giving special assistance to students who are admitted to the University on
academic warning or probation. These students are assigned temporarily to the
department regardless of their choice of major subject. Specific policies and
procedures apply to these students and will be mailed to them at the time
of their admission to the University. Generally, these students are given the
opportunity of enrolling in an effective study class and in selected sections of
classes that are purposely kept smaller than the average and are taught by
teachers who can devote more than the average amount of time to the needs
of individual students. After students have completed their effective study class
and have achieved the minimum grade-point average for full academic standing
(1.75 for freshmen and 2.00 for all others), they are given assistance in selecting
and transferring to the college major of their choice.
Reading Laboratory. The reading laboratory is administered by the Guided
Studies Department. The lab was created to help sudents who have specific
difficulty in coping with the reading and study demands of university life.
Students who find themselves in academic difficulty and who suspect the diffi-
culty is the result of reading problems are encouraged to avail themselves of
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the diagnostic and help facilities of the lab. This service is available without
charge to all full-time students.
Continuing Education. On a fee basis, the Division of Continuing Education of
the University offers developmental reading and listening improvement courses.
Students may learn more about these courses by contacting the Department of
Special Courses and Conferences.
318 GUIDED STUDIES
15. Remedial Spelling. (0:2:0) Herlin
Improvement of ability to spell through the study of such techniques
as spelling rules, prefixes, suffixes, roots, and use of the dictionary.
101. Effective Study and Adjustment to College. (1:3:0) Home Study also.
Course covers such areas as budgeting time, note taking, reading, listen-
ing, use of library, how to take examinations, motivation, and concentra-
tion. Time is also spent in studying the application of psychological princi-
ples to typical problems of college students.
121. College Developmental Reading. (1:1:1) Herlin, Mayfield
Designed for the student who desires to increase his reading efficiency.
Attention is given to speed and comprehension, and to vocabulary' as it
relates to rapid reading.
HEALTH SCIENCES 319
Professors: Shaw, Walters (Chairman, 213 RB).
Associate Professors: Hafen, Heiner, Robison, Thygerson.
Assistant Professors: Burgener, Hirschi, Hurley, James, Moncur, Petersen,
Rhodes, Rollins, Tuckett.
Instructors: Karren, Salazar.
Health Science Teaching Major. Students majoring in health science will take the
following required courses: Health 121, 325, 381, 451, 460, 552; also the following
courses or their equivalents from other departments: FSN 115, Zool. 261 and 262,
Psych. 321; and at least 9 credit hours from the following courses: Health 465,
501R or 503R, 530, 561, 660; Micro. 311; Sociol. 403, 580; P.E. 344; Zool. 276;
Psych. 240, 440. The student's program is to be established through consultation
with an assigned adviser from the Department of Health Science.
Health majors may substitute Health 552 for Health 362. It is recommended
that Ed. 402 and Psych. 321 be used to fulfill the certification requirements.
Health Science: Community Health Emphasis. Those students who intend to
pursue public health careers and obtain higher degrees from accredited public
health education schools or who intend to specialize in other allied health fields
should contact the Health Science Department for consultation and advisement.
Health Science Dominant. Students may select a composite major with health
science as a dominant field by completing the following required courses: Health
121, 325, 381, 421, 460; Zool. 261, 262; FSN 115; Psych. 321; and at least 7 hours
selected from the following: Health 451, 465, 501R or 503R, 530, 552, 561; Psych.
240; and Sociol. 403. The student's program is to be established through consul-
tation with an adviser from the Department of Health Science.
Health Science Related. Students may select a composite major with health as
a related field by completing the following required courses: Health 121, 381,
421, 460; and 7 hours selected from the following courses: Health 325, 451,
501R or 503R, 552, 561; Psych. 321; FSN 115. The student's program is to be
established through consultation with an adviser from the Department of
Health Science Minor. Students may minor in health science by taking the
following required courses: Health 121, 381*, 421, 460; and 11 hours selected
from the following courses: Health 325. 451, 501R or 503R, 530, 552, 561; FSN
115; Micro. 311; and Psych. 240, 321. The student's program is to be established
through consultation with an adviser from the Department of Health Science.
*If Health 381 is required in the student's major program, the health science
minor will be 17, instead of 20, semester hours.
Driver and Safety Education Minor. A student may minor in Driver and Safety
Education and qualify for state certification by completing the following re-
320 HEALTH SCIENCES
quired courses: Health 121, 325, 443, 444, 445; and 4 credit hours selected
from the following courses: Health 446, 460, 502R, 530; Psych. 321. The driver
education program is established by the State of Utah Certification Office and
cannot be altered or have other courses substituted unless the course agrees
with a reciprocal list from other state universities. Health Education major
courses cannot be used in both a Driver Education minor and a Health Educa-
Suggested Course Outline
First Year F
Engl. Ill 3
P E -
Health 130 2
Micro. 121 3
Sociol. Ill 3
Health 121 2
Dev. Assy I
Second Year F
Engl. 212 3
Engl. 250 3
Hum. 101 3
Geol. 101 2
Dev. Assy i
W Third Year F
Health 381 3
3 Psych. 321
2 Health 325
h Religion 2
Ed. 301B 2
3 Health 377 3
5 Zool. 276 - 3
Dev. Assy I
3 Minor 4
Fourth Year F
Ed. 310 2
Ed. 406 2
Ed. 415 2
Ed. 479 8
Health 460 2
Dev. Assy i
10. Beginning Driver Education. (0:2:2) Thygerson
Qualifies the student for Utah driver's license. No driving experience
necessary. Fee required.
DFood Science and Nutrition 115. Essentials of Nutrition. (2:2:0)
121. First Aid and Safety Instruction. (2:2:0) Home Study also, (m)
Emergency care and first aid procedures for illness and traumatic injuries.
Designed for American Red Cross Certification.
130. Personal Health. (2:2:0) Home Study also.
Development of a knowledge of desirable health behavior. Required of
all students during the freshman year.
131. Personal Health. (1:1:0)
Development of a knowledge of desirable health behavior. For Honors
students. Required during the freshman year.
HEALTH SCTENCES 321
DCommunications 211. News Writing. (3:2:3)
DPsychology 240. Personal and Social Adjustment. (2:2:0)
DZoology 261. Elementary Human Physiology. (4:3:2)
nZoology 262. Elementary Human Anatomy. (2:1:2)
DZoology 276. Heredity. (3:3:0)
DMicrobiology 311. Sanitation and Public Health. (2:2:0)
DZoology 317. Human Parasitology. (3:2:3)
D Organizational Behavior 321. Fundamentals of Organizational Behavior. (3:3:0)
DPsychology 321. Psychology of Adolescence. (3:3:0)
325. Safety Education. (2:2:0) Home Study also, (m) Thygerson
A general safety course, emphasizing the principles and instruction of
accident loss reduction.
DMicrobiology 331. Microbiology. (5:3:6)
DZoology 331. Introductory Entomology. (4:2:4)
DCommunications 335. Public Relations. (3:3:0)
D Sociology 360. Introduction to the Field of Social Work. (3:3:0)
361. School Health for Elementary Teachers. (2:2:0) Home Study also. Pre-
requisite: Health 130.
School health, with emphasis on the appraisal of existing health prob-
lems in the elementary school child.
362. School Health for Secondary Teachers. (2:2:0) Home Study also. Pre-
requisite: Health 130.
Certification course. Fundamental principles of the secondary school
health program and adolescent health problems encountered by teachers.
DBotany 376. General Genetics. (3:3:0)
377. Secondary Teaching Curriculum and Methods. (3:3:1) Prerequisites: Health
381; Ed. 301B.
Certification course. Teacher and student activities required for con-
ceptual learning methods in health science. Fourteen hours of observation
and participation recommended.
381. Secondary Health Education Curriculum. (3:3:0) (m) Watters
Emphasizes courses of study in health, with special program planning
and health course content review.
D Sociology 389. Social Aspects of Mental Health. (3:3:0)
421. Teaching Procedures and Materials in Health Education. (2:2:0) (m) Pre-
requisite: Health 381. Shaw
Pamphlets, brochures, films, textbooks, and other school health resource
materials are evaluated and selected for present and future use.
DPsychology 440. Abnormal Psychology. (3:3:2)
443. Methods and Materials for Teaching Driver Education. (2:2:0) Thygerson
Emphasis on the selection and utilization of instructional procedures
for driver education.
444. Organization and Administration of Driver and Traffic Safety Ekiucation.
(2:2:0) Home Study also, (m) Thygerson
Organization, administration, and supervision of high school driver
322 HEALTH SCIENCES
445. Driver and Traffic Safety Education. (4:2:4) (m) Recommended: Health
Student teaching in the classroom and behind-the-wheel phases of
446. Driver Simulators and Driving Ranges. (2:2:1) Thygerson
Simulator and multiple-car driving range methodology, with emphasis
on operation and maintenance.
451. School Health and Community Relations. (2:2:0) Home Study also. Rec-
ommended: Health 361 or 362. Burgener
Individual school and community involvement in preventing disease,
improving human efficiency, and prolonging life.
460. Drug Use and Abuse. (2:2:0) Hafen, Rhodes
The physiological, psychological, sociological, and legal implications of
drug use and abuse, with emphasis on nature, cause, treatment, and pre-
465. Health and Self-Destructive Behavior. (2:2:0) (m)
An etiological and preventive approach to suicidal and self-destructive
behavior. For health educators and other allied health personnel.
D Zoology 465. Mammalian Physiology. (4:3:3)
466. Health and Self-Destructive Behavior Fieldwork. (1:0:3) (m)
Field experience designed to broaden understanding of community per-
sonnel and services that may play a role in the prevention and treatment
of suicidal and self-destructive behavior.
479. Secondary Student Teaching. (8:8:0) Watters
DMicrobiology 501. Pathogenic Microbiology. (5:3:6)
501R. Health Education Workshop. (l-3:Arr.:Arr. ea.) Watters
A presentation of selected health education problems, followed by dis-
cussions. Conducted on a workshop basis.
502R. Driver and Safety Education Workshop. (l-3:Arr.:Arr. ea.) Prerequisite:
certified driver education instructor or consent of department chairman.
Presentation of current safety education problems, research, and methods
503R. Health Problems Workshop. (l-3:Arr.:Arr. ea.)
Current problems in school and community health.
530. First Aid Instructorship. (2:2:1) (m) Rollins
Qualifies students to become instructors for standard and advanced
Red Cross courses in first aid.
DMicrobiology 531. Virology. (4:2:6)
DZoology 535. Medical Entomology. (2:1:2)
DEducation 550. Introduction to Guidance Services. (2:2:0)
551. Fieldwork in Community Health. (2:Arr.:Arr.) Recommended: Health 451.
Designed to broaden understanding of community health agencies, their
roles, programs, and relationships.
552. School Health, Organization, and Services. (2:2:0) (m) Shaw
Considers desirable school health services, functions, and relationships
to public education and educational law. Coordinates school health services
with community programs.
HEALTH SCIENCES 323
DStatistics 552. Statistical Methods in Education I. (3:3:0)
G Education 560. Educational Tests and Measurements. (3:3:0)
561. Health of the Body Systems. (3:3:0) (m)
Advanced course in personal health, dealing with the major factors in
health and disease as they involve the several body systems.
DSociology 580. Medical Sociology. (3:3:0)
625. Problems and Research Review in Safety Education. (2:2:0) Prerequisite:
Health 325. Thygerson
Analysis of accident cause and prevention. Problems of accident behavior
in school, home, traffic, and public. Examination of theories and statistics.
Offered 1973 and alternate years.
DPhysical Education 635. Research Design in Physical Education. (2:2:1)
DEducation 648. Laboratory in Counseling Practice. (1:0:2)
650. Preservation of Human Health. (3:3:0) (m) Prerequisite: Health 451 or
An epidemiological approach to the cause, nature, extent, and trends
in the deterioration of human health. Offered 1973 and alternate years.
651. Community Organization for Health. (3:3:0) (m) Shaw
Nature of voluntary health organizations, current research in community
school organization, and relationship of school health programs to com-
660. Body Responses to Health and Disease. (2:2:0) Prerequisite: Health 561
The physiology and biological chemistry of stimulants and depressants.
OPhysical Education 662. Administration and Public Relations. (3:3:0)
n Zoology 662. Advanced Physiology L (2:1:2)
670. Environmental Health. (2:2:0) (m) Burgener
Emphasis upon educational practices that relate to the improvement of
the environmental approach. Offered 1972 and alternate years.
671. Graduate Practicum. (1:1:0) Watters
Analysis of the role and functions of the college health teacher. Super-
vised experience in college teaching and research.
672. Social Hygiene. (2:2:0) (m) Heiner
Designed to prepare a prospective teacher to instruct in family life
education as it relates to health. Emphasis on the areas of sexual matura-
tion, family health problems, parenthood, and other social hygienic factors.
Offered 1972 and alternate years.
692. Research Methods in Health Science. (3:3:0) Shaw
694. Seminar in Readings. (2:2:0) Watters
696R. Independent Studies. (l-3:Arr.:Arr. ea.) Watters
698. Field Project. ( l-4:Arr.:Arr.)
699. Thesis for Master's Degree. (6-9:Arr.:Arr.)
DEducation 709. Comprehensive Planning in Education. (3:2:2)
Professors: Addy, Allen, Campbell, Hafen (emeritus), Hyer, D. Jensen (Chair-
man, 250 MSRB), Swensen, Warner (Assistant Chairman, 210 MSRB).
Associate Professors: Alexander, Cardon, Larson (emeritus), Marlow, Schmutz,
Assistant Professors: Britsch, Hill, Montgomery, Wood.
Instructors: Chandler, Fox, Holmes, Seibt, Stewart, Thorp.
The History Department offers preparation for careers in teaching, law, business,
government service, or graduate work in history. A study of history through
careful analysis of past civilizations and problems in context provides insights
into the problems of today and fosters a greater appreciation of the world
about us. History offers a corrective to the tendency to view problems from a
simplistic or narrow i>erspective; for history is, above all, a humanizing and
broadening experience, and a discipline that helps us distinguish the important
from the transient and discover what really matters in our existence. It is the
role of historians, furthermore, to preserve our great cultural heritage and to
help interpret it for the improvement of present and future generations.
The History Department provides instruction leading to the B.A., M.A., and
Requirements for a Major in History
Students may study Asian, European, Latin American, or United States history,
but must not present all of their preparation in a single area. In order to en-
courage students to broaden their course work, it is required that at least
one upper-division course each from the Americas, Asia, and Europe be included
in the program.
A history major requires the completion of 35 hours of work in the field.
Courses required are History 100, 110, 111, 170, and 270, taken in the freshman
and sophomore years. Majors who seek certification in secondary education are
required to take History 466. History 488 is required for those students who
intend to pursue graduate study in history; it is recommended for others also,
especially for prospective high school teachers. History 490 is required of all
majors and should be taken during the senior year. The remaining elective
hours should be selected in consultation with a department adviser. Not more
than 14 hours of lower-division work in history may be applied toward the
major. No D credit will be accepted in upper-division history classes.
History majors are required to take the foreign language option rather than
the mathematics-statistics-logic-science option for general education. Any excep-
tion to this must be approved by the history department chairman. Students, for
example, who are planning careers in areas emphasizing the sciences or requiring
statistical methods should contact the chairman to work out an alternative
A minor field is not required for the history major. In its place the student
shall select, with his adviser's approval, 15 hours of supporting classes from
among the basic courses in the colleges of social sciences or humanities.
The requirements for a teaching major or minor in history and for the
composite major in social sciences, which includes history, are found in the
Education section of this catalog.
Requirements for a History Minor
A departmental minor in history is offered for those who desire it. It consists
of 20 hours of work, including History 110, 111, 170, 270, plus 8 hours of upper-
division course work.
100. The Study of History. (2:1:1) (m)
Introduction to nature and functions of history, with emphasis on de-
veloping skills and resources needed in historical study. History majors
110. World Civilization I. (3:3:0) Home Study also. (G-SS m)
Beginnings of major world civilizations and their development to ap-
proximately A.D. 1500, with emphasis on Europe.
111. World Civilization n. (3:3:0) Home Study also. (G-SS m)
Development of major world civilizations since A.D. 1500, with emphasis
120. The United States to 1865. (3:3:0) Home Study also. (G-SS m)
Discovery, colonization, American Revolution, establishment of the CJon-
stitution, foreign affairs, westward expansion, sectionalism, and the Civil
121. The United States since 1865. (3:3:0) Home Study also. (G-SS m)
Civil War, Reconstruction, industrialization, urbanization, imperialism,
progressivism, world wars. New Deal, and current problems.
170. The American Heritage. (3:3:0) Home Study also. (G-AH)
Growth of the United States, with emphasis on the Constitution, develop-
ment of political ideas, and institutions; America's role as an industrial
and world power.
270. Main Issues in American History. (3:3:0) Prerequisite: Hist. 170 or
Discussion based on directed readings of main issues confronting the
United States today. Limited to history majors and minors.
300. Ancient Near-East History. (2:2:0) (G-SS m) Meservy
Ancient Egypt, Babylonia, Assyria, Persia, and Palestine.
304. Greek History and Civilization. (3:3:0) Home Study also. (G-SS m)
Survey of Hellenic and Hellenistic developments from early beginnings
to the Roman conquest.
307. Roman History and Civilization. (3:3:0) (G-SS m) Swensen
Survey of the rise of the Roman Republic, the transition to empire, and
the decline and fall of the Western Roman Empire.
310. The Early Middle Ages. (3:3:0) (G-SS m) Schmutz
Surveys the development of medieval history and civilization from the
fall of Rome to the Romanesque revival of the tenth and eleventh centuries.
311. The Late Middle Ages. (3:3:0) Home Study also. (G-SS m) Schmutz
Surveys the development of medieval history and civilization from the
eleventh century to the close of the Middle Ages.
312. The Renaissance: Age of Transition. (3:3:0) (G-SS m) D. Jensen
The literary and artistic reawakening of Italy and Europe; the commercial
revolution; the rise of national monarchies.
313. The Reformation: Age of Turmoil. (3:3:0) (G-SS m) . . D- Jensen
The sixteenth century religious upheaval, with its resulting ideological,
cultural, political, and socioeconomic struggles to mid-seventeenth century.
320. The Age of Enlightemnent. (3:3:0) (G-SS m) Addy, Seibt
Survey of developments in Europe from approximately 1688 to the be-
ginning of the French Revolution, including developments of political
thought, science, and philosophy in the Enlightenment.
322. Nineteenth-Century Europe. (3:3:0) (G-SS m) Cardon
Political, economic, social, and intellectual history of Europe from 1815
323. Europe in the Twentieth Century. (3:3:0) Home Study also. (G-SS m)
International affairs, political and economic history of major European
countries (including Russia) from World War I to the present.
326. Western Civilization I. (l-3:Arr.:Arr.) Home Study also, (m)
Limited to participants in the BYU Travel Study program.
327. Western Civilization II. (l-3:Arr.:Arr.) Home Study also, (m)
Limited to participants in the BYU Travel Study program.
329. The Austrian Empire and Eastern Europe. (3:3:0) (G-SS m) Tobler
Survey of the historical development of the countries of East Central
Europe (Austria, Hungary, Czechoslovakia, Poland) since 1600.
330. Tsarist Russia. (3:3:0) (G-SS m) Tobler
Survey of Russian history from early beginnings to the Russian Revolu-
331. The USSR and Eastern Europe. (3:3:0) Home Study also. (G-SS m) Mabey
Survey of modern Russia, with special emphasis on the rise of com-
munism and the development of the USSR.
332. France. (3:3:0) Home Study also. (G-SS m) Cardon
Focuses on FVench contributions to modern thought, culture, and institu-
tions during the old regime and especially since the French Revolution.
333. Modern Germany. (3:3:0) Home Study also, (m) Tobler
Survey of the political, military, economic, and cultural development of
Germany during the nineteenth and twentieth centuries.
334. Spain. (3:3:0) (G-SS m) Addy
Political, social, and economic factors in Spanish history. Emphasis on
the period since 1492.
335. England. (3:3:0) Home Study also. (G-SS m) Thorp
English history from Roman era to the present; legal and political in-
stitutions, Empire-Commonwealth, industrial revolution, recent problems,
338. The Middle East I: The Medieval Period. (3:3:0) (m) Montgomery
The Middle East from Mohammed to the taking of Constantinople by
the Turks in 1453.
339. The Middle East II: The Modern Period. (3:3:0) (m) Montgomery
The Middle East from Ottoman hegemony in the Balkans to the rise of
nations in the mid-twentieth century.
340. Premodem Asia. (3:3:0) Home Study also. (G-SS m) Britsch
Beginning of the traditional civilizations of China, India, and Japan,
and their development until the coming of the West.
341. Modern Asia. (3:3:0) (G-SS m) Britsch
Impact of the West on Asian societies, with emphasis on change of
tradition, imperiaUsm, nationalism, communism in China, Japan, and
342. Korea. (3:3:0) (G-SS m) Palmer
Survey of the history of Korea, including its political, religious, and
cultural development from antiquity to the present.
343. Formative Period of Chinese Civilization. (3:3:0) (G-SS m) Hyer
Development of China to recent times, with emphasis on social and
344. Modern China. (3:3:0) Home Study also. (G-SS m) Hyer
Development of China in the twentieth century, including the fall of
the Manchu Dynasty and rise of the Chinese Communists.
345. Formative Period of Japanese Civilization. (3:3:0) (G-SS m) Britsch
Development of Japan to 1868, with emphasis on social, religious, and