.S.
Database Management and Catalog
Mary R. Moller (2008) B.A. Center. B.A. 1984 Portland State Eve Nilender (2008) M.A., M.P.A. Librarian, Assistant Professor. M.L.S.
Director of Government Relations. University. International Faculty Advisor, 1997 Emporia State.
B.A. 2002 Portland State University. International Student and Scholar Adriene I. Lim (2005) M.L.I.S.
Laura Terrill Patten (2009) B.A. Services. M.A., M.P.A. 2001 Indiana
Associate Director of Government Graduate Studies and University.
Systems Librarian, Assistant
Professor. M.L.I.S. 1996 Wayne State
Relations. B.A. 2002 Portland State Research Andrea Price (1999) M.A. University.
University. Study Abroad Adviser. M.A. 2000
William H. Feyerherm (1990) Ph.D. Gary Markham (2003) M.L.I.S.
Portland State University.
Academic Affairs Vice Provost for Research and Dean
of Graduate Studies; Professor of Jill Townley (1997) M.S.
International Student Life
Catalog Librarian, Assistant
Professor. M.L.I.S. 1997 University of
Office of the Social Work. Ph.D. 1977 State

University of New York, Albany. Coordinator. M.S. 2001 Portland
State University.
Arizona.
Cris Paschild (2007) M.A., M.S.I.
Provost Nancy M. Koroloff (1973) Ph.D.
Associate Vice Provost for Research Judy Van Dyck (1992) B.A.
University Archives and Library
Special Collections Librarian;
and Sponsored Projects; Professor of Director, International Student Assistant Professor. M.A. 1994
Roy W. Koch (1982) Ph.D., P.E. Services and International Special
Provost, Professor of Civil Social Work. Ph.D. 1985 University of University of Michigan-Ann Arbor,
Oregon Programs. B.A. 1981 University of M.S.I. 2001 University of Michigan-
Engineering and Environmental Oregon.
Sciences. Ph.D. 1982 Colorado State DeLys Ostlund (1991) Ph.D. Ann Arbor
University. Associate Dean of Graduate Studies; Todd Waddell (2008) M.B.A. Robin Paynter (2004) M.A.
Associate Professor of Spanish. Ph.D. Faculty Led Program Coordinator, Reference Librarian/ Information
Jackie Balzer (2008) Ed.D. International Education. M.B.A. 2003
Vice Provost for Student Affairs. 1993 University of Maryland. Consultant; Assistant Professor. M.A.-
American University. L.I.S. 1993 University of Wisconsin-
Ed.D. 2006 Oregon State University.
Ron L. Witczak (1996) B.A. Madison.
Carol Mack (1986) Ph.D. Institutional Research and Director, International Education. Thomas E. Raffensperger (2007) M.L.I.S.
Vice Provost for Academic
Administration and Planning; Planning B.A. 1991 Oregon State University. Assistant University Librarian for
Professor of Education. Ph.D. 1988 Public Services; Assistant Professor.
Kathi A. Ketcheson (1985) Ph.D. M.L.I.S. 1995 University of Hawaii.
University of Illinois. Director, Institutional Research and
Planning; Research Associate
D i r e c t o r i e s 371
Robert Schroeder (2004) M.L.I.S. University School of Information Michelle Schwartz (2003) B.A. Brandy Coleman (2006) B.S.
Information Literacy Coordinator Studies. Assistant Director. B.A. 1998 Office Administrator, Dean of
and Reference Librarian, Assistant University of Montana. Student Life. B.S. 2001 University of
Professor. M.L.I.S. 1995 Wayne State
University. Division of Melissa Trifiletti (2008) M.S.
Director, New Student Programs M.S.
Oregon.
Alex Accetta (2001) M.A.
Gretta Siegel (1998) M.L.S.
Science Librarian; Professor. M.L.S.
Student Affairs 1994 Miami University
Jonathan K. Uto (2004) B.S.
Director, Campus Recreation. M.A.
1993 Stanford University.
1985 Syracuse University. Admissions Counselor. B.S. 2004 Jessica Amo (2009) M.P.A.
Wendy A. Stewart (1995) M.L.S.
Serials Librarian; Associate Professor.
Office of Vice Provost for Southern Oregon University. Assistant Coordinator, Women’s
Resource Center. M.P.A. 2008
M.L.S. 1995 Syracuse University. Student Affairs Portland State University.
Jian (Jan) Wang (1999) M.L.I.S.
Career Center Tana Atchley-Juarez (2007) B.A.
Jackie Balzer (2008) Ed.D.
Serials Catalog Librarian; Associate Vice Provost for Student Affairs. Greg Flores (2008) M.S. Adviser, Student Activities and
Professor. M.L.I.S. 1996 Wayne State Ed.D. 2006 Oregon State University. Interim Director. M.S. 2008 Portland Leadership Programs. B.A. 2000
University. Dan Fortmiller (1985) M.S. State University. University of Oregon.
Claudia V. Weston (2001) M.L.S. Associate Vice Provost for Academic Cheryl Hollatz-Wisely (2004) M.S. Tyler Baker (2009) M.Ed.
Assistant Director for Technical and Career Services. M.S. 1989 Career Counselor. M.S. 1990 Facility Coordinator, Campus Rec.
Services, Professor. M.L.S. 1981 Portland State University. University of Missouri. M.Ed. 2007 Washington State
University of Maryland. April Turner (2002) M.S.W. Louise Paradis (1994) M.A. University.
Qi Wu (2005) M.L.I.S. Executive Assistant to the Vice Career Counselor. M.A. 1986 Bowling Todd Bauch (2003) M.A.
Reference Librarian/Information Provost. M.S.W. 2005 Portland State Green State University. Assistant Director, Campus
Consultant for Business and University. Mary Vance (1999) M.A. Recreation. M.A. 1998 Southern
Economics, Assistant Professor. Dan Valles (2009) B.S. Career Counselor. M.A. 1997 Illinois University.
M.L.I.S. 2002 University of Illinois at Chief Business Officer. B.S. 1999 University of Maryland. Jessie Belter (2008) M.S.
Urbana-Champaign. University of San Francisco. Coordinator – Aquatics and Safety,
Campus Rec. M.S. 2008 Clemson
Emeriti Faculty Angel James (2003) Counseling and University.
Administrative Assistant to the Vice
C. Thomas Pfingsten (1980) M.L.S. Provost. Psychological Services Jordan Bermingham (2007) M.Ed.
University Librarian Emeritus. M.L.S. Outdoor Program Coordinator,
Dana Tasson (1998) M.D. Campus Recreation. M.Ed. 2007
1966 University of California,
Berkeley. Admissions, Registration Clinical Director, Counseling and
Psychological Services. Psychiatrist.
Daphne T. Allen (1970) M.B.A. and Records B.S. 1988, M.D. 1993 University of Ashley Campbell (2008) B.A.
Member Services Coordinator,
Associate Professor Emerita. M.B.A. Michigan.
1978 University of California, Los Agnes A. Hoffman (1996) M.B.A. Campus Rec. B.A. 2003 Santa Clara
Associate Vice Provost for Susan E. Captein (1992) M.S.W. University.
Angeles.
Enrollment Management and Clinical Social Worker. M.S.W. 1984,
Laurence L. Bruseau (1968) M.L.S. Portland State University. Lynn Clark (2009) J.D.
Student Affairs. M.B.A. 1977 Associate Staff Attorney, Student
Associate Professor Emeritus. M.L.S.
Portland State University Keith Conant (2001) M.D. Legal Services. J.D. 1993 Lewis and
1962 University of Michigan.
Cynthia H. Baccar (1999) M.S. Psychiatrist. M.D. 1997 Oregon Clark College.
Kenneth W. Butler (1955) M.A. Health & Science University.
Director, Registration and Records. Saori Clark (2007) M.Ed.
Professor Emeritus. A.L.A. Leeds
M.S. 1994 University of Tennessee. Jennifer Dahlin (2003) Psy.D. Interim Assistant Dean of Students.
School of Librarianship (England);
Jedd Chang (2009) B.A. Psychologist. Psy.D., 2004 Pacific M.Ed. 2003 Portland State University.
M.A. 1958 University of Portland.
Admissions Counselor. B.A. 2005 University.
Patricia H. Byrd (1961) M.Libr. Samantha Faile (2008) M.S.
Pacific Lutheran University. Cheryl Forster (2004) Psy.D. Coordinator, Campus Rec Clubs. M.S.
Associate Professor Emerita. M.Libr.
Melanie Dixon (2009) M.S. Psychologist, Psy.D. 2004 Pacific 2004 University of Tennessee.
1959 University of Washington.
Assistant Director, Diversity University.
Joseph J. Kohut (1972) Ph.D. Suzanne Flores (2007) M.Ed.
Recruitment. M.S. 2009 Portland Tim Hagge (1992) M.S.W. Advisor, Student Activities and
Professor Emeritus. Ph.D. 1967 Ohio
State University. Clinical Social Worker. M.S.W. 1992 Leadership Programs. M.S. 2007
State University;.
Mary Doyle (2010) B.A. Portland State University. Oregon State University.
Robert W. Lockerby (1967) M.S.
Admission Counselor. B.A. 2006 Chris Hodson (2002) Ph.D. Nachel Glynn (2008) B.A.
Professor Emeritus. M.S. 1979
Psychologist, Ph.D. 2002, University Area Coordinator, Residence Life.
Portland State University. Linfield College.
of Southern California. B.A. 2005 Eastern Illinois University.
Anne G. McMahon (1969) M.L.S. Karen Hanson (1994) B.A.
Marcy Hunt-Morse (2010) Ph.D. Bridge Gorrow (2006) B.A.
Associate Professor Emerita. M.L.S. International Admissions Counselor.
Psychologist, Ph.D. 2002, University Interim Coordinator, Women’s
1965 Pratt Institute. B.A. 1992 University of Oregon.
of Oregon. Resource Center. B.A. 2004 Portland
Gwen E. Newborg (1969) M.A. Paula J. Harris (1997) Ed. M.
Janice Klein Kettler (1988) M.S.W. State University.
Professor Emerita. M.A. 1977 Associate Director. Ed.M. 1997
Clinical Social Worker. M.S.W. 1974 Christina Johnson (2005) M.Ed.
University of Washington. Oregon State University.
University of Michigan. Area Coordinator, Residence Life.
Oren O. Ogle (1969) M.Libr. Veda Kindle (1978) B.A.
Lisa Koralewicz (2006) M.P.H., M.S.W. M.Ed. 2007 Western Kentucky
Associate Professor Emerita. M.Libr. Senior Assistant Director. B.A. 1971
Clinical Social Worker. M.P.H. SUNY University.
1969 University of Washington. Central Washington University.
at Albany, M.S.W. Colorado State Lissa Kaufman (2006) J.D.
Faye Powell (1985) M.A. Dave Kobzina (2005) M.S. University.
Professor Emerita. M.A. 1982 San Admissions Counselor. M.S. 2006 Coordinator of Student Legal and
Karen Ledbetter (1997) Psy.D. Mediation Service. J.D. 1996
Francisco State University. Portland State University.
Psychologist. Psy.D. 1997 Rosemead University of Washington School of
Terry Rohe (1983) M.L.S. Niko S. Lande (2003) B.A. School of Psychology. Law.
Professor Emerita. M.L.S. 1972 Admissions Communication
Robert Liebman (2007) M.S.W. Joelle Kenney (2005) B.S.
University of Oregon. Coordinator. B.A. 1998 University of
Clinical Social Worker. M.S.W. 1978 Campus Rec Office Coordinator. B.S.
Gary S. Sampson (1972) M.L.S. Oregon.
San Diego State University. 2009 Portland State University.
Professor Emeritus. M.L.S. 1972 Jo Lucke (1981) B.S.
Carla Riedlinger (2003) M.S.W. Katherine Kestell (2008)
University of California, Berkeley. Scholarship Coordinator. B.S. 1980
Clinical Social Worker. M.S.W. 1998 Paralegal, Student Legal Services.
Rosalind C. Wang (1985) M.S.L.S. Portland State University
Portland State University. Brooke Kuhnhausen (2008) Ph.D.
Professor Emerita. M.A. 1976 Long Jonathan Luster (2009) M.S.
Noelle Savatta (2008) Ph.D. Assistant to the Dean of Students
Island University. Coordinator, New Student Programs.
Psychologist. Ph.D. 2007 University and SOCC Liaison. Ph.D. 2006 Fuller
Majel M. Warren (1964) B.S.L.S. M.S. 2007 Miami University.
of Georgia. Theological Seminary.
Associate Professor Emerita. B.S.L.S. Kanani Martinez (2006) M.S.
Alan Yeo (2004) M.D. Lorrie McCullough (2006) M.A.
1945 George Peabody College for Admissions Counselor. M.S. 2009
Psychiatrist. M.D. 2000 Oregon Office Coordinator for Student
Teachers. Portland State University.
Health & Science University. Activities and Leadership Programs.
Robert C. Westover (1971) M.L.S. Nicolle Nixon (2003) M.S.
MA 2009 Portland State University.
Humanities Librarian; Professor Assistant Director, International
Emeritus. M.L.S. 1971 University of Admission. M.S. 2010 Portland State Office of the Atsu Nagayama (2002) B.A.
Coordinator of Business Operations
Oregon. University.
William B. Wilson Jr. (1976) M.L.S. Katherine Rousseau (2002) B.S.
Dean of Student Life for Campus Rec. B.A. 1994
Michele Toppe (1995) M.S. Northwestern University.
Cataloger; Associate Professor Assistant Director, Scheduling
Emeritus. M.L.S. 1970 University of Systems B.S. 2008 Portland State Interim Dean of Student Life. M.S. Erin Orndorf (2009) M.A.
Western Ontario (Canada). University 1998 Portland State University. Coordinator, Campus Rec Fitness and
Kelly O’Loughlin (2007) B.S. Health Promotions. M.A. 2009
William Abrams (1962) M.S.L.S. Bill Ryder (1999) M.S.
Receptionist and Administrative Sonoma State University.
Principle Serials Cataloger; Associate Assistant Director. M.S. 1996 State
Professor. M.S.L.S. 1961 Syracuse University of New York College at Assistant, Dean of Student Life. B.S. Emily Persico (2007) B.A.
Buffalo 2003 University of California Davis. Office Manager, Student Legal
Services. B.A. 2007 Portland State Bound/ETS: Project PLUS. B.A. 2002, Program. M.Ed. 2000 Portland State Oregon State University.
University. Linfield College. University. Zack Wallace (2007) B.S.
Corey Ray (2006) M.Ed. Renee Kim (2008) M.S.W. Rebecca Hunt Ingersoll (2003) M.S. Associate Athletic Director
Director, Residence Life. M.Ed. 2005 Coordinator of Counseling Services, Community College Liaison; (Development). B.S. University of
University of Idaho. Student Support Services/Educational Academic Adviser. M.S. 1997 Oregon.
Heather Spalding (2009) B.S. Opportunity Program. M.S.W. 2007 Portland State University.
Sustainability Leadership & Outreach Portland State University. Joan Jagodnik (1999) M.A.
Coordinator. B.S. 2009 Portland State Linda L. Liu (2008) M.A. Assistant Director, Community
Auxiliary Services
University. Program Director Student Support College Relations. M.A. 1996 John Eckman (2002), M.A.
Aimee Shattuck (2002) M.S.W. Services-Educational Opportunity Portland State University. Director, Auxiliary Services. M.A.1995
Director, Student Activities and Program. M.A. 1998 University of Karen Kennedy (2008) M.A. Indiana University.
Leadership Programs. M.S.W. 2002 Oregon. International Student Liaison; Don Forsythe (1999), M.S.Ec.
Portland State University Quan H. Nguyen (2009) B.S. Academic Adviser. M.A. 2000 Associate Director of Auxiliary
J.R. Tarabocchia (2007) J.D. Upward Bound/ETS Advisor. B.S. Michigan State University. Services/Business Operations. M.S.Ec.
Coordinator of Commencement and 2009 Portland State University. Leena Shreshta (2008) M.A. 2005 Portland State University.
Student Affairs Outreach. J.D. 2006 Perla Pinedo (2003) M.A. Community College Liaison; Dan Zalkow (2000), M.U.R.P.
Pierce Law School. Equity Retention Advisor. M.A. 2008 Academic Adviser. M.A. 2005 School Associate Director of Auxiliary
Domanic Thomas (2008) M.A. Portland State University. for International Training. Services/Planning and
Assistant Director for Student Brenda Ramos (2008) B.S. Shoshana Zeisman (2007) M.A. Transportation. M.U.R.P. 2004
Activities and Leadership Programs. Portland Middle School Educational Academic Adviser. M.A. 2005 Portland State University.
M.A. 2005 University of Arizona. Coordinator ETS: Project PLUS. B.S. University of Phoenix.
2006 Portland State University.
Shannon Timm (2005) M.Ed. Business Affairs
Adviser, Student Activities and
Leadership Programs. M.Ed. 2000
Vicky Sanchez (1999) B.A.
Coordinator, Hillsboro Schools
Office of the Eric Blumenthal (2007) M.B.A.
Northern Arizona University.
Kevin Vandehey (2005) M.A.
Educational Talent Search: Project
Plus. B.A. 1997 Portland State
Vice President Business Affairs. M.B.A. 1995
University of Massachusetts.
Office Manager, Residence Life. M.A.
University.
Rosalyn Taylor (2003) M.Ed.
for Finance and Susan Dodd (2005) M.P.A.
Associate Director, Business Affairs.
Rusty Vineyard (2007) M.S. Coordinator of Instruction/Advisor
Student Support Services-Educational
Administration M.P.A. 2001 Santa Clara University.
Angela Bostock (2006) M.B.A.
Intramurals and Group Fitness
Coordinator, Campus Recreation. Opportunity Program. M.Ed. 1995 Lindsay A. Desrochers (2005) Ph.D. Assistant Director, Business Affairs.
M.S. 2005 Western Illinois University. Temple University. Vice President for Finance and M.B.A. 2006 Marylhurst University.
Tabitha Whitefoot (2003) M.A.T. Administration. Ph.D. 1980 Dawn Boatman (2008) M.P.A.
Natalee Webb (2003) M.S. University of California, Berkeley.
Interim Assistant Director, Student Coordinator Native American Director, Research Accounting.
Activities and Leadership Programs. Student and Community Center. Michael Fung (2004) B.S. M.P.A. 1994 University of North
M.A. 2006 Portland State University. M.A.T. 1989 Lewis & Clark College. Budget Director. B.S. 1980 California Florida.
Jason Young (2000) B.S. State University, Northridge.
Jennifer Welnick (2005) M.S.
Portland High School Educational Mark A. Gregory (1998) M.B.A.
Adviser, Campus Recreation. M.S.
Coordinator, Educational Talent Associate Vice President for Strategic Campus Public Safety
Search: Project PLUS. B.S. 1995 Planning, Partnerships, and Michael D. Soto (1980) B.S.
Western Oregon University. Technology. M.B.A. 1998 Portland Director of Public Safety, Campus
Disability Resource Center State University. Public Safety Office. B.S. 2002
Dee Wendler (1998) M.P.A. Portland State University.
Darcy Kramer (2007) M.S. Student Health Services Associate Vice President for Finance, Craig L. Whitten (1991)
Accommodations Coordinator. M.S.
2007 Portland State University. Mark Bajorek (1996) M.D. Controller. M.P.A. 2002 Portland State Lieutenant, Campus Public Safety
Director. M.D. 1986 Ohio State University. Office.
Polly Livingston (2001) M.S.
Director. M.S. 2001 Portland State University.
University. Ashley Cooley (2006), M.N.
Assistant Director, M.N. 2006 Oregon
Athletics Facilities and Planning
Karen Morehouse (2008) M.S. Michael “Torre” Chisholm (2007) B.A.
Intake Specialist. M.S. 2002 Portland Health & Science University. Robyn Pierce (2001) M.P.A.
Susan Curran (1994), M.D. Athletic Director. B.A. 1992 Director, Facilities and Planning.
State University. University of California, Santa
Staff Physician, M.D. 1986 University M.P.A. 2006 Portland State
Phyllis Petteys (2000) B.A. Barbara. University.
Assistive Technology Specialist. B.A. of Missouri.
Aleksandra Giedwoyn (2004), M.D. Nigel Burton (2009) M.B.A Nancy Grech (2005) M.P.A.
1986 Reed College. Head Football Coach. M.B.A. 2001
Staff Physician, M.D. 1998 Karol Associate Director, Facilities and
Marcinkowski University. University of South Florida. Planning. M.P.A. 1984 Lewis and
Diversity and Multicultural Chris Hanel (2001), M.D. Tobin Echo-Hawk (2006) B.S. Clark College.
Head Softball Coach. B.S. 1996 David Hobbs (2007) M.A.
Student Services Staff Physician, M.D. 1997 Oregon
Health & Science University. University of Nebraska. Assistant Director, Facilities and
Paulette Watanabe (1987) M.P.H. Richard Howe (2005), M.D. Dennis Ferguson (2007) B.A. Planning. M.A. 1993 Southern Illinois
Director, Educational Equity Staff Physician, M.D. 1974 Yale Director of New Business University Carbondale.
Programs. M.P.H. 1981 Columbia University. Development. B.A. 1959 University John MacLean (2001) B.A.
University. of California, Santa Clara. Associate Director, Facilities and
Kathleen McAuliffe (1997), M.D.
R. Philip Dirks (1989) M.A. Staff Physician, M.D. 1979, University Tyler Geving (2005) M.A. Planning. B.A. 1999 Edinburgh
Project Director of Educational of Washington Head Men's Basketball Coach. M.A. Napier University.
Talent Search and Upward Bound. 2000 City University.
M.A. 1983 Iowa State Universiy. Janice McBee (2009), B.S.N., R.N., M.A.
Dean Azule (2006) B.S.
Nurse Manager, M.A. Chapman Ronnye Harrison (2008)
Head Coach, Track and Field/Cross
Human Resources
University, B.S.N. Seattle University.
Coordinator Native American Country. Portland State University. Catherine S. LaTourette (2001) B.A.
Student Services. B.S. 2000 Western Catherine Thomasson (1997), M.D. Associate Vice President for Human
Staff Physician, M.D. 1983 Wayne Teri Mariani (2000) M.B.A.
Oregon Unviersity. Special Assistant to the Athletic Resources. B.A. 1976 City University
State University. of New York, Queens College.
Sherie Guess (2001) M.S. Director. M.B.A. 1988 University of
Coordinator, Diversity Scholarship Wyoming. Pam Hutchins (1981)
Programs. M.S. 2002 Portland State Undergraduate Advising Sherri Murrell (2007) B.A. Associate Director for Human
University. Resources, Payroll Manager.
Sa’eed Haji (2006) M.S.
and Support Center Head Women's Basketball Coach.
B.A. 1991 Pepperdine University.
Assistant Coordinator, Multicultural Regina Arellano (2009) M.A.
Center. M.S. 2010 Portland State Community College Liaison;
Laura Schott (2005) B.A. Information Technologies
Head Women's Soccer Coach. B.A.
University. Academic Adviser. M.A. 2006 2004 University of California, David Dlg. Atalig (2007) B.S.
Lisa Hatfield (2002) M.A. Portland State University. Berkeley. OIT Fiscal Officer. B.S. 1992
Coordinator Skills Enhancement and Mary Ann Barham (1992) M.S. University of San Diego.
Michael Seeman (2005) B.S.
Tutoring Center. M.A. 2003 Portland Director, Undergraduate Advising & Head Volleyball Coach. B.S. 1999 Ryan Bass (2005) B.S.
State University. Support Center. M.S. 1991 Portland Portland State University. Associate Director, Computing
Jon Joiner (2002) B.A. State University. Infrastructure Services. B.S. 2001
Jay Sterling (2009) B.B.A.
Coordinator, Multicultural Center. Casey Campbell (2008) M.S. Seattle University.
Head Coach, Men's and Women's
B.A. 2001 Portland State University. Academic Adviser. M.S. 2006 Tennis. B.B.A. 2007 The University of Sharon Blanton (2007) Ph.D.
Darryl Kelley, Jr. (2006) B.A. University of Oregon. Georgia, Athens. Chief Information Officer. Ph.D. 2005
9th-10th Grade Adviser in Upward Liane Gough (2001) M.Ed. Capella University.
Kathleen Takaishi (2008) B.S.
Coordinator, Academic Support Head Women's Golf Coach. B.S. 1999
Bradley Foster (2010) B.S.

Project Manager. B.S. 1998 Oregon
Services. M.Ed. 1984 Toledo
University. Office of University Development
Institute of Technology.
Ann M. Harris (1988) B.S.
Jahed M. Sukhun (1988) B.S.
Director of User Support Services. University Kristin A. Coppola (2009) B.A.
Interim Assistant Vice President for
Director, Enterprise Information
Technology Systems. B.S. 1987
B.S. 1984 Idaho State University.
Relations University Development. B.A. 1990
American University.
Oregon State University.
Janaka R. Jayawardena (1985) B.S.
Associate Chief Information Officer
Alumni Relations
(Technical Infrastructure Services). Patricia E. Squire (1989) M.P.A.
B.S. Portland State University. Assistant Vice President for
Tim R. Johnston (1981) B.S. International Alumni Relations.
Director of Networking and M.P.A. 1995 Portland State
Telecommunications Services. B.S. University.
1981 San Diego State University.
Doug L. McCartney (1984) M.Ed.
Director, Instructional Technology
Academic Faculty
School of Emeriti Faculty
Michael R. Gaines (1965) Ph.D., C.P.A.
James H. Hugon (1962) Ph.D.
Professor Emeritus of Business
R. Scott Marshall (2000) Ph.D.
Associate Dean for Graduate Studies
Business Professor Emeritus of Business
Administration. Ph.D. 1969 University
of Washington.
and Research; Professor of Business
Administration of Washington; C.P.A.
Donald L. Tang (1966) M.A., C.P.A.
J. Howard Widdowson (1965) Ph.D.,
C.L.U., C.P.C.U.
of Oregon.
Desiree Pacheco (2009) Ph.D.
Scott A. Dawson (1985) Ph.D. Professor Emeritus of Business Professor Emeritus of Business Assistant Professor of Business
Dean, School of Business Administration. M.A. 1961 University Administration. Ph.D. 1963 University Administration. Ph.D. 2009 University
Administration; Virgil M. Miller of North Dakota; C.P.A. of Pennsylvania; C.L.U. 1963 American of Colorado.
Professor of Business Administration. College of Life Underwriters; C.P.C.U. Madeleine Pullman (2005) Ph.D.
Donald A. Watne (1976) Ph.D., C.P.A. 1967 American Institute of Property
Ph.D. 1984 University of Arizona. Professor Emeritus of Business Associate Professor of Operations
and Liability Underwriters. Management. Ph.D. 1997 University
of California, Berkeley; C.P.A. Gerald D. Wygant (1970) J.D. of Utah.
Accounting Assistant Professor Emeritus of David Raffo (1995) Ph.D.
Business Administration. J.D. 1960 Professor of Business Administration.
Faculty Finance Northwestern College of Law. Ph.D. 1995 Carnegie Mellon University.
Elizabeth Almer (2001) Ph.D., C.P.A. Neil Ramiller (1999) Ph.D.
Meadows Faculty Fellow, Associate Faculty Management Professor of Business Administration.
Ph.D. 1996 University of California,
Professor Business Administration. John M. Bizjak (1998) Ph.D.
Ph.D. Arizona State University. Los Angeles.
Darrell Brown (1994) Ph.D., C.P.A.
Cameron Faculty Fellow; Associate Faculty Mary S. Taylor (1989) Ph.D.
Professor of Business Administration.
Associate Dean for Undergraduate Ph.D. 1992 University of Utah. Melissa Appleyard (2003) Ph.D. Professor of Business Administration.
Programs; KPMG Les Fahey Faculty Ames Professor in Management of Ph.D. 1989 University of Washington.
Beverly Fuller (1987) Ph.D. Innovation and Technology; Associate
Fellow; Professor of Business Associate Professor of Business Pamela Tierney (1992) Ph.D.
Administration. Ph.D. 1994 University Professor of Business Administration. Ames Professor in Management of
Administration. Ph.D. 1987 Virginia Ph.D. 1997 University of California,
of Utah. Polytechnic Institute and State Innovation and Technology; Professor
Berkeley. of Business Administration. Ph.D.
Jesse Dillard (2003) Ph.D. University.
Retzlaff Chair in Accounting, Talya N. Bauer (1994) Ph.D. 1992 University of Cincinnati.
Janet Hamilton (1986) Ph.D. Professor of Business Administration.
Professor of Business Administration. Associate Professor of Business Erica Wagner (2009) Ph.D.
Ph.D. 1976 University of South Ph.D. 1994 Purdue University. Associate Professor of Business
Administration. Ph.D. 1986 Michigan
Carolina. State University. Leland Buddress (1990) Ph.D. Administration. Ph.D. 2002 London
Cherie Francisco (2000) M.B.A., C.P.A. Associate Professor of Business School of Economics.
Duncan Kretovich (1999) Ph.D. Administration. Ph.D. 1995 Michigan
Instructor in Business Administration. Assistant Professor of Business Jorge Walter (2006) D.B.A.
M.B.A. 1995 Bowling Green State State University. Assistant Professor of Business
Administration. Ph.D. 1985 Michigan
University. State University. Alan M. Cabelly (1980) Ph.D. Administration. D.B.A. 2005
H. Thomas Johnson (1988) Ph.D. Professor of Business Administration. University of
Gerard C.S. Mildner (1991) Ph.D. Ph.D. 1979 University of Washington. St. Gallen.
Professor of Business Administration. Associate Professor of Real Estate.
Ph.D. 1969 University of Wisconsin. Ph.D. 1991 New York University. Robert W. Eder (1991) D.B.A. Ellen L. West (1982) Ph.D.
Raymond N. Johnson (1980) Ph.D. Professor of Business Administration. Associate Professor of Business
John Oh (1979) Ph.D. D.B.A. 1982 University of Colorado. Administration. Ph.D. 1981 Oregon
Professor of Business Administration. Professor of Business Administration.
Ph.D. 1981 University of Oregon. Brenda Eichelberger (1998) M.B.A. State University.
Ph.D. 1978 University of Virginia.
William Kenny (1985) J.D. Instructor in Business Administration.
Shafiqur Rahman (1986) Ph.D.
Professor of Business Administration. Professor of Business Administration.
M.B.A. Portland State University. Emeriti Faculty
J.D. 1973 Gonzaga University School Ph.D. 1986 University of Illinois. Jeanne Enders (2000) Ph.D. William F. Boore (1964) Ph.D.
of Law. Assistant Professor of Business Professor Emeritus of Business
Daniel A. Rogers (2001) Ph.D. Administration. Ph.D. University of
Donna R. Philbrick (1984) Ph.D., C.P.A. Assistant Professor of Business Administration. Ph.D. 1963 University
Professor of Business Administration. Chicago. of Washington.
Ph.D. 1984 Cornell University. of Utah. Berrin Erdogan (2002) Ph.D. Lewis N. Goslin (1968) Ph.D.
Kathy Hertz Rupley (2006) Ph.D., C.P.A Associate Professor of Business Professor Emeritus of Business
John W. Settle (1984) Ph.D. Administration. Ph.D. 2002 University
Associate Professor of Business Associate Professor of Business Administration. Ph.D. 1964 University
Administration. Ph.D. 2006 University of Illinois, Chicago. of Washington.
of Washington. of Washington. David Gerbing (1987) Ph.D. William A. Manning (1969) Ph.D.
Mike Shuster (2002) M.B.A. Professor of Business Administration. Professor Emeritus of Business
Instructor of Business Administration. Ph.D. 1979 Michigan State University. Administration. Ph.D. 1970 University
Emeriti Faculty David L. Hansen (1999) M.B.A. of Oregon.
M.B.A. City University, C.M.A.
Leslie P. Anderson (1986) Ph.D. Instructor in Business Administration. Roger L. Moseley (1967) Ph.D.
Kristi Yuthas (1999) Ph.D. Professor Emerita of Business
Swigert Professor in Information M.B.A. 1997 Portland State Professor Emeritus of Business
Administration. Ph.D. 1960 University University. Administration. Ph.D. 1966 University
Systems; Associate Professor of of Wisconsin.
Business Administration. B.S. 1982, Jennifer C. Loney (1991) M.B.A. of Washington.
Ph.D. 1990 University of Utah. Chi-Cheng Hsia (1987) Ph.D. Instructor in Business Administration. Leonard F. Robertson (1964) Ed.D.
Professor Emerita of Business M.B.A. 1986 Portland State Professor Emeritus of Business
Administration. Ph.D. 1974 University University. Education. Ed.D. 1965 Colorado State
of California. College.
Richard J. Robinson (1962) D.B.A. Ph.D. 2003 University of Wisconsin– Dorothy McElhone (2009) Ph.D. Emeriti Faculty
Professor Emeritus of Business Madison. Assistant Professor of Education. Joel R. Arick (1984) Ph.D.
Administration. D.B.A. 1966 Susan Bert (1995) M.S. Ph.D. 2009 Stanford University. Professor Emeritus of Education.
University of Washington. Senior Instructor. M.S. 1991 Russell D. Miars (1993) Ph.D. Ph.D. 1981 University of Oregon.
Grover W. Rodich (1966) Ph.D. University of Oregon. Associate Professor of Education. Nancy Benson (1981) Ed.D.
Professor Emeritus of Business James O. Bickford (2001) Ed.D. Ph.D. 1981 University of Iowa. Associate Professor Emerita of
Administration. Ph.D. 1973 University Associate Professor of Education. Regina Moreno (2006) Ed.D. Education. Ed.D. 1988 Portland State
of Oregon. Ed.D. 1994 Portland State University. Senior Instructor. Ed.D. 2009 University.
Christopher J. Borgmeier (2003) Ph.D. Portland State University. Alma I. Bingham (1955) Ed.D.
Marketing Associate Professor of Education.
Ph.D. 2003 University of Oregon.
Swapna Mukhopadhyay (2002) Ph.D.
Associate Professor of Education.
Professor Emerita of Education.
Ed.D. 1957 Columbia University.
Julie Esparza Brown (2007) Ed.D. Ph.D. 1989 Syracuse University. Chester Bowers (1992) Ph.D.
Faculty Assistant Professor of Education. Leslie J. Munson (1998) Ph.D. Professor Emeritus of Education.
Don L. Dickinson (1998) M.B.A. Ed.D. 2007 Portland State University. Associate Professor of Education. Ph.D. 1962
Instructor in Business Administration. Patrick Burk (2009) Ph.D. Ph.D. 1996 Vanderbilt University. University of California.
M.B.A. 1972 Portland State Associate Professor of Education. Ronald B. Narode (1990) Ed.D. Steve A. Brannan (1966) Ed.D.
University. Ph.D. 1978 University of Chicago. Associate Professor of Education. Professor Emeritus of Education.
Thomas R. Gillpatrick (1982) Ph.D. Heather Burns (2009) Ed.D. Ed.D. 1989 University of Ed.D. 1965 University of Northern
Juan Young Professor in Marketing Massachusetts. Colorado.
Assistant Professor. Ed.D. 2009
& Food Management; Professor of Karen J. Noordhoff (1994) Ph.D. Carol Burden (1977) Ed.D.
Business Administration. Ph.D. 1985 Portland State University.
Micki M. Caskey (1998) Ph.D. Associate Professor of Education. Associate Professor Emerita of
University of Oregon. Ph.D. 1993 Michigan State University. Education. Ed.D. 1970 University of
Robert R. Harmon (1979) Ph.D. Professor of Education. Ph.D. 1997
University of South Florida. William A. Parnell (2007) Ed.D. Illinois.
Professor of Business Administration. Assistant Professor of Education. Thomas D. Capuzzi (1978) Ph.D.
Ph.D. 1979 Arizona State University. Christine Chaille (1991) Ph.D.
Professor of Education. Ph.D. 1977 Ed.D. 2005 Portland State University. Professor Emeritus of Education.
Joanne M. Klebba (1985) Ph.D. Kenneth D. Peterson (1987) Ph.D. Ph.D. 1968 Florida State University.
Professor of Business Administration. University of California at Los
Angeles. Professor of Education. Ph.D. 1976 David C. Cox (1984) Ph.D.
Ph.D. 1978 University of Minnesota. University of California, Berkeley. Associate Professor Emeritus of
Charla Mathwick (1998) Ph.D. Thomas Goodman Chenoweth (1988)
Ph.D. Amy Petti (2009) Ed.D. Education. Ph.D. 1982 Ohio State
Assistant Professor of Business Assistant Professor of Education. University.
Administration. Ph.D. 1997 Georgia Professor of Education. Ph.D. 1984
Stanford University. Ed.D. 2002 Portland State University. Zola T. Dunbar (1968) D.Ed.
Institute of Technology. Professor Emerita of Education.
Barbara (Lynn) Coupland (2009) M.Ed. Jason P. Ranker (2007) Ph.D.
Jill Mosteller (2007) Ph.D. D.Ed. 1979 University of Oregon.
Instructor. M.Ed. 1980 Gonzaga Assistant Professor of Education.
Assistant Professor of Business Colin George Dunkeld (1970) Ph.D.
University. Ph.D. 2004 University of Iowa.
Administration. 2007 Georgia State Professor Emeritus of Education.
University. Christine Cress (1999) Ph.D. Candyce Reynolds (2008) Ph.D.
Professor of Education. Ph.D. 1999 Associate Professor of Education. Ph.D. 1970 University of Illinois.
Alan J. Resnik (1976) Ph.D. Phillis Edmundson (1998) Ed.D.
University of California, Los Angeles. Ph.D. 1985 University of Oregon.
Professor of Business Administration. Professor Emerita of Education.
Ph.D. 1974 Arizona State University. Emily C. de la Cruz (1992) Ph.D. Nicole Rigelman (2008) Ed.D.
Associate Professor of Education. Ed.D. 1974 University of Northern
L. P. Douglas Tseng (1988) Ph.D. Associate Professor of Education. Colorado.
Ph.D. 1992 University of California- Ed.D. 2002 Portland State University.
Associate Professor of Business Jean P. Edwards (1968) M.S.
Santa Barbara. Barbara Ruben (1999) Ed.D.
Administration. Ph.D. 1988 University Professor Emerita of Education. M.S.
of Texas, Arlington. Christine Downs (2003) M.Ed. Assistant Professor of Education. 1967 University of Oregon.
Senior Instructor. M.Ed. 1984 Ed.D. 2004 Portland State University.
University of Illinois. Robert B. Everhart (1986) Ph.D.
Emeriti Faculty Amanda K. Sanford (2007) Ph.D. Professor Emeritus of Education;
Ramin Farahmandpur (2002) Ph.D. Assistant Professor of Education. Adjunct Professor of Sociology. Ph.D.
Edward L. Grubb (1966) Ph.D.
Associate Professor of Education. Ph.D. 2006 University of Oregon. 1972 University of Oregon.
Professor Emeritus of Business
Ph.D. 2002 California State Donna Shrier (1994) M.A.
Administration. Ph.D. 1965 University Ruth A. Falco (1986) Ph.D.
University, Los Angeles.
of Washington. Senior Instructor. M.A. 1979 Associate Emerita Professor of
Elizabeth Finkel (2009) Ph.D. University of Northern Colorado. Education. Ph.D. 1983 University of
D. James Manning (1960) Ph.D.
Professor Emeritus of Business Associate Professor of Education. Oregon.
Michael J. Smith (2005) Ph.D.
Administration. Ph.D. 1966 University Ph.D. 1993 University of Wisconsin–
Associate Professor of Education. Michael A. Fiasca (1961) Ph.D.
of Washington. Madison.
Ph.D. 2002 University of California- Professor Emeritus of Education.
Jack L. Taylor Jr. (1962) M.B.A. Ann Fullerton (1990) Ph.D. Lose Angeles. Ph.D. 1966 Oregon State University.
Associate Professor Emeritus of Professor of Education. Ph.D. 1990
Paula J. Stanovich (2003) Ph.D. William D. Greenfield (1987) Ph.D.
Business Administration. M.B.A. 1965 Vanderbilt University.
Professor of Education. Ph.D. 1994 Professor Emeritus of Education.
University of Portland. Cheryl Grindol (1990) M.S. University of Toronto. Ph.D. 1973 University of New
Assistant Professor of Education. Dannelle D. Stevens (1994) Ph.D. Mexico.
Graduate School M.S. 1980 Northern Illinois
University.
Professor of Education. Ph.D. 1993
Michigan State University.
Loyde Hales (1978) Ed.D.
Professor Emeritus of Education.
of Education Susan E. Halverson-Westerberg (1999)
Ph.D. Associate Professor of
Stephanie Stockamer (2007) M.S.
Instructor. M.S. 2005 Portland State
Ed.D. 1964 University of Kansas.
Ulrich H. Hardt (1974) Ph.D.
Randy Hitz (2006) Ph.D. Education. Ph.D. 1999 College of Professor Emeritus of Education.
University.
Dean, Graduate School of Education. William & Mary. Ph.D. 1974 University of Oregon.
Deve Swaim (1996) M.S.
Ph.D. 1980 Indiana State University, Samuel Henry (1992) Ed.D. Phyllis J. Hochstettler (1967) M.A.
Terre Haute. Associate Professor of Education. Senior Instructor. M.S. 1978
University of Oregon. Professor Emerita of Education. M.A.
Stephen L. Isaacson (1995) Ph.D. Ed.D. 1978 Columbia University 1955 University of Denver.
Associate Dean for Academics, Teachers College. Wendy Swanson (2008) M.A.
Instructor. M.A. 1981 Portland State Harold C. Jorgensen (1967) Ed.D.
Graduate School of Education; Andrew Job (2007) Ed.D. Professor Emeritus of Education.
Professor of Education. Ph.D. 1985 Assistant Professor of Education. University.
Jacqueline B. Temple (1997) Ph.D. Ed.D. 1966 Oregon State University.
Arizona State University. Ed.D. 2004 Portland State University.
Associate Professor of Education. Joseph S. Kaplan (1978) Ed.D.
Cheryl L. Livneh (1987) Ed.D. Patrick F. Johnson (2005) Ph.D. Professor Emeritus of Education.
Ph.D. 1997 University of Wisconsin-
Associate Dean for Outreach, Associate Professor of Education. Ed.D. 1972 University of Oregon.
Madison.
Director Continuing Education, Ph.D. 1996 New Mexico State
Yer J. Thao (2002) Ph.D. Eric A. Kimmel (1978) Ph.D.
Graduate School of Education; University. Professor Emeritus of Education.
Professor Education. Ed.D. 1986 Associate Professor of Education.
Tiffany Jones (2007) M.S. Ph.D. 2002 Claremont Graduate Ph.D. 1973 University of Illinois.
Boston University. Instructor. M.S. 2006 Portland State University. Mary Kinnick (1981) Ph.D.
University. Professor Emerita of Education.
Gayle Thieman (2000) Ed.D.
Faculty Susan J. Lenski (2004) Ed.D. Associate Professor of Education. Ph.D. 1975 University of Colorado,
Lisa R. Aasheim (2005) Ph.D. Professor of Education. Ed.D. 1992 Ed.D. 2000 Portland State University. Boulder.
Assistant Professor of Education. Northern Illinois University. David A. Krug (1972) Ph.D.
Dilafruz R. Williams (1990) Ph.D.
Ph.D. 2007 Oregon State University. Hanoch Livneh (1988) Ph.D. Professor of Education. Ph.D. 1987 Professor Emeritus of Education.
David Allen (2006) Ph.D. Professor of Education. Ph.D. 1976 Syracuse University. Ph.D. 1972 University of Washington.
Assistant Professor of Education. University of Wisconsin, Madison. Keith H. Larson (1964) D.Ed.
Elizabeth T. Wosley-George (1991) Ph.D.
Ph.D. 2003 University of Oregon. Carol L. Mack (1986) Ph.D. Associate Professor of Education. Professor Emeritus of Education.
Janine M. Allen (1995) Ph.D. Vice Provost for Academic Ph.D. 1990 Ohio State University. D.Ed. 1964 University of Oregon.
Professor of Education. Ph.D. 1995 Administration & Planning; Professor John D. Lind (1971) Ed.D.
University of Oregon. of Education. Ph.D. 1988 University Professor Emeritus of Education.
Tina Anctil (2008) Ph.D. of Illinois. Ed.D. 1970 University of Montana.
Assistant Professor of Education.
David H. Martinez (1975) D.Ed.

Associate Professor Emeritus of
Department of Civil and Engineering. Ph.D. 1979 California
Institute of Technology.
Jingke Li (1990) Ph.D.
Associate Professor of Computer
Education. D.Ed. 1973 University of Environmental Engineering Franz N. Rad (1971) Ph.D., P.E. Science. Ph.D. 1990 Yale University.
Oregon. Professor of Civil Engineering. Ph.D. David Maier (2004) Ph.D.
Gary R. Nave (1988) Ph.D. 1973 University of Texas, Austin. Maseeh Professor of Computer
Associate Professor Emeritus of
Faculty Science. Ph.D. 1978 Princeton
Trevor D. Smith (1983) Ph.D., P.E.
Education. Ph.D. 1987 University of William E. Asher (2009) Ph.D. University.
Professor of Civil Engineering. Ph.D.
Oregon. Senior Research Associate in Civil
1983 Texas A&M University. Bart Massey (1998) Ph.D.
and Environmental Engineering.
Sorca M. O’Connor (1990) Ph.D. Kristin Tufte (2005) Ph.D. Associate Professor of Computer
Ph.D. 1987 Oregon Graduate Center.
Associate Professor of Education. Research Associate in Civil and Science. Ph.D. 1999 University of
Ph.D. 1986 Stanford University. Kelley Barsanti (2010) Ph.D. Oregon.
Environmental Engineering and
Senior Research Associate in Civil
Ronald G. Petrie (1975) Ed.D. Computer Science. Ph.D. 2005 Melanie Mitchell (2004) Ph.D.
Professor Emeritus of Education. University of Wisconsin-Madison Professor of Computer Science. Ph.D.
Ph.D. 2006 Oregon Health Sciences
Ed.D. 1970 Oregon State University. Scott A. Wells (1987) Ph.D., P.E. 1990 University of Michigan.
University.
Douglas F. Sherman (1990) Ph.D. Chair, Department of Civil and Leonard Shapiro (1987) Ph.D.
Christopher Berger (1998) PhD., P.E.
Associate Professor of Education. Environmental Engineering; Professor of Computer Science. B.A.
Senior Research Associate in Civil
Ph.D. 1983 University of Oregon. Professor of Civil and Environmental 1965 Reed College; Ph.D. 1969 Yale
Richard Sonnen (1978) Ed.D. Engineering. Ph.D. 1990 Cornell University.
Ph.D. 2000 Portland State University.
Professor Emeritus of Education. University. Tim Sheard (2004) Ph.D.
Robert L. Bertini (2000) Ph.D., P.E.
Ed.D. 1971 University of Oregon. Edward D. Zaron (2006) Ph.D. Professor of Computer Science. Ph.D.
Professor of Civil Engineering and
Joan H. Strouse (1985) Ph.D. Senior Research Associate in Civil 1985 University of Massachusetts at
Urban Studies and Planning. Ph.D.
Professor Emeritus of Education. and Environmental Engineering. Amherst.
Ph.D. 1985 University of Wisconsin, Berkeley. Ph.D. 1995 Oregon State University. Tom Shrimpton (2004) Ph.D.
Madison. Assistant Professor of Computer
Kelly Clifton (2010) Ph.D.
M. Carrol Tama (1984) Ph.D. Associate Professor of Civil and Emeriti Faculty Science. Ph.D. 2004 University of
Professor Emerita of Education. H. Chik M. Erzurumlu (1962) Ph.D., P.E. California at Davis.
Environmental Engineering. Ph.D.
Ph.D. 1982 Syracuse University. 2001 University of Texas, Austin. Dean Emeritus, Maseeh College of Suresh Singh (2000) Ph.D.
Maxine L. Thomas (1966) Ed.D. Engineering and Computer Science; Professor of Computer Science. Ph.D.
Jack Devletian (1999) Ph.D.
Associate Professor Emerita of Professor Emeritus of Civil 1990 University of Massachusetts.
Professor of Mechanical Engineering.
Education. Ed.D. 1980 University of Ph.D. 1972 University of Wisconsin. Engineering. Ph.D. 1970 University Andrew Tolmach (1992) Ph.D.
Oregon. of Texas, Austin. Associate Professor of Computer
Peter Dusicka (2004) Ph.D., P.E.
George C. Timmons Jr. (1967) D.Ed. Science. Ph.D. 1992 Princeton
Assistant Professor of Civil
Professor Emeritus of Education. University.
D.Ed. 1964 University of Oregon.
Engineering. Ph.D. 2004 University
of Nevada, Reno.
Department of Computer Kalman Toth (2003) Ph.D.
Forbes W. Williams (1966) Ed.D. Miguel A. Figliozzi (2007) Ph.D. Science Associate Professor of Computer
Science. Ph.D. 1980 Carleton
Dean Emeritus of Undergraduate Assistant Professor of Civil and
Studies; University.
Environmental Engineering. Ph.D. Faculty
Professor Emeritus of Education. 2004 University of Maryland College Jonathan Walpole (2004) Ph.D.
Ed.D. 1965 Stanford University. Park. Sergio Antoy (1990) Ph.D. Professor of Computer Science. Ph.D.
Mary E. York (1972) Ph.D. Professor of Computer Science. Ph.D. 1987 Lancaster University.
William Fish (1998) Ph.D. 1987 University of Maryland.
Professor Emerita of Education. Associate Professor of Civil Fei Xie (2004) Ph.D.
Ph.D. 1972 University of Illinois. Engineering and Environmental James Binkley (1998) M.S. Associate Professor of Computer
Sciences and Resources. Ph.D. 1984 Network Scientist. M.S. 1981 Science. Ph.D. 2004 University of
Washington State University. Texas at Austin.
Helen Gordon Child Massachusetts Institute of
Technology. Andrew Black (2004) Ph.D. Bryant York (2001) Ph.D.
Development Center M. Mike Gorji (1981) Ph.D., P.E. Professor of Computer Science. Ph.D.
1984 University of Oxford.
Professor of Computer Science. Ph.D.
1981 University of Massachusetts.
Kim Allen (1998) M.A. Associate Professor of Civil
Engineering. Ph.D. 1975 University of Cynthia Brown (1998) Ph.D.
Director, ASPSU Children’s Center. Professor of Computer Science. Ph.D. Emeriti Faculty
M.A. 1974 University of Southern California, Los Angeles.
1977 University of Michigan. Maria Edith Balogh (1964) Ph.D.
California. Ashley R. Haire (2009) Ph.D.
Senior Research Associate in Civil and Nirupama Bulusu (2004) Ph.D. Professor Emerita of Computer
Ellen S. Justice (1991) M.A. Assistant Professor of Computer Science. Ph.D. 1965 Oregon State
Director, Helen Gordon Child Environmental Engineering. Ph.D.
2009 University of Texas, Austin. Science. Ph.D. 2002 University of University.
Development Center. M.A. 1999 California, Los Angles. Richard G. Hamlet (1988) Ph.D.
Pacific Oaks College. Lorne Isabelle (2009) M.S.
Laszlo Csanky (1983) Ph.D. Professor Emeritus of Computer
Lolita Lawson (1989) M.S. Senior Research Associate in Civil and
Professor of Computer Science. Ph.D. Science. Ph.D. 1971 University of
Coordinator, Student Parent Services. Environmental Engineering. M.S.
1974 University of California, Washington.
M.S. 1979 Lesley College. 1973 California State University, San Berkeley.
Francisco. James L. Hein (1976) Ph.D.
Will Parnell (1997) Ed.D. Lois Delcambre (2004) Ph.D. Professor Emeritus of Computer
Assistant Professor of Education, David A. Jay (2005) Ph.D. Professor of Computer Science. Ph.D. Science. Ph.D. 1973 Northwestern
Pedagogical Director of Early Professor of Civil and Environmental 1982 University of Louisiana at University.
Childhood Programs. Ed.D. 2005 Engineering. Ph.D. 1987 University Lafayette.
of Washington.
Portland State University Karla Steinbrugge Fant (1990) M.A.
Gwynn R. Johnson (2002) Ph.D. Senior Instructor in Computer Department of Electrical
Maseeh College Associate Professor of Civil and
Environmental Engineering. Ph.D.
Science. M.A. 2000 Portland State
University.
and Computer Engineering
of Engineering 2001 University of Arizona.
B. Kent Lall (1977) Ph.D., P.E.
Wu-chang Feng (2004) Ph.D.
Associate Professor of Computer Faculty
and Computer Professor of Civil Engineering. Ph.D.
1969 University of Birmingham
Science. Ph.D. 1999 University of
Michigan.
Richard Campbell (2004) Ph.D.
Associate Professor of Electrical and
Science (England).
Wentai Luo (2009) Ph.D.
Wu-chi Feng (2004) Ph.D.
Computer Engineering. Ph.D. 1984
University of Washington.
Renjeng Su (2009) D.Sc. Senior Research Associate in Civil 1996 University of Michigan.
and Environmental Engineering. Malgorzata Chrzanowska-Jeske
Dean, Maseeh College of Warren Harrison (1988) Ph.D. (1989) Ph.D.
Engineering and Computer Science; Ph.D. 1996 Oregon Graduate
Institute of Science and Engineering. Chair, Department of Computer Chair, Department of Electrical and
Professor of Electrical and Computer Science; Professor of Computer Computer Engineering; Professor of
Engineering. D.Sc. 1980 Chris Monsere (2004) Ph.D., P.E. Science. Ph.D. 1985 Oregon State Electrical and Computer
Washington University, St. Louis. Research Assistant Professor in Civil University. Engineering. Ph.D. 1988 Auburn
Dan Hammerstrom (2005) Ph.D. and Environmental Engineering. University.
Ph.D. 2001 Iowa State University. James Hook (2004) Ph.D.
Associate Dean, Maseeh College of Associate Professor of Computer W. Robert Daasch (1986) Ph.D.
Engineering and Computer Science; Christopher Mooers (2009) Ph.D. Science. Ph.D. 1988 Cornell Professor of Electrical and Computer
Professor of Electrical and Computer Research Professor of Civil and University. Engineering. Ph.D. 1982 University
Engineering. Ph.D. 1977 University Environmental Engineering. Ph.D. of Washington.
1969 Oregon State University. Mark Jones (2005) Ph.D.
of Illinois, Urbana. Professor of Computer Science. Ph.D. Donald Duncan (2010) Ph.D.
Marcia Fischer (1999) M.M. Hamid Moradkhani (2004) Ph.D., P.E. 1992 University of Oxford. Research Professor of Electrical and
Assistant Dean, Maseeh College of Assistant Professor of Civil and
Karen Karavanic (2000) Ph.D. Computer Engineering. Ph.D. 1977
Engineering and Computer Science. Environmental Engineering. Ph.D.
2004 University of California, Irvine. Associate Professor of Computer Ohio State University.
M.M. 1979 Bowling Green State Science. Ph.D. 2000 University of
University. James Pankow (2009) Ph.D. Mark Faust (2004) MSEE
Wisconsin, Madison. Assistant Professor of Electrical and
Professor of Civil and Environmental
Computer Engineering. M.S.E.E. 1981
Carnegie-Mellon University.
Garrison Greenwood (2000) Ph.D. Emeriti Faculty Associated Faculty James Van Winkle (2000) Ph.D.
Associate Professor of Electrical and Lee W. Casperson (1983) Ph.D. Research Assistant Professor of
Frederick Betz (2006) Ph.D.
Computer Engineering. Ph.D. 1992 Professor Emeritus of Electrical and Mechanical Engineering. Ph.D. 1999
University of Washington. Professor of Engineering and Oregon Graduate Institute of
Computer Engineering. Ph.D. 1971 Technology Management. Ph.D.
Douglas V. Hall (1990) Ph.D. California Institute of Technology. Science and Technology.
Associate Professor of Electrical and Jack C. Riley (1962) M.S., P.E. Berkeley. William Wood (1998) Ph.D.
Computer Engineering; Emeritus. Associate Professor Emeritus of Professor of Mechanical Engineering.
Ph.D. 1995 Portland State University. Jeffrey S. Busch, (2009) B.S. Ph.D. 1973 University of California,
Electrical and Computer Adjunct Professor of Engineering
Dan Hammerstrom (2004) Ph.D. Engineering. M.S. 1950 Oregon State Berkeley.
and Technology Management. B.S.
Associate Dean for Research in the University; Post Graduate 1951 Sung Yi (2001) Ph.D.
1977 University of Wisconsin - Stout.
Maseeh College of Engineering and Harvard University. Associate Professor of Mechanical
Computer Science; Professor of William “Ike” Eisenhauer (2003) M.Eng. Engineering. Ph.D. 1992 University
Rolf Schaumann (1988) Ph.D. Adjunct Assistant Professor of
Electrical and Computer Professor Emeritus of Electrical and of Illinois, Urbana-Champaign.
Engineering. Ph.D. 1977 University Systems Engineering. M.Eng. 2003 Hormoz Zareh (1987) Ph.D.
Computer Engineering. Ph.D. 1970 Portland State University.
of Illinois, Urbana-Champaign. University of Minnesota. Associate Professor of Mechanical
Melinda Holtzman (2005) Ph.D. Carl P. Hollstein (2008) M.S. Engineering. Ph.D. 1986 University of
Instructor of Electrical and Computer Adjunct Professor of Engineering Texas, Arlington.
Associated Faculty and Technology Management. M.S.
Alaa Alameldeen (2008) Ph.D. 1964 State University of New York at
of Nevada, Reno.
Adjunct Instructor. Ph.D. 2006
Emeriti Faculty
Yih-Chyun Jenq (1990) Ph.D. Buffalo.
University of Wisconsin-Madison. Nan-Teh Hsu (1958) Ph.D.
Professor of Electrical and Computer Scott Schaffer (2008) J.D. Professor Emeritus of Mechanical
Engineering. Ph.D. 1976 Princeton David Chiang (2007) Ph.D. Adjunct Adjunct Professor of Engineering Engineering. Ph.D. 1956 California
University. Instructor. Ph.D. 1998 Portland State and Technology Management. J.D. Institute of Technology.
Jun Jiao (1999) Ph.D. University. 1994 University of Oklahoma. David A. Jannsen (1956) B.S.
Professor of Physics; Associate Roy Kravitz (2009) M.S.E.E. Adjunct Susan de la Vergne (2008) B.A. Associate Professor Emeritus of
Professor of Electrical and Computer Instructor. M.S.E.E. 1977 University of Adjunct Professor of Engineering Mechanical Engineering. B.S. 1950
Engineering. Ph.D. 1997 University Illinois at Urbana-Champaign. and Technology Management. B.A. Oregon State University.
of Arizona, Tucson. Siva Narendra (2006) Ph.D. 1978 San Diego State University. Herman J. Migliore (1977) D.Engr., P.E.
George G. Lendaris (1970) Ph.D. Adjunct Research Associate Associate Dean Emeritus, Professor
Professor of Systems Science. Professor. Ph.D. 2002 Massachusetts Emeritus of Mechanical Engineering.
Professor of Electrical and Computer Institute of Technology. Department of Mechanical D.Engr. 1975 University of Detroit.
of California, Berkeley.
Glenn Shirley (2008) Ph.D.
Adjunct Research Associate
and Materials Engineering Frank P. Terraglio (1966) Ph.D.
Professor Emeritus of Mechanical
Fu Li (1990) Ph.D., P.E. Professor. Ph.D. 1973 Arizona State Engineering. Ph.D. 1964 Rutgers
Professor of Electrical and Computer University. Faculty University.
Engineering. Ph.D. 1990, University Allen Taylor (2003) M.S.E.E. Raul Cal (2009) Ph.D. C. William Savery (1980) Ph.D., P.E.
of Rhode Island. Instructor of Electrical and Computer Assistant Professor of Mechanical Professor of Mechanical Engineering.
James McNames (1999) Ph.D. Engineering. M.S.E.E. 1970 San Engineering. Ph.D 2006 Rensselaer Ph.D. 1969 University of Wisconsin.
Associate Professor of Electrical and Diego State University. Polytechnic Institute.
George A. Tsongas (1971) Ph.D., P.E.
Computer Engineering. Ph.D. 1999 Tom Waters (2006) B.S. Jack Devletian (1999) Ph.D. Professor of Mechanical Engineering.
Stanford University. Adjunct Instructor. B.S. 1970 Oregon Associate Dean for Academic Affairs; Ph.D. 1969 Stanford University.
James E. Morris (2001) Ph.D. State University. Professor of Mechanical Engineering.
Professor of Electrical and Computer Ph.D. 1972 University of Wisconsin.
Phillip Wong (2003) M.S.
Faryar Etesami (1984) Ph.D., P.E.
Associated Faculty
of Saskatchewan (Canada). Adjunct Instructor. M.S. 1990 Sean Kohles (2003) Ph.D.
Carnegie Mellon University. Associate Professor of Mechanical
Branimir Pejcinovic (1992) Ph.D. Engineering. Ph.D. 1983 University of Adjunct Associate Professor of
Associate Professor of Electrical and Wisconsin. Mechanical and Materials
Computer Engineering. Ph.D. 1990 Department of Huafen Hu (2010) Ph.D. of Wisconsin-Madison.
University of Massachusetts. Assistant Professor of Mechanical
Marek A. Perkowski (1983) Ph.D. Engineering and and Materials Engineering. Ph.D.
Lawrence Melvin III (2005) Ph.D.
Professor of Electrical and Computer Adjunct Associate Professor of
Engineering. Ph.D. 1980 Technical
Technology Management 2009 Georgia Institute of
Technology.
Mechanical and Materials
University of Warsaw (Poland). Engineering. Ph.D. 1994 University
Victor Li (2001) Ph.D. of Texas, Austin.
Martin Siderius (2008) Ph.D. Associate Faculty Research Associate Professor of George Totten (2004) Ph.D.
Professor of Electrical and Computer Timothy R. Anderson (1995) Ph.D. Mechanical Engineering. Ph.D. 1996 Adjunct Associate Professor of
Engineering. Ph.D. 1996 University Associate Professor of Engineering Oregon Graduate Institute of Mechanical and Materials
of Washington. and Technology Management. Ph.D. Science and Technology. Engineering. Ph.D. New York
Xiaoyu Song (1998) Ph.D. 1995 Georgia Institute of Lemmy Meekisho (1999) Ph.D. University.
Professor of Electrical and Computer Technology. Associate Professor of Mechanical
Engineering. Ph.D. 1991 University Tugrul Daim (1997) Ph.D. Engineering. Ph.D. 1988 Carleton
of Pisa (Italy). Associate Professor of Engineering University, Ottawa, Canada. Systems Engineering
Renjeng Su (2009) D.Sc. and Technology Management. Ph.D. Gerald W. Recktenwald (1989) Ph.D.
Dean, Maseeh College of 1997 Portland State University. Chair, Department of Mechanical Program
Engineering and Computer Science; Robert D. Dryden (1995) Ph.D., P.E. and Materials Engineering; Associate
Professor of Electrical and Computer University Professor. Ph.D. 1973 Professor of Mechanical Engineering. Faculty
Engineering. D.Sc. 1980 Washington Texas Tech University. Ph.D. 1989 University of Minnesota.
Herman J. Migliore (1977) D.Engr., P.E.
University, St. Louis. Antonie Jetter (2005) Ph.D. David Sailor (2002) Ph.D. Associate Dean Emeritus and
Ivan Sutherland (2009) Ph.D. Assistant Professor of Engineering Professor of Mechanical Engineering. Director of Systems Engineering;
Visiting Scientist. Ph.D. 1963 and Technology Management. Ph.D. Ph.D. 1993 University of California, Professor Emeritus of Mechanical
Massachusetts Institute of 2004 Aachen University. Berkeley. Engineering. D.Engr. 1975 University
Technology. Dundar F. Kocaoglu (1987) Ph.D., P.E. Graig A. Spolek (1980) Ph.D., P.E. of Detroit.
Christof Teuscher (2008) Ph.D. Chair, Department of Engineering Professor of Mechanical Engineering. William “Ike” Eisenhauer (2003) M.Eng.
Assistant Professor of Electrical & and Technology Management; Ph.D. 1980 Washington State Adjunct Assistant Professor of
Computer Engineering Ph.D. 2004 Professor of Engineering and University. Systems Engineering. M.Eng. 2003
Swiss Federal Institute of Technology Management and Civil Derek Tretheway (2004) Ph.D. Portland State University.
Technology, Switzerland. Engineering. Ph.D. 1976 University Assistant Professor of Mechanical Jacob Goldstein (2007) M.S.
of Pittsburgh. and Materials Engineering. Ph.D. Adjunct Assistant Professor of
Richard P. E. Tymerski (1988) Ph.D.
Paul R. Newman (2007) Ph.D. 2000 University of California, Santa Systems Engineering. M.S. 2006
Adjunct Professor of Engineering Barbara. Carnegie Mellon University.
Virginia Polytechnic Institute and and Technology Management. Ph.D. David A. Turcic (1992) Ph.D. Dorothy McKinney (2002) M.B.A.
State University. 1975 Michigan State University. Associate Professor of Mechanical Adjunct Professor of Systems
Engineering. Ph.D. 1982 Engineering. M.B.A. 1980
Paul Van Halen (1985) Ph.D. Liono Setiowijoso (1990) M.S.
Pennsylvania State University. Pepperdine University.
Associate Professor of Electrical and Senior Instructor of Engineering and
Computer Engineering. Ph.D. 1981 Technology Management. M.S. 1995 Mark Weislogel (2001) Ph.D.
Catholic University of Leuven Portland State University. Professor of Mechanical Engineering.
(Belgium). Ph.D. 1996 Northwestern University.
Charles W. Weber (2002) Ph.D.
Lisa M. Zurk (2004) Ph.D. Associate Professor of Engineering Chien Wern (1995) Ph.D.
Associate Professor of Electrical and and Technology Management. Ph.D. Associate Professor of Mechanical
Computer Engineering. Ph.D. 1995 Engineering. Ph.D. 1995 University
2003 Massachusetts Institute of
University of Washington. of Washington.
Technology.
School of of Art. M.S. 1989 University of

Oregon.
D.M.A. 1987 State University of New
York, Stony Brook.
William P. Stalnaker, Jr. (1968) Ph.D.
Professor Emeritus of Music. Ph.D.
Fine and Jesse Locker (2009) Ph.D.
Assistant Professor of Art. Ph.D. 2007
Sydney Carlson (2008) D.M.A.
Assistant Professor of Music (flute).
1968 Princeton University.
Thomas S. Stanford (1981) D.M.A.
Performing Arts Johns Hopkins University.
Anne McClanan (1999) Ph.sD.
1996 D.M.A. University of Houston.
Susan Chan (2004) D.M.A.
Professor Emeritus of Music. D.M.A.
1983 University of Oregon.
Barbara Sestak (1982) M. Arch. Professor of Art. Ph.D. 1997 Harvard Assistant Professor of Music (piano). Tomas Svoboda (1970) M.M.
Dean, School of Fine and Performing University. D.M.A. 1994 Indiana University. Professor Emeritus of Music. Prof.
Arts; Professor of Architecture. Rita J. Robillard (1999) M.F.A. Hamilton Cheifetz (1977) M.M. 1969 University of Southern
M.Arch 1977 University of Professor of Art. M.F.A. 1981 Professor of Music (cello, bass). California.
Washington. University of California, Berkeley. Stephen Coker (2006) D.M.A. S. John Trudeau (1955) B.M.
Judith Patton (1978) M.A. Sue Taylor (1997) Ph.D. Associate Professor of Music, Dean Emeritus, School of Fine and
Associate Dean, School of Fine and Professor of Art. Ph.D. 1996 Director of Choirs. D.M.A. 1986 Performing Arts; Professor Emeritus
Performing Arts; Professor of University of Chicago. University of Southern California. of Music. B.M. 1954 New England
Theater Arts. M.A. 1996 Reed Conservatory of Music.
Debbie Glaze (2003) M.M.
College. Emeriti Faculty Assistant Professor of Music, Music Gerald Webster (1994) M.M.
Education. M.M. 1985 San Jose State Professor Emeritus of Music. M.M.
Lisa F. Andrus-Rivera (1976) Ph.D. 1966 Indiana University.
University.
Department of Professor Emerita of Art. Ph.D. 1976
Columbia University. Darrell Grant (1997) M.M.
Architecture Craig G. Cheshire (1964) M.F.A. Professor of Music (jazz). M.M. 1986 Associated Faculty
Professor Emeritus of Art. M.F.A. University of Miami. Obo Addy (1996)
1961 University of Oregon. Charles Gray (1988) M.M. Composer/Singer/Musician.
Faculty Professor of Music; Director of Jazz James DePreist (1981) M.A.
Mary A. Constans (1968) M.S.
L. Rudolph Barton (1988) M.Arch. Studies. M.M. 1988 North Texas State M.A. 1961 University of
Professor Emerita of Art. M.S. 1965
Professor of Architecture. M.Arch. University. Pennsylvania.
University of Oregon.
1981 Harvard University. Bradley H. Hansen (2002) D.A. Huw Edwards (1996) M.M.
Walton B. Fosque (1984) M.A.
Corey Griffin (2009) M.Arch. Professor Emeritus of Art. M.A. 1973 Professor of Music (theory). D.A. M.M. 1990 Southern Methodist
Assistant Professor of Architecture. California State University, Long 1985 University of Northern University.
M.Arch. 2005 University of Beach. Colorado. Monica Huggett (1999)
California, Berkeley. Barbara Heilmair (2007) D.M.A. Baroque Violin.
Jean K. Glazer (1959) M.A.
Clive Knights (1995) M.Phil. Professor Emerita of Art. M.A. 1948 Assistant Professor of Music (clarinet, Gayle Neuman (1992) B.S.
Chair, Department of Architecture, Institute of Design, Illinois Institute music history). D.M.A. 2004 Early Music. B.S. 1978 Southern
Professor of Architecture. M.Phil. of Technology. University of California Los Angeles. Oregon State College.
1988 University of Cambridge. Edward Higgins (2005) D.M.A.
Raymond M. Grimm (1956) M.S. Philip Neuman (1992) B.S.
Margarette Leite (2008) M.Arch. Professor Emeritus of Art. M.S. 1956 Associate Professor of Music, Early Music. B.S. 1978 Southern
Assistant Professor of Architecture, Southern Illinois University. Director of Bands. D.M.A. 2000 Oregon State College.
M.Arch. 1990 University of University of Missouri-Kansas City.
James L. Hansen (1964) Cert-Fine Arts
Pennsylvania. Bryan Johanson (1978) B.S.
Professor Emeritus of Art. Cert-Fine
Sergio Palleroni (2008) M.S.Arch. Arts 1951 Portland Museum Art Chair, Department of Music; Department of Theater
Associate Professor of Architecture, Professor of Music (guitar). B.S. 1975
M.S.Arch. 2006 Massachusetts
School.
Portland State University. Arts
Frederick H. Heidel (1955) M.F.A.
Institute of Technology. Professor Emeritus of Art. M.F.A. Christine Meadows (2006) M.M.
Jeff Schnabel (2007) M.Arch. 1956 Art Assistant Professor of Music (voice, Faculty
Assistant Professor of Architecture, Institute of Chicago. opera). M.M. 1985 Indian State Sarah E. Andrews-Collier (1981) M.A.
M.Arch. 1990 University of University. Chair, Department of Theater Arts;
James S. Hibbard (1967) M.A.
Pennsylvania. Professor Emeritus of Art. M.A. 1966 Bonnie Miksch (2004) D.M.A. Professor of Theater Arts. M.A. 1996
Barbara A. Sestak (1982) M.Arch. University of Iowa. Assistant Professor of Music (compo- University of London.
Professor of Architecture. M.Arch. sition). D.M.A. 1998 University of Mark Berrettini (2007) Ph.D.
L. Robert Kasal (1964) M.A.
1977 University of Washington. Cincinnati. Assistant Professor of Theater Arts.
Professor Emeritus of Art. M.A. 1969
University of California, Berkeley. Melissa Robinson (2009) D.M.A. Ph.D. 2000 University of Rochester.
Assistant Professor of Music (horn). Devon Allen (2005) M.F.A.
Department of Art Melvin Katz (1966) Cert-Fine Arts
Professor Emeritus of Art. Cert-Fine 2008 D.M.A. University of Kansas. Associate Professor of Theater Arts.
Arts 1953 Cooper Union. Ken Seldon (2006) D.M.A. M.F.A. 1992 University of California,
Faculty Claire C. Kelly-Zimmers (1971) Ph.D. Assistant Professor of Music, San Diego.
Associate Professor Emerita of Art. Orchestra Director. D.M.A. 2005 Glenn G. Gauer (1977) M.F.A.
Kate Bingaman (2008) M.F.A.
Ph.D. 1986 University of Iowa. Peabody Conservatory. Professor of Theater Arts. M.F.A.
Assistant Professor of Art, M.F.A.
2004 University of Nebraska. Leonard B. Kimbrell (1962) Ph.D. Carol A. Sindell (1977) B.M. 1973 Carnegie-Mellon University.
Professor Emeritus of Art. Ph.D. 1965 Professor of Music (violin, viola). Bruce A. Keller (1988) M.A.
Horia Boboia (2001) M.F.A. B.M. 1969 Oberlin College.
Associate Professor of Art. M.F.A. University of Iowa. Professor of Theater Arts. M.A. 1987
1985 California Institute of the Arts, Michihiro Kosuge (1978) M.F.A. Karen L. Strand (1989) M.M. Case Western Reserve University.
Los Angeles. Professor Emeritus of Art. M.F.A. Associate Professor of Music (oboe). Karin Magaldi (1999) M.F.A.
1970 San Francisco Art Institute. M.M. 1982 Eastman School of Music. Assistant Professor of Theater Arts.
Lis Charman (2000) M.F.A.
Associate Professor of Art. M.F.A. Jane Kristof (1973) Ph.D. M.F.A. 1980 University of California,
1992 California Institute of the Arts. Professor Emerita of Art. Ph.D. 1972 Emeriti Faculty Los Angeles.
Charles Colbert (2000) Ph.D. Columbia University. Bruce S. Browne (1978) D.M.A. Scott W. Parker (1988) M.A.
Assistant Professor of Art. Ph.D. 1978 Robert Morton (1963) M.F.A. Professor Emeritus of Music. D.M.A. Associate Professor of Theater Arts.
Harvard University. Professor Emeritus of Art. M.F.A. 1976 University of Washington. M.A. 1977 Portland State University.
Eleanor H. Erskine (1995) M.F.A. 1957 University of Washington. David Jimerson (1983) M.M. Judith Patton (1978) M.A.
Associate Professor of Art. M.F.A. Daniel Pirofsky (1998) B.A. Associate Professor Emeritus of Professor of Theater Arts. M.A. 1996
1988 Cranbrook Academy of Art. Assistant Professor Emeritus of Art. Music. M.M. 1972 University of Reed College.
Harrell Fletcher (2004) M.F.A. B.A. 1989 Naropa Institute. Arizona. William M. Tate (1968) M.A.
Assistant Professor of Art. M.F.A. Emily L. Young (1987) M.Ed. Mary H. Kogen (1979) M.M. Professor of Theater Arts. M.A. 1967
1994 California College of Arts & Professor Emerita of Art. M.Ed. 1964 Professor Emerita of Music. M.M. University of Birmingham (England).
Crafts. University of Florida. 1968 Northwestern University. Richard J. Wattenberg (1990) Ph.D.
Erik Geschke (2007) M.F.A. Stephen H. Martin (1991) Ph.D. Professor of Theater Arts. Ph.D. 1979
Assistant Professor of Art. M.F.A. Professor Emeritus of Music. Ph.D. University of Wisconsin, Madison.
2001 Maryland Institute College of Department of Music 1980 University of Washington.
Art. Wilma F. Sheridan (1959) Ph.D. Emeriti Faculty
Susan J. Harlan (1992) M.F.A. Faculty Dean Emerita, School of Fine and Jack Lee Featheringill (1970) M.A.
Professor of Art. M.F.A 1975 Performing Arts; Professor Emerita Professor Emeritus of Theater Arts.
Ronald D. Babcock (1988) D.M.A. of Music. Ph.D. 1979 University of
University of Miami. Associate Professor of Music (music M.A. 1970 Indiana University.
Oregon.
Junghee Lee (1995) Ph.D. education). D.M.A. 1993 University of
Professor of Art, Ph.D. 1984
University of California, Los Angeles.
North Texas.
David Bamonte (2007) M.M.
Marilyn W. Shotola (1981) D.M.A.
Professor Emerita of Music (flute). College of
J. Matt Livengood (2008) M.F.A.
Assistant Professor of Art, M.F.A.
Assistant Professor of Music (trum-
pet). M.M. (1986) New England
D.M.A. 1989 University of North
Texas. Liberal Arts and
2006 Nova Scotia College of Art and
Design.
Conservatory of Music.
Gordon A. Solie (1960) M.M.
Professor Emeritus of Music. M.M. Sciences
Joel Bluestone (1989) D.M.A. 1968 University of Arizona.
William LePore (1997) M.S. Professor of Music (percussion). Marvin A. Kaiser (1993) Ph.D.
Chair, Department of Art; Professor Dean, College of Liberal Arts and
Sciences; Professor of Sociology. Anthropology. Ph.D. 1984 University Leslie Siebert (2001) M.A. Ronald D. Jones (2003) Ph.D.
Ph.D. 1979 University of Nebraska. of Washington. Instructor in English as a Second Professor of Biology. Ph.D. 1984
Duncan A. Carter (1987) Ph.D. Douglas Deur (2008) Ph.D. Language. M.A. 2000 Portland State Oregon State University.
Associate Dean, College of Liberal Research Associate Professor of University. Deborah I. Lutterschmidt (2009) Ph.D.
Arts and Sciences. Professor of Anthropology. Ph.D. 2000 Louisiana Keith Walters (2006) Ph.D. Assistant Professor of Biology. Ph.D.
English. Ph.D. 1974 University of State University. Chair, Department of Applied 2006 Oregon State University.
Illinois, Urbana-Champaign. Cameron McPherson Smith (2004) Ph.D. Linguistics; University Professor. Susan Masta (2002) Ph.D.
Grant M. Farr (1975) Ph.D. Adjunct Assistant Professor. Ph.D. Ph.D. 1989 University of Texas at Assistant Professor of Biology. Ph.D.
Associate Dean, College of Liberal 2004 Simon Fraser University. Austin. 1999 University of Arizona.
Arts and Sciences; Professor of Sarah Sterling (2005) Ph.D. Hilary Wang (2001) M.A. Michael T. Murphy (2000) Ph.D.
Sociology. Ph.D. 1974 University of Adjunct Assistant Professor. Ph.D. Instructor in English as a Second Associate Professor of Biology. Ph.D.
Washington. 2004 University of Washington. Language. M.A. 2000 Portland State University of Kansas.
Lynette Feder (2002) Ph.D. University. Jason Podrabsky (2003) Ph.D.
Associate Professor of Liberal Arts Regina Weaver (1998) M.A. Assistant Professor of Biology. Ph.D.
and Sciences. Ph.D. 1989 State Department of Applied Instructor in English as a Second 1999 University of Colorado,
University of New York, Albany. Linguistics Language. M.A. 1997 University of Boulder.
Robert Mercer (1990) M.A. British Columbia. Radu Popa (2005) Ph.D.
Assistant Dean, College of Liberal Margaret Young (1993) M.A. Associate Professor of Biology. Ph.D.
Arts and Sciences. M.A. 1986 Faculty Senior Instructor in English as a 2000. University of Cincinnati.
Portland State University. John Armbrust (1995) M.A. Second Language. M.A. 1981
Senior Instructor in English as a Anna-Louis Reysenbach (1999) Ph.D.
Portland State University. Professor of Biology. Ph.D. 1987
Second Language. M.A. 1992
College of Liberal Arts and Portland State University. Emeriti Faculty
University of Cape Town.
Todd Rosenstiel (2006) Ph.D.
Sciences Nike Arnold (2002) Ph.D. Jeanette S. DeCarrico (1977) Ph.D. Assistant Professor of Biology. Ph.D.
Associate Professor of Applied Professor Emerita of Applied
Melissa Leonard (2005) M.S. Linguistics. Ph.D. 2002 University of 2004 University of Colorado.
Coordinator, Health Sciences Linguistics. Ph.D. 1980 University of Luis A. Ruedas (2001) Ph.D.
Texas at Austin. Washington.
Advising. M.S. 2005 Portland State Associate Professor of Biology. Ph.D.
Kimberley A. Brown (1989) Ph.D. Brian K. Lynch (2001) Ph.D.
University. 1992 Texas A&M University.
Professor of Applied Linguistics and Professor Emeritus of Applied
Laura Marsh (1999) B.S. International Studies. Ph.D. 1988 Kenneth M. Stedman (2001) Ph.D.
Health Sciences Adviser. B.S. 2002 Linguistics. Ph.D. 1987 University of Associate Professor of Biology. Ph.D.
University of Minnesota. California, Los Angeles.
Portland State University. 1996 University of California,
Ruth Chapin (1989) M.A. Shirley A. Morrell (1979) M.A.
Frosti McClurken-Talley (1995) B.S. Senior Instructor in English as a Berkeley.
National Scholarship Coordinator. Senior Instructor Emerita in English Lisa Weasel (2000) Ph.D.
Second Language. M.A. 1988 as a Second Language. M.A. 1977
B.S. 2001 Portland State University. Portland State University. Associate Professor of Biology. Ph.D.
Portland State University. 1993 Cambridge University.
Karen DeVoll (2005) M.A. G. Tucker Childs (1996) Ph.D.
Academic Adviser. M.A. 1998 Antioch Beatrice Oshika (1989) Ph.D. Pamela J. Yeh (2009) Ph.D.
Professor of Applied Linguistics. Professor Emerita of Applied
University. Ph.D. 1988 University of California. Assistant Professor of Biology. Ph.D.
Linguistics. Ph.D. 1973 University of 2004 University of California, San
Sally Hudson (2005) B.A. Susan M. Conrad (2001) Ph.D. Michigan. Diego.
Coordinator, Challenge/LINK Professor of Applied Linguistics.
Program; Research Assistant. B.A. Helen Schley (1964) B.A. Randy D. Zelick (1986) Ph.D.
Ph.D. 1996 Northern Arizona Senior Instructor Emerita in English
1975 Portland State University. University. Professor of Biology. Ph.D. 1984
as a Second Language. B.A. 1935 University of California, Los Angeles.
Kimberly Felipe (2008) M.A. Thomas G. Dieterich (1979) Ph.D. Reed College.
Health Science Adviser. M.A. 2002 Professor of Applied Linguistics.
Portland State University. Marjorie Terdal (1977) Ph.D. Emeriti Faculty
Ph.D. 1974 Yale University. Professor Emerita of Applied
Michael J. Harvey (1988) M.A. Linguistics. Ph.D. 1985 University of Clyde L. Calvin (1968) Ph.D.
Department of Senior Instructor in English as a Oregon. Professor Emeritus of Biology. Ph.D.
1966 University of California, Davis.
Second Language. M.A. 1980
Anthropology Portland State University.
Judith Wild (1991) M.A.
Senior Instructor Emerita in English Larry I. Crawshaw (1976) Ph.D.
Kathryn A. Harris (1995) Ph.D. as a Second Language. M.A. 1989 Professor Emeritus of Biology. Ph.D.
Faculty Assistant Professor of Applied Portland State University. 1970 University of California, Santa
Linguistics. Ph.D. 1995 Northwestern Barbara;.
Kenneth M. Ames (1984) Ph.D.
Chair, Department of Anthropology; University. Malcom S. Lea (1965) Ph.D.
Professor of Anthropology. Ph.D. Lena Koessler (1994) M.A. Department of Biology Professor Emeritus of Biology. Ph.D.
1976 Washington State University. Senior Instructor in English as a 1964 Northwestern University.
Virginia L. Butler (1994) Ph.D. Second Language. M.A. 1992 San Faculty Byron E. Lippert (1960) Ph.D.
Associate Professor of Anthropology. Francisco State University. Professor Emeritus of Biology. Ph.D.
Michael S. Bartlett (2002) Ph.D.
Ph.D. 1990 University of Washington. Thomas Kuehn (2001) M.A. Assistant Professor of Biology. Ph.D. 1966 Indiana University.
Sharon A. Carstens (1987) Ph.D. Instructor in English as a Second 1997 University of Wisconsin, Robert L. Millette (1984) Ph.D.
Professor of Anthropology and Language. M.A.T. 1998 School of Madison. Professor Emeritus of Biology. Ph.D.
International Studies. Ph.D. 1980 International Training 1964 California Institute of
Bradley A. Buckley (2006) Ph.D.
Cornell University. (Vermont). Technology.
Assistant Professor of Biology. Ph.D.
Michele R. Gamburd (1995) Ph.D. Susan Lindsay M.A. 2003 Arizona State University. Lester J. Newman (1964) Ph.D.
Associate Professor of Anthropology. Instructor in English as a Second Professor Emeritus of Biology. Ph.D.
Justin Courcelle (2005) Ph.D.
Ph.D. 1995 University of Michigan. Language. M.A. 1996 Portland State 1963 Washington University.
University. Leonard Simpson (1968) Ph.D.
Jeremy Spoon (2009) Ph.D. 1999 Stanford University.
Assistant Professor of Anthropology. Stephen Reder (1995) Ph.D. Professor Emeritus of Biology. Ph.D.
Mitchell B. Cruzan (2002) Ph.D.
Ph.D. 2008 University of Hawai'i. University Professor. Ph.D. 1977 1968 University of California,
Associate Professor of Biology. Ph.D.
Rockefeller University. Berkeley.
Natalie Vasey (2002) Ph.D. 1989 State University of New York at
Assistant Professor of Anthropology. Judy Reed (1997) M.A. Stony Brook. Mary L. Taylor (1962) Ph.D.
Ph.D. 1997 Washington University. Senior Instructor in English as a Professor Emerita of Biology. Ph.D.
Deborah A. Duffield (1978) Ph.D.
Second Language; Director of ESL/ 1959 University of Illinois.
Douglas Wilson (2004) Ph.D. Professor of Biology. Ph.D. 1976
IELP Program. M.A. 1991 University W. Herman Taylor Jr. (1961) Ph.D.
Adjunct Associate Professor. Ph.D. University of California, Los Angeles.
of Houston. Professor Emeritus of Biology. Ph.D.
1991 University of Arizona. Sarah Eppley (2005) Ph.D.
Lynn Santelmann (1998) Ph.D. 1959 University of Illinois.
Associate Professor of Applied Robert Owen Tinnin (1969) Ph.D.
Emeriti Faculty Linguistics. Ph.D. 1995 Cornell
2000 University of California, Davis.
Suzanne Estes (2005) Ph.D. Professor Emeritus of Biology. Ph.D.
Marc R. Feldesman (1971) Ph.D. University. 1969 University of California, Santa
Chair Emeritus, Department of Assistant Professor of Biology. Ph.D.
Talisman Saunders (1999) M.A. Barbara.
Anthropology; Professor Emeritus of 2002 University of Oregon.
Instructor in English as a Second
Anthropology. Ph.D. 1974 University Language. M.A. 1998 Portland State Keith D. Garlid (2002) M.D., dr.techn.
of Oregon. University. Professor of Biology. M.D. 1961 The Department of
Jacob Fried (1965) Ph.D. Johns Hopkins University School of
Professor Emeritus of Anthropology.
Laura S. Shier (1997) M.A.
Medicine. Dr. technicae norwegiensis Black Studies
Senior Instructor in English as a
Ph.D. 1952 Yale University. 1987 Norwegian Institute of
Second Language; Academic
Coordinator of ESL/IELP Program.
Technology. Faculty
Associated Faculty M.A. 1989 University of Wisconsin, Stanley S. Hillman (1977) Ph.D. Kofi Agorsah (1992) Ph.D.
Robert Boyd (2000) Ph.D. Madison. Professor of Biology. Ph.D. 1976 Chair, Department of Black Studies;
Adjunct Assistant Professor of University of California, Los Angeles. Professor of Black Studies and
International Studies. Ph.D. 1983 Emeriti Faculty Gisele Tierney (1991) M.S. Kuan-Pin Lin (1979) Ph.D.
University of California, Los Angeles. Bruce W. Brown (1963) Ph.D. Senior Instructor in Communication. Professor of Economics. Ph.D. 1977
Turiya Autry (2003) M.A. Professor Emeritus of Chemistry. M.S. 1986 Portland State University. State University of New York, Stony
Adjunct Instructor of Black Studies. Ph.D. 1961 University of Washington. Brook.
M.A. Portland State University. Gary L. Gard (1966) Ph.D. Emeriti Faculty Thomas Potiowsky (1982) Ph.D.
Pedro Ferbel-Azcarate (1998) Professor Emeritus of Chemistry. LaRay M. Barna (1956) M.S. Professor Emeritus of Economics.
Ph.D. Adjunct Assistant Professor of Ph.D. 1964 University of Washington. Associate Professor Emerita of Ph.D. 1981 University of Colorado.
Black Studies. Ph.D. University of Gordon L. Kilgour (1968) Ph.D. Communication. M.S. 1970 Portland Rajiv Sharma (1998) Ph.D.
Minnesota 1995. Professor Emeritus of Chemistry. State University. Assistant Professor of Economics.
Avel L. Gordly (2006) B.S. Ph.D. 1956 University of Washington. Leslie T. Good (l989) Ph.D. Ph.D. 1998 University of Florida.
Adjunct Associate Professor of Black Raymond P. Lutz (1968) Ph.D. Associate Professor Emerita of John F. Walker (1966) Ph.D.
Studies. B.S. 1974 Portland State Professor Emeritus of Chemistry. Communication. Ph.D. 1986 Stanford Professor of Economics. Ph.D. 1972
University Ph.D. 1962 California Institute of University. University of Utah.
Ethan Johnson (2005) Ph.D. Technology. Theodore G. Grove (1970) Ph.D. Rossitza Wooster (2002) Ph.D.
Assistant Professor of Black Studies. David W. McClure (1966) Ph.D. Professor Emeritus of Assistant Professor of Economics.
Ph.D. 2005 University of California, Professor Emeritus of Chemistry. Communication. Ph.D. 1965 Ph.D. 2002 University of Oregon.
Berkeley. Ph.D. 1963 University of Washington. Northwestern University.
Dalton Miller-Jones (1991) Ph.D. Robert J. O’Brien (1973) Ph.D. Stephen A. Kosokoff (1966) Ph.D. Emeriti Faculty
Professor of Black Studies and Professor Emeritus of Chemistry. Professor Emeritus of Joseph C. Blumel (1957) Ph.D., LL.D.
Psychology. Ph.D. 1973 Cornell Ph.D. 1970 University of Florida. Communication. Ph.D. 1966 Distinguished Service Professor;
University. University of Oregon. Professor Emeritus of Economics.
Morris B. Silverman (1959) Ph.D.
Darrell M. Millner (1974) D.Ed. Associate Professor Emeritus of Larry Steward (1967) Ph.D. Ph.D. 1965 University of Oregon;
Professor of Black Studies. D.Ed. Chemistry. Ph.D. 1956 University of Associate Professor Emeritus of LL.D. 1976 University of Hokkaido
1975 University of Oregon. Washington. Communication. Ph.D. 1968 (Japan).
Pennsylvania State University. Richard L. Brinkman (1961) Ph.D.
Department of Chemistry Associated Faculty Robert W. Vogelsang (1970) Ed.D.
Professor Emeritus of
Professor Emeritus of Economics.
Ph.D. 1965 Rutgers University.
Thomas M. Hard (1977) Ph.D. Communication. Ed.D. 1965 Giles H. Burgess (1969) Ph.D.
Faculty Fellow in Chemistry. Ph.D. 1965 Washington State University. Professor Emeritus of Economics.
University of Wisconsin.
Kevin A. Reynolds (2005) Ph.D. Ph.D. 1973 University of Oregon.
Chair, Department of Chemistry; Shankar B. Rananavare (1996) Ph.D.
Professor of Chemistry. Ph.D. 1987 Research Associate Professor of Conflict Resolution Nelson B. Crick (1967) Ph.D.
Professor Emeritus of Economics.
University of South Hampton, Chemistry. Ph.D. University of
Missouri, St. Louis.
Program Ph.D. 1967 University of Colorado.
England. Richard B. Halley (1955) Ph.D.
Dean B. Atkinson (1997) Ph.D. Faculty Professor Emeritus of Economics.
Associate Professor of Chemistry. Chicano/Latino Studies Harry Anastasiou (2002) Ph.D. Ph.D. 1964 Stanford University.
Ph.D. 1995 University of Arizona. Hugh G. Lovell (1964) Ph.D.
Roberto M. De Anda (2002) Ph.D. Associate Professor, Conflict
Albert S. Benight (2003) Ph.D. Director and Associate Professor of Resolution Professor Emeritus of Economics.
Professor of Chemistry and Physics. Chicano Latino Studies. Ph.D. 1991 Graduate Program. Ph.D. 2001 The Ph.D. 1951 Massachusetts Institute of
Ph.D. 1983 Georgia Institute of University of Arizona. Union Institute and University. Technology.
Technology. Thomas Palm (1967) Ph.D.
Amanda Byron (2002) M.A.
Tami Lesseter Clare (2008) Ph.D. Adjunct Professor, Conflict Professor Emeritus of Economics.
Assistant Professor of Chemistry. Department of Resolution Graduate Program. M.A. Ph.D. 1967 University of Michigan.
Ph.D. 2005 University of Wisconsin.
Andrea Goforth (2008) Ph.D
Communication 1993 School of International Abdul Qayum (1970) D.Sc.
Learning. Professor Emeritus of Economics. D.
Professor of Chemistry. Ph.D. 2005 Robert J. Gould (1992) Ph.D. Sc. 1959 Netherlands School of
University of South Carolina. Faculty Director, Conflict Resolution Economics.
Dirk Iwata-Reuyl (1994) Ph.D. Cynthia Lou Coleman (2001) Ph.D. Program; Assistant Professor of Thomas H. Tuchscherer (1966) Ph.D.
Associate Professor of Chemistry. Chair, Department of Philosophy. Ph.D. 1993 University of Professor Emeritus of Economics.
Ph.D. 1992 Johns Hopkins University. Communication. Associate Professor Oregon. Ph.D. 1973 Northwestern University.
Niles E. Lehman (2001) Ph.D. of Communication. Ph.D. 1994
University of Wisconsin, Madison. Tom Hastings (2002) M.A. Helen L. Youngelson-Neal (1967) Ph.D.
Professor of Chemistry. Ph.D. 1990 Adjunct Professor, Conflict Professor Emerita of Economics.
University of California, Los Angeles. Kenneth Bagley (2005) Ph.D. Resolution Graduate Program. M.A. Ph.D. 1966
James Pankow (2008) Ph.D. Instructor. Ph.D. 1991 University of 1996 University of Wisconsin- Columbia University.
Professor of Chemistry and Civil and Oregon. Superior.
Environmental Engineering. Ph.D. Jil Freeman (2001) M.S. Isbel Ingham (2002) M.S.
1979 California Institute of Instructor. M.S. Portland State Adjunct Professor, Conflict Resolution
Department of English
Technology. University. Graduate Program. M.S. 1999
David H. Peyton (1987) Ph.D. Darlene Geiger (2001) M.S. University of Oregon. Faculty
Professor of Chemistry. Ph.D. 1983 Instructor. Undergraduate Program Stan Sitnick (2003) J.D. Diana Abu-Jaber (1996) Ph.D.
University of California, Santa Adviser. M.S. 2000 Portland State Adjunct Professor, Conflict Professor of English. Ph.D. 1986
Barbara. University. Resolution Graduate Program. J.D. State University of New York,
Olof Ramstrom (2009) Ph.D. Priya Kapoor (1995) Ph.D. University of Chicago Law School. Binghamton.
Professor of Chemistry. Ph.D. 1996 Associate Professor of Barbara Tint (1999) Ph.D. Jacqueline Arante (1985) M.A.
Lund Institute of Technology, Communication. Director of Adjunct Professor, Conflict Senior Instructor in English. M.A.
Sweden. Graduate Studies. Ph.D. 1995 Ohio Resolution Graduate Program. Ph.D. 1979 Portland State University
Gwendolyn P. Shusterman (1989) Ph.D. University. 2003 University of Melbourne. Katya Amato (1984) M.A.
Associate Professor of Chemistry. J. David Kennamer (2004) Ph.D. Senior Instructor in English. M.A.
Associate Chair of Undergraduate Assistant Professor of
Affairs. Ph.D. 1983 University of Communication. Ph.D. 1982 Department of Economics 1982 Portland State University.
University of Wisconsin-Madison. Joel Bettridge (2006) Ph.D.
California, Berkeley.
Assistant Professor of English. Ph.D.
Reuben H. Simoyi (2002) Ph.D. Susan B. Poulsen (1990) Ph.D. Faculty 2002 State University of New York,
Professor of Chemistry. Ph.D. 1982 Associate Professor of Randall A. Bluffstone (2003) Ph.D. Buffalo.
Brandeis University. Communication. Ph.D. 1988 Chair, Department of Economics;
University of Washington. Tom Bissell (2009) B.A.
Robert M. Strongin (2007) Ph.D. Professor of Economics. Ph.D. 1993 Assistant Professor of English. B.A.
Professor of Chemistry. Ph.D. 1995 L. David Ritchie (1990) Ph.D. Boston University. 1996 Michigan State University.
University of Pennsylvania. Professor of Communication. Ph.D. John B. Hall (1985) Ph.D.
1987 Stanford University. Will Bohnaker (1991) M.A.
Carl C. Wamser (1983) Ph.D. Professor of Economics. Ph.D. 1984 Senior Instructor of English. M.A.
Professor of Chemistry. Ph.D. 1970 Charlotte Schell (2000) Ph.D. The Graduate Faculty, New School 1969 University of Iowa.
California Institute of Technology. Assistant Professor of for Social Research.
Communication. Ph.D. 1998 Peter Carafiol (1984) Ph.D.
Mark Woods (2008) Ph.D. Hiroyuki Ito (2004) Ph.D. Professor of English. Ph.D. 1975
Assistant Professor of Chemistry. University of Denver. Associate Professor of Economics. Claremont Graduate School.
Ph.D. 1998 University of Durham. Gerald Sussman (1994) Ph.D. Ph.D. 2004 University of California,
Professor of Communication and Duncan A. Carter (1987) Ph.D.
Mingdi Yan (1998) Ph.D. Santa Cruz. Associate Dean, College of Liberal
Associate Professor of Chemistry. Urban Mary C. King (1992) Ph.D.
Studies and Planning. Ph.D. 1983 Arts and Sciences; Professor of
Ph.D. 1994 University of Oregon. Professor of Economics. Ph.D. 1991 English. Ph.D. 1974 University of
University of Hawaii. University of California, Berkeley. Illinois.
Elisabeth A. Ceppi (2000) Ph.D. 1974 State University of New York, Marjorie M. Kirrie (1958) M.A. Science. Ph.D. 2006 Oregon State
Associate Professor of English. Ph.D. Buffalo. Professor Emerita of English. M.A. University.
2000 University Susan Reese (1991) M.F.A. 1958 University of Oregon. Roy W. Koch (1982) Ph.D., P.E.
of Chicago. Assistant Professor of English. M.F.A. Jae Num Lee (1967) Ph.D. Professor of Civil Engineering and
Michael Clark (1999) Ph.D., J.D. 2006 Pacific University. Professor Emeritus of English. Ph.D. Environmental Science. Ph.D. 1982
Associate Professor of English. Ph.D. Christine M. Rose (1989) Ph.D. 1968 University of New Mexico. Colorado State University.
1989 State University of New York, Professor of English. Ph.D. 1985 Tufts Elaine E. Limbaugh (1970) M.A. Joseph Maser (1996) Ph.D.
Binghamton; J.D. 1995 University of University. Professor of English. M.A. 1969 Assistant Professor of Environmental
Oregon. Jennifer Ruth (1999) Ph.D. University of Nebraska. Science. Ph.D. 1977 University of
Paul Collins (2006) M.A. Chair, Department of English; Ray P. Mariels (1967) Ph.D. Indiana.
Assistant Professor of English: Associate Professor of English. Ph.D. Professor Emeritus of English. Ph.D. Yangdong Pan (1996) Ph.D.
Nonfiction Writing. M.A. 1993 1999 Brown University. 1967 University of Oregon. Professor of Environmental Science.
College of William and Mary. John V. Smyth (1998) Ph.D. Carl Markgraf (1966) Ph.D. Ph.D. 1993 Bowling Green State
Charles D’Ambrosio (2009) M.F.A. Professor of English. Ph.D. 1982 Professor Emeritus of English. Ph.D. University.
Associate Professor of English. M.F.A. University of Pennsylvania. 1970 University of California, John G. Rueter, Jr. (1979) Ph.D.
1992. University of Iowa. Primus St. John (1973) Riverside. Professor of Environmental Science.
Susan Danielson (1974) Ph.D. Professor of English. Margaret B. Palmer (1959) M.A. Ph.D. 1979 Massachusetts Institute of
Professor of English. Ph.D. 1990 Elizabeth Stafford (1994) M.A. Assistant Professor Emerita of Technology.
University of Oregon. Instructor in English. M.A. 1995 English. M.A. 1960 University of Gregory M. Ruiz (2005) Ph.D.
Maria Depriest (1996) Ph.D. Portland State University. Portland. Research Professor, Environmental
Assistant Professor of University Dennis Stovall (2000) B.A. Nancy M. Porter (1968) M.A. Science. Ph.D. 1987 University of
Studies/ English. Ph.D. 1991 Assistant Professor of English, Professor Emerita of English. M.A. California, Berkley.
University of Oregon. Coordinator of Publishing 1960 Yale University. Robert Scheller (2009) Ph.D.
Dan DeWeese (2003) M.A. Curriculum, Publisher of Ooligan Shelley C. Reece (1969) Ph.D. Assistant Professor of Environmental
Instructor of English, Director of the Press. B.A. 1968 University of Professor Emeritus of English. Ph.D. Science. Ph.D. 2004 University of
P.S.U. Writing Center. M.A. 2003 Oregon. 1967 University of Nebraska. Wisconsin-Madison.
Portland State University. Jonathan Walker (2004) Ph.D. Mary Seitz (1981) M.A. Mary Ann Schmidt (2008) B.S.
Grace Dillon (1997) Ph.D. Associate Professor of English. Ph.D. Senior Instructor Emerita in English. Director of Student Watershed
Assistant Professor of English/ University of Illinois, Chicago M.A. 1978 Portland State University. Research Project. B.S. 1976 Portland
University Anthony W. Wolk (1965) Ph.D. Christine Thompson (1964) Ph.D. State University.
Studies. Ph.D. 1997 University of Professor of English. Ph.D. 1965 Professor Emerita of English. Ph.D. Julie Smith (1996) Ph.D.
California, Riverside. University of Nebraska. 1984 University of Oregon. Assistant Professor of Environmental
W. Tracy Dillon (1993) Ph.D. Robert C. Tuttle (1955) Ph.D. Science. Ph.D. 1995 Oklahoma State
Professor of English. Ph.D. 1988 University.
University of California, Riverside.
Emeriti Faculty Professor Emeritus of English. Ph.D.
1965 University of Washington. Trygve Paul Steen (1970) Ph.D.
Judah Bierman (1955) Ph.D.
Thomas Fisher (2002) Ph.D. Donald W. Tyree (1970) Ph.D. Professor of Environmental Science.
Professor Emeritus of English and
Assistant Professor of English. Ph.D. Professor Emeritus of English. Ph.D. Ph.D. 1967 Yale University.
General Studies. Ph.D. 1951
2000 State University of New York, 1978 University of Chicago. Mark D. Sytsma (1998) Ph.D.
University of California, Los Angeles.
Buffalo. Associate Professor of Environmental
Thomas C. Buell (1965) Ph.D. Hildegard M. Weiss (1955) M.A.
Michele Glazer (2003) M.F.A. Professor Emerita of English. M.A. Science. Ph.D. 1992 University of
Professor Emeritus of English. Ph.D.
Associate Professor; Director, M.F.A. 1946 University of California, Los California, Davis.
in Creative Writing. M.F.A. 1986 Angeles. J. Alan Yeakley (1994) Ph.D.
University of Iowa. Marjorie J. Burns (1972) Ph.D.
Deeanne W. Westbrook (1971) Ph.D. Associate Professor of Environmental
Professor Emerita of English. Ph.D.
Amy Greenstadt (2001) Ph.D. Professor Emerita of English. Ph.D. Science. Ph.D. 1993 University of
Associate Professor of English. Ph.D. 1978 Virginia.
Berkeley.
2000 University of California, University of Oregon.
Henry Carlile (1967) M.A.
Berkeley.
Professor Emeritus of English. M.A. Robert I. Williams (1967) Ph.D. Associated Faculty
Debra Gwartney (2004) M.F.A. Associate Professor Emeritus of Eugene Foster (1996) Ph.D.
Assistant Professor of English: English. Ph.D. 1966 University of Adjunct Assistant Professor
Nonfiction Writing. M.F.A. 2004 Nathan Cogan (1976) Ph.D.
Professor Emeritus of English and California, Berkeley. Environmental Science. Ph.D. 1996
Bennington College. Oregon State University.
General Studies. Ph.D. 1971
Maude Hines (2000) Ph.D.
Associate Professor of English. Ph.D.
University of California, Berkeley. Environmental Science and Emeriti Faculty
1998 Duke University. John R. Cooper (1970) Ph.D.
Professor Emeritus of English. Ph.D. Management Programs Richard R. Petersen (1970) Ph.D.
David Arthur Holloway (1969) Ph.D. Professor Emeritus of Environmental
1962 Yale University.
Associate Professor of English. Ph.D. Science. Ph.D. 1970 Duke University.
1975 University of Chicago. Georgia R. Crampton (1972) Ph.D. Faculty
Professor Emerita of English. Ph.D. Catherine de Rivera (2005) Ph.D.
Alistair Hunt (2009) Ph.D.
Assistant Professor of English. Ph.D.
1967 University of Oregon. Assistant Professor of Environmental Department of Geography
2009 University of Wisconsin- Ivan Curcin (1969) D.Phil. Science. Ph.D. 1999 University of
Madison. Professor Emeritus of English. D.Phil. California, San Diego.
1968 Oxford University (England). Richard Dewey (2002) M.S.
Faculty
Greg Jacob (1994) Ph.D.
Thomas Doulis (1972) M.A. Director of Environmental Barbara Brower (1994) Ph.D.
Associate Professor of English, Professor of Geography and
Director of Writing. Ph.D. 1982 Professor Emeritus of English. M.A. Professional Program. M.S. 1970 San
1963 Stanford University. Diego State University. International Studies. Ph.D. 1987
Indiana University of Pennsylvania. University of California, Berkeley.
Marcia Klotz (2003) Ph.D. Carol J. Fokine (1984) M.A. Marion Dresner (1995) Ph.D.
Senior Instructor Emerita in English. Teresa Bulman (1990) Ph.D.
Assistant Professor of English. Ph.D. Associate Professor of Environmental
M.A. 1983 Portland State University. Professor of Geography. Ph.D. 1990
1995 Stanford University. Science. Ph.D. 1985 University of University of California, Davis.
Marie Lo (2001) Ph.D. Carol Franks (1981) M.A. Michigan.
Senior Instructor Emerita in English. Heejun Chang (2001) Ph.D.
Associate Professor of English. Ph.D. David E. Ervin (1999) Ph.D. Associate Professor of Geography.
2001 University of California, M.A. 1981 Portland State University. Professor of Environmental Studies. Ph.D. 2001 Pennsylvania State
Berkeley. Ross L. Garner (1967) Ph.D. Ph.D. 1974 Oregon State University. University.
Michael McGregor (2001) M.F.A. Professor Emeritus of English. Ph.D. William Fish (1998) Ph.D. Jiunn-Der (Geoffrey) Duh (2004) Ph.D.
Professor of English. M.F.A. 1997 1955 University of Chicago. Associate Professor of Civil Assistant Professor of Geography.
Columbia University. Gregory F. Goekjian (1970) Ph.D. Engineering and Environmental Ph.D. 2004 University of Michigan.
Leerom Medovoi (1999) Ph.D. Professor Emeritus of English. Ph.D. Science. Ph.D. 1984 Massachusetts Andrew G. Fountain (1998) Ph.D.
Associate Professor of English, 1970 University of Pittsburgh. Institute of Technology. Professor of Geology and
Director of the Center for Public Frederick Harrison (1962) Ph.D. Celine Fitzmaurice (2001) M.A. Geography. Ph.D. 1992 University of
Humanities. Ph.D. 1995 Stanford Associate Professor Emeritus of Instructor, Environmental Science. Washington.
University. English. Ph.D. 1966 University of M.A. 1995 University of Minnesota. Keith Hadley (1998) Ph.D.
Lorraine Mercer (1984) Ph.D. Washington. Linda George (2002) Ph.D. Associate Professor of Geography.
Associate Professor of English. Ph.D. Michael A. Hollister (1966) Ph.D. Professor of Environmental Science. Ph.D. 1990 University of Colorado.
1996 University of Oregon. Professor Emeritus of English. Ph.D. Ph.D. 1991 Portland State University. Thomas Harvey (1990) Ph.D.
Hildy Miller (2000) Ph.D. 1967 Stanford University. Jeffrey Gerwing (2002) Ph.D. Chair, Department of Geography;
Associate Professor of English. Ph.D. Stanley L. Johnson (1955) Ph.D. Assistant Professor of Environmental Professor of Geography. Ph.D. 1990
1990 University of Minnesota. Professor Emeritus of English. Ph.D. Science. Ph.D. 2001 Pennsylvania University of Minnesota.
A. B. Paulson (1985) Ph.D. 1954 University of Southern State University. Martin Lafrenz (2005) Ph.D.
Associate Professor of English. Ph.D. California. Elise Granek (2006) Ph.D. Assistant Professor of Geography.
Assistant Professor of Environmental Ph.D. 2005 University of Tennessee.
Gil Latz (1983) Ph.D. Richard E. Thoms (1964) Ph.D. Friedrich Schuler (1990) Ph.D. and European Studies. Ph.D. 1997
Vice Provost for International Professor Emeritus of Geology. Ph.D. Professor of History and Stanford University.
Affairs; Professor of Geography and 1965 University of California, International Studies. Ph.D. 1990 Leopoldo Rodriguez (2001) Ph.D.
International Studies. Ph.D. 1986 Berkeley. University of Chicago. Associate Professor of International
University of Chicago. Jennifer Tappan (2009) Ph.D. and Latin American Studies. Ph.D.
Joseph Poracsky (1982) Ph.D. Associated Faculty Assistant Professor of History, Ph.D. 1999 University of Texas at Austin.
Professor of Geography. Ph.D. 1984 Elizabeth Carter (1993) Ph.D. 2010 Columbia University. Patricia M. Thornton (2006) Ph.D.
University of Kansas. Adjunct Research Associate in Linda A. Walton (1980) Ph.D. Associate Professor of International
Martha A. Works (1985) Ph.D. Geology. Ph.D. 1993 University of Professor of History and
Professor of Geography and and Asian Studies. Ph.D. 1997
Lausanne (Switzerland). International Studies. Ph.D. 1978
International Studies. Ph.D. 1985 University of Pennsylvania. University of California, Berkeley.
Michael L. Feves (1984) Ph.D.
Louisiana State University. Adjunct Professor of Geology. Ph.D.
1977 Massachusetts Institute of Emeriti Faculty Associated Faculty
Emeriti Faculty Technology. Elliot Benowitz (1966) Ph.D. E. Kofi Agorsah Ph.D. (Black Studies)
John O. Dart (1955) Ph.D. Jim E. O’Conner (1995) Ph.D. Associate Professor Emeritus of Harry Anastasiou Ph.D. (Conflict
Professor Emeritus of Geography. Adjunct Associate Professor of History. Ph.D. 1966 University of Resolution)
Ph.D. 1953 University of Washington. Geology. Ph.D. 1990 University of Wisconsin. L. Rudolph Barton M.Arch.
Daniel M. Johnson (1977) Ph.D. Arizona. George A. Carbone (1961) Ph.D. (Architecture)
Professor Emeritus of Geography. Thomas C. Pierson (1995) Ph.D. Professor Emeritus of History. Ph.D. Pelin Basci Ph.D. (Turkish)
Ph.D. 1978 Arizona State University. Adjunct Associate Professor of 1947 University of California, Nancy Benson Ed.D. (Education)
Fritz Louis Kramer (1966) Ph.D. Geology. Ph.D. 1977 University of Berkeley.
Washington. Aomar Boum Ph.D. (International
Professor Emeritus of Geography. Victor C. Dahl (1958) Ph.D. Studies)
Ph.D. 1957 University of California, Terry L. Tolan (1993) M.S. Professor Emeritus of History. Ph.D.
Berkeley. Adjunct Research Assistant in 1959 Barbara Brower Ph.D. (Geography)
D. Richard Lycan (1970) Ph.D. Geology. M.S. 1982 Portland State University of California, Berkeley. Kimberley A. Brown Ph.D.
Professor Emeritus of Geography University. Basil Dmytryshyn (1956) Ph.D. (Applied Linguistics)
and Urban Studies and Planning. Joseph Walder (1999) Ph.D. Professor Emeritus of History. Ph.D. Teresa Bulman Ph.D. (Geography)
Ph.D. 1964 University of Washington. Adjunct Associate Professor of 1955 University of California, Sharon A. Carstens Ph.D.
Thomas M. Poulsen (1963) Ph.D. Geology. Ph.D. 1984 Stanford Berkeley. (Anthropology)
Professor Emeritus of Geography. University. Jim F. Heath (1967) Ph.D. G. Tucker Childs Ph.D. (Applied
Ph.D. 1963 University of Wisconsin. J. Alan Yeakley (1995) Ph.D. Professor Emeritus of History. Ph.D. Linguistics)
Larry W. Price (1968) Ph.D. Adjunct Associate Professor of 1967 Stanford University. Veronica Dujon Ph.D. (Sociology)
Professor Emeritus of Geography. Geology. Ph.D. 1993 University of Susan C. Karant-Nunn (1970) Ph.D. Margaret Everett Ph.D. (Anthropology)
Ph.D. 1970 University of Illinois. Virginia. Professor Emerita of History. Ph.D. Grant M. Farr Ph.D. (Sociology)
1971 Indiana University.
Steven Fuller Ph.D. (German)
Department of Geology Department of History Charles A. Le Guin (1959) Ph.D.
Professor Emeritus of History. Ph.D. Michele Gamburd Ph.D.
1956 Emory University. (Anthropology)
Faculty Faculty Jon E. Mandaville (1965) Ph.D. Mel Gurtov Ph.D. (Political Science)
Michael L. Cummings (1979) Ph.D. Katrine Barber (2001) Ph.D. Professor Emeritus of History and John B. Hall Ph.D. (Economics)
Professor of Geology. Ph.D. 1978 Associate Professor of History. Ph.D. International Studies. Ph.D. 1969 Martha W. Hickey Ph.D. (Russian),
University of Wisconsin. 1999 Washington State University. Princeton University. Director International Studies
Scott F. Burns (1990) Ph.D. Victoria C. Belco (2004) Ph.D. Thomas D. Morris (1967) Ph.D. Mark Kaplan Ph.D. (Community
Professor of Geology. Ph.D. 1980 Associate Professor of History. Ph.D. Professor Emeritus of History. Ph.D. Health)
University of Colorado. 2001 University of California at 1969 University of Washington. Priya Kapoor Ph.D. (Communication)
Sherry L. Cady (1998) Ph.D. Berkeley. Frederick M. Nunn (1965) Ph.D. David Kinsella Ph.D. (Political Science)
Associate Professor of Geology. Ph.D. Richard Beyler (1998) Ph.D. Professor Emeritus of History and
Professor of History. Ph.D. 1994 International Studies. Ph.D. 1963 Laurence R. Kominz Ph.D. (Japanese)
Berkeley. Harvard University. University of New Mexico. Gil Latz Ph.D. (Geography)
Karen Carr (1992) Ph.D. Michael F. Reardon (1964) Ph.D. Vice Provost, International Affairs.
Kenneth M. Cruikshank (1994) Ph.D.
Associate Professor of Geology. Ph.D. Associate Professor of History. Ph.D. Professor Emeritus of History and Junghee Lee Ph.D. (Art)
1991 Purdue University. 1992 University of Michigan. Humanities. Ph.D. 1965 Indiana Jon E. Mandaville Ph.D. (History)
Andrew G. Fountain (1998) Ph.D. Timothy A. Garrison (1997) Ph.D. University. Ron Narode Ph.D. (Education)
Chair, Department of Geology; Professor of History. Ph.D. 1997 Ann Weikel (1967) Ph.D. Frederick M. Nunn Ph.D.
Professor of Geology and University of Kentucky. Professor Emerita of History. Ph.D. (Professor Emeritus)
Geography. Ph.D. 1992 University of James P. Grehan (2005) Ph.D. 1966 Yale University. Jonathan O. Pease Ph.D. (Chinese)
Washington. Associate Professor of History. Ph.D. Charles M. White (1955) Ph.D. Earl Rees Ph.D. (Professor Emeritus)
Christina L. Hulbe (2001) Ph.D. 1999 University of Texas at Austin. Professor Emeritus of History. Ph.D.
1959 University of Southern Leopoldo Rodriguez, Ph.D. (Economics)
Associate Professor of Geology. Ph.D. David A. Horowitz (1968) Ph.D.
1998 University of Chicago. Professor of History. Ph.D. 1971 California. Ken Ruoff Ph.D. (History)
Richard C. Hugo (2001) Ph.D. University of Minnesota. Dirgham Sbait Ph.D. (Semitic
Research Associate. Ph.D. 1999 Chia Yin Hsu (2008) Ph.D. Associated Faculty Languages)
Washington State University. Assistant Professor of History, Ph.D. Natan M. Meir (2008) Ph.D. Anousha Sedighi Ph.D. (Persian)
David Percy (1998) B.S. 2006 New York University. Assistant Professor. Ph.D. 2004 Cynthia Sloan Ph.D. (Spanish and
Research Assistant. B.S. 1999 David A. Johnson (1979) Ph.D. Columbia University. Portuguese)
Portland State University. Managing Editor, Pacific Historical Shawn Smallman Ph.D. (History)
R. Benjamin Perkins (2003) Ph.D. Review; Professor of History. Ph.D.
Assistant Professor. Ph.D. 2000 1977 University of Pennsylvania. International Studies Xiaoqin Sun-Irminger, Ed.D.
(Education)
Portland State University. William L. Lang (1994) Ph.D. Gerald Sussman, Ph.D. (Urban Studies
Curt D. Peterson (1989) Ph.D. Professor of History. Ph.D. 1974 Faculty and Planning, Communication)
Professor of Geology. Ph.D. 1983 University of Delaware. Evguenia Davidova (2002) Ph.D. Ronald Tammen Ph.D. (Political
Oregon State University. Caroline Litzenberger (1999) Ph.D. Assistant Professor of International Science)
Alex Ruzicka (2000) Ph.D. Associate Professor of History. Ph.D. and European Studies. Ph.D. 1998 Barbara Tint, Ph.D. (Conflict
Assistant Professor. Ph.D. 1996 1993 University of Cambridge. Institute of History, Bulgarian Resolution)
University of Arizona. Thomas M. Luckett (1992) Ph.D. Academy of Sciences. Stephen Wadley Ph.D. (Chinese)
Martin J. Streck (1999) Ph.D. Chair, Department of History; Claudine Fisher (1972) D-és-L
Associate Professor of Geology. Ph.D. Associate Professor of History. Ph.D. Linda A. Walton Ph.D. (History)
Director, Canadian Studies. Doctorat-
1994 Oregon State University. 1992 Princeton University. és-Lettres. 1983 University of Paris Suwako Watanabe Ph.D. (Japanese)
John Ott (1999) Ph.D. VIII (France). Patricia J. Wetzel Ph.D. (Japanese)
Emeriti Faculty Associate Professor of History. Ph.D. Stephen Frenkel (2001) Ph.D. Martha A. Works Ph.D. (Geography)
Gilbert T. Benson (1968) Ph.D. 1999 Stanford University. Assistant Professor of International Birol Yesilada Ph.D. (Political Science)
Associate Professor Emeritus of Laura C. Robson (2009) Ph.D. Studies. Ph.D. 1993 Syracuse
Geology. Ph.D. 1963 Yale University. Assistant Professor of History, Ph.D. University.
Paul E. Hammond (1963) Ph.D. 2009 Yale University. Tugrul Keskin (2009) Ph.D.
Judaic Studies
Professor Emeritus of Geology. Ph.D. Kenneth Ruoff (1999) Ph.D. Assistant Professor of International
1963 University of Washington. Professor of History. Ph.D. 1997 and Middle Eastern Studies. Ph.D. Faculty
Ansel G. Johnson (1973) Ph.D. Columbia University. 2009 Virginia Tech University. Natan M. Meir (2008) Ph.D.
Professor Emeritus of Geology. Ph.D. Patricia Schechter (1995) Ph.D. Joseph V. Long Ph.D. (1998) Ph.D. The Lorry I. Lokey Chair in Judaic
1973 Stanford University. Associate Professor of History. Ph.D. Assistant Professor of International Studies; Assistant Professor of Judaic
1993 Princeton University.
Studies. Ph.D. 2004 Columbia and Statistics. Ph.D. 2004 Arizona Marjorie A. Enneking (1968) Ph.D. Douglas Neeley (1981) Ph.D.
University. State University. Professor Emerita of Mathematics Adjunct Professor of Mathematics
Michael R. Weingrad (2004) Ph.D. M. Paul Latiolais (1989) Ph.D. and Statistics. Ph.D. 1966 and Statistics. Ph.D. 1971 North
Academic Director, The Harold Professor of Mathematics and Washington State University. Carolina State University.
Schnitzer Family Program in Judaic Statistics. Ph.D. 1984 Tulane Phillip J. Gold (1964) Ph.D. Roger B. Nelsen (2006) Ph.D.
Studies; Assistant Professor of Judaic University. Professor Emeritus of Mathematical Adjunct Professor of Mathematics
Studies. Ph.D. 1999 University of Karen A. Marrongelle (2001) Ph.D. Sciences. Ph.D. 1961 New York and Statistics. Ph.D. 1969 Duke
Washington. Associate Professor of Mathematics University. University.
and Statistics. Ph.D. 2001 University J. Kenneth Harris (1962) Ph.D. Joel Shapiro (2006) Ph.D.
of New Hampshire. Professor Emeritus of Mathematical Adjunct Professor of Mathematics
Fariborz Maseeh Yunming Mu (2008) Ph.D. Sciences. Ph.D. 1962 University of and Statistics. Ph.D. 1970 University
Oregon. of Michigan.
Department of Assistant Professor of Mathematics
and Statistics. Ph.D. 2005 University Bruce A. Jensen (1966) Ph.D. Nancy T. Waller (1979) Ph.D.
Mathematics and Statistics of Illinois at Urbana-Champaign. Professor Emeritus of Mathematical Adjunct Assistant Professor of
Jennifer Noll (2007) Ph.D. Sciences. Ph.D. 1966 University of Mathematical Sciences. Ph.D. 1976
Assistant Professor of Mathematics Nebraska. Michigan State University.
Faculty and Statistics. Ph.D. 2007 Portland Ethel L. Lawrence (1964) B.S. James Wendel (2002) Ph.D.
Austina Arnold (2009) M.S. Instructor State University. Associate Professor Emerita of Adjunct Professor of Mathematics
in Mathematics and Statistics. M.S. Mathematical Sciences. B.S. 1946 and Statistics. Ph.D. 1948 California
2009 Portland State University. Joyce O’Halloran (1987) Ph.D.
Professor of Mathematics and University of Oregon. Institute of Technology.
F. Rudolf Beyl (1983) Ph.D. Statistics. Ph.D. 1979 University of Craig A. Magwire (1969) Ph.D. Aaron Wooton (2010) Ph.D. Adjunct
Professor of Mathematics and Washington. Professor Emeritus of Mathematical Assistant Professor of Mathematics
Statistics. Ph.D. 1972 Cornell Sciences. Ph.D. 1953 Stanford and Statistics. Ph.D. 2004 University
University. Jeanette R. Palmiter (1990) Ph.D.
Professor of Mathematics and University. of Arizona.
Steven A. Bleiler (1988) Ph.D. Statistics. Ph.D. 1986 Ohio State Eugene A. Maier (1984) Ph.D.
Professor of Mathematics and University. Professor Emeritus of Mathematical
Statistics. Ph.D. 1981 University of
Serge Preston (1989) Ph.D. Sciences and Extended Studies. Ph.D. Department of Philosophy
Oregon. 1954 University of Oregon.
Professor of Mathematics and
John S. Caughman, IV (2000) Ph.D. Statistics. Ph.D. 1978 Steklov Institute Leonard T. Nelson (1977) Ph.D. Faculty
Associate Professor of Mathematics of Mathematics (USSR). Professor Emeritus of Mathematical
and Statistics. Ph.D. 1998 University Patricia Backlar (1997)
Dan L. Streeter (1983) M.S. Sciences and Education. Ph.D. 1968
of Wisconsin. Research Associate Professor of
Senior Instructor in Mathematics and University of Michigan.
Bioethics.
Branford R. Crain (1978) Ph.D. Statistics. M.S. 1982 Portland State Michael Shaughnessy (1993) Ph.D.
Professor of Mathematics and Angela Coventry (2004) Ph.D.
University. Professor Emeritus of Mathematics Assistant Professor of Philosophy.
Statistics. Ph.D. 1972 Oregon State and Statistics. Ph.D. 1976 Michigan
University. Mara Tableman (1990) Ph.D. Ph.D. 2004 University of North
Professor of Mathematics and State University. Carolina, Chapel Hill.
Dacian Daescu (2003) Ph.D. Statistics. Ph.D. 1984 Pennsylvania Robert L. Stanley (1961) Ph.D.
Associate Professor of Mathematics Robert C. Gillis (1993) M.A.
State University. Professor Emeritus of Mathematical Senior Instructor of Philosophy. M.A.
and Statistics. Ph.D. 2001 University Sciences and Systems Science. Ph.D.
of Iowa. Kwok-Wai Tam (1966) Ph.D. 1990 University of California, San
Professor of Mathematics and 1951 Harvard University. Diego.
Joseph R. Ediger (1993) M.S. Statistics. Ph.D. 1967 University of Leonard G. Swanson (1964) Ph.D.
Senior Instructor in Mathematics and R. Kevin Hill (2004) Ph.D.
Washington. Professor Emeritus of Mathematical Associate Professor of Philosophy.
Statistics and Extended Studies. M.S. Sciences. Ph.D. 1970 Oregon State
1994 Portland State University. Eva Thanheiser (2008) Ph.D. Ph.D. 1992 University of Illinois,
Assistant Professor of Mathematics University. Urbana-Champaign.
Marek Elzanowski (1988) Ph.D. and Statistics. Ph.D. 2005 University Vincent C. Williams (1965) Ph.D.
Professor of Mathematics and Avram Hiller (2008), Ph.D.
of California, San Diego. Professor Emeritus of Mathematical Assistant Professor of Philosophy.
Statistics. Ph.D. 1975 Institute of Sciences. Ph.D. 1961 Harvard
Fundamental Technological J.J.P. Veerman (2001) Ph.D. Ph.D. 2005 Duke University.
Chair, Fariborz Maseeh Department University.
Research, Polish Academy of Science Aleksandar Jokic (1999) Ph.D.
(Poland). of Mathematics and Statistics; Associate Professor of Philosophy.
John M. Erdman (1966) B.A.
Associate Professor of Mathematics Associated Faculty Ph.D. 1991 University of California,
and Statistics. Ph.D. 1986 Cornell Farag Abdel-Salam Attia (1990) Ph.D. Santa Barbara.
Associate Professor of Mathematics University.
and Statistics. B.A. 1957 Lehigh Adjunct Professor of Mathematics Alexander Sager (2009) Ph.D. Assistant
University. Rachel Webb (2003) M.S. and Statistics. Ph.D. 1969 Oregon Professor of Philosophy. Ph.D. 2008
Senior Instructor in Mathematics and State University. University of Calgary.
Jodi Fasteen (2006) M.S. Instructor in Statistics. M.S. 2003 Portland State
Mathematics and Statistics. M.S. Dongseok Choi (2002) Ph.D. Tom Seppalainen (1999) Ph.D.
University. Adjunct Associate Professor of
2005 University of Oregon. Associate Professor of Philosophy.
Mathematics and Statistics. Ph.D. 1999 Ph.D. 1999 University of Pittsburgh.
Andrew Flight (2002) M.S.
Instructor in Mathematics and
Emeriti Faculty University of Chicago.
Albert R. Spencer (2009) Ph.D.
Charles B. Balogh (1964) Ph.D. Linda Foreman (2002)
Statistics. M.S. 1994 Portland State Instructor of Philosophy. Ph.D. 2007
Professor Emeritus of Mathematical Adjunct Senior Instructor of
University. Baylor University.
Sciences. Ph.D. 1965 Oregon State Mathematics and Statistics.
Robert L. Fountain (1992) Ph.D. David Weber (2001) M.A.
University. Michael Freeman (2001) Ph.D.
Professor of Mathematics and Instructor of Philosophy. M.A. 1990
Gavin Bjork (1966) Ph.D. Adjunct Professor of Mathematics
Statistics. Ph.D. 1985 University of University of North Carolina, Chapel
Professor Emeritus of Mathematical and Statistics. Ph.D. 1965 University
New Mexico. Hill.
Sciences. Ph.D. 1966 Washington of California, Berkeley.
Sylvia Giroux (2005) M.S. Instructor in State University. Chad Wiener (2007) Ph.D.
Rochelle Fu (2006) Ph.D.
Mathematics and Statistics. M.S. Assistant Professor of Philosophy.
Robert L. Broussard (1960) Ph.D. Adjunct Assistant Professor of Ph.D. 2008 University of Georgia.
Professor Emeritus of Mathematical Mathematics and Statistics. Ph.D.
Bin Jiang (2003) Ph.D. Sciences. Ph.D. 1951 Louisiana State 2003 University of Connecticut.
Associate Professor of Mathematics University. John Gorman (2005) Ph.D.
Emeriti Faculty
and Statistics. Ph.D. 1999 University Larry S. Bowlden (1968) Ph.D.
of California, Santa Barbara. John B. Butler (1961) Ph.D. Adjunct Assistant Professor of
Professor Emeritus of Mathematical Mathematics and Statistics. Ph.D. Professor Emeritus of Philosophy.
Jong Sung Kim (1999) Ph.D. Sciences. Ph.D. 1954 University of 1994 Brown University. Ph.D. 1968 University of Washington.
Associate Professor of Mathematics California, Berkeley. Byron L. Haines (1965) Ph.D.
and Statistics. Ph.D. 1999 University Douglas A. Hanes (2006) Ph.D.
Frank S. Cater (1965) Ph.D. Adjunct Assistant Professor of Professor Emeritus of Philosophy.
of Iowa. Ph.D. 1966 University of Washington.
Professor Emeritus of Mathematical Mathematics and Statistics. Ph.D.
Subhash C. Kochar (2005) Ph.D. Sciences. Ph.D. 1960 University of 1999 University of Michigan. John L. Hammond (1962) Ph.D.
Professor of Mathematics and Southern California. Professor Emeritus of Philosophy.
Statistics. Ph.D. 1979 Panjab Robert Knighten (2003) Ph.D.
Richard Byrd Crittenden (1969) Ph.D. Adjunct Professor of Mathematics Ph.D. 1965 Stanford University.
University.
Professor Emeritus of Mathematical and Donald R. Moor (1964) Ph.D.
Beatriz M. Lafferriere (1993) Ph.D. Sciences and Systems Science. Ph.D. Statistics. Ph.D. Massachusetts Professor Emeritus of Philosophy.
Assistant Professor of Mathematics 1964 University of Oregon. Institute of Technology. Ph.D. 1975 University of Oregon.
and Statistics. Ph.D. 1987 Rutgers Jodi Lapidus (2001) Ph.D. Dan Passell (1964) Ph.D.
Mary Lou Daily (1963) Ph.D.
University. Adjunct Associate Professor. Professor Emeritus of Philosophy.
Associate Professor Emerita of
Gerardo A. Lafferriere (1990) Ph.D. Mathematical Sciences. Ph.D. 1972 Professor of Mathematics and Ph.D. 1964 Stanford University.
Professor of Mathematics and Oregon State University. Statistics. Ph.D. 1998 University of Michael Philips (1968) Ph.D.
Statistics. Ph.D. 1986 Rutgers New Mexico. Professor Emeritus of Philosophy.
Eugene A. Enneking (1968) Ph.D.
University. Motomi Mori (2002) Ph.D. Ph.D. 1971 Johns Hopkins University.
Professor Emeritus of Mathematics
Sean P. Larsen (2004) Ph.D. and Statistics. Ph.D. 1966 Adjunct Professor of Mathematics
Assistant Professor of Mathematics Washington State University. and Statistics. Ph.D. 1989 University
of Iowa.
Department of Physics 1954 University of Amsterdam (The

Netherlands).
Liu-Qin Yang (2009) Ph.D.
Assistant Professor of Psychology.
Jennifer Wells (2006) M.S.T.
Program Coordinator. M.S.T. 2004
David I. Paul (1987) Ph.D. Ph.D. 2009 University of South Portland State University.
Faculty Professor Emeritus of Physics. Ph.D. Florida.
Erik Bodegom (1984) Ph.D. 1956 University of California, Los
Chair, Department of Physics; Angeles. Emeriti Faculty Department of Sociology
Professor of Physics. Ph.D. 1982 Arnold D. Pickar (1963) Ph.D. Barry F. Anderson (1968) Ph.D.
Catholic University of America. Professor Emeritus of Physics. Ph.D. Professor Emeritus of Psychology. Faculty
Jonathan J. Abramson (1979) Ph.D. 1962 University of Maryland. Ph.D. 1963 Johns Hopkins University. Veronica Dujon (1995) Ph.D.
Professor of Physics. Ph.D. 1975 Gertrude F. Rempfer (1959) Ph.D. Gerald Guthrie (1970) Ph.D. Chair, Department of Sociology;
University of Rochester. Professor Emerita of Physics. Ph.D. Professor Emeritus of Psychology. Professor of Sociology. Ph.D. 1995
Albert S. Benight (2003) Ph.D. 1939 University of Washington. Ph.D. 1966 Clark University. University of Wisconsin.
Professor of Chemistry and Physics. Pieter K. Rol (1992) Ph.D. Roger D. Jennings (1969) Ph.D. Martha Balshem (1997) Ph.D.
Ph.D. 1983 Georgia Institute of Professor Emeritus of Physics. Ph.D. Professor Emeritus of Psychology. Professor of Sociology. Ph.D. 1985
Technology. 1960 University of Amsterdam (The Ph.D. 1963 University of Colorado. Indiana University.
John L. Freeouf (2005) Ph.D. Netherlands). Robert E. Jones Jr. (1964) Ph.D. Randall Evan Blazak (1995) Ph.D.
Professor of Physics. Ph.D. 1973 Cecil E. Sanford (1955) M.S. Professor Emeritus of Psychology. Associate Professor of Sociology.
University of Chicago. Associate Professor Emeritus of Ph.D. 1963 University of Utah. Ph.D. 1995 Emory University.
Ciro Fusco (2006) Ph.D. Physics. M.S. 1949 University of Chadwick Karr (1960) Ph.D. Matthew Carlson (2003) Ph.D.
Associate Professor of Physics. Ph.D. Oregon. Professor Emeritus of Psychology. Associate Professor of Sociology.
1999 Portland State University. Jack S. Semura (1973) Ph.D. Ph.D. 1958 University of Washington. Ph.D. 1996 University of Texas.
Jun Jiao (1999) Ph.D. Professor Emeritus of Physics. Ph.D. Hugo M. Maynard du Coudray (1967) Peter J. Collier (1997) Ph.D.
Professor of Physics. Ph.D. 1997 1972 University of Wisconsin. Ph.D. Associate Professor of Sociology.
University of Arizona. Raymond Sommerfeldt (1966) Ph.D. Professor Emeritus of Psychology Ph.D. 1997 Portland State University.
Mohammad Aslam Khan Khalil (1995) Professor Emeritus of Physics. Ph.D. and Urban Studies. Ph.D. 1966 Margaret C. Everett (1996) Ph.D.
Ph.D. Professor of Physics. Ph.D. 1976 1964 Oregon State University. University of Oregon. Associate Professor of Sociology.
University of Texas; Ph.D. 1979 Pavel K. Smejtek (1972) Ph.D. James A. Paulson (1970) Ph.D. Ph.D. 1995 Yale University.
Oregon Graduate Center, Beaverton. Professor Emeritus of Physics. Ph.D. Professor Emeritus of Psychology.
1965 Czechoslovak Academy of Grant M. Farr (1975) Ph.D.
Rolf Kœnenkamp (2002) Ph.D. Ph.D. 1973 Stanford University. Professor of Sociology. Ph.D. 1974
Gertrude F. Rempfer Professor of Sciences (Czechoslovakia). Cord B. Sengstake (1964) Ph.D. University of Washington.
Physics. Ph.D. 1984 Tulane; Makoto Takeo (1956) Ph.D. Professor Emeritus of Psychology.
Habilitation 1998 Freie Universitát Professor Emeritus of Physics. Ph.D. Marvin A. Kaiser (1993) Ph.D.
Ph.D. 1963 University of Oregon. Dean, College of Liberal Arts and
Berlin. 1953 University of Oregon. Cathleen L. Smith (1975) Ph.D. Sciences; Professor of Sociology.
Andrés H. LaRosa (1999) Ph.D. Professor Emeritus of Psychology. Ph.D. 1979 University of Nebraska.
Associate Professor of Physics. Ph.D. Ph.D. 1976 University of Utah.
1996 North Carolina State University. Department of Psychology Ronald E. Smith (1955) Ph.D.
Robert C. Liebman (1987) Ph.D.
Professor of Sociology and Urban
Pui-Tak Leung (1988) Ph.D. Professor Emerita of Psychology. Studies. Ph.D. 1981 University of
Professor of Physics. Ph.D. 1982 State Faculty Ph.D. 1954 University of Utah. Michigan.
University of New York, Buffalo. Todd Bodner (2002) Ph.D. Morris Weitman (1963) Ph.D. José Antonio Padin (1995) Ph.D.
Drake C. Mitchell (2008) Ph.D. Assistant Professor of Psychology. Professor Emeritus of Psychology Associate Professor of Sociology.
Professor of Physics. Ph.D. 1987 Ph.D. 2000 Harvard University. and Urban Studies. Ph.D. 1960 New Ph.D. 1998
University of Oregon. Sherwin Davidson (1989) Ph.D. School for Social Research. University of Wisconsin.
Peter Mœck (2002) Ph.D. Chair, Department of Psychology; Frank Wesley (1958) D.Phil. Daniel M. Sullivan (2000) Ph.D.
Associate Professor of Physics. Professor of Psychology. Ph.D. 1978 Professor Emeritus of Psychology. Associate Professor of Sociology.
Diploma 1983 Leipzig University; Dr. University of Utah. D.Phil. 1964 Kulturminister Ph.D. 2000 University of Wisconsin.
rer.nat. 1991 Humboldt University of Charlotte Fritz (2009) Ph.D. (Germany).
Berlin. Melissa Thompson (2003) Ph.D.
Assistant Professor of Psychology. David F. Wrench (1966) Ph.D. Assistant Professor of Sociology.
Andrew Rice (2007) Ph.D. Ph.D. 2005 Technical University of Professor Emeritus of Psychology. Ph.D. 2003 University of Minnesota.
Assistant Professor of Physics. Ph.D. Braunschweig. Ph.D. 1961 University of North
2002 University of California, Irvine. Lindsey Wilkinson (2008) Ph.D.
Janice K. Haaken (1979) Ph.D. Carolina. Assistant Professor of University
Erik J. Sanchez (2002) Ph.D. Professor of Psychology. Ph.D. 1979 Studies and Sociology. Ph.D. 2008
Associate Professor of Physics. Ph.D. Wright Institute, Los Angeles.
1999 Portland State University. Leslie B. Hammer (1990) Ph.D.
Center for University of Texas, Austin.
Hyeyoung Woo (2009) Ph.D.
Bjoern Seipel (2005) Ph.D.
Assistant Professor of Physics. Ph.D.
Professor of Psychology. Ph.D. 1991 Science Education Assistant Professor of Sociology.
Bowling Green State University. Ph.D. 2008 University of Texas,
2003 University of Tübingen. Keith James (2005) Ph.D. Austin.
Rajendra Solanki (2005) Ph.D. Professor of Psychology. Ph.D. 1986 Faculty
Professor of Physics. Ph.D. 1982 Colorado State University. William G. Becker (1983) Ph.D.
Colorado State University. Director, Center for Science Emeriti Faculty
Keith L. Kaufman (1998) Ph.D. Johanna Brenner (1981) Ph.D.
Jack C. Straton (1994) Ph.D. Professor of Psychology. Ph.D. 1985 Education. Professor of Science
Education. Ph.D. 1981 Boston Professor Emerita of Sociology and
Associate Professor of Physics. Ph.D. University of South Florida. Women’s Studies. Ph.D. 1979
1986 University of Oregon. University.
Thomas A. Kindermann (1989) Ph.D. University of California, Los Angeles.
Ralf Widenhorn (2005) Ph.D. Professor of Psychology. Ph.D. 1986 Todd L. Duncan (1996) Ph.D.
Adjunct Assistant Professor of Charles D. Bolton (1964) Ph.D.
Assistant Professor of Physics. Ph.D. Free University of Berlin (Germany). Professor Emeritus of Sociology and
Science Education and University
2005 Portland State University. Eric S. Mankowski (1998) Ph.D. Studies. Ph.D. 1997 University of Urban Studies and Planning. Ph.D.
Associate Professor of Psychology. Chicago. 1959 University of Chicago.
Emeriti Faculty Ph.D. 1997 University of Illinois at
Celine Fitzmaurice (2001) M.A. Leonard D. Cain, Jr. (1969) Ph.D.
Carl Bachhuber (1963) Ph.D. Urbana-Champaign. Professor Emeritus of Sociology and
Instructor, Center for Science
Associate Professor Emeritus of Katherine E. McDonald (2006) Ph.D. Education. M.A. 1995 University of Urban Studies and Planning. Ph.D.
Physics. Ph.D. 1965 University of Assistant Professor of Psychology. Minnesota. 1955 University of Texas, Austin.
Washington. Ph.D. 2006 University of Illinois at Nanette J. Davis (1975) Ph.D.
Chicago. Michael J. Flower (1992) Ph.D.
Laird C. Brodie (1955) Ph.D. Associate Professor of University Professor Emerita of Sociology. Ph.D.
Professor Emeritus of Physics. Ph.D. Dalton Miller-Jones (1992) Ph.D. Honors and Science Education. Ph.D. 1973 Michigan State University.
1954 Northwestern University. Professor of Psychology. Ph.D. 1973 1969 University of Wisconsin. Kathryn A. Farr (1977) Ph.D.
Lee W. Casperson (1983) Ph.D. Cornell University. Professor Emerita of Sociology. Ph.D.
Sybil Kelley (2009) Ph.D.
Professor Emeritus of Electrical Cynthia Mohr (2001) Ph.D. Assistant Professor of Science 1979 Portland State University.
Engineering and Physics. Ph.D. 1971 Assistant Professor of Psychology. Education. Ph.D. 2009 Portland State Don C. Gibbons (1969) Ph.D.
California Institute of Technology. Ph.D. 1999 University of Connecticut. University. Professor Emeritus of Sociology and
John Carruthers (2004) Ph.D. C. Kerth O’Brien (1987) Ph.D. Urban Studies and Planning. Ph.D.
Linda Mantel (2005) Ph.D.
Professor Emeritus of Physics. 1967 Associate Professor of Psychology. 1956 University of Washington.
Ph.D. 1987 University of Michigan. Associate Professor of Research;
University of Toronto (Canada). Executive Director of the Intel, Nona Y. Glazer (1964) Ph.D.
John Dash (1966) Ph.D. Rob Roeser (2008) Ph.D. Northwest Science Expo System. Professor Emerita of Sociology. Ph.D.
Professor Emeritus of Physics. Ph.D. Associate Professor of Psychology. Ph.D. 1969 University of Illinois. 1965 Cornell University.
1966 Pennsylvania State University. Ph.D. 1996 University of Michigan. Lee J. Haggerty (1971) Ph.D.
Cary Sneider (2007) Ph.D.
Donald G. Howard (1965) Ph.D. Ellen A. Skinner (1992) Ph.D. Associate Professor of Research. Professor Emeritus of Sociology.
Professor Emeritus of Physics. Ph.D. Professor of Psychology. Ph.D. 1981 Ph.D. 1982 University of California, Ph.D. 1972 University of Wisconsin.
1964 University of California, Pennsylvania State University. Berkeley. Jan Hajda (1967) Ph.D.
Berkeley. Donald M. Truxillo (1994) Ph.D. Professor Emeritus of Sociology.
Rudi H. Nussbaum (1959) Ph.D. Professor of Psychology. Ph.D. 1987 Ph.D. 1963 University of Chicago.
Professor Emeritus of Physics. Ph.D. Louisiana State University.
Robert William Shotola (1970) Ph.D. Health & Science University Medical Kathie Godfrey (2000) M.A. Josphat Waruhiu (2005) M.Ed.
Professor Emeritus of Sociology. School. Senior Instructor of German. M.A. Instructor of Swahili. M.Ed. 2000
Ph.D. 1969 University of Wisconsin. Mary E. Gordon-Brannan (1972) Ph.D. 2001 Portland State University. Lewis & Clark University.
Michael A. Toth (1990) Ph.D. Professor Emerita of Speech and Gina Greco (1992) Ph.D. Suwako Watanabe (1990) Ph.D.
Professor Emeritus of Sociology. Hearing Sciences. Ph.D. 1993 Wichita Professor of French. Ph.D. 1992 Professor of Japanese. Ph.D. 1991
Ph.D. 1973 University of Utah. State University. Princeton University. Georgetown University.
James F. Maurer (1966) Ph.D. Yasmeen Hanoosh (2010) Ph.D. Patricia J. Wetzel (1984) Ph.D.
Associated Faculty Professor Emeritus of Speech and Assistant Professor of Arabic. Ph.D. Professor of Japanese. Ph.D. 1984
Roberto DeAnda (2002) Ph.D. Hearing Sciences. Ph.D. 1968 Oregon 2008 University of Michigan. Cornell University.
Assistant Professor. Ph.D. 1991 Health & Science University.
Martha Hickey (1992) Ph.D. Ayal Yariv (2007) B. A.
University of Arizona. Joan McMahon (1972) M.S. Chair, International Studies; Instructor of Hebrew. B. A. 1998
Donald K. Freeborn (1972) Ph.D. Associate Professor Emerita of Professor of Russian. Ph.D. 1985 Hebrew University of Jerusalem
Adjunct Professor of Sociology. Ph.D. Speech and Hearing Sciences. M.S. Harvard University. (Israel)
1968 University of Michigan. 1970 Portland State University.
Jon Holt (2010) M.A. Anna Yatsenko (2009) Ph.D.
Carla Green (1999) Ph.D. Assistant Professor of Japanese. M.A. Assistant Professor of Russian. Ph.D.
Adjunct Professor of Sociology. Ph.D.
Women, Gender, and 1995 University of Hawaii. 2001 Herzen State Pedagogical
Isabel Jaen-Portillo (2010) Ph.D. University.
Merwyn R. Greenlick (1965) Ph.D. Sexuality Studies Program Assistant Professor of Spanish. Ph.D. Angela Zagarella (1993)
Vice President, Research, Kaiser 2006 Purdue University. Senior Instructor of Italian. Laurea in
Foundation Hospitals, and Director,
Health Services Research Center;
Faculty Olesya Kisselev (2010) M.A. Lingue e Letterature straniere mod-
Sally McWilliams (2009) Ph.D. Instructor of Russian. M.A. 2009 erne 1986 University of Catania
Adjunct Professor of Sociology and (Sicily).
Director, Women, Gender, and Portland State University.
Social Work. Ph.D. 1967 University of
Michigan. Sexuality Studies Program; Professor Galina Kogan (1996) M.A.
Arthur Neal (1999) Ph.D.
of Women's Studies. Ph.D. 1992 Senior Instructor of Russian. M.A. Emeriti Faculty
University of Washington, Seattle. 1972 Kiev State Pedagogical Institute Jeanne Marie Bernard (1966) B.A.
1959 Ohio State. Ann Mussey (2001) Ph.D. of Foreign Languages (Ukraine). Associate Professor Emerita of
Assistant Professor of Women’s Laurence R. Kominz (1983) Ph.D. French. B.A. 1966 Portland State
Clyde Riley Pope (1975) Ph.D.
Studies. Ph.D. 2001 Rutgers Professor of Japanese. Ph.D. 1984 University.
University. Columbia University. George T. Cabello (1975) Ph.D.
1963 University of Oregon.
Louiza Kondilis (2008) M.A. Professor Emeritus of Spanish. Ph.D.
Department Department of World Instructor of Modern Greek. M.A. 1974 University of Arizona.
2004 Portland State University. Roderic C. Diman (1960) Ph.D.
Languages and Literatures Professor Emeritus of Spanish. Ph.D.
of Speech and Christina Kreft-Tengblad (2007) M.A.
Instructor of Swedish. M.A. 1989 1971 University of Wisconsin.
Hearing Sciences Faculty University of Gothenburg (Sweden). Louis J. Elteto (1970) Ph.D.
Jennifer Perlmutter (2002) Ph.D. Timm Menke (1988) Ph.D. Professor Emeritus of German and
Professor of German. Ph.D. 1983 Hungarian. Ph.D. 1972 Louisiana
Faculty Chair, Department of World
University of Washington. State University.
Shelly S. Chabon (2008) Ph.D. Languages and Literatures; Associate
Professor of French. Ph.D. 2001 Duke Marjo H. Northup (1991) B.A. Claudine G. Fisher (1972) D-es-L
Professor of Speech and Hearing
University Instructor of Finnish. B.A. 1987 Professor Emerita of French.
Sciences. Ph.D. 1980 University of
Fationa Aliaj (2009) M.A. University of Helsinki (Finland). Doctorat-es-Lettres 1983 University
Pittsburgh.
Instructor of Spanish. M.A. 2008 Eva Núñez-Méndez (2002) Ph.D. of Paris VIII (France).
Thomas G. Dolan (1985) Ph.D.
Associate Professor of Speech and Portland State University. Associate Professor of Spanish. Ph.D. Franz Langhammer (1960) Ph.D.
Hearing Sciences. Ph.D. 1983 Mireille Balland (1998) M.A. 1998 University of Salamanca Professor Emeritus of German. M.A.
University of Iowa. Senior Instructor of French. M.A. (Spain). 1952, Ph.D. 1956 Northwestern
1992 Portland State University. Inger M. Olsen (1983) M.A. University.
Amy L. Donaldson (2008) Ph.D.
Assistant Professor of Speech and Pelin Basci (1997) Ph.D. Senior Instructor of Danish. M.A. Laureen K. Nussbaum (1973) Ph.D.
Hearing Sciences. Ph.D. (2005) Associate Professor of Turkish. Ph.D. 1985 Portland State University. Professor Emerita of German. Ph.D.
University of Washington. 1995 University of Texas-Austin. DeLys Ostlund (1991) Ph.D. 1977 University of Washington.
Christina Gildersleeve-Neumann Thomas Birnie (1990) Ph.D. Associate Dean of Graduate Studies; Linda Parshall (1986) Ph.D.
(2002) Ph.D. Adjunct Assistant Professor of Associate Professor of Spanish. Ph.D. Professor Emerita of German. Ph.D.
Associate Professor of Speech and Norwegian. Ph.D. 1999 University of 1993 University of Maryland. 1974 University of London.
Hearing Sciences. Ph.D. 2001 Washington Jonathan O. Pease (1986) Ph.D. Earl L. Rees (1970) Ph.D.
University of Texas. Silvia Boero (2007) Ph.D. Professor of Chinese. Ph.D. 1986 Professor Emeritus of Spanish. Ph.D.
Susan Ginley (2001) M.A. Assistant Professor of Italian. Ph.D. University of Washington. 1977 University of Southern
Senior Instructor in Speech and 2005 University of North Carolina, Fernando Sanchez (2006) Ph.D. California.
Hearing Sciences. M.A. 1985 Chapel Hill. Assistant Professor of Spanish. Ph.D. Kazem Tehrani (1975) Ph.D.
University of Oregon. Clifford Breedlove (2005) M.A. 2006 University of Colorado. Associate Professor Emeritus. Ph.D.
Anne Heassler (2006) M.S. Instructor of Arabic. M.A. 1995 Robert Sanders (2001) Ph.D. 1974 Columbia University.
Clinical Instructor of Speech and Western Seminary, M.A.T. 1998 Associate Professor of Spanish. Ph.D. Rita Rose Vistica (1975) Ph.D.
Hearing Sciences. M.S. 2003 Portland Portland State University. 2001 University of Arizona. Associate Professor Emerita of
State University. French. Ph.D. 1965 Fordham
Jenny Ceciliano (2009) M.A. Dirgham H. Sbait (1985) Ph.D.
Rik Lemoncello (2008) Ph.D. Instructor of Spanish. M.A. 2006 Professor of Arabic/Semitic University.
Assistant Professor of Speech and Portland State University. Languages, Literatures, and Folklore.
Hearing Sciences. Ph.D. (2008)
University of Oregon. Laurie Cosgriff (1999) Ph.D. Ph.D. 1982 University of Washington. College of Liberal Arts and
Assistant Professor of Classical Greek. Anousha Sedighi (2005) Ph.D.
Kerry Mandulak (2009) Ph.D. Ph.D. 1994 University of North Assistant Professor of Persian. Ph.D. Sciences Emeriti Faculty
Assistant Professor of Speech and Carolina, Chapel Hill 2005 University of Ottawa.
Hearing Sciences. Ph.D. 2009 William H. Hamilton (1970) Ph.D.
University of North Carolina at Annabelle Dolidon (2008) Ph. D. Cynthia Sloan (1992) Ph.D. University Professor Emeritus. Ph.D.
Chapel Hill. Assistant Professor of French. Ph. D. Associate Professor of Spanish and 1952 University of St. Andrews
2008 University of California, Davis. Portuguese. Ph.D. 1995 Vanderbilt (Scotland).
Claudia Meyer (2006) M.S. University.
Clinical Instructor of Speech and Oscar Fernández (2003) Ph.D.
Hearing Sciences. M.S. 2002 Portland
State University.
Assistant Professor of Spanish and
Comparative Literature. Ph.D. 2003
David Thompson (1994) M.Litt.
Senior Instructor of Latin. M.Litt.
School of
Ellen S. Reuler (1990) M.A.
Pennsylvania State University.
William B. Fischer (1978) Ph.D.
1977 University of St. Andrews
Stephen Wadley (1991) Ph.D.
Social Work
Senior Instructor in Speech and
Hearing Sciences. M.A. 1973 Professor of German. Ph.D. 1979 Professor of Chinese. Ph.D. 1987
Northwestern University. Yale University. University of Washington. Faculty
Desirae Robbins (2008) M.S. Sandra Freels (1981) Ph.D. Ann Wales (2005) M.A. Ben Anderson-Nathe (2006) Ph.D.
Clinic Instructor in Speech and Director, Russian Flagship; Professor Instructor of Spanish. M.A. 2004 Assistant Professor of Child and
Hearing Sciences. M.S. (2002) of Russian. Ph.D. 1976 Stanford Portland State University. Family Studies. Ph.D. 2005 University
Gallaudet University. University. Stephen Walton (1995) Ph.D. of Minnesota.
Nila Friedberg (2004) Ph.D. Assistant Professor of French. Ph.D. Sarah S. Bradley (1998) M.S.W.
Assistant Director of Field Education,
Emeriti Faculty Assistant Professor of Russian. Ph.D. 1992 University of Wisconsin-
B.S.W. Program; Senior Instructor in
Robert L. Casteel (1966) Ph.D. 2002 University of Toronto (Canada). Madison.
Social Work. M.S.W. 1979 Columbia
Professor Emeritus of Speech and Steven Fuller (1990) Ph.D. Ines Warnock (1999) M.A.
University.
Hearing Sciences. Ph.D. 1969 Oregon Associate Professor of German. Ph.D. Senior Instructor of Spanish. M.A.
1990 Stanford University. 1999 Portland State University.
Eileen Muench Brennan (1986) Ph.D. Carol A. Morgaine (1995) Ph.D. Barbara Friesen (1983) Ph.D. Wayne Scott (2004) M.A.S.W.
Professor of Social Work. Ph.D. 1977 Director, Child and Family Studies; Professor Emerita of Social Work. Adjunct Instructor of Social Work.
University of Notre Dame. Professor of Child and Family Ph.D. 1983 University of Washington. M.A.S.W. 1989 University of Chicago.
Harold E. Briggs (1990) Ph.D. Studies. Ph.D. 1990 University of Guido Pinamonti (1969) D.S.W. Ann Shindo (2004) Ph.D.
Professor of Social Work. Ph.D. 1988 Minnesota. Professor Emeritus of Social Work. Adjunct Assistant Professor of Social
University of Chicago. James K. Nash (1999) Ph.D. D.S.W. 1961 University of Southern Work. Ph.D. 2003 Portland State
Daniel Coleman (2003) Ph.D. Director, M.S.W. Program; Associate California. University.
Director, Ph.D. Program in Social Professor of Social Work. Ph.D. 1999 Joan F. Shireman (1985) Ph.D. John Spence (1998) Ph.D.
Work and Social Research; Associate University of North Carolina, Chapel Professor Emerita of Social Work. Adjunct Assistant Professor of Social
Professor of Social Work. Ph.D. 2000 Hill. Ph.D. 1968 University of Chicago. Work. Ph.D. 1987 University of
University of California, Berkeley Kristine E. Nelson (1993) D.S.W. Lynn Thompson (1968) M.S.W. Washington.
Kevin J. Corcoran (1992) Ph.D. Dean of Social Work; Professor of Associate Professor Emeritus of Social Dawn J. Williamson (2008) M.S.W.
Professor of Social Work. Ph.D. 1980 Social Work. D.S.W. 1980 University Work. M.S.W. 1964 University of Adjunct Instructor in Social Work.
University of Pittsburgh. of California, Berkeley. California, Berkeley. M.S.W. 1991 Portland State
Victoria Cotrell (1998) Ph.D. Laura Burney Nissen (2000) Ph.D. James H. Ward (1988) Ph.D. University.
Associate Professor of Social Work. Associate Professor of Social Work. Distinguished Professor Emeritus of John Wolfe (2008) M.S.W.
Ph.D. 1990 University of Texas. Ph.D. 1997 University of Denver. Social Work. Ph.D. 1974 Ohio State Adjunct Instructor in Social Work.
Ann Curry-Stevens (2007) Ph.D. E. Roberto Orellana (2008) Ph.D. University. M.S.W. 1990 Portland State
Assistant Professor of Social Work. Assistant Professor of Social Work. Norman L. Wyers (1974) D.S.W. University.
Ph.D. (2005) University of Toronto. Ph.D. 2009 Columbia University. Professor Emeritus of Social Work.
William E. Donlan (2006) Ph.D. Nocona Pewewardy (2008) Ph.D. D.S.W. 1975 Columbia University.
Assistant Professor of Social Work. Assistant Professor of Social Work. Regional Research
Ph.D. 2006 Arizona State University. Ph.D. 2003 University of Kansas. Associated Faculty Institute for
Virginia M. Edwards (2005) M.S.W. Laurie E. Powers (2004) Ph.D. Shauna L. Adams (2006) M.S.W.
Site Coordinator, Distance Education Associate Dean for Research, Adjunct Instructor in Social Work. Human Services
Program, Instructor in Social Work. Director of the Regional Research M.S.W. 1991 Portland State
M.S.W. (1998) Portland State Institute for Human Services,
Professor of Social Work. Ph.D. 1990
University. Associated Faculty
University. Heidi Allen (2004) Ph.D.
University of Oregon. Lewis I. Bank (2000) Ph.D.
Samuel W. Gioia (2000) M.S.W. Adjunct Instructor in Social Work. Adjunct Research Professor in Social
Senior Instructor in Social Work. Janet Putnam (1985) M.S.W. Ph.D. 2008 Portland State University.
Director of Student Affairs; Assistant Work, Regional Research Institute
M.S.W. 1987 Portland State Michael H. Balter (1998) D.P.A. for Human Services. Ph.D. 1982
University. Professor of Social Work. M.S.W.
1973 Portland State University. Adjunct Assistant Professor of Social University of California at Los
Charlotte Goodluck (2008) Ph.D. Work. D.P.A. 1981 Nova Southeastern Angeles.
Director, B.S.W. Program; Professor Linda S. Reilly (1987) M.S.W. University.
Site Coordinator, Distance Education Hanna Bowen (2004) M.S.W.
of Social Work. Ph.D. 1998 University Steven Berman (2005) M.S.W. Research Associate, Regional
of Denver. Program, Senior Instructor in Social
Work. M.S.W. 1981 Portland State Adjunct Assistant Professor of Social Research Institute for Human
Mindy Holliday (1997) M.S.W. University. Work. M.S.W. 1970 University of Services. M.S.W. 2007 Portland State
Director of Distance Education; Michigan. University.
Assistant Professor of Social Work. Julie M. Rosenzweig (1985) Ph.D.
Professor of Social Work. Ph.D. 1985 Terry L. Cross (1987) M.S.W. Jim Carlton (1998) B.A.
M.A., M.S.W. 1988 University of Assistant Professor of Social Work.
Michigan. University of Kansas. Research Associate, Regional
M.S.W. 1977 Portland State Research Institute for Human
Pauline R. Jivanjee (1990) Ph.D. Dana Sieverin (2007) M.S.W. University.
Assistant Professor of Social Work. Services. B.A. 1993 University of
Associate Dean for Academic Affairs; Katherine Davis (2001) M.S.W. Oregon.
Associate Professor of Social Work. M.S.W. (1997) Portland State
University. Adjunct Instructor in Social Work. Karen Cellarius (1999) M.P.A.
Ph.D. 1992 University of Kansas. M.S.W. 2000 Portland State
Susan Snyder (1993) M.S.W. Research Associate, Regional
Julie Kates (2007) M.S.W. University. Research Institute for Human
Assistant Director of Field Education, Assistant Professor of Social Work.
M.S.W. 1984 Portland State John Mark Eddy (2005) Ph.D. Services. M.P.A. 1995 Columbia
M.S.W. Program; Assistant Professor Adjunct Professor of Social Work. University.
of Social Work. M.S.W. 1995 Portland University.
Ph.D. 1992 University of Oregon. Beckie Child (2006) M.S.W.
State University. Maria M. Talbott (1984) D.S.W.
Associate Professor of Social Work. David H. Fuks (1994) M.S.W. Research Associate, Regional
Thomas E. Keller (2006) Ph.D. Adjunct Assistant Professor of Social Research Institute for Human
Duncan and Cindy Campbell Professor D.S.W. 1986 University of California,
Berkeley. Work. M.S.W. 1974 University of Services. M.S.W. 2009 Portland State
of Social Work. Ph.D. 2000 University Michigan. University.
of Washington. Michael O. Taylor (2002) Ph.D.
Assistant Professor of Child and Beth L. Green (2006) Ph.D. Mandy Davis (2002) M.S.W.
Nancy M. Koroloff (1973) Ph.D. Adjunct Associate Professor of Social
Family Studies. Ph.D. 2002 Portland Senior Research Assistant, Regional
Associate Vice Provost for Research Work. Ph.D. 1993 Arizona State
and Sponsored Projects, Professor of State University. Research Institute for Human
University. Services. M.S.W. University of South
Social Work. Ph.D. 1985 University of Gretchen Thiel (2001) M.S.W.
Site Coordinator, Distance Education Timothy T. Hartnett (2006) M.S.W. Carolina, Columbia.
Oregon. Adjunct Instructor of Social Work.
Junghee Lee (2006) Ph.D. Program; Senior Instructor in Social Danielle Droppers (2006) M.S.W.
Work. M.S.W. 1976 Florida State M.S.W. 1987 University of Research Associate, Regional
Assistant Professor of Social Work. Connecticut.
Ph.D. 2006 Arizona State University. University. Research Institute for Human
Alma Trinidad (2009) Ph.D. Susan C. Hedlund (1986) M.S.W. Services. M.S.W. 2009 Portland State
Jennifer Linnman (2006) M.S.W. Instructor in Social Work. M.S.W.
Assistant Professor of Child and University.
Assistant Professor of Social Work. 1980 Portland State University.
M.S.W 1997 Smith College. Family Studies. Ph.D. 2010 University Debra J. Elliott (1992) Ph.D.
of Washington. Ralph J. Holcomb (2006) Ph.D. Senior Research Associate, Regional
Ellen Masterson (1987) M.S.W. Adjunct Associate Professor of Social Research Institute for Human
Director of Field Education; Assistant Vikki L. Vandiver (1992) Dr.P.H.
Work. Ph.D. 1992 University of Services. Ph.D. 1994 Ohio State
Professor of Social Work. M.S.W. Professor of Social Work. Dr.P.H. 1991
Minnesota. University.
1976 Portland State University. University of Texas.
Paul E. Koren (1978) Ph.D. Kimberly Ford (2006) M.U.R.P.
Bowen McBeath (2004) Ph.D. Stéphanie Wahab (2005) Ph.D.
Research Associate, Regional Research Associate, Regional
Assistant Professor of Social Work. Associate Professor of Social Work.
Research Institute for Human Research Institute for Human
Ph.D. 2006 University of Michigan. Ph.D. 1997 University of Washington.
Services. Ph.D. 1978 University of Services. M.U.R.P. 2003 University of
Jana Meinhold (2004) Ph.D. Utah. Minnesota.
Assistant Professor of Child and Emeriti Faculty Lauren M. Mac Neill (2008) J.D.
Sandra C. Anderson (1978) Ph.D. Barbara J. Friesen (1983) Ph.D.
Family Studies. Ph.D. 2005 Oregon Adjunct Instructor in Social Work.
Professor Emerita of Social Work. Research Professor in Social Work.
State University. J.D. 1991 Stanford University.
Ph.D. 1976 Rutgers University. Ph.D. 1983 University of Washington.
Paula Bates Mike (1983) M.S.W. Andrew J. McCormick (2007) Ph.D.
Assistant Professor of Social Work. James L. Breedlove (1964) D.S.W. Sarah Geenen (2004) Ph.D.
Adjunct Assistant Professor of Social Research Assistant Professor,
M.S.W. 1975 Portland State Professor Emeritus of Social Work. Work. Ph.D. 2007 Portland State
University. D.S.W. 1962 Case Western Reserve Regional Research Institute for
University. Human Services. Ph.D. 1998 DePaul
Keva M. Miller (2008) Ph.D. University.
Kristine Munholland (2005) Ph.D. University.
Assistant Professor of Social Work. Arthur C. Emlen (1965) Ph.D. Adjunct Assistant Professor of Social
Ph.D. 2008 Fordham University. Professor Emeritus of Social Work. Eleanor Gil-Kashiwabara (2004) Psy.D.
Work. Ph.D. 2000 University of Research Assistant Professor in Social
Pamela J. Miller (1993) Ph.D. Ph.D. 1965 Tulane University. Wisconsin. Work. Psy.D. 2002 Pacific University.
Professor of Social Work. Ph.D. 1992 Jack C. Finley (1967) Ph.D. Elisabeth S. Race (2006) M.S.W.
University of Pittsburgh. Associate Professor Emeritus of Kris Gowen (2006) Ph.D.
Adjunct Instructor in Social Work. Research Associate, Regional
Matthew J. Modrcin III (1985) Ph.D. Social Work. Ph.D. 1986 University of
M.S.W. 1990 Portland State Research Institute for Human
Associate Professor of Social Work. Oregon.
University. Services. Ph.D. 1998 Stanford
Ph.D. 1985 University of Kansas. University.
Heidi Herinckx (1994) M.A.

Senior Research Associate, Regional
Instructor in Social Work. M.S.W.
University Studies Studies/University Studies. Ph.D. 1998
Institute of History, Bulgarian
Research Institute for Human Richard Hunter (2006), Ph.D. Sukhwant Jhaj (2001) M. Arch. Academy of Sciences.
Services. M.A. 1993 Rutgers Director, Child Welfare Education Director. M. Arch. 1994 Cranbrook Grace Dillon (1997) Ph.D.
University. Program. Ph.D. 1999 Portland State Academy of Art. Associate Professor, Native American
Jared Ivie (2006) B.S. University. Deborah Arthur (2003) J.D., M.A. Studies/University Studies. Ph.D. 1997
Research Associate, Regional Marthe Lowrey (2003) M.S.W. Assistant Professor of University University of California, Riverside.
Research Institute for Human Training Director, Child Welfare Studies. Ann Marie Fallon (2001) Ph.D.
Services. B.S. 1999 Brigham Young Partnership. M.S.W. 1990 California M.A. 1990 Ohio State University; J.D. Assistant Professor, Honors/University
University. State University, Sacramento. 1993 University of Connecticut School Studies. Ph.D. 2003 University of
Emilie Lamson (2008) M.S.W. of Law. Virginia.
Research Associate, Regional Associated Faculty Leslie Batchelder (2000) Ph.D. Thomas Fisher (2002) Ph.D.
Research Institute for Human Jeff Alworth (1999) M..A. Assistant Professor of University Assistant Professor, English/University
Services. M.S.W. 2008 Portland State Senior Research Assistant, Child Studies. Ph.D. 2000 University of Studies. Ph.D. 2002 State University
University. Welfare Partnership. M.A. 1994 California, Davis. of New York at Buffalo.
Joy DeGruy Leary (2001) Ph.D. University of Wisconsin, Madison. Mirela Blekic (2008) M. Ed. Jeffrey Gerwing (2001) Ph.D.
Research Assistant Professor, Linda Newton Curtis (2007). M.S. Retention Associate, University Associate Professor, Environmental
Regional Research Institute for Research Associate. M.S. 2006 Studies. M. Ed. 2006 Portland State Sciences and Management/University
Human Services. Ph.D. 2001 Portland Portland State University. University. Studies. Ph.D. 2001 Pennsylvania
State University. Kirstin O’Dell (1997) M.S.W. Becky Boesch (1994) Ed.D. State University.
Anna Malsch (2006) Ph.D. Senior Research Assistant, Child Assistant Professor, University Betty Izumi (2010) Ph.D.
Research Associate, Regional Welfare Partnership. M.S.W. 1997 Studies. Ed.D. 2009 Portland State Assistant Professor, Community
Research Institute for Human University of Kentucky, Lexington. University. Health/University Studies. Ph.D. 2008
Services. Ph.D. 2005 Claremont Anna Rockhill (1995) M.P.P. Christopher Carey (2005), Ph.D. Michigan State University .
Graduate University. Senior Research Associate, Child Assistant Professor of University Yves Labissiere (1996) Ph.D.
Elizabeth McNeff (2004) M.P.A. Welfare Partnership. M.P.P. 1989 Studies. Ph.D. 2008 The Arizona State Associate Professor, Community
Research Associate, Regional University of Michigan. University.
Research Institute for Human Health/University Studies. Ph.D. 1995
Angela C. Rodgers (1999) M.S. Rowanna Carpenter (2007) Ph.D. University California, Santa Cruz.
Services. M.P.A. 1993 Portland State Research Associate, Child Welfare Assessment Coordinator, University Jesse Locker (2009) Ph.D.
University. Partnership. M.S. 1998 Portland State Studies. Ph.D. 2009 Portland State Assistant Professor, Art/University
Mary Oschwald (2004) Ph.D. University. University.
Research Assistant Professor in Social Studies. Ph.D. 2007 Johns Hopkins
James White (2002) Ph.D. J.R. Estes (2005), Ph.D. University.
Work. Ph.D. 2002 Portland State Research Associate, Child Welfare
University. Assistant Professor of University Joseph Long (1998) Ph.D.
Partnership. Ph.D. 1991 Portland Studies. Ph.D. 2005 Portland State
Lee Ann Phillips 2006 M.S.W. State University. Assistant Professor, International
University. Studies/University Studies. Ph.D. 1997
Research Associate, Regional
Research Institute for Human Joshua Fost (2007), Ph.D. Stanford University.
Services. M.S.W. 2010 Portland State Undergraduate Assistant Professor of University
Studies. Ph.D. 1996 Princeton
Ben Perkins (2003) Ph.D.
University. Assistant Professor, Geology/
Summer Pommier-Satya (2004) M.S.W. Studies University. University Studies. Ph.D. 2000
Research Associate, Regional Molly Gray (2006) M.S.W. Portland State University.
Research Institute for Human Instructor of University Studies. Alexander Sager (2009) Ph.D.
Services. M.S.W. 2007 Portland State Military Science M.S.W. 2004 Portland State Assistant Professor, Philosophy/
University. University. University Studies. Ph.D. 2009
Seanna Kerrigan (1995) Ed.D. University of Calgary.
Rollin Shelton (2004) Faculty Director, Senior Capstone Program.
Research Associate, Regional Bill J. Kaemmer (2006) M.A. Robert Scheller (2009) Ph.D.
Research Institute for Human Ed.D. 2004 Portland State University. Assistant Professor, Environmental
Master Sergeant USA. Professor of
Services. Mike Lane (1997) M.A. Science and Management/University
Military Science. M.A. 1998 Drake
Jo-Ann Sowers (2008) Ph.D. Instructional Designer, University Studies. Ph.D. 2004 University of
University.
Research Professor in Social Work. Studies. M.A. (1994) University of Wisconsin-Madison
Ph.D. 1982 University of Oregon. Northern Colorado. Jack Straton (1994) Ph.D.
Elizabeth Thorne 2007 M.P.H. University Dana Lundell (2010) Ph.D. Associate Professor, Physics/University
Director of Mentor Program,
Research Associate, Regional Honors Program University Studies. Ph.D. 1999
Studies. Ph.D. 1986 University of
Oregon.
Research Institute for Human
Services. M.P.H. 2009 Portland State University of Minnesota. Jennifer Tappan (2009) M.Phil.
University. Faculty Alan MacCormack (1999) Ph.D. Assistant Professor, History/University
Alison Turner (2004) M.A. Ann Marie Fallon (2008) Ph.D. Assistant Professor of University Studies. M.Phil. 2003 Columbia
Research Associate, Regional Assistant Professor of Studies. Ph.D. 1982 University of University.
Research Institute for Human Interdisciplinary Studies, Humanities, North Carolina, Chapel Hill. Michael O. Taylor (2002) Ph.D.
Services. M.A. 1998 University of University Honors Program. Ph.D. Sarah Newlands (2007) M.F.A. Assistant Professor, University
Massachusetts. 2003 University of Virginia. Assistant Professor of University Studies. Ph.D. 2002 Portland State
Janet S. Walker (1998) Ph.D. Michael J. Flower (1992) Ph.D. Studies. M.F.A. 2003 Portland State University.
Research Associate Professor in Social Professor of Interdisciplinary Science University. Christof Teuscher (2008) Ph.D.
Work. Ph.D. 1997 University of Studies, University Honors Program. Heather Petzhold (2006) M.S. Assistant Professor, Electrical &
Chicago. Ph.D. 1969 University of Wisconsin. Instructor of University Studies. M.S. Computer Engineering/University
Diane Yatchmenoff (1999) Ph.D. Hillary J. Jenks (2008) Ph.D. 1998 Portland State University. Studies. Ph.D. 2004 Swiss Federal
Research Assistant Professor in Social Assistant Professor of Jamie Ross (1992) Ph.D. Institute of Technology.
Work. Ph.D. 2001 Portland State Interdisciplinary Studies, Social Assistant Professor of University Alma Trinidad (2009) Ph.D.
University. Sciences, University Honors Program. Studies. Ph.D. 1995 University of Assistant Professor, Child and Family
Ph.D. 2008 University of Southern Oregon. Studies/University Studies. Ph.D.
California. (2009) University of Washington,
Center for Improvement of Kathleen Merrow (1997) Ph.D.
Anmarie Trimble (2000) M.A.
Assistant Professor of University Seattle.
Child and Family Services Associate Professor of Studies. M.A. 1998 Portland State Lindsey Wilkinson (2008) Ph.D
Interdisciplinary Studies, Social University. Assistant Professor, Sociology/
Sciences, University Honors Program. University Studies. Ph.D. 2008
Faculty Ph.D. 1998 Cornell University. Associated Faculty University of Texas, Austin.
Katharine Cahn (2004) Ph.D. Michael F. Reardon (1964) Ph.D.
Executive Director, Child Welfare Lisa Bates (2009) Ph.D. Pamela Yeh (2009) Ph.D.
Professor Emeritus of History and Assistant Professor, English/University. Assistant Professor, Biology/University
Partnership. Ph.D. 2003 Portland Humanities. Ph.D. 1965 Indiana
State University. Ph.D. 2006 University of North Studies. Ph.D. 2004 University of
University. Carolina at Chapel Hill. California, San Diego.
William Baney (2004) M.Ed. Lawrence P. Wheeler (1976) Ph.D.
Director of Community Services Joel Bettridge (2006) Ph.D.
Training. M.Ed. 1991 University of
Professor of Humanities and Applied
Linguistics, University Honors
Assistant Professor, English/University
Studies. Ph.D. 2002 State University
College of
San Francisco.
Glenn Huntley (1995) M.P.A.
Program. Ph.D. 1993 University of
Oregon.
of New York, Buffalo. Urban and
Assistant Director, Child Welfare Christopher Butenhoff (2007) Ph.D.
Partnership. M.P.A. 1996 Portland
William H. York (2005) Ph.D.
Assistant Professor of
Assistant Professor, Physics/University Public Affairs
State University. Studies. Ph.D. 2009 Portland State
Interdisciplinary Studies, Humanities, University. Lawrence Wallack (1999) Dr.P.H.
Bonnie Dalton (2007) M.S.W. University Honors Program. Ph.D. Dean, College of Urban and Public
Child Welfare Education Coordinator, 2003 John Hopkins University. Evguenia Davidova (2002) Ph.D. Affairs; Professor of Public Health.
Assistant Professor, International
Dr.P.H. 1982 University of California,

Berkeley.
Mark O. Hatfield School of 1990 University of California, Santa
Barbara.
Marcus Ingle (2003) Ph.D.
Professor of Public Administration.
Craig Wollner (1981) Ph.D. Government Bruce Gilley (2008) Ph.D. Ph.D. 1977 Syracuse University.
Associate Dean, College of Urban Mark O. Hatfield (1997) M.S. Assistant Professor of Political Theresa Kaimanu (1988) Ph.D.
and Public Affairs; Professor of Public Distinguished Professor of Science. Ph.D. 2007 Princeton Associate Professor of Public
Administration. Ph.D. 1975 University Government. M.S. 1948 Stanford University. Administration. Ph.D. 1988 University
of New Mexico. University. David Kinsella (2002) Ph.D. of Washington.
Victoria Gilbert (1982) B.A. Elizabeth Furse (1999) Professor of Political Science. Ph.D. Masami Nishishiba (2003) Ph.D.
Assistant Dean of Finance and Institute for Tribal Government. 1993 Yale University. Assistant Professor of Public
Administration, College of Urban and Melody Rose (1996) Ph.D. Administration. Ph.D. 2003 Portland
Public Affairs. B.A. 1980 Grinnell Ronald L. Tammen (2000) Ph.D. State University.
Director, Mark O. Hatfield School of Professor of Political Science. Ph.D.
College. 1997 Cornell University. Jill Rissi (2009) Ph.D.
Government. Ph.D. 1975 University of
Michigan. Christopher Shortell (2008) Ph.D. Assistant Professor of Public
Administration. Ph.D. 2008 Arizona
School of Assistant Professor of Political
State University.
Community Health Division of Criminology California, San Diego. Andreas Schroeer (2009) Ph.D.
Assistant Professor of Public
and Criminal Justice Melody Ellis Valdini (2006) Ph.D.
Assistant Professor. Ph.D. University Administration. Ph.D. 2003
Faculty of California, San Diego, 2006. Erlangen-Nuremberg University,
Carlos J. Crepso (2005) Dr.P.H. Faculty Germany.
Director and Professor, School of Birol A. Yesilada (1998) Ph.D.
W. Scott Cunningham (2003) Ph.D. Professor of Political Science and Craig Shinn (1996) Ph.D.
Community Health. Dr.P.H. 1989 Associate Professor of Public
Loma Linda University. Assistant Professor of Criminology and International Studies; Turkish Political
Criminal Justice. Ph.D. 2003 University Economy and Trade Chair. Ph.D. 1984 Administration. Ph.D. 1992 University
Gary R. Brodowicz (1986) Ph.D. at Albany. University of Michigan. of Washington.
Professor of Community Health. Neal Wallace (2000) Ph.D.
Ph.D. 1986 Ohio State University. William H. Feyerherm (1990) Ph.D.
Paula Carder (2007) Ph.D.
Vice Provost for Research and Emeriti Faculty Associate Professor of Public
Graduate Studies; Director, Criminal Administration. Ph.D. 1999 University
Assistant Professor of Community Ralph E. Bunch (1970) Ph.D.
Justice Research and Policy Institute. of California, Berkeley.
Health. Ph.D. 1999 Portland State Professor Emeritus of Political
Ph.D. 1977 State University of New Science. Ph.D. 1968 University of Craig Wollner (1981) Ph.D.
University. York, Albany. Associate Dean, College of Urban
Oregon.
Alexis Dinno (2009) Sc.D. Kris Robert Henning (2001) Ph.D. and Public Affairs; Professor of Public
Assistant Professor of Community Mel Gurtov (1986) Ph.D. Administration. Ph.D. 1975 University
Professor of Criminology and Professor Emeritus of Political Science
Health. Sc.D. 2006 Harvard University. Criminal Justice. Ph.D. 1995 of New Mexico.
and International Studies. Ph.D. 1970
Cara Eckhardt (2009) Ph.D. University of Vermont. Univeristy of California, Los Angeles.
Assistant Professor of Community Laura Hickman (2007) Ph.D. Ladis K.D. Kristof (1971) Ph.D.
Emeriti Faculty
Health. Ph.D. 2004 University of Associate Professor of Criminology and Ronald C. Cease (1966) Ph.D.
North Carolina, Chapel Hill. Professor Emeritus of Political
Criminal Justice. Ph.D. 2000 University Science. Ph.D. 1969 University of Professor Emeritus of Public
Stephanie Farquhar (2001) Ph.D. of Maryland. Chicago. Administration. Ph.D. 1965
Associate Professor of Community Robert W. Lockwood (1975) J.D. Claremont Graduate School.
Health. Ph.D. 2000 University of Gary L. Scott (1979) Ph.D.
Professor of Criminology and Professor Emeritus of Political Walter G. Ellis (1976) Ph.D.
Michigan School of Public Health. Criminal Justice. J.D. 1974 University Professor Emeritus of Public
Betty Izumi (2009) Ph.D. of Oregon. Washington. Administration. Ph.D. 1971 University
Assistant Professor of Community Danielle McGurrin (2007) M.S. of Washington.
Health. Ph.D. 2008 Michigan State Assistant Professor of Criminology Suzanne Feeney (1996) Ph.D.
University. and Criminal Justice. M.S. 1998 Associated Faculty Associate Professor Emerita of Public
Mark Kaplan (1997) Dr.P.H. Eastern Kentucky University. Lois Martin Brofman (1986) Ph.D. Administration. Ph.D. 1984 University
Professor of Community Health. Adjunct Professor of Political Science.
Brian C. Renauer (2000) Ph.D. of Washington.
Dr.P.H. 1984 University of California, Ph.D. 1972 University of Oregon.
Chair, Criminology and Criminal Gretchen Kafoury (2006) M.P.A.
Berkeley. Justice. Director, Criminal Justice Dale E. Hess (1980) Ph.D.
Adjunct Professor of Political Science. Assistant Professor Emerita of Public
Siobhan C. Maty (2003) Ph.D. Policy Research Institute. Ph.D. 2000 Administration. M.P.A. 2000 Portland
Assistant Professor of Community State University of New York at Ph.D. 1974 University of Oregon.
State University.
Health. Ph.D. 2002 University of Albany. David M. Johns (1981) M.S., J.D.
Adjunct Professor of Political Science. Henry D. Kass (1996) Ph.D.
Michigan. Emily Salisbury (2007) M.A. Professor Emeritus of Public
Jane Mercer (1986) M.S. Assistant Professor of Criminology and J.D. 1980 Columbia University Law
School. Administration. Ph.D. 1969 The
Undergraduate Advisor. M.S. 1986 Criminal Justice. M.A. 2002 Castleton American University.
Portland State University. State College. Douglas Morgan (1996) Ph.D.
Leslie McBride (1985) Ph.D.
Associate Professor of Community
Jody Sundt (2008) Ph.D. Division of Public Professor Emeritus of Public
Associate Professor of Criminology Administration. Ph.D. 1971 University
Health. Ph.D. 1979 Southern Illinois and Criminal Justice. Ph.D. 1998 Administration of Chicago.
University. University of Cincinnati. Brian Stipak (1982) Ph.D. Professor
Randy Miller (1998) M.S.T. Faculty Emeritus of Public Administration.
Director, Service Course Programs in Emeriti Faculty Jennifer Allen (2009) Ph.D. Ph.D. 1976 University of California,
Physical Education. M.S.T. 1992 Los Angeles.
Annette I. Jolin (1990) Ph.D. Associate Professor of Public
Professor Emerita of Criminology and Administration. Ph.D. 1996 George Daniel E. O’Toole (1977) Ph.D.
Margaret B. Neal (1983) Ph.D. Criminal Justice. Ph.D. 1985 Portland Mason University. Professor Emeritus of Public
Director, Institute on Aging; State University. Administration. Ph.D. 1977 University
Professor of Community Health; Phillip Cooper (2004) Ph.D.
Gary R. Perlstein (1971) Ph.D. Professor of Public Administration. of Southern California.
Research Associate, Regional
Research Institute for Human Professor Emeritus of Criminology Ph.D. 1978 Syracuse University.
Services. Ph.D. 1985 Portland State and Criminal Justice. Ph.D. 1971 Jack Corbett (1996) Ph.D. Associated Faculty
University. Florida State University. Associate Professor of Public Anna Foucek Tresidder (2005) M.P.H.
Jason T. Newsom (1996) Ph.D. Charles A. Tracy (1972) D.Crim. Administration. Ph.D. 1974 Stanford Adjunct Assistant Professor of Public
Associate Professor, School of Professor Emeritus of Criminology University. Administration. M.P.H. 2003 Portland
Community Health. Ph.D. 1993 and Criminal Justice. D.Crim. 1976 Lindsay Desrochers (1991) Ph.D. State University.
Arizona State University. University of California, Berkeley. Vice President, Finance and Gregory Lee (1998) Ph.D.
Karen Seccombe (1998) Ph.D. Administration; Professor of Public Adjunct Assistant Professor of Public
Administration. Ph.D. 1980 University Adminstration. Ph.D. 1997 Portland
Ph.D. 1985 Washington State
Division of of California, Berkley. State University.
University. Political Science Erna G. Gelles (1998) Ph.D. John Meisenhelder (1990) M.P.A.
Judith L. Sobel (1985) Ph.D. Assistant Professor of Public Adjunct Assistant Professor of Public
Associate Professor of Community Administration. Ph.D. 1994 University Administration. 1996 M.P.A. Portland
Health. Ph.D. 1981 University of
Faculty of Georgia. State University.
Minnesota. Lindsay Benstead (2009) Ph.D. Sherril B. Gelmon (1994) Dr.P.H. Kathleen Sohl (1996) M.A.T.
Assistant Professor of Political Chair, Division of Public Adjunct Assistant Professor of Public
Lawrence Wallack (1999) Dr.P.H.
Science. Ph.D. 2008 University of Administration; Professor of Public Administration. M.A.T. 1971 Reed
Dr.P.H. 1982 University of California, Michigan. Health. Dr.P.H. 1990 University of College.
Berkeley. Craig L. Carr (1985) Ph.D. Michigan. Michael Wells (1998) M.A.
Belinda Zeidler (1985) M.S.T. Professor of Political Science. Ph.D. Georgia Harris (2004) Ph.D. Adjunct Assistant Professor of Public
Undergraduate Advisor. M.S.T. 1996 1978 University of Washington. Assistant Professor of Public Administration. M.A. 1993 California
Portland State University. Richard L. Clucas (1995) Ph.D. Administration. Ph.D. 2003 Rutgers State University, Dominguez Hills.
Professor of Political Science. Ph.D. University.
Timothy D.W. Williams (1981) Ph.D. Planning; Professor of Urban Studies Urban Studies and Planning. Ph.D. Lisa Zurk (2005) Ph.D. Professor of
Adjunct Professor of Public and Planning. Ph.D. 1988 1956 University of California, Electrical and Computer Engineering.
Administration. Ph.D. 1971 University Massachusetts Institute of Berkeley. Ph.D. 1995 University of Washington.
of Minnesota. Technology. William A. Rabiega (1975) Ph.D.
Anthony M. Rufolo (1980) Ph.D. Professor Emeritus of Urban Studies Adjunct Faculty
Professor of Urban Studies and and Planning. Ph.D. 1973 Southern
Nohad A. Toulan School of Planning. Ph.D. 1975 University of Illinois University.
Mark Bedau (1993) Ph.D.
Professor of Philosophy and
Urban Studies and California, Los Angeles. Nohad A. Toulan (1972) Ph.D. Humanities, Reed College. Ph.D. 1985
Ethan P. Seltzer (1992) Ph.D. Dean Emeritus, College of Urban and University of California, Berkeley.
Planning Professor of Urban Studies and Public Affairs; Professor of Urban
John Fitzgerald (2007) Ph.D.
Planning. Ph.D. 1983 University of Studies and Planning. Ph.D. 1965
Pennsylvania. University of Pennsylvania. Field Researcher, Purdue Pharma L.P.
Faculty Ph.D. 2007 Portland State University.
Vivek Shandas (2005) Ph.D.
Carl Abbott (1978) Ph.D. David E. Hall (2009) Ph.D.
Professor of Urban Studies and
Assistant Professor of Urban Studies Associated Faculty Adjunct Assistant Professor of
and Planning. Ph.D. 2005 University of Adrianne Brockman (1992) J.D.
Planning. Ph.D. 1971 University of Washington. Systems Science. Ph.D. 2008 Portland
Chicago. Adjunct Associate Professor of Urban State University.
James G. Strathman (1982) Ph.D. Studies and Planning. J.D. 1981
Sy Adler (1981) Ph.D. Director, Center for Urban Studies; Michael S. Johnson (2006) Ph.D.
Professor of Urban Studies and Northwestern School of Law.
Professor of Urban Studies and Director, Care Data Analysis, Kaiser
Planning. Ph.D. 1980 University of William P. Macht (1978) J.D. Permanente. Ph.D. 2006 Portland
Planning. Ph.D. 1981 University of Adjunct Professor of Urban Studies
California, Berkeley. Iowa. State University.
Ellen M. Bassett (2007) Ph.D. and Planning. J.D. 1967 University of
Gerald Sussman (1995) Ph.D. Virginia Law School. Nancy Perrin (1995) Ph.D.
Assistant Professor of Urban Studies Professor of Urban Studies and Senior Investigator, Kaiser
and Planning. Ph.D. 2001 University Edward J. Sullivan (1974) J.D.
Planning and Speech Adjunct Professor of Urban Studies Permanente, Center for Health
of Wisconsin. Communication. Ph.D. 1983 Research. Ph.D. 1986 Ohio State
Lisa K. Bates (2009) Ph.D. and Planning. J.D. 1969 Willamette
University of Hawaii. University. University.
Assistant Professor of Urban Studies Richard L. White (1996) Ph.D. Danil Prokhorov (2004) Ph.D.
and Planning. Ph.D. 2006 University Assistant Professor of Urban Studies Computational Intelligence Manager,
of North Carolina, Chapel Hill. and Planning. Ph.D. 1996 Portland Systems Science Toyota. Ph.D. 1997 Texas Tech.
Jennifer Dill (2001) Ph.D. State University.
Associate Professor of Urban Studies Graduate Program Patrick Roberts (2005) Ph.D.
Biomedical Engineering, OHSU;
and Planning. Ph.D. 2001 University
of California, Berkeley. Emeriti Faculty Computational Neuroscientist, in
Michael S. Fogarty (2001) Ph.D. Charles D. Bolton (1964) Ph.D. Faculty Silico Biosciences, Inc. Ph.D. 1993
Professor Emeritus of Sociology and Jeffrey A. Fletcher (2007) Ph.D. University of Gothenberg.
Professor of Urban Studies and
Planning. Ph.D. 1975 University of Urban Studies and Planning. Ph.D. Adjunct Assistant Professor of Thaddeus T. Shannon, III (2007) Ph.D.
Pittsburgh. 1959 University of Chicago. Systems Science. Ph.D. 2004 Portland Assistant Professor of Lighting
Leonard D. Cain, Jr. (1969) Ph.D. State University. Design, Department of Theatre-
Karen Gibson (1998) Ph.D.
Professor Emeritus of Sociology and George G. Lendaris (1970) Ph.D. Dance, Western Oregon University.
Associate Professor of Urban Studies
and Planning. Ph.D. 1996 University Urban Studies and Planning. Ph.D. Professor of Systems Science and Ph.D. 2007 Portland State University
of California, Berkeley. 1955 University of Texas, Austin. Electrical Engineering. Ph.D. 1961
John P. Gliebe (2005) Ph.D. Nancy J. Chapman (1973) Ph.D. University of California, Berkeley. Emeriti Faculty
Assistant Professor of Urban Studies Professor Emerita of Urban Studies Wayne W. Wakeland (1976) Ph.D.
and Planning. Ph.D. 1969 University Harold A. Linstone (1970) Ph.D.
and Planning. Ph.D. 2004 Associate Professor of Systems Professor Emeritus of Systems
Northwestern University. of California, Berkeley. Science. Ph.D. 1977 Portland State Science. Ph.D. 1954 University of
Charles H. Heying (1995) Ph.D. Kenneth J. Dueker (1979) Ph.D. University. Southern California.
Associate Professor of Urban Studies Professor Emeritus of Urban Studies Martin Zwick (1976) Ph.D.
and Planning. Ph.D. 1967 University Beatrice T. Oshika (1989) Ph.D.
and Planning. Ph.D. 1995 University Professor of Systems Science. Ph.D. Professor Emerita of Systems Science.
of North Carolina at Chapel Hill. of Washington. 1968 Massachusetts Institute of Ph.D. 1973 University of Michigan.
Loren Lutzenhiser (2002) Ph.D. Don C. Gibbons (1969) Ph.D. Technology.
Professor of Urban Studies and Professor Emeritus of Sociology and
Urban Studies and Planning. Ph.D.
Planning. Ph.D. 1988 University of
Associated Faculty
California, Davis. James McNames (1999) Ph.D.
William Barry Messer (1994) Ph.D. Paul L. Niebanck (1993) Ph.D.
Assistant Professor of Urban Studies Professor Emeritus of Urban Studies
and Planning. Ph.D. 1994 Portland and Planning. Ph.D. 1966 University
Stanford University.
State University. of Pennsylvania.
Melanie Mitchell (2004) Ph.D.
Connie Ozawa (1994) Ph.D. Morton Paglin (1961) Ph.D.
Director, School of Urban Studies and Professor Emeritus of Economics and
1990 University of Michigan.
I n d e x 389
Index
A Applying to PSU
Graduate, 57
Campus Life, 33
Campus Map, 7
Academic Advising, 41 International Students, 38 Campus Public Safety Office (CPSO), 24
Freshman Advising Requirement, 41 Undergraduate, 37 Campus Recreation, 34
Other Undergraduates, 41 Arabic, 306 Campus Services, 24
Academic Appeals Board, 50 Architecture, Department of, 161 Canadian Studies, 263
Academic Calendar, 6 Area Studies Certificate Programs, Language and, Canadian Studies Certificate, 263
Academic Committees, 50 263 Cancellation of Admission to Graduate Program,
Academic Credit, 44 Art, Department of, 165 62
Academic Disqualification, 76 Art Education: Secondary Education Program, 166 Capstone Requirement, 54
Academic Distribution Areas, 44 Arts Studies, 159 Capstone, Senior, 43
Academic Faculty Asian Studies, 28, 263 Career Center, 31
Administrative, 370 Assessments, 44 Catalog Eligibility, 44
Regular, 373 Assistantships, Graduate, 63 Center for Black Studies, 209
Academic Honesty, 34, 63 Associated Students of Portland State University Center for Improvement of Child and Family
Academic Load (ASPSU), 35 Services, 326
Credit, 42 Athlete Advising, 51 Center for Population Research Census, 328
Graduate, 60 Athletic Grants-in-Aid and Scholarships, 22 Center for Public Health Studies, 334
Undergraduate, 42 Athletics, 51 Center for Real Estate, 328
Academic Probation Audit, 60 Center for Student Health and Counseling, 50
Graduate, 62 Award Notification, 21 Center for Student Success, 104
Undergraduate, 46 Awards, 23 Center for the Study of Religion (CSR), 52
Academic Requirements Committee, 50 Award Sources, 21 Center for Transportation Studies, 368
Academic Standing Center for Turkish Studies, 356
Undergraduate, 46 B Center for Urban Studies, 368
Certificate in Teaching English as a Second
Academic Warning, 46
Accessibility, 24 Baccalaureate Degree Requirements, 42 Language, 198
Accounting, 77 Bachelor's Degree Certificate in Teaching Japanese as a Foreign
Accounting, Postbaccalaureate Certificate, 78 Academic Credit, 44 Language, 304
Accreditation, 18 Credit by Examination, 47 Certificate of Advanced Proficiency in Russian
ACT, 37 Double Major, 44 (CAPR), 304
Admission Requirements Drops, 45 Certificate Programs, 42
Entering Freshmen, 37 General Education Requirements, 43 Certificates, 191
High School College Course Transfer, 40 GPA Repeat Policy, 46 Graduate, 64
International Students, 38 Grade Point Average, 46 Undergraduate, 42
Transfer Students, 38 Grade Requirements for Graduation, 46 Challenge Program, 56
Veterans, 42 Grading System, 45 Chemistry, Department of, 211
Admissions Language Requirement, 43 Chicano/Latino Studies, 215
Graduate, 58 Latin Honors, 46 Child and Family Studies, 315
Undergraduate, 53 Postbaccalaureate Studies, 44 Child Care Resources, 51
Advanced Placement Program, 47 Requirements for, 42 Children’s Center, 51
Advancement to Candidacy., 69 Withdrawals, 45 Chinese, 307
Advertising management, 77 Basic Graduate Fees, 63 Chiropractic Medicine, Preprofessional, 280
Advising and Career Resources, 31 Basic Health Insurance, 19 Civil and Environmental Engineering, Department
Advising, General Education Requirements, 32 Biology, Department of, 203 of, 123
Advisory Committee for Doctoral Degree, 68 Biomedical Informatics Program, 129 Class Standing, 45
Affirmative Action and Equal Opportunity Office, Black Studies, Department of, 208 CLEP Examinations, 47
24 Board of Higher Education, 369 Clinical Laboratory Science, Preprofessional, 280
African Studies, 263 Box Office, 24 Clinical Mental Health Counseling Specialization,
Aid Delivery, 21 Branford Price Millar Library, 25 97
Aid Eligibility, 20 Business Administration, School of, 75 Co-admission Programs, 39
Allopathic and Osteopathic Medicine, Admission Requirements, 76 Co-admitted Students, 43
Preprofessional, 280 Food Industry Management Certificate, 78 College of Liberal Arts and Sciences, 189, 190,
Alternative Loans, 23 Graduate Programs, 78 208, 215, 216
Alumni Relations, 24 International Business Studies Certificate, 78 College of Urban and Public Affairs, 327, 328,
American College Test, 37 Master of Business Administration, 79 334, 335, 347, 356, 358
American Sign Language, 306 Master of International Management, 79 Commencement, 33, 49
Anthropology, Department of, 193 Master of Science in Financial Analysis, 79 Communication, Department of, 216
Appeals and Grievances, 50 Minor, 77 Community College Co-admission programs, 39
Application Fee, 38 Undergraduate Programs, 75 Community College Relations (CCR), 32
Application for a Degree Community College Transfer, 40
Graduate, 66
Undergraduate, 49
C Community Health, School of, 329
Community Outreach, 28
Application for Financial Aid, 20 Composition, 176
Calendar, Academic, 6
Applied Linguistics, Department of, 197 Comprehensive Doctoral Exam, 68
Campus Christian Ministry, 52
Computer Engineering, 132 Public Affairs and Policy, 349 Environmental Engineering, Minor in, 125
Computer Infrastructure Services, 25 Social Work and Social Research, 319 Environmental Sciences and Management
Computer Science, Department of, 128 Systems Science, 71 Programs, 237
Conflict Resolution, 221 Systems Science - Civil and Environmental Environmental Sciences and Resources, Doctoral
Continuing Education, Graduate School of Engineering, 127 Program, 192
Education, 103 Urban Studies, 358 Environmental Sciences and Resources, Graduate
Cooperative Degree Program in Community Doctoral Programs, Liberal Arts, 191 Programs, 239
Health, 347 Doctor of Education, 65 Environment, School of the, 189
Correspondence Credit, 40 Doctor of Philosophy, 65 European Studies, 263
Correspondence Credit, Graduate, 60 Doctor of Philosophy in Environmental Sciences European Studies Certificate, 263
Counseling and Psychological Services, 50 and resources, 239 Examinations
Counseling, Career, 31 Double Major, 44 Advanced Placement, 49
Course Descriptions, Key, 14 Drops, 45 CLEP Examinations, 47
Course Load, Undergraduate, 45 Dual Master’s Degree, 61 Comprehensive Doctoral, 68
Course Numbering System, 14 Executive Leadership Institute, 355
Course Overlap between Degrees and Certificates,
62
E Executives, Oregon University System Institutional,
369
Courses Early Childhood Training Center, 104 Extended Studies, 27
Equivalent, 39 Economics, Department of, 222 Extended Studies Program, 319
Parallel, 39 Education Abroad, 30
Repetition of Graduate Courses, 60
Creative Writing, Master of Fine Arts in,, 229
Educational Grants, 21 F
Educational Loans, 22, 63
Credit by Examination, 47 Educational Talent Search, 36 Faculty
Credit Distribution and Limitations for Master's, Education, Graduate School of Academic, 373
61 Accreditation, 95 Administrative, 370
Credits, Accredited School Transfer, 39 Administration, 101 Faculty Boards and Committees, 52
Criminal Justice Policy Research Institute, 355 Bilingual Teacher Pathway (BTP) Program, 100 Family Studies, Child and, 315
Criminology and Criminal Justice, 337 Community Counseling Specialization, 97 Fariborz Maseeh Department of Mathematics and
Curriculum and Instruction Courses, 110 Continuing Education, 103 Statistics, 266
Continuing Teaching License, 101 Farsi, 308
D Couples, Marriage, and Family Counseling Federal Family Education Loan Program (FFELP),
Specialization, 98 22
Dance, 183 Degree Programs, 96 Federal Pell Grants, 21
Danish, 307 Doctor of Education, 98 Federal Perkins Loans, 23
Deadline Appeals Board, 50 Early Childhood Specialization, 97 Federal Supplemental Educational Opportunity
Dean of Student Life, 33 ESL/Bilingual Endorsement, 101 Grants, 21
Dean's List, 46 Graduate Teacher Education Program, 100 Federal Work-Study Program, 23
Degree Audits, 32 Initial K-12 Teaching License in Educational Fees
Degree Completion, 191 Media, 100 Graduate, 63
Degree Requirements Library Media, 98 Tuition and Fees, 19
Doctoral, 68 Literacy Education, 102 FFELP PLUS Loans, 22
Master’s, 65 Programs Leading to Licensure, 99 FFELP Stafford Loans, 22
Undergraduate, 53 READOregon, 101 Film, 182
Degrees Offered, 7 Rehabilitation Counseling Specialization, 97 Film Minor, 183
Dental Hygiene, Preprofessional, 280 School Counseling Licensing, 102 Finance, 77
Dental Services, 50 Special Education Licensure, 102 Financial Aid, 20
Dentistry, Preprofessional, 280 Undergraduate Programs, 104 Financial Analysis, Master of Science in , 79
Departmental Honors, 55 Undergraduate Teacher Preparation, 280 Financial Assistance
Deutsche Sommerschule am Pazifik, 305 Electrical and Computer Engineering, 130 Graduate
Diplomas, 33 Elementary Education Minor, 190 Fine and Performing Arts, School of
Directories, 369, 370, 373 Engineering and Computer Science, Maseeh Architecture, Department of, 161
Disability Resource Center, 32 College of Art, Department of, 165
Disciplinary Proceedings, 46 Accreditation, 121 Music, Department of, 175
Dissertation Civil and Environmental Engineering, Theater Arts, Department of, 182
Presentation, 68 Department of, 123 Finnish, 308
Proposal, 68 Computer Science, Department of, 128 First Year Experience, 34
Distance Learning, 27 Electrical and Computer Engineering, Food Industry Management Certificate, 78
Diversity and Multicultural Student Services, 35 Department of, 130 Foreign Language Requirement
Diversity Resources, 35 Engineering and Technology Management, Admissions, 38
Doctoral Degree Requirements, 68 Department of, 133 Bachelor of Arts, 43
Doctoral Degrees, Summary of Procedures for, 13 Graduate Programs, 126 Doctoral, 68
Doctoral Programs Manufacturing Engineering, 122 Master's, 65
Applied Physics, 276 Mechanical and Materials Engineering, Foreign Languages and Literatures. See World
Civil and Environmental Engineering, 127 Department of, 135 Languages and Literatures
Computer Science, 129 Software Engineering, 122 Foreign School Transfers, 39
Education, 98 Systems Engineering, 122 French, 308
Electrical and Computer Engineering, 132 Undergraduate Programs, 121 Fulbright Program, 30
Environmental Sciences and Resources, 192 Engineering and Technology Management, 133 Full-Time Student, 19
Liberal Arts, 191 English, Department of, 227
Mathematical Sciences, 267
Mathematics Education, 268
Enrollment Policies, Graduate, 59
Enrollment Services, 40
G
Mechanical Engineering, 135, 137 Enterprise Information Technology Systems, 25 GED, 37
Psychology, 284 Environmental Engineering, 124 General Degree Requirements, 42
I n d e x 391
General Education Requirements, 43 Graduate Assistantships, 63 First Year Experience program, 34

General graduate admission requirements, 11 Graduate Council, 63 Global Village program, 34
General Requirements for Doctoral Program, 68 Graduate Fees, 63 Living Learning Communities, 34
General Requirements for Master's Program, 65 Graduate Governance, 57 Russian Immersion program, 34
General Science, 261 Incompletes, 60 Human Resource Management, 77
General Social Science, 261 Joint Campus Program, 61 Human Services, Regional Research Institute for,
Geography, Department of, 242 Language Requirement, Doctoral, 68 326
Geology, Department of, 248 Language Requirement, Master's, 65 Human Subjects Research Review Committee, 66
German, 309 Laurels Graduate Tuition Remission Program, 63
German Summer School, 305
Gerontology, Graduate Certificate in, 331
Leave of Absence, 62
Limitations for Faculty Members, 62
I
Global Village program, 34 Loans, 63 IE3: Global Internships, 28
Government, Hatfield School of, 336 Master of Arts, 64 Incompletes, 45, 60
Government Student, 35 Master of Arts in Teaching, 64 Independent Study, 27
GPA Repeat Policy, 46 Master of Business Administration, 65 Information Systems, 77
GPA Requirement Master of Education, 65 Information Technologies, 25
Graduate, 11 Master of Engineering, 65, 122 Institute for Asian Studies, 28
Undergraduate, 38 Master of Environmental Management, 65 Institute for Nonprofit Management, 356
Grade Point Average (GPA), 46 Master of Fine Arts, 65 Institute for Tribal Government, 356
Grade Requirements for Graduation, 46 Master of International Management, 65 Institute of Portland Metropolitan Studies, 328
Grading System Master of Music, 65, 177 Institute on Aging, 334, 335
Graduate, 59 Master of Public Administration, 65 Institutional Executives, Oregon University System,
Undergraduate, 45 Master of Public Health, 65 369
Graduate Assistantships, 63 Master of Science, 64 Instructional Technology Services, 25
Graduate Certificates, 64 Master of Science in Teaching, 177 Integrated Science Endorsement, 281
Graduate Council, 63 Master of Social Work, 65, 318 Intensive English Language Program (IELP), 39
Graduate Degrees, 64 Master of Software Engineering, 65 Intensive Program in English as a Second
Graduate Fees, Basic, 63 Master of Urban and Regional Planning, 65 Language, 198
Graduate Governance, 57 Master of Urban Studies, 65 Intercollegiate Athletic, 51
Graduate Programs, 191 Master's Degrees, Summary of Procedures for, Interdisciplinary Studies, 261
Graduate School of Education, 95 12 International Affairs, Office of, 28
Graduate Studies Microfilming, 70 International Business Studies Certificate, 78
Academic Honesty and Integrity, 63 Minimum Enrollment, 60 International Development, 263
Academic Load, 60 Missing Grades, 59, 60 International Management, Master of , 79
Academic Probation, 62 No Basis for Grade., 60 International Special Programs, 29
Academic Record Sealed After Degree Earned., Non-Completion of Course, 60 International Student and Scholar Services, 28
60 Plagiarism, 63 International Students, 38
Academic Standing, 62 Postbaccalaureate Status, 40, 59 International Studies, 263
Admission, Exceptional, 59 Readmission After Disqualification, 62 Italian, 310
Admission of Foreign Applicants, 58 Re-enrollment, 59
Admission Requirements, University, 11
Admissions Requirements, 58
Regular Status, 59
Repeat of Courses, 60
J
Admission to, 57, 58 Residence Credit, 60
Japanese, 310
Advancement to Doctoral Candidacy, 69 Scholarships, 63
Jazz Studies, 176
Application Documents, 57 Systems Science Ph.D. Program, 71
Judaic Studies, 265
Application to, 57 Thesis, Master's, 67
Junior College Transfer, 40
Assistantships, 20, 63 Three-Year Bridge Program, 11
Justice, Criminology and Criminal, Division of,
Audit, 60 Time Limitation, Doctoral, 70
337
Cancellation of Admission, 62 Time Limitation, Master's, 66
Conditional Status, 59 Transfer Credit, 61
Correspondence Credit, 60 Western Interstate Commission for Higher K
Credit Distribution and Limitations, Master’s, 61 Education (WICHE), 64
K-12 Teacher Preparation, Preprofessional, 280
Degree Application, 66 Withdrawals, 60
Key to Course Descriptions, 14
Degrees, 64 Graduate Teacher Education Program, 100
Korean, 311
Departmental Requirements, 11, 59 Graduation, 46
Disqualification, 62 Graduation Requirements, 54
Dissertation in Absentia, 68 Grants, 21 L
Doctoral Candidacy, 13 Greek, 309
Doctoral Degrees, Summary of Procedures for, Grievances, 50 Language and Area Studies Certificate Programs,
13 263
Doctoral, Pre-candidacy, 13
Dual Master’s, 61
H Language Requirement
Doctoral, 68
Educational Loans, 63 Master's, 65
Hatfield Residency Program, 337
Enrollment Policies and Credit Regulations, 59 Late Fees, 19
Hatfield School of Government, 336
Examination, Final Master's, 67 Latin, 311
Health Resources, 50
Examination, Final Oral Doctoral, 69 Latin American Studies, 263
Healthy Inclusive Parenting, 104
Examination, Preliminary Doctoral, 68 Latin American Studies Certificate, 263
Hearing Sciences, Speech and, 295
Executive Master of Public Administration, 65 Latin Honors, 46
Hebrew, 310
Financial Assistance, 63 Laurels Graduate Tuition Remission Program, 63
Helen Gordon Child Development Center, 51
Foreign Applicants, 58 Law, Preprofessional, 282
History, Department of, 253
General Requirements for Doctoral Degree, 68 Leadership Programs, 35
Honorary Organizations, 52
General Requirements for Master's Degree, 65 Leap Into New Knowledge (LINK) Program, 56
Honors Degrees, 54
Grading System, 59 Leave of Absence, Graduate, 62
Housing Services, 34
Legal Services, 35 Environmental Engineering, 125 Networking and Telecommunication Services, 25

Liberal Arts and Sciences, College of, 189 Minors, Fine and Performing Arts Nonaccredited Transfers, 39
Liberal Studies, 261 Architecture, 161 Non-degree Students, 40
Library, 25 Dance, 183 Nonprofit Management, Institute for, 356
Library Media, 98 Film Studies, 183 Northwest American-Turkish Research Institute,
Licensure, 99 Jazz Studies, 177 356
LINK Program, 56 Music, 177 Norwegian, 311
Literacy Education, 102 Theater Arts, 182 Nursing
Littman and White Galleries, 51 Minors, Liberal Arts and Sciences Preprofessional Program in, 280
Living Learning Communities, 34 Anthropology, 193 Transferring Credits, 40
Loans, 23 Applied Linguistics, 198
Lost and Found, 24 Biology, 204
Black Studies, 208
O
M Chemistry, 211
Classical Studies, 304
Occupational Therapy, Preprofessional, 280
Office of International Affairs, 28
Management and Leadership, 77 Communication, 216 Office of Student Affairs, 52
Management, Human Resources, 77 Computer Applications, 190, 249 Officers of Administration, Portland State
Map, 4 Economics, 223 University, 369
Marital, Couple, and Family Counseling Elementary Education, 190, 281 Ombuds Office, 25
Specialization, 98 English, 228 Online MBA Program, 79
Marketing, 77 Environmental Geology, 248 Optometry, Preprofessional, 280
Maseeh College of Engineering and Computer Environmental Studies, 237 Oregon Education Licensure, 296
Science, 121, 135 Film Studies, 228 Oregon Master of Software Engineering, 122
Master of Arts, 64, 191 Foreign Languages, 303 Oregon Opportunity Grants, 22
Master of Arts in Foreign Language., 305 Geography, 243 Oregon State Board of Higher Education, 369
Master of Arts in Foreign Literature and Language, Geology, 248 Oregon Teacher Standards and Practices
305 GIS, 243 Commission, 95
Master of Arts in Teaching, 64, 65, 177, 191, 199, History, 254 Oregon Transfer Module (OTM), 40
204, 212, 243, 249, 254, 267, 291, 305, 342 History and Philosophy of Science, 254 Oregon University System
Master of Business Administration, 79 International Economics, 223 Members, 369
Master of Education, 96 International Studies, 263 Officers, 369
Master of Engineering in Civil and Environmental Judaic Studies, 265 Supplemental Tuition Grants, 21
Engineering, 126 Mathematics, 266 Organizations, 35
Master of Environmental Management, 239 Mathematics for Middle School Teachers, 266 Orientation Programs, 40
Master of Fine Arts, 65, 166 Native American Studies, 191
Master of International Management, 65, 82
Master of Music, 65, 177
Philosophy, 273
Physics, 276
P
Master of Public Administration, 65, 348 Political Economics, 223
Parent Services, 51
Master of Public Administration: Health Professional Writing, 228
Parking Services, 26
Administration, 65, 348 Psychology, 283
Part-time Students
Master of Public Health, 65 Secondary Education, 190, 282
Expenses, 20
Master of Science, 64, 191 Sexuality, Gender, and Queer Studies, 300
Graduate, 19
Master of Science in Civil and Environmental Sociology, 291
Parking, 26
Engineering, 126 Space and Planetary Science, 249
Revolving Charge Account Plan, 19
Master of Science in Environmental Management, Special Education, 190, 282
Senior Citizen
239 Sustainability, 238
Withdrawals and Fee Refunds, 20
Master of Science in Financial Analysis, 79 Women’s Studies, 299
Performance, Bachelor of Music in, 175
Master of Science in Materials Science and Writing, 228
Persian, 311
Engineering, 136 Minors, Urban and Public Affairs
Pharmacy, Preprofessional, 280
Master of Science in Teaching, 65, 177, 191 Aging Services, 330
Ph.D., 65
Master of Social Work, 65, 317 Community Development, 357
Philosophy, Department of, 272
Master of Urban and Regional Planning, 65, 359 Community Health, 330
Philosophy, Doctor of, 65
Master of Urban Studies, 65, 358 Criminology and Criminal Justice, 338
Physical Therapy, Preprofessional, 280
Master's Degree, Dual, 61 Political Science, 342
Physician Assistant, Preprofessional, 280
Master’s Degree, General Requirements for, 65 Real Estate Development, 358
Physics, Department of, 275
Master's Degrees, Summary of Procedures for, 12 Sustainable Urban Development, 358
Plagiarism, 63
Mathematical Sciences, Ph.D. Program, 267 Missed Class Policy, 41
Podiatric Medicine, Preprofessional, 280
Mathematics and Statistics, Fariborz Maseeh Missing Grades, 60
Policy Consensus Center, National, 356
Department of, 266 Modern Greek, 311
Political Science, Division of, 341
Mathematics Education, Ph.D. Program, 268 Multicultural Center (MCC), 36
Population Research Center, 328
McNair Scholars Program, 37 Music, Campus Activities, 51
Portland Metropolitan Studies, Institute of, 328
Mechanical Engineering, 137 Music, Department of, 175
Portuguese, 311
Medicine, Preprofessional, 280 Music Education, 176
Postbaccalaureate Accounting Certificate, 78
Microfilming, 70 Postbaccalaureate Studies, 44
Middle East Studies, 263 N Postbaccaluareate Certificate in Criminology and
Middle East Studies Center, 28 Criminal Justice, 338
Middle East Studies Certificate, 263 National Policy Consensus Center, 356 Pre-college Programs, 56
Military Science, 55 National Student Exchange Program, 40 Preprofessional Programs
Millar Library, 25 Native American Student and Community Center, Allopathic and Osteopathic Medicine, 280
Minimum Enrollment, Graduate, 60 36 Child and Family Studies, 281
Minors, Engineering Native American Student Services, 36 Chiropractic Medicine, 280
Computer Science, 129 Native American Studies, 191 Clinical Laboratory Science, 280
Electrical Engineering, 131 Naturopathic Medicine, Preprofessional, 280 Dental Hygiene, 280
I n d e x 393
Dentistry, 280 Grade Requirements for Graduation, 46 Social Work, School of

Early Childhood and Elementary Education, 281 Master's Degree, General Requirement, 12 Accreditation, 316
Education, 281 Residency, Doctoral Degree, 68 Center for Improvement of Child and Family
Health Sciences Programs, 280 Undergraduate, 42 Services, 326
K-12 Teacher Preparation, 280 Veterans' Admission, 40 Child and Family Studies, 315
Law, 282 Requirements Committee, 50 Extended Studies, 319
Naturopathic Medicine, 280 Requirements for Admission, 37 Ph.D. Program, 317
Nondegree, 40 Research and Learning Center, 25 Regional Research Institute for Human Services,
Nursing, 280 Research Institutes 326
Occupational Therapy, 280 Center for Black Studies, 209 Social Work Program, 316
Optometry, 280 Center for Public Health Studies, 334 Sociology, Department of, 291
Pharmacy, 280 Center for Transportation Studies,, 368 Software Engineering, 122
Physical Therapy, 280 Center for Urban Studies, 368 Sophomore Inquiry, 54
Physician Assistant, 280 Executive Leadership Institute, 355 Spanish, 312
Radiation Therapy, 280 Institute for Nonprofit Management, 356 Special Education, 98
Transferring Credits, 40 Institute for Tribal Government, 356 Special Education Courses, 107
Veterinary Medicine, 280 Institute of Portland Metropolitan Studies, 328 Special Education Licensure Programs, 102
President, Office of the, 370 Institute on Aging, 335 Special Education Minor, 282
President's List, 46 National Policy Consensus Center, 356 Special Events, 52
Presidents, Oregon University System, 369 Population Research Center, 328 Special Regulations, Graduate
Professional Development Center, 27 Residence, Degree Credit Academic Probation, 62
Professional Organizations, 52 Undergraduate, 43 Cancellation of Admission to Graduate Program,
Professional Programs and Schools, Admission to, Residence Life, 34 62
39 Residency Classification, 39 Degree Application, 66
Professional Writing Minor, 228 Residential Facilities, 16 Disqualification, 62
Programs of Study, 7 Resource Hub, 24 Dual Master’s Degrees, 61
Psychological Services, 50 Responsibilities of Students, 34 Exceptional Admission Procedures, 59
Psychology, Department of, 283 Returning Students, 39 Graduate Policy on Academic Honesty and
Public Administration, Division of, 347 Review, The Portland State University, 52 Integrity, 63
Public Affairs and Policy, PhD, 336 Revolving Charge Account Plan (RCAP), 19 Leave of Absence, 62
Publications, 52 Rights of Students, 34 Limitations for Faculty Members, 62
Public Health Studies, Center for, 334 Ronald E. McNair Scholars Program, 36 Readmission After Disqualification, 62
Public Safety, 24 Russian, 312 Spectator, The, 52
Advanced Proficiency (CAPR), Certificate of, 304 Speech and Hearing Sciences, Department of, 295
Q Russian Immersion, 15
Russian Immersion program, 34
Sports and Recreation, 51
Stafford Loans, 22
Queer Studies Minor, 300 State Board of Higher Education, 369
S State Grants, 22
R SAT, 37
Statistics, 266
Student Activities, 35, 37
Schedule of Classes, 14, 46 Student Activities and Leadership Programs, 35,
Radiation Therapy, Preprofessional, 280
Scholarships, 23, 63 37
READOregon, 101
Scholastic Aptitude Test (SAT), 37 Student Affairs, Division of, 31
Real Estate, Center for, 328
Scholastic Standards Committee, 50 Student Aid Eligibility, 20
Rearguard, 52
School Counseling Specialization, Graduate School Student Ambassadors Program, 33
Rearguard, The, 52
of Education, 98 Student-Athlete Advising, 51
Recreation, 34
School Librarianship, Program in Library Media, Student Conduct Code, 34
Re-enrollment
98 Student Employment, 32
Graduate, 62
School of Business Administration, 75 Student Exchange Program, 40
Undergraduate, 39
School of Community Health, 329 Student Financial Aid, 20
Refunds, 20
School of Education, Graduate, 95 Student Government, 35
Regional Research Institute for Human Services,
School of Extended Studies, 27 Student Health Service, 50
326
School of Fine and Performing Arts, 159 Student Loans, 22
Regular Student, 19
School of Social Work, 315 Student Organizations, 35
Rehabilitation Counseling Specialization, School of
Science Education Center, 288 Student Orientation Programs, 40
Education, 97
Science Endorsement, Integrated, 281 Student Parent Services, 51
Reinstatement, 46
Science, General Studies, 261 Student Participation on Faculty Boards and
Religious Activities, 52
Secondary Education Minor, 282 Committees, 52
Repeat of Graduate Courses, 60
Second Baccalaureate Degree, 44 Student Publications, 52
Repeat Policy, GPA, 46
Senior Capstone, 43, 54 Student Rec Center, 34
Requirements
Senior citizen enrollment, 41 Student Records, 40
Admission to Graduate Courses and Programs,
Senior Citizen Enrollment, 41 Student Rights and Conduct, 34
11, 58
Senior Citizen Fee Schedule, 19 Student Services
Admission to Undergraduate Studies, 37
Seven-Year Rule, 44 Advising and Career Resources, 31
Baccalaureate Degree Requirements, 42
Sexuality, Gender, and Queer Studies Minor, 300 Alumni Relations, 24
Bachelor's Degree, 42
Short-term Loans, 20 Campus Life, 33
Committee, Academic Requirements, 50
Sign Language, American, 306 Career Center, 31
Departmental Graduate, 11, 59
Smith Memorial Student Union, 25 Center for Student Health and Counseling, 50
Distribution, 44
Social Organizations, 52 Child Care Resources, 51
Double Major, 44
Social Science, 261 Counseling and Psychological Services, 50
Foreign Language, 43
Social Work and Social Research, 319 Disability Services for Students, 32
Foreign Language, Doctoral Degree, 68
Social Work, Bachelor of Arts, 317 Diversity and Multicultural Student Services, 35
Foreign Language, Master's Degree, 65
Social Work, Master of, 317 Diversity Resources, 35
General University, 43
Diversity Scholarship Programs, 35 Tuition and Fees Urban Studies and Planning, Toulan School of,
Educational Equity Programs, 33 Calculation, 19 357
Educational Talent Search, 36 Credits, 19 Urban Studies, Center for, 368
Enrollment Services, 37 Late Fees, 19 Urban Studies, Doctoral Program in
General Education Requirements Advising, 32 Other Special Fees, 19 Economics, 223
Health Resources, 50 Part-time Students, 19 Urban Studies, Master of, 358
Helen Gordon Child Development Center, 51 Refund Schedule, 20 User Support Services, 25
Housing Office, 34 Revolving Charge Account Plan, 19
Legal Services, 35
Native American Student and Community Center,
Self-support, Extended Studies, and Noncredit,
19
V
36 Senior Citizens, 19 Validation of Out-of-Date Graduate Credit, 66
Parent Services, 51 Student Status, 19 Vanguard, The, 52
Residence Life, 34 Withdrawals and Fee Refunds, 20 Veterans’ Certification Requirements, 40, 42
Scholarship Programs, 35 Tuition and Fee Schedules, 19 Veterans’ Services, 51
Student Conduct, 34 Tuition and Fees, Graduate, 63 Veterinary Medicine, Preprofessional, 280
Student Employment, 32 Turkish, 314 Visitor Information Center, 24
Student Rec Center, 34 Turkish Studies Certificate, 263 Vocational and Technical Schools, 40
Undergraduate Advising and Support Center
(UASC), 32
Veterans’ Services, 51
U W
Student Success, Center for, 104 Undergraduate Western Interstate Commission for Higher
Student Support Services, Educational Opportunity Academic Appeals Board, 50 Education (WICHE), 64
Program (SSS/EOP), 36 Academic Load, 44 Withdrawals, 45, 60
Students with Disabilities, 32 Admissions, 31, 53 Women, Gender, and Sexuality Studies, 299
Women's Studies. See Women, Gender, and
Student Union, 25 Advising, 32
Study Abroad, 30 Appeals and grievances, 50 Sexuality Studies
Fulbright Program, 30 Credit by Examination, 47 Work-Study, 23, 32, 64
National Security Exchange Program (NSEP), 30 Degree Requirements, 42 World Languages and Literatures, 303
Opportunities Abroad for Teachers Program, 30 Financial Aid, 20 Writing for Non-Native Residents, 198
Supplemental Programs General Education Requirements, 43 Writing, Master of Arts and Master of Science in,,
Challenge Program, 56 Grading System, 45 230
PSU LINK, 56 Requirements, 42
Supplemental Tuition Grants, 21 Scholastic Standards Committee, 50
Supply and logistics management, 77 Student Conduct Code, 34
Sustainability, 238 Transfer Credits, 39
Swahili, 314 Tuition and Fees, 19
Swedish, 314 Undergraduate Admissions, 31, 37, 38, 53
Systems Engineering, 122 Undergraduate Advising and Support Center
Systems Science Master's Program (UASC), 32
Admission, 71 Undergraduate Programs, 42
Degree Requirements, 72 Undergraduate Studies, 31, 53
Systems Science Ph.D. Program Undergraduate Teacher Preparation, 280
Admissions, 71 University Graduate Admission Requirements, 11
Business Administration, 83 University Honors, 54
Economics, 222 University Place, 26
Engineering Management, 134 University Relations, Office of, 373
Mathematical Sciences, 267, 268 University Studies, 43
Mechanical Engineering, 137 Upward Bound Program, 37
Psychology, 283 Urban and Public Affairs, College of
Sociology, 291 Center for Public Health Studies, 334
Center for Urban Studies, 368
T Community Health, School of, 329
Criminal Justice Policy Research Institute, 355
Teacher Preparation, Preprofessional, 280 Criminology and Criminal Justice, 337
Teaching, Master of Arts, 65 Executive Leadership Institute, 355
Teaching, Master of Science, 65 Government, Hatfield School of , 336
Technical and Vocational School, 40 Criminology and Criminal Justice, 337
Test of English as a Foreign Language (TOEFL), 39 Political Science, 341
Theater Arts, Department of, 182 Public Administration, 347
Theater, Campus Activities, 52 Graduate Certificate in Gerontology, 331
Thesis, Master's, 67 Institute for Nonprofit Management, 356
Three-Year Bridge Program, 59 Institute for Tribal Government, 356
Ticketmaster, 24 Institute of Portland Metropolitan Studies, 328
Time Limitations Master of Public Administration: Health
Doctoral, 70 Administration, 348
Toulan School of Urban Studies and Planning, 357 Master of Urban Studies, 358
Transcripts, 37 National Policy Consensus Center, 356
Transfer Credit, 61 Ph.D. in Urban Studies, 358
Transfer Credit Policies, 39 Population Research Center, 328
Transfer Students, 43, 53 Research Institutes, 368
Transportation Services, 26 Transportation Studies Center, 368
Transportation Studies Center, 368 Urban Studies and Planning, Toulan School of,
Tribal Government, Institute for, 356 357
Portland State University
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Alumni Relations, 1803 SW Park Avenue . . . . . . . . 503-725-4948
Bookstore, 1715 SW Fifth Avenue . . . . . . . . . . . . . . 503-725-3780
Campus Public Safety, 148 Shattuck Hall. . . . . . . . . 503-725-4407
Extended Studies, 1515 SW Market St.,
First and 10th Floors . . . . . . . . . . . . . . . . . . . . . . 503-725-3276
Finance and Administration,
1600 SW Fourth Avenue, Suite 515 . . . . . . . . . . 503-725-4444
Graduate Studies, Sixth Floor, Unitus Building . . . . 503-725-8410
University Housing Services Office,
The Broadway Building . . . . . . . . . . . . . . . . . . . . 503-725-4333
Library . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 503-725-4616
Ombuds Office, 169 Cramer Hall . . . . . . . . . . . . . . 503-725-5901
President’s Office, 341 Cramer Hall . . . . . . . . . . . . . 503-725-4411
Residence Life Office, The Broadway Building . . . . . 503-725-4333
Registration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . www.pdx.edu/
Student Affairs,
433 Smith Memorial Student Union . . . . . . . . . . 503-725-4422
Summer Session, 1515 SW Market St.,
First and 10th Floors . . . . . . . . . . . . . . . . . . . . . . 503-725-8500
Portland State University supports equal opportunity in admissions, education, em-

ployment, housing, and use of facilities by prohibiting discrimination in those areas
based on age, color, disability, marital status, national origin, race, religion or creed,
sex or gender, sexual or gender identity, sexual orientation, veteran status, or any
other basis in law. this policy implements state and federal laws (including title iX);
inquiries about it should be directed to the affirmative action & equal Opportunity
Office, 122 Cramer Hall, 503-725-4417; tty: 503-725-6503.
Portland State University Bulletin
Post Office Box 751
Portland, Oregon 97207-0751 www.pdx.edu

2010 Bulletin (Rev)

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2010 Bulletin (Rev)

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Bulletin

Copies of this catalog may be obtained by mailing

Information in this Bulletin is accurate as of February

The Portland State University Bulletin is not a contract

Printed in Oregon on recycled paper.

Welcome to Portland State University 17

School of Business Administration 75

Graduate School of Education 95

Maseeh College of Engineering and Computer Science 121

School of Fine and Performing Arts 159

College of Liberal Arts and Sciences 189

School of Social Work 315

College of Urban and Public Affairs 327

Portland State University

Portland State University, operating from a Undergraduate students at Portland State

Graduate admission application

International admission application

1Undergraduate admission application

2Advance registration begins May 10 Nov. 8, 2010 Feb. 14 May 2 May 9

Last day to enroll in classes, add a class,

Last day to drop

Last day of refund period Oct. 24 Jan. 30 April 24 varies Oct. 23

Term ends Dec. 11 March 19 June 11 Dec. 10

4Commencement days June 12 Aug. 13

Holidays Nov. 11 Nov. 11

Minor Certificate Bachelor’s Master’s Doctorate

Contemporary Turkish Studies n n

Foreign Literatures and Languages n

Minor Certificate Bachelor’s Master’s Doctorate

Minor Certificate Bachelor’s Master’s Doctorate

Key to course descriptions

 Course prefix/Subject. These letters indicate the department or aca-

Location The Broadway Building, Suite 210

Engaged with the community Distinguished programs and faculty

Vision, Mission, Values and Priorities

Tuition, fees, and aid

Division of and the larger urban community; and to

Affairs major metropolitan university in Oregon,

Requirements its admission process. The applicant is

Graduate Students and CLEP Examinations Approved at Portland State University

CREDIT BY EXAMINATION Science

I. Portland State University Courses Biology 0 49 Waives Bi 251, 252, 253

AP Exam Exam Score PSU Credit Offered* Courses Satisfied*

A score of 3 or higher in Latin: Vergil confers 12 credits for the

*Credits and course equivalencies are subject to

Publications Special events ary and professional organizations. Contact

University Studies Students are required to complete 12 credits

Upper-Division University Honors While individual core programs will vary to

Military Science GOLD/ROTC is a four-year program that

Dissertation in absentia. With the writ-

Degree requirements. The degree is

B.A., B.S.—Business Administration and are designed to prepare students for

Graduate programs in order to improve care delivery and

MIM 576: Intercultural Competence and

Actg 360 financial and non-financial information in deci- Actg 512

Graduate Programs: licenses must meet the Commission require-

hour minimum field project requirement. ELP 572 ELP 577

B.S.—Civil Engineering, Computer matics, science, and liberal arts courses.

Admission requirements Degree requirements Integrative workshop............................................... 4

Civil and Environmental

terms. section above. Total 38

Requirements for major in computer

least 45 graduate-level credits. require more than one such publication.

applying to the School of Education for ArH 291 ArH 411/511

thermodynamics, photo-chemical reactions in the Ch 694 Ch 695

Ec 596, 597 Ec 675 Ec 676

sion standing and one of the following: G 460/560 G 477/577

G 592/692 G 605 G 618

Ar 414/514 in Modern Standard Arabic. Prerequisites: Ar Chn 411/511, 412/512