Character notes for "Come Together to Learn and Create"

[ysabetwordsmith]

Here is Part 1: Sunset Green of the character notes for "Come Together to Learn and Create." There are so many character sheets, and some are long, so I'm dividing them by housing cluster.  (See Part 2 Patina Park and Part 3 Linsey Corner.)

Sunset Green cohousing
* artists
* musicians
Music Studio
Art Studio
Art Gallery
multiple species


Lloyd McDonough -- He has fair skin, dark gray eyes, and curly brown hair cut short. He wears a mustache and beard that are going gray. He is heterosexual but doesn't have a strong sex drive, and has never reproduced. He is 50 years old in 2015.
Lloyd is the husband of Irma. Neither of them are good at dealing with small children, so they didn't have any. Instead, they pick up other people's children in adolescence or early adulthood, and raise protégés. They live in Sunset Green, Portland, Oregon. They have a 3-bedroom house, with one bedroom for architecture protégés and the other for art protégés. Downstairs, Lloyd uses the office for his architecture and Irma has taken over the dining room for her art.
Lloyd earned a Bachelor of Architecture and an Art minor at the University of Oregon-Eugene. He went on to get a Master of Architecture with a specialization in Housing and a Graduate Certificate in Women’s, Gender, and Sexuality Studies at the University of Oregon-Portland. Finally he earned a Ph.D. in Architecture with a Graduate Certificate in Ecological Design at the University of Oregon-Eugene. His dissertation was "The Production and Use of Sustainable Materials from the Pacific Northwest." Lloyd favors infill projects with attention to sustainability and intentional community.
Qualities: Master ( 6) Architect, Expert ( 4) Mentor, Expert ( 4) Visual-Spatial Intelligence, Good ( 2) Artist, Good ( 2) Community Spirit, Good ( 2) Dexterity, Good ( 2) Sustainability Awareness
Poor (-2) Dealing with Small Children

Bachelor of Architecture
at the University of Oregon-Eugene

Degree Overview
The bachelor of architecture (BArch) curriculum centers on the design of new buildings and places (urban/suburban/rural) including various functional and conceptual topics related to multiple housing strategies, institutions, mixed-use, public facilities, hi-rise, urban strategies, and land planning fundamentals, facades and details.
Design coursework covers professional, technical, and theoretical topics concerning: architectural history; technical coursework in environmental controls systems; structures and tectonics; building enclosures and advanced building technology; sustainability integration; vernacular and regional studies, as well as other cultural and context-based studies.
Bachelor of Architecture candidates must initiate coursework in Eugene. Once the necessary prerequisites have been completed, candidates are eligible to continue on to Portland to complete degree requirements.
The Bachelor of Architecture is a STEM-designated degree.
Apply: BArch

Degree Requirements (231 Credits)
• General Education and Group Requirements: 87 credits
• Subject Area (Non-Studio): 80 credits
• Architectural Design (Studios): 64 credits

Required Courses
Subject Area (Non-Studio) Requirements (minimum 80 credits)
Fundamentals: 7 Credits Total
ARCH 201 Introduction to Architecture 4 Credits
ARCH 202 Design Skills 3 Credits

Design Media: 7 Credits Total
ARCH 222 Introduction to Architectural Computer Graphics 4 Credits
ARCH 423 Media for Design Development 3 Credits

Design Arts: 12 Credits Total
ARCH 430 Architectural Contexts: Place and Culture 4 Credits
ARCH 440 Human Context of Design 4 Credits
ARCH 450 Spatial Composition 4 Credits

Design Technology: 28 Credits Total
ARCH 461 Structural Behavior 4 Credits
ARCH 462 Wood and Steel Building Systems 4 Credits
ARCH 4xx Approved advanced technology course in construction, structures, or ECS 4 Credits
ARCH 470 Building Construction 4 Credits
ARCH 471 Building Enclosure 4 Credits
ARCH 491 Environmental Control Systems I 4 Credits
ARCH 492 Environmental Control Systems II 4 Credits

Professional Context: 4 Credits Total
ARCH 417 Context of the Architectural Profession 4 Credits

Architectural History: 16 Credits Total
BArch students are required to complete a minimum of four architectural history courses—ARH 314: Architectural History Survey (Prehistoric–Gothic) and/or ARCH 315: Architectural History Survey (Renaissance–present) within the first two years, plus courses in areas of interest that fall within one of the required sequences listed below.
Survey Courses (Only one survey course can be applied toward the undergraduate Arts & Letters group requirement.)
ARH 314 Architectural History Survey (Prehistoric–Gothic)
Sequence A
ARH 314
1 course from Group II
2 courses from Group III
Architectural History Course Groups
Group II: Renaissance (16th-18th Century)
ARH 448/548 Renaissance Architecture
Group III: Modern (19th Century to present)
ARH 4/568 Oregon Arch
Subject Area Electives:
6 Credits Minimum

Architectural Design (Studio) Requirements (minimum 64 credits)
ARCH 283 Architectural Design I 6 Credits
ARCH 284 Architectural Design II 6 Credits
ARCH 383 Architectural Design III 6 Credits
ARCH 384 Architectural Design IV 6 Credits
ARCH 484 Architectural Design (Four Terms)
24 Credits (4 Terms x 6 Credits)
ARCH 485 Advanced Architectural Design I 8 Credits
ARCH 486 Advanced Architectural Design II 8 Credits


Art Minor Requirements
at the University of Oregon-Eugene
The Art minor requires 40 credits. Course work must be taken in at least two departmental curricular areas, excluding courses taken to fulfill the core studios requirements.
We encourage you to declare the minor at least three terms before graduating. At the time you declare your minor, you are encouraged to contact the Art Office to schedule a departmental advising appointment. Art minor requirements are:
• Any two courses of History of Art and Architecture (ARH)

Courses

ARH 101 Global Masterpieces: Monuments in Context
An introduction to art and architectural history through examination of thirteen key sites from around the world. Themes include religion, politics, domesticity, and modernity.

ARH 150 Visual Culture Images
Introduces students to a wide variety of methods for looking at and analyzing images and objects of visual culture beyond the rarefied categories of art. Concepts and methods will be drawn not only from art history but also from literary studies, anthropology, archaeology, and media studies. Works examined will include photographs, paintings, advertisements, icons, monuments, and applied arts objects. No previous art history background is necessary. Students interested in all aspects of visual and material culture, including fashion, design and architecture, are welcome.

• Drawing I (ART 233)
• Surface, Space, and Time (ART 115)
• Core Interdisciplinary Laboratory (ART 116)
• Additional studio art credits (25) of your choice to bring the total to 40; 12 of which must be in upper division course work.

ARTC 255 Intro to Ceramics
The specific skills focus changes each term. Subjects include the processes related to design development, forming and fabrication, firing methods, and glazing. Repeatable up to three times for a maximum of 16 credits. Prerequisites: ART 115, 116, 233

ARTC 355 Intermediate Ceramics
Advanced processes and concepts. Areas of technical focus include slip casting, glaze and decorator surface embellishment, architectural ceramic, low fire, and raku. Prerequisites: ARTC 255

ARTD 251 Time-based Digital Arts
Explores the notion of time as a medium in relation to contemporary art through which concepts of sequence, narration, scoring, and motion are expressed. Laboratories, lectures. No prerequisites and open to nonmajors after initial registration period.

ARTO 250 Introduction to Photography
Covers basic elements of photography using a DSLR camera and provides a broad-based understanding of photographic practice in a fine art context. Prerequisites: ART 115, 116, 233.

ARTP 281 Introduction to Painting I
Basic visual elements and their application to painting as a means of expression. Incorporates traditional subject matter: still life, landscape, figure. Prerequisites: ART 115, 116, 233

ARTS 288 Sculpture I: Mixed Media
Investigation of 3-D forms in space using a range of processes. Introduces the rich potential of a material, historical, and technical engagement with sculptural work. Students work in wood, metal, plaster, and everyday materials to address conceptions of space, site, history, audience, and time. Prerequisites: ART 115, 116, 233

ARTS 393 Sculpture: Topics
Integration of concepts and materials in sculpture; investigation of individual methodology. Courses are thematically focused on a different topic each term. These courses are intended to situate and highlight the lineage of contemporary sculpture, and to broaden the conceptual framework of each student’s individual practice. Prerequisite: ARTS 288

ART 407 Visiting Artist Lectures: The Benefits of Beauty (T-American)
ART 407 Visiting Artist Lectures: Superpowers in Art & Architecture
(T-American)
Introduces students to innovative and prominent artists, curators, critics, and historians invited by the Department of Art to lecture about their influences and processes within their current practice as part of the Visiting Artist Lecture Series. Students attend lectures and write brief responses to the lectures. No prerequisites required.

• Course work in at least two departmental curricular areas (not including the courses taken to satisfy the core studio requirements listed above).
• At least 12 studio art credits must be taken in residence at UO


Master of Architecture
at the University of Oregon-Portland

Master of Architecture Track II Portland
Our master of architecture (MArch) degree allows you to complete a professional degree, leading to a path for licensure, in a stimulating academic environment characterized by cooperation, rigor, and a commitment to quality in the built environment. Studio projects and courses deal with real projects and problems and engage students in state-of-the-art knowledge and tools to produce visionary leaders.
Eligible applicants must have a pre-professional degree in architecture from a qualified university that is equivalent to a U.S. four-year bachelor’s degree. A four-year program is considered qualified if the school has an accredited graduate program in architecture. Exceptions may be considered for those with very strong applications. The program is two years, beginning in the fall, and is available at two campus locations: Eugene and Portland.
Portland, Oregon, is known for its innovative leadership in the green buildings movement, breaking new ground in energy conservation practices, mass timber construction, land use development models, and equitable multimodal transportation planning. The city's critical position at the confluence of a diverse set of regional ecologies makes it an unparalleled urban laboratory for the study of architecture and its engagement with social, economic, and environmental systems. With the Design for Spatial Justice initiative, the Portland Program works to ensure that a green city is a just city. Major research threads here include climate action and spatial justice, mobility and inclusion, and housing and health that are spearheaded by research centers such as the Energy Studies in Buildings Laboratory and its Institute for Health in the Built Environment, UrbanismNext and the Collaborative for Inclusive Urbanism.
The UO Portland Architecture program houses approximately 60 students in its studio and lab spaces in the historic White Stag Block. Track II students are joined by Track 1 master of architecture graduate students and fifth-year bachelor of architecture students who have completed core architectural studies at the Eugene campus.
The Eugene program for graduate architecture studies houses approximately 160 students in its studio and lab spaces in Lawrence Hall. Focusing on sustainable architecture, building tectonics and performance, urban design, design leadership, and health in the built environment. The program includes Track II graduate students along with Track 1 MArch, MS, PhD and BArch students.
Degree Requirements
• Professional Coursework (Non-Studio): minimum 47 credits

Introductory Media and Process 5 Credits Total
ARCH 611 Graduate Design Process 3 Credits
ARCH 610 Introduction to Architectural Computing 2 Credits

Intermediate Media 3 Credits Total
ARCH 523 Media for Design Development 3 Credits

Design Arts 12 Credits Total
ARCH 540 Human Context of Design 4 Credits

Design Technology 24 Credits Total
ARCH 561 Structural Behavior 4 Credits
ARCH 562 Wood and Steel Building Systems 4 Credits
ARCH 571 Building Enclosure 4 Credits
ARCH 591 Environmental Control Systems I 4 Credits
ARCH 592 Environmental Control Systems II 4 Credits

Professional Practice 4 Credits Total
ARCH 517 Context of the Architectural Profession 4 Credits
Architectural History 3 Courses Minimum
Three 500-level courses covering areas:
• ancient (ARH)
• renaissance (ARH)
• modern (ARCH 610: 20th Century Architecture History)

Subject Area Electives 4 Credits
Subject area electives include ARCH 607: Option II Seminar

Courses not offered in Portland
(must be completed during undergraduate)
ARCH 530 Architectural Contexts: Place and Culture
(substitute ARCH 535 Principles of Urban Design) 4 Credits
ARCH 550 Spatial Composition 4 Credits
ARCH 570 Building Construction 4 Credits

• Architectural Design (Studios): minimum 64 credits credits

ARCH 683 Introductory Graduate Design 6 Credits
ARCH 584 Architectural Design (Three Terms) 18 Credits (3 Terms x 6 Credits)
ARCH 585 Architectural Design I 8 Credits
ARCH 586 Advanced Architectural Design II 8 Credits

• Professional Focus: 15 credits (can be integrated into other degree requirements)

Housing
Courses taught recently that fall into this category include: Housing Prototypes, Community Design, Housing Design, Minimal Dwelling, Residential Construction, Scandinavian Housing, Oregon BILDS, and Affordable Housing.

Housing Specialization Requirements
Total Minimum Credits: 16
The specialization is available to students in the M.Arch. and M.S. degree programs in the Department of Architecture. 16 credits of approved housing-related courses and studios are required, as follows:
Required Studio Course: (4 credits) One approved Housing Studio is required and which will count as four (4) credits towards the 16 credits required.
TERM CREDITS GRADE
ARCH 584 or ARCH 585 (already taken both)
Required Additional Courses: (3 credits) One course from
either of two primary courses taught in alternating fall terms
in Eugene.
ARCH 510 Housing Design (3 credits)
The remainder of the 16 credits may come from either the
list below or from individually approved courses. A maximum
of two credits may come from independent research credit.
ARCH 531 Community Design (3 credits)
ARCH 538 Housing Prototypes (3 credits)
ARCH 539 Minimal Dwelling (3 credits)
ARCH 576 Residential Construction (4 credits)
ARCH 601 Independent Research (1-2 credits)
ARCH 606 Special Projects (1-2 credits)
The Master of Architecture Track II Portland is a STEM-designated degree.


Graduate Certificate in Women’s, Gender, and Sexuality Studies
at the University of Oregon-Portland
Description: Whether pursuing an academic career path, a career in law or social justice, industry, government, or the nonprofit sector, a graduate certificate in women’s and gender studies offers students knowledge and research skills well-suited to employment and citizenship in an increasingly diverse and global world.
The University of Oregon’s WGSS graduate certificate program is interdisciplinary, intersectional, and international in its orientation. The certificate provides graduate students enrolled in UO departments with training in intersectional feminist scholarship and theory, as well as opportunities to teach undergraduate courses in WGSS (enrolled certificate students will receive preference in their applications for WGSS GTFs and summer teaching) and to explore research opportunities with UO’s Center for the Study of Women in Society.
Learning objectives:
● Training in intersectional and interdisciplinary feminist scholarship and theory;
● Introducing students to theories and practices of feminist pedagogy;
● Providing a professional credential for students interested in pursuing work in WGSS or WGSS-related fields;

24 credits
Take one required course: WGS 615 (4 credits total)
WGS 615: Contemporary Feminist Theories
Take three or four*: WGS core courses (12-16 credits total)
WGS 522 Sexuality Studies
WGS 532 Gender , Environment and Development
WGS 550 Literature and World-making
WGS 607 Topics in Feminist Studies
Take two or one*: WGS or approved courses from other departments (4-8 credits total)
* Students taking 4 courses in WGSS core courses should take 1 course in cross-listed course. Students taking 3 WGSS core courses should take 2 cross-listed courses.
WGS 607 Topics in Feminist Studies: Polyamory
ARCH 532: Women and the Built Environment (T-American)

Required course:
WGS 615, Contemporary Feminist Theories [4 credits]: This course examines the development of feminist theory over the past forty years, exploring key concepts such as class, race, sexuality, intersectionality, transnationalism, and ability. This course provides an introduction to thinking theoretically about issues of feminism within multiple contexts and intellectual traditions. Although the specific focus may change each year, students should expect the course to center discussions of gender and its crucial links to productions of race, class, sexuality, and national identity. We strongly encourage graduate students to take this course before applying for teaching positions in WGSS.


Ph.D. in Architecture
at the University of Oregon-Eugene
MEDIAN TIME TO DEGREE 5.5 years

Program Description
Building upon more than 40 years of excellence in environmental design teaching and research at the UO, the PhD program in architecture focuses on sustainable architecture and integrated design. Home to professional education in architecture and related environmental design fields since 1914, the program is an advanced research degree that engages students in multidisciplinary investigations that create new knowledge in compelling and time-sensitive research topics.
With this exclusive focus, the program addresses the needs of the profession as society faces the environmental impact of buildings and cities. Students examine research topics that typically encompass an array of spatial, environmental, historical, social, political, technical, and economic factors. In addition to the rigorous understanding of building performance, aspects of sustainable community development, and broader social processes and policies, each student is also expected to demonstrate an understanding of the literature, theory, and research in a related focus area. Learn more about what our faculty members are researching by reading their profiles or browsing the Guide to Research Creative Practice.
The PhD program prepares students for careers at universities, and at other entities engaged in research related to sustainable design such as national research laboratories, industries, public agencies, and non-government organizations. Students admitted to this program will carry out a program of advanced study and research in sustainable design.
The PhD in Architecture is a STEM-designated degree.
PhD students join a community of inquiring architects, engineers, and designers who are committed to solving multifaceted problems and furthering knowledge by researching issues and processes that give form to the environment. We seek candidates with keen interests, career goals, and a clear capacity for research that are interested in topics that may include:
• sustainable cities and livable communities design and policy
• design for climate change and adaptation
• cultural, social and economic sustainability
• net-zero buildings and eco-districts design
• resource forecasting and simulation of place and building performance
• energy-efficient, adaptive re-use of existing buildings
• indoor environmental quality and occupants’ health
• high-performance envelopes and green technologies
• life-cycle analysis design and modeling

Degree Requirements (84 Credits)
• Research and Investigation: 24 credits

ARCH 601 Research 4-8 Credits
ARCH 620 Sustainable Design: Research Methods I 4 Credits
ARCH 678 Advanced Research Methods in Sustainable Design 4 Credits
ARCH 695 Proposal Development 4 Credits
PPPM 656 Quantitative Methods for Planning, Public Policy and Management or Equivalent 4 Credits

• Primary (Inside) Focus Area: 22 credits

Students will select courses that are aligned with their research interests. Students may focus on sustainable building design, preservation and sustainability, sustainable communities, or other related areas.
All students will be required to take the following two courses:
ARCH 617 Design and Planning Theory 4 Credits
ARCH 633 History and Theory of Sustainable Design 4 Credits

Courses

ARCH 530 Architectural Contexts: Place and Culture 4 Credits
How the design of buildings interacts with physical and cultural contexts of human traditions, landscape, settlements, cities, and suburbs. Historical and contemporary examples. Prereq: ARCH 680 or 683.

ARCH 540 Human Context of Design 4 Credits
Theoretical principles, case studies, and technical skills for assessing user needs, developing building programs, applying research findings to design, and evaluating performance of the built environment. Prereq: ARCH 680 or 683.

ARCH 633 History of Sustainable Design 4 Credits
Presents historical and theoretical issues that have shaped sustainable design, specifically how it relates to the built environment. This foundational scholarship course is also open to advanced master's students. Prereq: conditional MArch or PhD standing.

ARCH 661 Teaching Technical Subjects in Architecture 1–2 Credits
Covers techniques for effective teaching. Focuses on one or more standard building-technology courses in architecture and interior architecture. Repeatable thrice for maximum of 12 credits

• Secondary (Outside) Focus Area: 16 credits

These courses will be selected in consultation with the faculty advisor to provide sufficient depth in the student’s area of research. The courses are typically taken outside of architecture and are intended to develop knowledge of a second discipline that supports the student’s research.

ES 557: Indigenous Architecture (T-America) (5 credits)

ES 615: Theoretical Foundations in Ethnic Studies - Theoretical foundations and debates in Indigenous, Race, and Ethnic Studies (5 credits)

ES 620: Race, Space, and Power - This course questions the variety of ways that social constructions of race and space are inextricable from one another and constitute, as much as they are constituted by, modern power relations. (5 credits)

ES 607: Seminar: Graffiti as Public Art (T-American) (1 credit)
.
• Supervised Teaching: 4 credits

Students should take one of the following courses:
ARCH 602 Supervised College Teaching 4 Credits
(Lloyd's dissertation was "The Production and Use of Sustainable Materials from the Pacific Northwest.")
• Dissertation: 18 credits
The usual program for the PhD consists of a minimum of 66 credits, including at least 50 graduate-level credits in the Department of Architecture, through a four- to six-year course of study. The PhD program in architecture is governed by the regulations of the University of Oregon Graduate School and administered by the Department of Architecture’s PhD program committee. Specific degree requirements include:
• the first year of study needs to be at the Eugene campus
• a minimum of two years in residence
• completion of three terms of courses in research methodology
• completion of two courses in design theory and history of sustainable design
• completion of two focus areas (one within and one outside the Department)
• completion of a written qualifying examination, followed by an oral qualifying examination
• completion of a dissertation


Graduate Certificate in Ecological Design
at the University of Oregon-Eugene
The Ecological Design Certificate is a design-based, interdisciplinary program focused on the development of a practical framework for the integration of the built environment with local and region specific natural systems.
This certificate is available to all graduate students within the College of Design.
Participating students are challenged to develop an in-depth understanding of the relationships between ecological processes, issues of cultural and social sustainability, and urban development and form, and how allied design and planning disciplines approach these relationships. Students will acquire a theoretical and pragmatic basis to carry these understandings into the world of practice.
The Ecological Design Certificate Program provides explicit curricular structure in ecologically sensitive design, encouraging students to develop an ecologically based design awareness, solidifying the commitment of the University to interdisciplinary inquiry, and upholding its capacity for leadership in the field.
A minimum of 24 credits is required. Twelve of the 24 credits may be used to fulfill master of architecture requirements. Due to resource availability, most of these courses must be completed at the Eugene campus.
All students pursuing graduate certificates along with their graduate degree programs must complete the Declaration of Graduate Certificate form. It must be submitted to the Graduate School within one term after admission to the certificate program. The School of Architecture & Environment Manager of Student Services can assist students in signing and sending this form to the Graduate School.

Certificate Requirements (24 Credits)
Students working toward the Ecological Design Certificate must complete a minimum of 24 credits in approved ecological design subject courses.
Foundation Course series: 11–12 Credits
Students must take three Foundation Courses and cannot include the Foundation Course from their home department to satisfy this requirement.
Foundation courses include:

COURSE NUMBER COURSE NAME CREDITS
AAAP 510 American Arch From a Preservation Perspective (I, II, III) 4
LA 541 Principles of Applied Ecology 4
PPPM 542 Sustainable Urban Development 4

Course Electives: 12–13 additional credits must be completed from the Approved Course Electives, which provide a platform for a cohesive focus in ecological design. At least one elective course must be taken outside of the student’s home department. (Note: A course in the foundation list that is not used as such and is outside the student’s home department can be used as an elective.)
Seminar topics and Experimental courses (507 and 510) may change, and it is recognized that while some of the courses indicated as Electives below may not be offered every year, other relevant courses may be offered. The faculty advisor determines when a course not included in this proposal may be applied toward the completion of the certificate.
Elective courses include:
COURSE NUMBER COURSE NAME CREDITS
AAA 508 HOPES Charrette 1
ARCH 510 Passive Heating and Cooling 3
BI 574 Marine Ecology 5
GEOG 532 Climatological Aspects of Global Change 4


See the entrance to Sunset Green and a path between the houses. Lloyd, Irma, and Tangelo sit between the mushroom house and a purple house.


Irma McDonough -- She has tawny skin, blue eyes, and chin length hair streaked in gray and ash-brown. She is heterosexual but doesn't have a strong sex drive, and has never reproduced. She speaks English, French, Italian, and German. She is 56 years old in 2015.
Irma is the wife of Lloyd McDonough. Neither of them are good at dealing with small children, so they didn't have any. Instead, they pick up other people's children in adolescence or early adulthood, and raise protégés. They live in the large house Sunset Green, Portland, Oregon. They have a 3-bedroom house, with one bedroom for architecture protégés and the other for art protégés. Downstairs, Lloyd uses the office for his architecture and Irma has taken over the dining room for her art.
Irma earned a Bachelor of Science in Art and a minor in Sustainable Business at the University of Oregon-Eugene. She went on to get a Master of Fine Arts in Art with a minor in Women’s, Gender, and Sexuality Studies at the same school. Then Irma earned a Ph.D. in the History of Art and Architecture and a Graduate Certificate in Arts Management there. Her qualifying paper was "The Sophistication of So-Called Primitive Art" and her dissertation was "Women's Artistic Eye in the Built Environment." Irma paints primarily in acrylics for the speed and precision. She also does photography and textile arts such as fabric printing and textured weaving with art yarn.
Qualities: Master ( 6) Artist, Expert ( 4) Mentor, Expert ( 4) Gender Studies, Good ( 2) Dexterity, Good ( 2) Visual-Spatial Intelligence
Poor (-2) Dealing with Small Children

Bachelor of Science in Art
at the University of Oregon-Eugene
The BA or BS in art is a four-year liberal arts degree focusing on studio art practice. You can receive the bachelor of arts (BA) or bachelor of science (BS) degree with a major in art.

As an art student, you will learn to think critically, communicate clearly, and work creatively. You will develop an understanding of:
• materials and tools,
• technical skills,
• different ways of seeing,
• as well as fluency in visual languages and the articulation of meaning.
Starting with core foundation courses that introduce strategies of experimentation, making, and critical thinking, you will also take courses on the history of art and architecture, and seminar classes that expand your understanding of art and its potential.You will gain an understanding of diverse cultural context through travel opportunities, gallery exhibitions, and the visiting artist lecture series.
The art curriculum includes coursework in eight media areas:
• Art & Technology
• Ceramics
• Fibers
• Jewelry & Metalsmithing
• Painting & Drawing
• Photography
• Printmaking
• Sculpture
While all art majors share the basic requirements, you have the flexibility to pursue more advanced course work in the media area or areas of primary interest. You will gain technical and conceptual understanding and develop a unique and individual approach to your work.

Degree Requirements for BA or BS
Complete a minimum of 180 credits, including satisfying the general education requirements for a BA or BS degree. Art majors are required to take a minimum of 68 credits in ART courses.
Core Studio prerequisites for 200-level studios:
1. ART 115, Surface, Space, and Time, 4 credits
2. ART 116, Core Interdisciplinary Lab, 4 credits
3. ART 233, Drawing I, 4 credits
Additional foundational requirements:
1. ART 333, Drawing II, 4 credits
2. One course from:
* ART 111, The Artist Experience, 4 credits
3. One course from:
* ARTD 251, Time-Based Digital Arts, 4 credits
Studio requirements:
1. Studio courses at the 200-level or higher in two different media areas within the department, 8 credits

Courses

ARTF 270 Introduction to Fibers
In this introductory level studio course, students develop skills and cultivate conceptual concerns related to the fibers medium, specifically pertaining to structural forms and embellished or manipulated surfaces. Traditional and experimental materials are used to explore such techniques as knitting, crochet, looping, felting, spinning, off-loom weaving, dyeing, shibori, embroidery, piecing, and appliqué. Prerequisites: ART 115, 116, 233

ARTP 281 Introduction to Painting I
Basic visual elements and their application to painting as a means of expression. Incorporates traditional subject matter: still life, landscape, figure. Prerequisites: ART 115, 116, 233

ARTO 250 Introduction to Photography
Covers basic elements of photography using a DSLR camera and provides a broad-based understanding of photographic practice in a fine art context. Prerequisites: ART 115, 116, 233.

2. Upper–division art studio credits, 24 credits

ART 315 Anatomy for Artists (T-American)

ART 320 Oregon en Plain Air (T-American)

ARTF 368 Textile Printing
In this upper-division course, students develop skills and conceptual concerns pertaining to screenprinting. Basic techniques are introduced for printing on paper, fabric, and alternative flexible substrates. In addition, fiber reactive dyes, discharge, and nontraditional inks are addressed. The relevance of screenprinting, its relationship to decoration and repetition, and what it offers the expanded contemporary art field are discussed and explored. Prerequisite: ARTF 270

ARTF 369 Woven Structures
This course introduces students to the basic skills needed to design and create a woven structure while engaging with traditional and experimental materials and methods. Lectures, readings, critiques, and discussions enable students to consider historical examples in relation to contemporary weaving practices. Students are exposed to a variety of techniques and strategies that range from traditional weaving on floor looms to the use of alternative materials and processes both on and off the loom. Prerequisite: ARTF 270

ARTO 352 Creative Large Format Photography
Introduces large-format cameras and their aesthetic possibilities. Four-by-five and eight-by-ten view cameras provided. Includes camera use, film and development, printing skills. Prerequisite: ARTO 250

ARTO 410 Studio Lighting
Introduces a variety of controlled lighting techniques and styles. This course covers the technical aspects of using strobes and continuous light inside a lighting studio and on location. Prerequisite: ARTO 250

ARTP 381 Introduction to Painting II
Integrates concepts and approaches introduced in ARTP 281 to develop more individual and complex strategies of form and meaning. Prerequisite: ARTP 281

ARTP 390 Intermediate/Advanced Painting
Advanced painting concepts and technical processes. Independent initiative is encouraged. Prerequisite: ARTP 381

History of Art and Architecture requirements:
1. Three courses from the Department of the History of Art and Architecture, 12 credits. Recommended courses include ARH 353 Modern Art and ARH 354 Art Since 1945.

ARH 150 Visual Culture Images
Introduces students to a wide variety of methods for looking at and analyzing images and objects of visual culture beyond the rarefied categories of art. Concepts and methods will be drawn not only from art history but also from literary studies, anthropology, archaeology, and media studies. Works examined will include photographs, paintings, advertisements, icons, monuments, and applied arts objects. No previous art history background is necessary. Students interested in all aspects of visual and material culture, including fashion, design and architecture, are welcome.


Minor in Sustainable Business
at the University of Oregon-Eugene
The sustainable business minor teaches students how to use the power of business for good, finding better ways to make the world better for everyone.
The minor in sustainable business is designed for non-business majors who want to learn to apply business solutions to address social and environmental challenges.

Courses
The sustainable business minor consists of three business administration courses, two courses from specialized clusters, and one elective (total of 24 credit hours).
Course Credit Hours Prerequisite
BA 101: Introduction to Business 4 None
MGMT 250: Introduction to Sustainable Business 4 None
Choose ONE of the following courses from the business function cluster:
Course Credit Hours Prerequisite
BA 317: Marketing: Creating Value for Customers 4 BA 101
Choose ONE of the following courses from the applied and specialized cluster:
• CH 113: The Chemistry of Sustainability
Choose ONE additional elective (courses in this set includes those in the applied and specialized cluster):
• ENVS 429: Environmental Leadership
It is possible to earn more than one minor within the Lundquist College of Business. However, for students earning more than one business-related minor, no more than three courses can be used to satisfy multiple business minors. Please see an advisor for more details.
When the student has declared the minor, completed the requirements, and applied for a degree with the Office of the Registrar, the student will be approved to graduate with the minor.
* Courses are 2 credits each, and must be taken together to satisfy requirement.


Master of Fine Arts in Art
at the University of Oregon-Eugene
The University of Oregon's Master of Fine Arts (MFA) in Art is an interdisciplinary program that prepares you for serious and engaged art practice.
Challenged by new methods of experimentation and a critical understanding of historical and contemporary context, you will pursue an informed, independent practice, specific to your intentions and sensibilities.
We expect you, as a graduate student, to arrive at an accomplished body of work but also to acquire strategies and critical thinking skills necessary to sustain and develop your professional practice and inquiry.
You can work with our faculty within and across these areas:
Art & Technology
Ceramics
Fibers
Jewelry and Metalsmithing
Painting and Drawing
Photography
Printmaking
Sculpture

What We Expect
Visual Literacy, Willingness to Engage in Critical Discourse, Fervent Art Practice
Our MFA program is a three-year period of rigorous studio investigation, critical discourse, and conceptual development. Emphasis is given to developing a course of study tailored to your needs, while encouraging exploration and risk-taking. Our program supports a thorough engagement with the processes and principles that are fundamental to the discipline, as well as an informed awareness of issues and practices within the larger art community. Developing fluency in critical discourse, analysis, and writing are important parts of graduate life. The MFA program culminates in a year-long terminal project and group exhibition.
With a cohort of typically 30 MFA graduate students, you will develop a tight-knit community and relationships with:
• Faculty members
• Regional, national, and internationally influential artists
• Gallery directors
• Curators
• Critics
Working intensively in independent studios on the Eugene campus, you are part of a world-class research university in the inspiring Pacific Northwest.
Awarded annually, Graduate Fellowships provide opportunities for significant financial support, as well as teaching and professional experience.

Curriculum
Disciplinary Depth, Interdisciplinary Thinking
Our Master of Fine Arts curriculum is designed to provide both interdisciplinary discourse and disciplinary depth. Across the program, graduate students have course work in common through classes such as graduate critique, issues and practices, theory and history seminars, and special topics courses. Our diverse faculty has a broad range of research interests. Through thematic seminars, and independent mentorship, you have the opportunity to work closely with faculty towards particular areas of specialization.
We also encourage our students to take advantage of our world-class research university and take courses that align with their research and practice outside of the Department of Art.
Grad Review and Open Studios
Twice each academic year, MFA candidates open their studios to faculty, invited guests, and the University community at-large. Known as "Grad Review," this event brings MFA candidates outside perspectives and the opportunity to have a cross-disciplinary review of their work. The process focuses on a critique of finished work, works-in-progress, and new ideas. Each student review panel includes Department of Art faculty members and outside reviewers.

Studios, Fabrication, and Technology
Each MFA Candidate receives a studio space and access to a broad scope of facilities and fabrication and technology resources. MFA candidates have access to many specialized tools and equipment across the department, school, and university including all media area labs and shops, large-format inkjet printers, a CNC milling machine, laser cutters, video and photographic equipment, 3D printers, RISO digital duplicators, and more.
Specialized workspaces and tools are available in all eight media areas in the department.

Degree Requirements
Minimum of 90 credits (54 must be graduate level) over three years. The minimum residence requirement is nine consecutive terms of full-time enrollment, not including summer session.
COURSES CREDITS
Graduate Critique (ART 612) twice/year (5 terms) 15 Credits
Two graduate-level History of Art and Architecture (ARH) courses; one course must be in contemporary art

ARH 607 Seminar: Art and Nature
This graduate seminar will explore the intersection of art and nature since the Renaissance. Topics will include organic theories of artistic creation, art versus nature in the cabinet of curiosities and museums, organic form and biomorphism, garden design and land art, biotech art, animals in art, art and ecology, and natural materials, such as stone, wood, pigments, and water.

ARH 610 Experimental Courses: Contemporary Art Theory
This graduate-level seminar critically investigates major theoretical concepts and debates within the overlapping fields of contemporary art history and practice. 8 Credits
One art theory and criticism seminar
ART 550: Supporting Women and Minority Artists (T-American) 4 Credits
Issues & Practices (ART 590; one course each year) 9 Credits
Terminal Creative Project MFA (ART 609) 18 Credits
Graduate Studio, six courses in first two years 24 Credits
One writing course 3 Credits
Additional art credits 9 Credits

ART 407 Visiting Artist Lectures: The Bohemian Aesthetic (T-American)
ART 407 Visiting Artist Lectures: Native American Artists (T-American)
ART 407 Visiting Artist Lectures: Zetetic Materials (T-American)
Introduces students to innovative and prominent artists, curators, critics, and historians invited by the Department of Art to lecture about their influences and processes within their current practice as part of the Visiting Artist Lecture Series. Students attend lectures and write brief responses to the lectures. No prerequisites required.

A minimum of 24 credits must be graded with a grade of B or better including:
• Participation in at least two graduate reviews
• Public exhibition of the MFA thesis and final review with the terminal project committee
• Terminal creative project report


Women’s, Gender, and Sexuality Studies Minor
at the University of Oregon-Eugene
Students must apply for the WGSS or QST minor in the Women’s, Gender, and Sexuality Studies office well in advance of graduation for transcript evaluation. In order to be eligible for the minor, students must complete all degree requirements and a major in another academic department.
Students declaring a major prior to Fall 2018 have the option to follow the old requirements.
24 Credits
Choose one: WGS introductory courses (4 credits total)
WGS 101 Introduction to Women’s and Gender Studies
Choose one: WGS 200 level course (4 credits total)
WGS 221 Bodies and Power
Choose three: WGS 300 and/or 400 level courses (12 credits total)
WGS 341 Women, Work and Class
WGS 422 Sexuality Studies
WGS 432 Gender, Environment and Development
Choose one: 300 or 400 level WGS OR
approved course from another subject code (4 credits total)
_____ 3XX/4XX
ARCH 532: Women and the Built Environment (T-American)


PhD in the History of Art and Architecture
at the University of Oregon-Eugene
PhD Requirements
Forms for current PhD students are available on the Current Student blog Departmental Forms page. Policies for current graduate students are available in the Graduate Student Handbook.
PhD students in the Department of the History of Art & Architecture (HA&A) are required to fulfill the following departmental requirements, as well as those of the UO Graduate School, to receive the doctoral degree in art history. HA&A faculty members are scholars and teachers, easily accessible to all students and dedicated to mentoring graduates from the first year of course work to post-PhD career guidance. The HA&A faculty holds an annual review to ensure students are making satisfactory progress toward the degree.

Projected Timetables for Completing the PhD
BA-PhD Track Timetable
Requirement
Completion Deadline
Language 1
end of spring term in year 1
Declare major and minor fields
end of spring term in year 1
Language 2
end of spring term in year 2
Coursework completed
end of spring term in year 2
Qualifying paper
end of spring term in year 2
Major and minor comprehensive exams
end of fall or winter term in year 3
Form dissertation committee
end of winter term in year 3
Dissertation prospectus
end of winter or spring term in year 3
Advancement to candidacy
end of spring term in year 3
Dissertation research, writing, and defense
years 4 and 5*

MA-PhD Track Timetable
For students entering the program with an MA in art and/or architectural history
Requirement
Completion Deadline
Language 1
end of fall term in year 1
Declare major and minor fields
end of spring term in year 1
Coursework completed
end of spring term in year 1
Qualifying paper
end of spring term in year 1
Language 2
end of fall term in year 2
Major and minor comprehensive exams
end of fall or winter term in year 2
Form dissertation committee
end of winter term in year 2
Dissertation prospectus
end of winter or spring term in year 2
Advancement to candidacy
end of spring term in year 2
Dissertation research, writing, and defense
years 3-4*
*The UO Graduate School imposes a limit of seven years for completion of the PhD degree. Projected timetables are mapped to years with departmental funding support.

Best Cities for Arts & Culture
1. Florence, Italy
3. Paris, France

Best Places to Study Architecture
2. Rome, Italy
5. Paris, France

(French and Italian)
Language Requirement
Students should acquire a research capability in two foreign languages appropriate to their area of study as soon as possible in their academic program, unless otherwise approved by the student’s major advisor. All chosen languages must be approved by the student’s major advisor in consultation with the Director of Graduate Studies.
Language proficiency is typically demonstrated in one of several ways, by:
1. Passing a written language exam given by the department
2. Providing an official transcript from the UO or elsewhere that shows satisfactory completion of the second or third year of college-level coursework in the language (as determined by the student’s major advisor in consultation with the Director of Graduate Studies) with a grade of B or better in the previous five years, or
3. Presenting evidence of having achieved equivalent results on a standardized foreign-language placement test in the previous five years
The foreign language requirement may be waived for a student who has earned a high school diploma or higher degree that employed the target language as the primary language of instruction.
Students on the BA-PhD track are expected to satisfy their first foreign language requirement by the end of their first year in the program. It is highly recommended that you complete the second language requirement by the end of your second year in the program.
Students on the MA-PhD track are expected to satisfy their first foreign language requirement by the end of fall term in their first year in the program. It is highly recommended that you complete the second language requirement by the end of fall term in your second year in the program.

Study Plan Requirement
PhD students must submit their completed Study Plan to the Director of Graduate Studies by week 5 of spring term each year.
The Study Plan is in two parts and must be signed by the major advisor and the student:
1. The PhD Study Plan Form with itemized completed and anticipated coursework.

2. A one-page status report of the student's accomplishments in the current academic year and an outline of immediate future plans.

a. Reports for first-year students (only) should identify the student’s major and minor fields of specialization, indicate the faculty members who will supervise the major and minor exams, and give a rationale for the plan.

b. Reports for students who will be advanced to candidacy (only) should indicate the academic year in which they hope to use their three independent research GE terms and give a rationale for the plan.
The Director of Graduate Studies evaluates the plan and consults with the student and advisor if there are any questions or suggestions. The approved plan of study is signed by the Director of Graduate Studies and filed in the department office. The student and advisor each receive a copy of the approved plan.
By the time PhD students begin their second year of work in the program, they should have a good working relationship with their major advisor and an approved study plan. PhD students may choose a new major advisor at any point if they identify a faculty member who is a better fit for their interests and professional needs and who agrees to advise the student. Once the new advisor has agreed to advise the student, the student must let the prior advisor know and must alert the Director of Graduate Studies and the Graduate Coordinator of the change.
Students should consult their major advisor on all aspects of their careers: successful and helpful strategies for course work, examinations, foreign language requirements, degree progress, interdisciplinary opportunities, reading groups, conferences, publication, research, writing and oral communication skills, professionalism, and career planning. All students are also welcome to consult the Director of Graduate Studies at any time on any matter.

MA-PhD Track Course Requirements
(for students entering program with an MA in art and/or architectural history)
Students admitted on the MA-PhD track are expected to take a total of 81 credits of graduate-level work beyond the baccalaureate degree, over the course of at least three calendar years.* Of the 81 graduate-level credits, at least 36 graduate credits must be in art history and taken for a letter grade. Of these 36 credits, a minimum of 12 must be in graduate seminars (600-level), including ARH 611 (Graduate Studies in Art History) or its equivalent. While not required, all students are encouraged to take advantage of the global breadth of courses offered in the department and are highly encouraged to take courses outside of their time period and primary geographical area of specialization. Students must complete all required coursework before taking their comprehensive exams and must register for a minimum total of 18 credit hours in ARH 603 Dissertation. Credits in Reading 605 or Dissertation 603 cannot count toward the 36 credits required in art history.
*Students on the MA-PhD track may petition to waive some course work requirements to more quickly progress through the program. A maximum of 36 transfer credits may be granted for equivalent graduate-level coursework taken outside of the UO. Regardless of the number of transfer credits granted, however, all PhD students are required to take a minimum of 12 credits in their major area and 8 credits in their minor area after matriculating into the UO’s HA&A graduate program.

Major and Minor Requirements
Students are expected to declare major and minor fields of study and to identify the faculty members who will administer their comprehensive exams by the spring term of their first year. Students are required to take a minimum of 12 credits in their major field and at least 8 credits in their minor field at the graduate level (500- or 600-level) prior to taking their comprehensive exams.
The major field must be in HA&A; the minor field is typically in HA&A. With permission of the major advisor and the Director of Graduate Studies, the minor field may be in another discipline (e.g., classics, history, comparative literature, or environmental studies).

(Irma's paper, "The Sophistication of So-Called Primitive Art" started a department-spanning brawl that lasted for months before the college administration exhorted the Director of Graduate Studies to shut up and approve the thing already so people could get back to work.)
Qualifying Paper
The qualifying paper is a revised seminar paper that demonstrates the student’s ability to conduct independent research on a topic in her/his major field. It should show the student’s command of pertinent bibliographical and reference materials as well as her/his ability to critically evaluate and synthesize the current state of research on the subject. The qualifying paper must be approved by the student’s major advisor and a secondary HA&A faculty reader.
For qualifying papers completed during AY 2019–20 or later, if the two readers do not agree on their decision, the Director of Graduate Studies (or the Associate Director of Graduate Studies if the Director is already one of the readers) will have the final decision regarding whether or not the qualifying paper is approved.
Students must submit the approved qualifying paper by the end of the term in which they complete their coursework requirements. Students may suggest potential secondary readers; however, the Director of Graduate Studies will balance requests against equity of faculty workload. The Qualifying Paper Approval Form should be signed by both readers and returned to the Graduate Coordinator for archiving.
In the unusual case that the qualifying paper fails to satisfy the standards of the readers, the student will not be recommended to proceed in the doctoral program. In consultation with his/her major advisor, a student who is not recommended to proceed in the doctoral program may receive a terminal MA degree by revising and submitting his/her qualifying paper in accordance with the Graduate School’s standards for an MA thesis and by completing all departmental requirements for the terminal MA degree.

UO Residency Requirement
At least one full-time academic year—the residency year—must be completed at the UO. This year of residency will occur after the student has been admitted into the doctoral program. During this year of residency, the student is expected to make progress toward the degree by completing course credits and satisfying doctoral degree requirements. The residency year consists of three consecutive terms of full-time UO coursework toward the degree, with a minimum of 9 completed graduate credits a term. Courses in Research (601), Reading and Conference (605), and other individualized study options may be a part of the 9 credits, but the majority of the year of residency is expected to consist of regular graduate course work.

(Irma's dissertation was "Women's Artistic Eye in the Built Environment.")
Dissertation Research, Writing, and Defense
Once the prospectus is approved by all dissertation committee members, the student will be authorized to register for ARH 603 Dissertation credits with their major advisor. Students working toward a PhD must register for a minimum total of 18 credit hours in ARH 603 Dissertation.
During this time, students focus on dissertation research and writing. Students are expected to make regular appointments with their major advisor to report progress and ensure expectations are being met.
The student is required to defend her/his completed dissertation in an oral defense with all dissertation committee members. The student, in consultation with all committee members, should set a date, time, and location for the defense after the dissertation has been completed to the satisfaction of her/his major advisor and committee members. In the defense, the student will deliver an oral presentation introducing the dissertation, which will be followed by comments, questions, and discussion.
The student must bring the Dissertation Approval Form to the meeting. The dissertation approval form must be signed by all committee members following the completion of the defense. The student should return the signed dissertation approval form to the Graduate Coordinator for archiving.
The format of the final version of the PhD dissertation must follow the UO Graduate School guidelines.
The UO Graduate School imposes a limit of seven years from the time of matriculation at UO for completion of the PhD degree.

Courses

ARH 507 Seminars
Courses recently taught under this heading include:
• Gender, Ethnicity, and Status in Greek and Roman Art and Architecture
Explores intersections of gender, ethnicity, and status in Greek and Roman art and architecture.
• Cultural Interactions in Greek & Roman Art & Architecture
Focusing on case studies, this seminar examines topics such as the representations of different peoples, the Roman reception of Greek art and architecture, art and architecture in Graeco-Roman Egypt, Jewish and Christian art and architecture, and Gandharan art and architecture.
• Primitivism
In this a reading- and writing-intensive seminar, we will critique primitivism as a cultural imaginary in western and global modernities. Designed for advanced undergraduates and graduate students, the seminar will address topics such as metropolitan fantasies of “nature” and “authenticity”; anti-civilizational movements in various forms (anarchical, ecological, etc.); the history of the European imagination of the racial, ethnic and social other; the influence of tribal, children’s and outsider art on modern art; and the relationship between ethnography and colonialism. Students should be prepared to read, summarize and discuss texts.
• Art “After” Feminism
The title of this seminar—Art “After” Feminism—is a deliberate provocation in an era that has been described as post- feminist. Far from dismissing the paradigmatic importance of feminism in relationship to cultural production however, this course will evaluate the place of feminism “after” the feminist art and activism of the 1960s and 1970s. In recent years, a series of exhibitions and events in New York, Los Angeles, and elsewhere have reconsidered the feminist legacy in contemporary art in ways that are not necessarily limited to women, and outside of what have conventionally been considered “feminist” issues. This course will begin by considering the revisionist feminist critiques of the 1980s and 1990s which re-evaluated art and aesthetics in relationship to what lies outside the frame of representation. We will examine the ways in which gender is currently addressed by artists, museums, and the academy and explore the interconnectedness of practice and theory through case studies of specific artists, artworks, and exhibitions. Students from all disciplines are welcome.

ARH 510 Experimental Courses
Courses recently taught under this heading include:
• Contemporary Art in the 1960s-1970s
An introductory survey of major artistic developments in North America and Western Europe during the 1960s-1970s. It will address the ambitions and contexts of pop art, minimalism, conceptual art, feminist art, performance art, video art, land art, and more. Special attention will be paid to the role of the mass media as well as the use of media technologies in artistic production. This course will also introduce students to critical and methodological issues in art history. Students will develop skills in viewing and writing about art and will be introduced to critical frameworks for relating art to social, cultural, and political concerns.
• Art of the Eccentrics
Wondrous, crazy, drunken, one-of-a-kind, awakened, hermit, river folk, playful, creative, geeky; traditional Japanese discourses on art include many ways of describing what one might loosely define as the eccentric. What or who were “eccentrics?” This course will explore the “strange” in Japanese art and the positive and negative connotations of the concept of eccentricity, flashing out the fundamental issues of expected social and gender roles, economic vs. cultural hierarchy, and heterodoxy vs. orthodoxy.
• Symbolism & Decadence
Symbolism and Decadence, the elusive yet pervasive tendency in turn-of-the-century European painting, sculpture, decorative arts and literature, will be the main subject of this course. Student can expect to read French, German and Russian Symbolist poetry (in translation) while studying manifestations of Symbolism in painting and sculpture (Rodin, the Nabis group, Munch, Klimt, Schiele). Some parallel developments in the decorative arts (Art Nouveau and Jugenstil) and performing arts (Loie Fuller) will also be considered. Central questions include the link between Symbolist iconographies and new formal techniques in art and literature; inter-mediality and the notion of Gesammtkunstwerk; the link between art forms and debates in contemporary psychology and culture; and the extent to which turn-of-the--century aestheticism contributed to the rise of modernism and the formation of the historical avant-garde.
• Romanticism
Explores the diverse artists and interests of the Romantic Movement in European art, while critically examining Romanticism as a period term. We will consider developments in landscape, portraiture, and history painting in England, France, Germany, and Spain within their intellectual, historical, and cultural contexts. The course will be organized thematically and will include subjects such as the rise of the sketch, natural history and science, orientalism and ethnography, religion and historicism, and neo-romantic permutations in modern and contemporary art. Attention will also be paid to the development of new media, notably lithography and photography.

ARH 540 Museology
Covers the history and theory of museums, from ancient Alexandria to twenty-first century New York. We will engage issues of museum ethics, the role of museums in society, curatorial practice, and the balance between authority and accessibility. While we will give primary attention to art museums, the scope of our inquiry also includes history museums, science museums, natural history museums, and other types of museums.

ARH 553 Topics in Modern Art
Courses recently taught under this heading include:
• Surrealism
Focuses on the surrealist movement in the European interwar period, particularly its impact on literature, painting, sculpture, photography, cinema and exhibition practices. Attention will also be given to diverse strands of surrealism and socio-political contexts. Students are expected to have basic knowledge of modern art as well as advanced skills in reading comprehension and writing.

ARH 557 Topics in Contemporary Art
Changing topics in art and critical theory in Europe and the United States from 1940 to the present.
An exploratory survey of the major debates and discussions that have framed contemporary art since 1985. Because the historicization of the time period and its artistic production is still in flux, the artists and artworks discussed throughout the course are organized by theme, rather than by artistic genre or movement. The course themes reflect key theoretical questions that have emerged in art since 1985, so that this course will also serve as an introduction to postmodern critical theory. Students will develop skills in viewing and writing about contemporary art and will be introduced to critical frameworks for relating art to social, cultural, and political concerns.

ARH 588 Japanese Prints
Courses recently taught under this heading include:
• Long 19th Century in Japanese Woodblock Prints
Co-taught with the Chief Curator of the Jordan Schnitzer Museum of Art (JSMA), this course examines the changes and continuities found in Japanese woodblock prints of the 19th and 20th centuries through a first-hand study of prints in a local private collection. This course is offered as part of the preparations for a special installation of Japanese woodblock prints scheduled to in the Japanese galleries, JSMA. Students will have the opportunity to take part in the conceptualization process of this exhibition, and may contribute writing to the accompanying labels, text panels, and brochures.

ARH 607 Seminar: [Topic]
Courses recently taught under this heading include:
• GeoAesthetics
This graduate seminar examines engagements with geology in art and theory from the early modern period to the present, from a preoccupation with ‘figured stones’ in the 16th-century, to the fascination with the fossil record in the arts of the 19th-century, to earth art’s use of dirt and minerals in the 1960s, and a recent geological turn in contemporary art that has paralleled the rise of the Anthropocene concept. In addition to texts by theorists such as Elizabeth Povinelli, Deleuze & Guattari, and Jussi Parikka, we will examine a wide range of artworks, culminating with Garrick Imatani’s new installation on campus about the Willamette Meteorite, made in conjunction with the Confederated Tribes of Grand Ronde.
• Performativity and Agency
Since J. L. Austin’s seminal work, How to Do Things with Words, performativity has grown into an elastic analytical concept embraced and adapted across academic disciplines. This seminar explores the issues surrounding the now (perhaps) overfamiliar “performative paradigm” by taking stock of its multivariate definitions and nuances and evaluating its utility through case studies. To provide a loose thematic focus, the course will feature the question of agency as our secondary concern. Here “agency” is considered not just within the performative acts we examine, but also in terms of how the location of agency is impacted by our very evocation of the performative paradigm in our analysis.
ARH 610 Experimental Courses
Format: Varies. Some are Seminar, others are Lecture or Lecture with Discussion. Offerings vary and reflect the interests of faculty members.
Courses recently taught under this heading include:
• Install Performance
This theory-based graduate seminar explores the post-1960 art forms of performance and installation art through a series of topics and themes, including: sound, time, memory, the market, ethics, participation, sexuality, exhibition, and more.
• Contemporary Art Theory
This graduate-level seminar critically investigates major theoretical concepts and debates within the overlapping fields of contemporary art history and practice.

ARH 611 Graduate Studies in Art History
This graduate seminar explores the theories and the methodologies that are important in the discipline of art history.


Graduate Certificate in Arts Management
at the University of Oregon-Eugene
The Graduate Certificate in Arts Management prepares leaders to make a difference in the arts and culture sector of their communities.
UO graduate students may take elective courses in the PPPM Arts & Cultural Leadership field of interest or elect to complete the 24-credit Graduate Certificate in Arts Management.
Students may complete the PPPM Graduate Certificate in Arts Management either as a stand-alone certificate or concurrently with any other University of Oregon master’s or doctoral degree. The certificate is designed to be completed over two years. However, on a case-by-case basis, students may be able to complete the certificate in one academic year. The Graduate Certificate in Arts Management commonly forms the concentration/field of interest (electives) portion of a graduate degree, so if you are completing a master’s degree, for example, you will usually be able to complete both the master’s and the certificate without adding extra time to your graduate degree program.
Students interested in careers in arts management are encouraged, in particular, to complete this certificate along with the PPPM Master of Nonprofit Management (MNM) degree program. The Graduate Certificate in Arts Management fulfills the field of interest portion of the PPPM MNM degree, the Master of Community and Regional Planning (MCRP) degree, or the Master of Public Administration (MPA) degree.
Completion of the Graduate Certificate in Arts Management requires 24 credits of coursework on the UO campus. This graduate certificate is complementary to the PPPM Graduate Certificate in Nonprofit Management, so it is possible for students to choose to complete both certificates. Whereas the Graduate Certificate in Nonprofit Management concentrates on the general nonprofit leadership functions of fundraising, financial management, and board governance, the Graduate Certificate in Arts Management provides a targeted curriculum in cultural administration, cultural policy, creative placemaking, the arts in society, and performing arts management. Students interested in Museum Studies are encouraged to also explore the Graduate Certificate in Museum Studies.

Required Courses
Of the 24 total credits needed for the certificate, four specific 4-credit courses are required (course numbers may change):
• AAD 550 Art in Society
• AAD 572 Community Cultural Development
• AAD 571 Cultural Policy
• AAD 670 Cultural Administration

Elective Courses
The remaining eight (8) credits may be taken, with advisor approval, from an array of elective course offerings available within PPPM as well as within other academic units across campus.
Students without extensive professional experience will be strongly encouraged to complete a professional internship with an arts organization during their certificate program course of study. PPPM internship credit hours will be in addition to the 24 course credits required for completion of the Graduate Certificate in Arts Management.
Students who have not previously taken a fundraising course are strongly encouraged to enroll in PPPM 581 Fundraising for Nonprofit Organizations.
Students may select elective courses for the Certificate from this list:
• AAD 521 Cultural Programming
• PPPM 522 Grant Proposal Writing
• PPPM 525 Project Management
With the program director’s approval, students may choose other elective courses with significant arts management content from course offerings in academic units such as Anthropology, Theatre, Folklore, History of Art and Architecture, or Music.


Tangelo -- He is a German shepherd mix. He lives with Lloyd and Irma McDonough in Sunset Green, Portland, Oregon. Tangelo has the small mushroom house for his own space. He is the father of 7 mixed-breed puppies, who may or may not also turn out to be superdogs.
Origin: He was born with his abilities.
Uniform: He wears a collar and tags.
Qualities: Expert ( 4) Dog, Good ( 2) Affectionate, Good ( 2) Calm
Poor (-2) Dog Hair on EVERYTHING
Powers: Average (0) Super-Intellect, Average (0) Telempath
Motivation: To belong.

Tangelo's Puppies on Porch
Tangelo's Red Son
Tangelo's Agouti Daughter


Sharma (Sharon River) -- She has fair skin, blue eyes, and long wavy brown hair. She is tall and sturdy. She speaks English and Hindi. She is 38 years old in 2015.
Sharma grew up in several intentional communities, including Dancing Rabbit which was founded by two rabbit primals and several of their nary friends.
Although she has no college education, she has pursued practical training for intentional community, sustainable living, and facilitation. Currently Sharma leads the cohousing community of Sunset Green, Portland, Oregon. She also teaches various styles of yoga. However, she hates working alone.
Qualities: Expert ( 4) Intentional Community, Expert ( 4) Participatory Leadership, Good ( 2) Naturalistic Intelligence, Good ( 2) Sustainability, Good ( 2) Yogini
Poor (-2) Working Alone

Create an Intentional Community – One Week Training
Get your intentional community project started in the best possible way!
Are you starting an ecovillage, cohousing, coliving or permaculture center, urban or rural, large or small? Gain valuable insight and group coaching with intentional community founder, author and FIC Board Member, Yana Ludwig. Get your questions answered and receive practical advice hard to find elsewhere to help your group to thrive! This 3-part online training is ideal for those in the early phases of starting or trying to grow a new intentional community.
Context for Creating a Community | Monday, June 22, 4-6pm Eastern
• Intro: Are we ready for this?
• The State of the Movement
• Legal, economic and cultural realities
• Self-assessment as a potential founder
Building Your Group | Wednesday, June 24, 4-6pm Eastern
• Community Visioning
• Membership Process
• Social Dynamics & Decision-making
Systems and Structures | Friday, June 26, 4-6pm Eastern
• The Land & Dwellings
• Property Ownership Models
• Daily Living Structures & Rhythms


Sociocracy in Communities
Why Dynamic Governance for communities?
Members of intentional communities (cohousing, ecovillages, cooperative housing) want to live and work in community. Sociocracy can help here. It is useful for your community if you want to:
• hear all the voices and be able to make considerate decisions that work
• be more connected in meetings and take the heat out of discussions
• enjoy living and working together with smooth governance
Study group curriculum
Is your community trying to get an overview of Dynamic Governance (sociocracy) and what it feels like?
Trying to experience it as a group together?
See our study group curriculum!
4x 2-hour sessions with exercises, readings, handouts.
Perfect for groups of 5-8 people.
Video-led – just turn on the video and learn!
By donation/coaching on a sliding scale.
The Sociocracy Basics Empowered Learning Circle Course
8 hours of sociocracy training for small groups.
You want to learn about sociocracy, and a structured study group sounds great to you? Welcome to our ELC Curriculum, a sociocracy training for small groups!
This is our entry class in 4 sessions of about ~2 hours each. What you will learn is equivalent to a weekend workshop – but you can do it any time, with your favorite people, in your own living or meeting room – and it is affordable!
The most convenient and affordable sociocracy training we offer for groups!
4 sessions of sociocracy training to learn in your group!
• For groups of 4-8 people – learn together in the same room (real or virtual)
• Each session combines watching videos and doing exercises together
• Our curriculum contains:
• 4 sessions of ~2 hours each, done as a group
• A total of ~85 minutes worth of video content
• More than 330 minutes worth of group exercises for your group
• Pointers to 16 articles and videos in preparation and enrichment
• Access to 200 answers to frequently asked questions about sociocracy (FAQ)
Coaching between sessions (optional)
• We recommend 4×30 minutes of coaching ($220) alongside with this training.
We will connect you to a coach!

• Session 1: Overview and Selections
The first Session is an overview of sociocracy and a chance to experience and practice the selection process that we use in sociocracy to fill roles.
• Meeting preparation
• Unit A: Introduction
• Unit B: Meeting format
• Unit C: Selecting a leader
• Unit D: Selecting a facilitator
• Unit E: Selecting a secretary
• Unit F: Debrief the selection process
• Unit G: Gather questions
• Unit H: Meeting evaluation

• Session 2: Proposals and Consent
How to write proposals together and how to move them forward to a decision.
• Meeting preparation
• Unit I: Opening and answer questions
• Unit J: Generating a proposal
• Unit K: Consent decision
• Unit L: Gather questions
• Unit M: Meeting evaluation

• Session 3: Circle Structure
How we connect people and teams: an overview of circles, roles, and linking.
• Meeting preparation
• Unit N: Opening
• Unit O: Answer questions
• Unit P: Organizational structure and linking
• Unit Q: Selection of a delegate
• Unit R: Organizational structure
• Unit S: Meeting evaluation

• Session 4: Feedback & Next steps
Feedback helps us improve over time – here are some simple ways to make it happen. Make sure to define next steps for your group!
• Meeting preparation
• Unit T: Opening
• Unit U: Circle feedback
• Unit V: Next steps!
• Unit W: Gather (and answer) questions
• Unit X: Meeting evaluation


Welcome to GEN Education!
What makes ecovillages thrive – and what doesn’t? What are grassroots initiatives around the world already doing to create cultural, ecological, economic and social regeneration? How can you live an ecovillage lifestyle, right now and regardless of where you are?
Around the world, ecovillages are experimenting with regenerative living. From compassionate communication and self-governance to natural building, appropriate technology, social entrepreneurship, traditional crafts and participatory design – ecovillages are full of innovators, teachers and facilitators dedicating their lives to the creation of regenerative cultures. Our aim is to be a link between them and you, making it easy for you to:
Explore Ecovillages and learn more about where they are, how they work, and what it’s like to live in one
Get Resourced to work with the 32 Ecovillage Principles for cultural, ecological, economic and social regeneration
Take Action and start a community project, found an ecovillage or use ecovillage solutions in your life
We work with three core ingredients
Regenerative & Holistic Design – working with the Ecovillage Map of Regeneration and the 32 ecovillage principles. A whole-systems approach where attention is given to cultural, economic, ecological and social regeneration, the way they are linked, as well as to how we can design and act knowing that we are in the system not apart from it, and that how we do is equally important as what.
Community Building – learning, experiencing and using creative and diverse ways of building trust, inclusion, friendship and a sense of belonging. We can create community wherever we are, whether in a short workshop or our homes, in small villages or large cities.
Ecovillage Solutions – the practical, hands-on things people in ecovillages are doing to create and maintain their communities. From membership policies and decision-making to biogas digesters and agroforestry. From traditional crafts and inner transformation, to new social enterprises and community currencies. These are the grassroots solutions that enable people to make real shifts in their day-to-day lives.
We aim to always be
• Participatory – inviting active engagement and encouraging you to draw on and include your personal life and experiences
• Transformative – encouraging inner and outer change, in your own worldview as well as our communities and the world
• Integrative – welcoming bodies, thoughts, feelings, senses and intuition in sharing and creating holistic approaches to inner and outer transformation
• Collaborative – reflecting an interdependent world and the power of collective intelligence
• Cocreative – embracing peer-to-peer learning, co-teaching and active inclusion as tools for personal and collective learning
• Experiential – enabling deeper understanding through lived experience


Yasodhara Ashram

LEARNING RESIDENCIES
Join the Ashram community for three to six months and practice the yoga of selfless service as you learn skills for your life path. Learning Residencies are for people who have a skill base or experience in a particular work area. The program is based on experiential self-led learning with a mentor, and has a strong focus on leadership. The daily practice of work, along with morning hatha, weekly reflective classes, satsang and workshops will give you the opportunity to deepen your personal spiritual practice and build a foundation for the next phase of your life.

With a focus on food sustainability and resiliency, and a commitment to using our local land resources wisely, our Food Flow system includes opportunities to dive deeply into garden, orchard, kitchen and preserving kitchen. Learn from our farm-to-table philosophy and help us continue to promote self-sufficiency and sustainability.
Read more about our food policy which is part of our commitment to sustainable environmental practices and consider how you could fit within our team.
Opportunities For Your Participation In Sustainable Food:
• Garden
• Orchard
• Kitchen
• Preserving Kitchen
Also Opportunities In:
• Hospitality
• Lands and Groundskeeping
ABOUT LEARNING RESIDENCIES
A Subsidized Program
Learning Residents receive free meals and accommodations for the length of the program, valued at $1400 per month.
Length of Stay
Learning Residencies are three to six months long with the option to extend through our Pathways Program. All residencies have a one-month trial period.

BECOME A YASODHARA TRAINED TEACHER
Yasodhara Ashram-trained teachers work from their experience and rely on their own foundation of yoga to guide and inspire others. We aim to build this foundation in all of our teachers.
“Part of being a teacher is being an on-going learner.”
Swami Radhananda

Our goal is to promote instruction of the highest quality and encourage an experiential approach to yoga. Each of our certified teachers is committed to living the teachings of yoga and bringing forth the best in their students. We encourage our trained teachers to approach teaching yoga as an offering.
Whether you are new to teaching or a teacher with years of experience, these courses will renew and strengthen your foundation. Come together with other teachers to go in-depth in your own work and to refine your teaching skills.
OUR TEACHER TRAINING STREAM
1 Yoga Development Course (YDC)
The three-month YDC is the prerequisite for all of our teacher training and certifications. Includes 675 hours of practice, study and instruction in the major branches of yoga.
2 Hatha Yoga Teacher Certification
Following the YDC we offer a ten-day certification to teach Hatha Yoga. This course offers basic training in Hatha Yoga teaching, and helps to transform your personal learnings from the YDC into teachings you can share.
3 Hidden Language Hatha Yoga Teacher Certification
Learn what it means to teach from your experience through our intensive fourteen-day Hidden Language training process, and gain greater appreciation of the body as a spiritual tool.
Prerequisites: The Yoga Development Course, and the Hatha Yoga Teacher Certification. Completion of the YDC book reflections project is also a requirement.
4 Kundalini & Dream Teacher Certification
Delve deeply into the realms of mind and consciousness in a course as popular with experienced teachers as with those learning to teach for the first time. An intensive fourteen-day certification.
Prerequisites: The Yoga Development Course and completion of the YDC book reflections project.


The Cohousing Company
Events

PUBLIC COHOUSING PRESENTATION IN HOUSTON, TX
• Friday, November 17, 2017
• 7:00 PM 8:00 PM
• Asia Society Texas Center (map)
Imagine living in a neighborhood that’s welcoming, safe, and eco-friendly. Private homes with generous common facilities. Where people know and care about each other in a real village setting. Imagine living in a high functioning community that you helped to create. Imagine cohousing in Houston.

COMMUNITY-ENHANCED ARCHITECTURAL DESIGN
• Tuesday, March 12, 2019
• 5:00 PM 6:30 PM
• Sierra College, Nevada County Campus (map)
How does architectural design effect the viability of a community? Find out at this presentation featuring cohousing architect Chuck Durrett, hosted by Osher Lifelong Learning Institute (OLLI).
Chuck will discuss why the locations and proximity of structures (homes and common areas) are an important consideration when creating a neighborhood. Community-led design, environmental implications, and social implications will be discussed and case studies will be presented.
If you are considering creating an intentional community, if you’re interested in learning about cohousing to enhance your professional portfolio, or if you are simply curious about how neighborhood design works, you should come to this talk!

GETTING-IT-BUILT WORKSHOP IN TORONTO, ONTARIO, CANADA
More cohousing communities in North America have successfully launched as a result of taking this workshop than by any other means. It provides focus to your group’s time and energy, and aids in moving a project past initial feasibility to getting the required commitment and buy-in from a group of community members, investors, project developers and other professionals. This is an efficient and necessary step for the integration of the project budget and financing, the design and development, and the community building and sales required for a successful cohousing project.
This full-weekend workshop (8:30 am - 5: 00 pm Saturday and 10:00 am - 4:00 pm Sunday) is given by the nation’s experts on cohousing, Katie McCamant of CoHousing Solutions and Chuck Durrett of McCamant & Durrett Architects, whose experience is grounded in 25 years designing over fifty socially vibrant and environmentally sustainable communities throughout the U.S. and Canada.
The Getting-It-Built Workshop provides a clear overview of the cohousing development process, covering development strategies, timelines, financing options, raising the money, working together, and outreach and recruitment to give your group the tools to effectively plan your next steps. In addition to customizing the workshop to fit your specific needs, the GIB also covers:
The Cohousing Process
• An overview of the development process, from initial meetings to moving in.
• Forming and organizing a group, working together, and issues to address early in the process.
• Development Scenarios – the group’s role, consultant’s roles, and options for finding and working with a developer.
The Technical Issues
• Money – getting money in and getting money out.
• Financing options, ownership structures and financial realities. (What will it cost?)
• Designing for community – design issues.
Working Together
• How does the group organize to make decisions effectively?
• Getting along – the dynamics of group interaction and reaching your potential.
What Next?
• Am I ready? What do we do now? Next steps.
• Your role, the group’s role, and the role of professionals.

SENIOR COHOUSING 101 - DAY 1 INTENSIVE
• Thursday, May 30, 2019
• 9:30 AM 5:00 PM
• Hilton Portland Downtown (map)
Join architect and author Charles Durrett for Part 1 of Senior Cohousing 101 on Thursday, May 30, as part of the 2019 National Cohousing Conference in Portland, OR. In this presentation, learn why senior cohousing is such a big deal today and how to get projects started and built. Durrett will highlight current housing challenges, including the influx of an aging society, and why cohousing is a successful model to combatting this challenge as well as all of the social sustainability and emotional issues that go along with it. Case studies and examples of senior cohousing communities in the U.S. today will be looked at in detail. This presentation is ideal for those interested in living in senior cohousing, professionals interested in working with cohousing groups, and policy makers who are curious how to provide supportive, sustainable, and eco-friendly senior neighborhoods to their localities. Attendees will learn how to become the tipping point on a local level, becoming an active voice for seniors in local government and culture (Spoiler alert: It’s actually not that difficult.)

COMMON HOUSE WORKSHOP ( WORKSHOP 2) IN SPOKANE, WA
• Sat, Dec 16, 20179:00 AM Sun, Dec 17, 201710:00 PM
Chuck is up in Spokane Dec 16-17 to work with Spokane Cohousing. This group did the Site Design Workshop (Workshop 1) in October and we're excited to work with them on the next workshop in the series, The Common House Workshop, during that weekend.

PRIVATE HOUSE WORKSHOP (WORKSHOP 3) WITH NOVATO COHOUSING
• Sat, May 19, 20188:30 PM Mon, May 21, 20185:30 PM
• Novato, CA (map)
MDA will spend this upcoming weekend with Novato Cohousing co-designing their Private Houses! If you are interested in living in a new family-friendly cohousing community in Marin County visit their website and contact them today!


The Training Clinic

Training Delivery Workshops
• Facilitate Training With Impact!
• Facilitation Skills for Trainers and Team Leaders
• Make Adult Learning Come to Life!
• Effective Presentation Skills

Design and Facilitate Training
• How to Design and Facilitate Effective Training

Communication, Interpersonal & Self-Management Skills Workshops

Communication Skills Workshop
ACTIVE LISTENING helps the learner listen to the direct and implied messages of others. Communication skills of paraphrase, feedback and overcoming barriers to listening are covered along with an assessment of listening skills.
EFFECTIVE COMMUNICATION helps the learner understand the essential elements of communication and analyzes the effectiveness of his/her current style. Practical suggestions for making communication work on a daily basis are explored in case studies. Barriers to communication are discussed and strategies to deal with difficult people practiced.

Interpersonal Skills Workshop
ADVANCED PEOPLE SKILLS helps learners work better with others through analyzing decision making styles, how to use creative techniques and conflict resolution skills. Evaluate your partnerships and personal effectiveness.
MANAGING DIVERSE WORK GROUPS helps managers identify four levels of diversity, recognize issues that come from cultural programming and overcome cultural barriers to managing a diverse work team.
BUILD PRODUCTIVE TEAMS THROUGH IMPROVED COMMUNICATION helps learners identify what an effective team looks like, how to improve team effectiveness, five stages of team development, and collaborative problem solving skills and decision making.
CONFLICT MANAGEMENT helps learners identify techniques to resolve differences with and among others. A variety of techniques can be tried to fit different situations. Assess personal strengths and weaknesses in applying the process. This workshop promotes open communication in a win/win model.
DEALING WITH DIFFICULT PEOPLE helps learners identify types of difficult people and situations and key internal and external strategies for dealing with them.
TEAMWORK SKILLS IN A PROJECT ENVIRONMENT helps the team member build collaborative skills and achieve business objectives with others. Effective communication, feedback and project management skills are stressed.

Self-Management Skills Workshop
MANAGING CHANGE helps identify techniques to successfully implement change. Techniques to help plan and execute change in a five-step model are presented and applied to the participant's situation. Suggestions are given to anticipate, identify and overcome resistance to change in yourself and others.
MANAGE TIME AND STRESS SUCCESSFULLY combines elements of time management and stress management to be more effective and efficient in getting work done.
MANAGE YOURSELF EFFECTIVELY helps you gain skills toward the competency of: Manage self effectively as a committed and responsible employee who respects the rights of others.
PROBLEM SOLVING AND DECISION MAKING helps learners refine their problem solving and decision making skills by using specific, proven methods of getting results. Learners are given a framework for solving problems and practice alternative methods to develop this framework. Systematic and creative problem solving techniques are addressed and practiced.
PROJECT MANAGEMENT FOR THE REAL WORLD helps the project manager start up, define, control and conclude a project. Includes key project leadership skills.
SUCCESSFUL TIME MANAGEMENT offers suggestions for personal organization, planning and prioritizing, eliminating time wasters, handling interruptions and crisis management. Cures for procrastination and enhanced use of discretionary time are key elements. There is an additional materials fee of $20 per person for a commercial inventory.
UNDERSTANDING AND MANAGING STRESS helps learners identify personal and job related stressors in 7 categories and practical suggestions for coping with those elements that cannot be eliminated or reduced. There is an additional materials fee of $20 per person for a commercial inventory.

Management, Supervision and Leadership Skills Workshops
COACHING AND COUNSELING develops skills to help you effectively deal with deviant, disruptive or negative behavior that may result from an employee's problems that impact work. Successful interviewing and questioning techniques are stressed. Identifying subordinates mistakes, making suggestions, helping employees solve their own problems and guiding them through issues are included.
EFFECTIVE DELEGATION helps identify appropriate tasks to be done by others, methods of selecting the right person for the job while remaining in control. Learn appropriate models to develop others, rather than delegate by dumping undesirable tasks. Use a support person effectively and make the best use of clerical support personnel.
HOW TO BE AN EFFECTIVE MENTOR defines what a mentor is, identifies the five stages of mentor development and develops key mentoring skills.
EFFECTIVE LEADERSHIP helps you judge the effectiveness of your current style. Identify how to improve your effectiveness by expanding your current style range and dealing with different subordinates and situations. Styles explored include ordering, correcting, facilitating, and delegating as approaches to leadership. Learn how to model skills you want to develop in others. There is an additional $85 per person fee for a commercial inventory for this workshop.
MANAGING CHANGE helps identify techniques to successfully implement change. Techniques to help plan and execute change in a five-step model are presented and applied to the participant's situation. Suggestions are given to anticipate, identify and overcome resistance to change in yourself and others.
MOTIVATE AND MANAGE PEOPLE SUCCESSFULLY helps the manager recognize what motivates his/her employees through a job satisfaction inventory. Appropriate recognition systems and techniques are identified and customize for effective use. Motivation techniques are appropriate for marginal and peak performers.
PERFORMANCE APPRAISAL AND GOAL SETTING helps use current tools/forms correctly to fairly measure past performance and set common goals to improve employee performance. Parts of the form, how to observe and rate another's performance objectively are stressed. How to conduct the appraisal interview and write a developmental plan accepted by you and the subordinate. Avoid obstacles to goals.
PROGRESSIVE DISCIPLINE helps the manager identify how to use a progressive system of discipline by laying the groundwork for clear expectations, providing appropriate training, coaching and follow-up. After job standards have been set, suggestions for counseling under-performing employees and documenting inappropriate behavior are stressed.


Daisy (Dana Mandrel) -- She has brown brown skin, ice blue eyes, and long wavy hair of golden blonde. She is a canine primal with the head of a red husky dog. Her body is furred and she has a tail. Her hands are pawlike but her feet remain more human. She is 19 years old in 2015.
Daisy learned to play the guitar in occupational therapy to regain some of her dexterity after manifesting canine traits. She uses her pads to press the strings and claws to pluck them. She lives in Sunset Green, Portland, Oregon where she sometimes plays with Emmett Ackton, Bene Ballou, and Lydian Ballou in the band Sustained Notes.
Origin: Her Husky Traits emerged during adolescence, possibly as a reaction to animal-derived pharmaceuticals. She dropped out of high school when it happened.
Uniform: She wears country-western girl clothes.
Qualities: Good ( 2) Easygoing, Good ( 2) Entertainer, Good ( 2) Musical Intelligence, Good ( 2) Stamina
Poor (-2) Dexterity
Powers: Expert ( 4) Husky Traits
She has a rich, compelling voice and can hold long notes when she sings.
Motivation: To regain the lost.

Music therapy can help recover dexterity. Disabled people can play guitar, but they might need to do it differently than other people do.


Emmett Ackton -- He has fair skin, brown eyes, and short wavy brown hair. He is big-boned and muscular. He is 41 years old in 2015. He speaks English and Spanish. Emmett earned a Bachelor of Science in Construction Engineering Management with a Music minor at Oregon State University in Corvallis, Oregon. He enjoys overseeing small, sustainable building projects. He is the construction manager of Sunset Green, Portland, Oregon and winds up moving in there. Emmett plays harmonica and recorder. He belongs to the band Sustained Notes along with Bene Ballou and Lydian Ballou, later joined by Daisy. He is practical, but does poorly with abstract concepts and concerns.
Qualities: Expert ( 4) Construction Manager, Good ( 2) Kinesthetic Intelligence, Good ( 2) Musician, Good ( 2) Strength
Poor (-2) Existential Intelligence

The Harmonica
This little instrument can pack it quite a punch which surpasses whatever you might think of it at first blush due to its size. This maverick instrument, played by several famous musicians through the ages, gives out a distinctive and very melodious sound which goes surprisingly well with the guitar. This instrument’s main advantage is that it is ridiculously easy to carry, and surprisingly easy to maintain. It will take you a while to learn, but after you’re finally a master, you’re good to go out there and jam to your heart’s content for the rest of your life!

The harmonica, also known as the mouth organ is almost a staple for musicians on the go because of its aesthetic looks and the music it plays. An advantage with the Harmonica is that it is pocket-size and is easy to maintain.


A Recorder.
The recorder is a tricky instrument to get right, but that does not mean you should get discouraged and not use it. Because the fact stands that it sounds great with your guitar. The recorder can be used (with varying degrees of success in producing sound that is pleasing to the ears) by people of all ages, but you need to test and find one that really sounds good. It sounds very good for old soft rock songs when played along with guitar.

The recorder, famous for its sweet sounds is a popular instrument among school students, but also makes a great musical companion for adults. The flute and the recorder are similar in some ways, both creating sounds with the same mechanism as a whistle. Easy to carry around and melodic to the ears, this one is a favorite among travelers.


Bachelor of Science in CONSTRUCTION ENGINEERING MANAGEMENT
at Oregon State University in Corvallis, Oregon
About the Undergraduate Program
The entire environment of homes, buildings, roads, freeways, bridges, and much more result from the delivery of construction projects. It is the responsibility of the construction engineer and construction manager to deliver these projects in a manner that maximizes value – a quality product at a fair price, safely constructed in a timely fashion. This final step in the development of our infrastructure – construction – is one of the most visible products in all of engineering.
Our construction engineering management (CEM) undergraduate program prepares students with the tools they need to become construction engineers and managers in all areas of the construction industry.
Our award-winning faculty members have expertise and conduct research in four signature research areas: Human Factors in Construction, Advanced Methods and Materials, Virtual Design and Construction, and Management Science. Research topics studied within these signature areas include: construction safety, lean construction, virtual/augmented reality, building information modelling (BIM), simulation, project strategic management, e-business construction solutions, estimating and cost control, planning and scheduling, construction labor productivity, asphalt materials, alternative methods for project delivery, and construction computer applications.
The program began during the 1966-67 school year within the College of Engineering, Department of Civil Engineering. Members of the Education Committee of the Oregon-Columbia Chapter of the Associated General Contractors were instrumental in establishing construction education at Oregon State by providing partial funding, organizing site visits, furnishing guest lecturers, and offering quality advice. The School of Civil and Construction Engineering continues to offer our unique Construction Engineering Management program, which blends principles of basic science, engineering, and technology with a strong component of business coursework to prepare graduates for a productive career in the construction industry. More information is provided in the CEM Undergraduate Advising Guide and Curriculum Materials.
The program emphasizes practical applications as well as basic principles. Students are given many hands-on experiences in the laboratory and are involved in numerous field trips to supplement classroom activities. CEM graduates find employment in all phases of construction: commercial and industrial building, heavy/highway, structures, utilities, and civil projects. They are employed by general constructors, subcontractors, suppliers, developers, homebuilders, consultants, and governmental agencies. They work as project engineers, project managers, field and office engineers, estimators, as well as in other positions.
Oregon State CEM students as a group rank second nationally in the total number of AGC National Scholarships received since the inception of the scholarship program in 1970. A variety of additional scholarships are available to CEM students.
Accreditation for B.S. Construction Engineering Management (CEM) Program
The American Council for Construction Education (ACCE) provides specialized accreditation for construction management programs. The CEM program was first accredited by ACCE in 1980. To learn more please see our CEM Program Accreditation Page.
CEM Student Achievement 2018-19
The Class of 2019 had an average of 1.84 internships per student.
The Class of 2019 had a 97.8% placement rate at the time of graduation and were employed in the following sectors:
• 73.7% commercial building.
• 13.2% electrical or mechanical.
• 5.3% heavy civil.
• 5.3% residential.
• 2.6% government.
Students participated in the following competitions:
• Associated Schools of Construction, ASC (9 teams)
• Mechanical Contractors Association of America, MCAA (1 team)
• Northwest Construction Consumers Council, NWCCC (2 teams)
Student activities, mostly through the Associated General Contractors (AGC) Student Chapter, included the following:
• Speaker Meetings on campus (more than 50).
• Field trips.
• Service projects.
• AGC National Convention and AGC-Columbia Chapter Convention.
• AGC Golf Tournament.
• Contractors Night.
• Networking Events.
Advancing to Graduate Study
Students completing the B.S. in CEM program are in an excellent position to continue on for graduate studies at Oregon State. Master of Science (MS), Master of Engineering (MEng), and an Accelerated Master’s Degree programs provide advanced skills and knowledge that help distinguish students throughout their careers. Graduate level degrees are especially beneficial as the field of construction continues to advance and become more complex and technically challenging.
Course topics that are not covered in detail in the undergraduate CEM program, but which are part of the graduate program, include:
• Design for Safety
• Advanced Virtual Design and Construction
• Risk Management
• Simulation and Visualization of Construction Operations
• Lean Construction
• Construction Site Systems Engineering
• Advanced Concrete Construction
Advancing to graduate school can take place immediately following completion of an undergraduate degree in CEM. The MEng degree allows students to complete a graduate degree with as little as one year of study that includes only coursework. An MS degree includes both coursework and a research project, and typically takes at least 1.5 years to complete. A PhD degree is research intensive and typically requires 3-6 years to complete following a Master’s Degree.
Graduate level courses in Construction are designed to complement the undergraduate courses and advance the level of learning in specific topic areas. Undergraduate students may take graduate level courses, with permission of the course instructor, during their undergraduate program. Some graduate level courses taken as an undergraduate may also be reserved for the graduate program.

Construction Engineering Management Undergraduate Major (BA, BS, HBA, HBS)
The School of Civil and Construction Engineering offers BA and BS degrees in Construction Engineering Management (CEM). This unique program blends principles of basic science, engineering, and technology with a strong component of business subjects to prepare graduates for a productive career in the construction industry. The BS in Construction Engineering Management is ACCE accredited.
The CEM program is built on a rigorous four-year curriculum that emphasizes practical applications as well as basic principles. Students are given hands-on experiences in the laboratory and are involved in field trips as a supplement to their classroom activities. A more detailed explanation of the CEM Program is contained in the "Construction Engineering Management Advising Guide," which may be viewed on the school's website.
The mission of the CEM program is to provide a comprehensive, state-of-the-art education to prepare students for professional and responsible constructor positions with business, industry, consulting firms or government. The program's educational objectives are to:
1. Provide a compelling education based in the natural sciences, mathematics, engineering sciences, and business, and in the fundamental paradigms, concepts, understandings, applications, and knowledge of civil and construction engineering and construction management.
2. Develop students' abilities through their education to analyze, synthesize, and evaluate information, solve engineering problems, and be prepared to effectively perform project engineering and management tasks for effective execution of construction projects.
3. Provide education for modern professional practice including the abilities for effective communication, collaborative work in diverse teams, ethical decision-making, successful management of personal and professional career objectives, and continual development through lifelong learning and professional involvement.
4. Prepare our graduates for either immediate employment or for graduate school opportunities in construction or business.
5. Provide students with knowledge of contemporary societal issues and a sensitivity to the challenge of meeting social, environmental, and economic constraints within a global community.
Major Code: 338

Requirements
First Year Credits
CH 201 CHEMISTRY FOR ENGINEERING MAJORS 1 3
COMM 111 *PUBLIC SPEAKING 3
ECON 201 *INTRODUCTION TO MICROECONOMICS 4
ECON 202 *INTRODUCTION TO MACROECONOMICS 4
ENGR 100 THE OREGON STATE ENGINEERING STUDENT 3
ENGR 102 DESIGN ENGINEERING AND PROBLEM SOLVING 3
ENGR 103 ENGINEERING COMPUTATION AND ALGORITHMIC THINKING 3
HHS 231 *LIFETIME FITNESS FOR HEALTH 2
MTH 251 *DIFFERENTIAL CALCULUS 4
MTH 252 INTEGRAL CALCULUS 4
PH 211 *GENERAL PHYSICS WITH CALCULUS 4
WR 121 *ENGLISH COMPOSITION 4
*Perspectives: Literature & The Arts 3
*Any PAC Course 1
Credits 45
Second Year
BA 315 ACCOUNTING FOR DECISION MAKING 4
BA 330 LEGAL ENVIRONMENT OF BUSINESS 4
CCE 201 CIVIL AND CONSTRUCTION ENGINEERING GRAPHICS AND DESIGN 3
CCE 203 INTRODUCTION TO VIRTUAL DESIGN AND CONSTRUCTION 3
CCE 207 CCE SEMINAR 1
CEM 263 PLANE SURVEYING 1 3
ENGR 211 STATICS 3
ENGR 213 STRENGTH OF MATERIALS 3
ENGR 390 ENGINEERING ECONOMY 3
PH 212 *GENERAL PHYSICS WITH CALCULUS 4
PHL 205 *ETHICS 4
ST 314 INTRODUCTION TO STATISTICS FOR ENGINEERS 3
WR 327 *TECHNICAL WRITING 3
*Biological Science Course w/Lab 4
Credits 45
Third Year
BA 351 MANAGING ORGANIZATIONS 4
CCE 321 CIVIL AND CONSTRUCTION ENGINEERING MATERIALS 4
CE 365 HIGHWAY LOCATION AND DESIGN 3
CE 424 CONTRACTS AND SPECIFICATIONS 4
CEM 341 CONSTRUCTION ESTIMATING I 4
CEM 381 STRUCTURES I 4
CEM 441 HEAVY CIVIL CONSTRUCTION MANAGEMENT 4
CEM 442 BUILDING CONSTRUCTION MANAGEMENT 4
CEM 471 ELECTRICAL FACILITIES 4
CEM 472 MECHANICAL FACILITIES 3
FE 315 SOIL ENGINEERING
*Difference, Power & Discrimination 3
Credits 45
Fourth Year
CE 427 TEMPORARY CONSTRUCTION STRUCTURES 4
CEM 326 CONSTRUCTION SAFETY 3
CEM 342 CONSTRUCTION ESTIMATING II 4
CEM 343 CONSTRUCTION PLANNING AND SCHEDULING 4
CEM 383 STRUCTURES II 4
CEM 431 OBTAINING CONSTRUCTION CONTRACTS 3-4
CEM 443 ^PROJECT MANAGEMENT FOR CONSTRUCTION 4
MGMT 453 HUMAN RESOURCES MANAGEMENT 4
Restricted Upper-Division Business Elective 4
Upper-Division Engineering Elective 3
*Synthesis: Contemporary Global Issues 3
*Synthesis: Science, Technology & Society 3
*Perspectives: Cultural Diversity 3
Credits 46-47
Total Credits 181-182
Plan of Study Grid
* Baccalaureate Core Course (BCC)
^ Writing Intensive Course (WIC)
1 Prerequisite for several upper-division courses
Geomatics (Surveying and Mapping)
Construction engineering management graduates are eligible to take the Fundamentals of Land Surveying Examination by completing:
Code Title Credits
CE 365 HIGHWAY LOCATION AND DESIGN 3
CEM 263 PLANE SURVEYING 3
Select 10 credits from the following: 10
CE 463/CE 563 CONTROL SURVEYING
CE 465/CE 565 OREGON LAND SURVEY LAW
CE 469/CE 569 PROPERTY SURVEYS
Total Credits 16
Course List
Major Code: 338


Music Minor
at Oregon State University in Corvallis, Oregon
Code Title Credits
Core
MUS 121 LITERATURE AND MATERIALS OF MUSIC I
& MUS 122 LITERATURE AND MATERIALS OF MUSIC I
& MUS 123 LITERATURE AND MATERIALS OF MUSIC I 9
Electives in music 6
MUP 193 INDIVIDUAL LESSONS: WOODWINDS (Harmonica) 2
MUP 193 INDIVIDUAL LESSONS: WOODWINDS (Recorder) 2
MUP 293 INDIVIDUAL LESSONS: WOODWINDS (Harmonica) 2
MUP 293 INDIVIDUAL LESSONS: WOODWINDS (Recorder) 2
Upper-division Electives
Select 12 credits from the following courses: 12
MUS 442 GENRE STUDIES: FOLK (T-American)
MUS 443 THEORY AND COMPOSITION STUDIES
MUS 493 BASIC RECORDING TECHNIQUES
PH 331 *SOUND, HEARING, AND MUSIC
Total Credits 27
Course List
* Baccalaureate Core Course (BCC)
Minor Code: 950

(Taken twice, once for harmonica and once for recorder.)
MUP 193 INDIVIDUAL LESSONS: WOODWINDS
Section 001, CRN 73948
Summer 2021
Session: Full Term (11 week; Fall/Winter/Spring/Summer) (06-21-2021 to 09-03-2021)
Credit Hours: 2
This course is repeatable for 12 credits
Campus: Oregon State - Corvallis
Schedule Type: Studio
Grade Mode: Normal Grading Mode

(Taken twice, once for harmonica and once for recorder.)
MUP 293 INDIVIDUAL LESSONS: WOODWINDS
Section 001, CRN 73949
Summer 2021
Session: Full Term (11 week; Fall/Winter/Spring/Summer) (06-21-2021 to 09-03-2021)
Credit Hours: 2
This course is repeatable for 12 credits
Campus: Oregon State - Corvallis
Schedule Type: Studio
Grade Mode: Normal Grading Mode


Bene Ballou -- He has ruddy skin, brown eyes, and curly chestnut hair cut short. His heritage is French-American. He speaks English and French. He is 33 years old in 2015. Bene is the husband of Lydian. They live in Sunset Green, Portland, Oregon. Bene is a guitarist who works odd jobs in between musical gigs. He is terrible at holding a day job and hates most kinds of desk work. However, he's good with his hands and clever at figuring out solutions to problems. Bene works well in a team or a band. He and Lydian formed the folk band Sustained Notes along with Emmett Ackton (recorder and harmonica) and later Daisy (guitar and vocals).
Qualities: Good ( 2) Guitarist, Good ( 2) Fast, Good ( 2) Musical Intelligence, Good ( 2) Odd Jobber, Good ( 2) Teamwork
Poor (-2) Holding a Day Job

Lydian Ballou -- She has fair skin, brown eyes, and long brown hair with just a little wave. Her heritage is American. She speaks English and Spanish. She is 29 years old in 2015. Lydian is the wife of Bene. They live in Sunset Green, Portland, Oregon. She is a rare practical bohemian, good at keeping track of things but enjoying the free-spirited culture. She works at the store Bohemian Arts which sells supplies for art, writing, music, theatre, and dance. Lydian plays the guitar. She and Bene formed the folk band Sustained Notes along with Emmett Ackton (recorder and harmonica) and later Daisy (guitar and vocals).  Lydian isn't good with mechanical things, though.
Qualities: Good ( 2) Guitarist, Good ( 2) Logical-Mathematical Intelligence, Good ( 2) Organizing People, Good ( 2) Practical Bohemian, Good ( 2) Stamina
Poor (-2) Mechanical Intelligence