3-D PROGRAM
Dr. Seuss and Mother Goose
aren’t the only important charac
ters in a child’s life. Children learn
from their peers and other impor
tant adult figures, these people
along with other social and educa
tional factors will shape many of
their attitudes and belief systems
that they will later adhere to.
The 3-D Program offers children
(especially ethnic children) the
chance to experience each other in
play, social interaction, and educa
tion. The three dimensions refer
to: cultural awareness, recrea
tional activities and educational
development. Through the contact
they gain with other kids they learn
to express themselves as individu
als in a positive and stimulating en
vironment — devoid of the racial,
sexual, and competitive
stereotypes in society.
The program originated in 1975
when a group of students from the
Black Student Union organized the
seif-development program. Re
cently the program has expanded
to include several ethnic centers
(Native American, Asian
American, Black and Hispanic). It
was one of the first programs of its
type in the area, and has since been
highly successful in promoting cul
tural awareness through its ac
tivities. It was developed primarily
to give the children a sense of
community and to expose them to
the kids of different ethnic groups
who shared their world. This cul
tural “fruitcake” is turning out to
be a favorite recipe for many of the
children in it as well as their par
ents. It helps them to understand
that “everybody is a star” and that
each person is precious and unique
no matter what color shines
through their skin.
The program is nice for parents
who need some time away from
their child to get themselves to
gether. It is important not to sub
stitute quality for quantity of time
spent with their child.
The program encourages par
ents of really young children to stay
and care for them. There aren’t
enough teachers to devote the time
and energy needed to care for very
small children who need constant
attention.
The activities are usually held in
various community centers where
the kids don’t have to be too closely
supervised. They occur on Satur
day afternoons, and are planned in
advance around a general theme.
One afternoon will usually lend it
self to several activities that con
centrate on a particular culture. At
the end of the day the child will
have gained a new insight into that
culture through learning a dance,
singing a song, helping to prepare
the cultural food, or creating some
artform that is relative to that cul
ture.
One really fine aspect of the
whole program is the opportunity
the kids receive to relate to adults
of different ethnic groups. Since
there is no play for power, and the
bask drive is to share — the kids
learn that adults can be trusted as
friends. The whole experience is
one of enlightenment and enjoy
ment. If you are interested in help
ing to plan the sessions, or are wil
ling to share your experience with
culture, bring your ideas along to
the program, they are always wel
come. Help these kids develop
without the prejudice and fear so
widely known in our society. You
know, Mother Goose tales can’t
tell it all!
SURVIVAL CENTER
The ASUO SURVIVAL
CENTER is the student environ
mental action center on campus.
The center was born from the first
Earth Day in 1970. Since then, it
has grown steadily into one of the
most popular programs in the
ASUO. A large number of students
at the U of O are concerned about
the quality of the environment. The
Survival Center, which is action
oriented, provides the means for
them to participate in research,
education and project involvement
on environmental issues. The ef
forts of its participants have
created a high degree of respect for
the Survival Center around the
state.
We in the Center care about our
lives and where we live, and we are
trying to do something about it! We
enjoy a friendly work atmosphere
SEARCH
Somewhere inside of you, don’!
you hear a distant voice which asks
for an educational experience
which goes beyond the confining
wails of graduation requirements,
yet at the same time provides
enough biend of quality and know
ledge to satisfy your basic concepts
of what it means to be really edu
cated? If you have been hearing
such a voice, the next logical step
seems to be for you to learn more
about the SEARCH Program of
Alternative Education here at the
University of Oregon.
SEARCH, Student Exploratory
Action Regarding Curricular
Heterdoxy, had its conception in
the midst of student unrest which
permeated institutions of higher
learning thoughout the country in
1966. It had its entry into the world
of scholarly accreditation with two
courses being taught in the Winter
of 1967. The growth of this alterna
tive to stifling middle-of-the-raod
educative practices has been swift
and steady.
SEARCH is a student-funded,
student-operated program which
allows students, community resi
dents and faculty to teach an
accredited class here at the Univer
sity. One needs only to demon
strate some level of expertise and
experience in the subject matter to
facilitate a SEARCH class. No de
grees are required save for the de
gree which Human Experience
grants.
SEARCH has served the wants
and needs of nearly 40,000 stu
dents by offering hundreds of clas
ses dealing with subject matter
ranging from “The Art And Cul
ture Of The American Indian" to
“Kundalini Yoga." Course offer
ings through SEARCH are always
changing and tend to reflect the
varied interests and moods of the
students today.
Because these courses are Uni
versity accredited and can be
counted toward fulfilling elective
requirements necessary for gradu
ation, one registers for a SEARCH
class the same way one would regis
ter for any other regularly
scheduled University class; that is,
at the sign-up table of the sponsor
ing department in Mac Arthur
Court during regular registration
hours. Each SEARCH class gener
ally carries one to three units of
elective credit, varying between
lower and upper division credit,
depending on the course number
indicated in the SEARCH
brochure of available courses.
SEARCH classes are generally
small and informal and promote an
atmosphere conducive to a free ex
change of ideas resulting in more
effective learning. If you become
inspired to share your skills, tal
ent, or special interest, come to the
SEARCH office in Suite 1 of the
new addition of the EMU, and we
will show you how to initiate a
SEARCH class!
and fed that social relations are
paramount to a holistic environ
mental movement. In this light, the
environmental projects initiated
on campus, in the community and
with government agencies are
more fulfilling.
Now that you probably have an
idea of the Survival Center’s
philosophy and purpose, let’s see
what goes on. We are working to
gether so that your favorite forest
trail won’t be part of the next
dear cut; bicycling will be safer
and more fun with a greater
number of bike paths; recycling
will be made easier and more effec
tive so we don’t senselessly waste
the earth’s precious resources;
those majestic whales, as well as
other endangered species, will not
be treated so ruthlessly; the utiliza
tion of our sources of energy will
not needlessly pose risks to human
lives in generations to come; land
use planning will allow our state to
retain its unique natural qualities
instead of becoming one more
freeway offramp; and we are mak
ing sure several other environmen
tal concerns aren’t ignored.
If you share these concerns, the
Survival Center would like very
much to get in touch with you!
Many levels of involvement are
possible and we encourage partici
pation at any level. Just picking up
information we have available on
the issues or volunteering a little bit
of your time are good ways to be
come involved.
Credit can be earned in several
ways through the Center, one of
the most informative being enroll
ment in one of our university clas
ses offered through the SEARCH
program. We also arrange credit
for project work in our position
by-credit program with several
university departments.
The Survival Center cares about
the quality of life. If these pursuits
interest you, we hope you will drop
in and visit us in Suite I of the
EMU, or call us at 686-4356.
DEPARTMENT
OF ATHLETICS
Expansion in the varsity athletic
program of the University of
Oregon has been greater in the past
few years as a result of the de
velopment of an extensive women’s
program.
The coeducational aspects of this
swiftly-growing phase of intercol
legiate athletics is best reflected in
combined events held for men and
women in areas such as basketball,
swimming, gymnastics and track.
The first coeducational track meet
in Pac-8 Conference history
was scheduled to be held between
Oregon and Washington’s men’s
and women’s teams during the
spring of 1977.
The long-established men’s
programs have earned special dis
tinction in most sports nationally.
Consistent success, earning na
tional recognition, has come over
the years in track and field, where
the Ducks of Oregon regularly
have been contenders for national
honors. The interest in track at the
University of Oregon and The
University’s unmatched facility,
Hayward Field, have resulted in
numerous national and regional
meets being held there. Most re
cent major event was the 1976 U.S.
Olympic Track and Field Trials.
National attention upon
Eugene and the University also
was generated by the national
championships of the United States
Wrestling Federation in April,
1977. Future national champion
ship events which will further rein
force Oregon’s reputation as an
athletic center will be the track,
gymnastics and golf NCAA finals
to be held in Eugene the spring of
1978.
Athletic complex of the Univer
sity is concentrated at the southeast
section of the campus, where
McArthur Court, Hayward Field,
Howe Field, Gerlinger Annex,
Leighton Pool and the tennis and
handball courts and workout gyms
are located. The other major facil
ity, Autzen Stadium, is a mile
north of campus.
All undergraduate students are
eligible to try out for the various
varsity squads. Although assign
ment to varsity rosters — espe
cially in football and basketball —
most often goes to those recruited
student-athletes on scholarship,
every roster also includes the
‘’walk-on” who qualifies on the
basis of pre-season tryout.
Gate receipts from football,
basketball and track make those
sports self-sufficient and also
produce revenues for partial
financing of the remainder of the
men’s program. However, in
creases in costs in recent years have
forced men’s programs in wrestl
ing, baseball, golf, tennis, cross
country, gymnastics and swim
ming to conduct independent
fund-raising campaigns.
Strong involvement in athletics
by other extracurricular prog
rams comes primarily from the
marching and pep bands and the
rally squads.
WOMEN’S INTERCOLLEGIATE ATHLETICS
Jom the revelry: Frolic with the
rivalry! If you’re a sport and
you’re a woman, then hear this...
The Women’s Intercollegiate
Athletic program at the Universiy
of Oregon is no monkey hustle. It
has proven to be an example of ex
cellence for other northwest
schools to follow. The program of
fered under the direction of qual
ified professionals provides oppor
45
experience.” The focus remains on
the individual participant in her
primary role as a college student.
Consistent with this philosophy,
the WIA administration supports
the position that all coaching per
sonnel should be professional phys
ical educators and that students
should be given leadership roles in
the organization and management
of the program.
(unities for skilled women athletes
to participate in local, state, regi
ional and national competition.
The prime objective of WIA is to
provide an opportunity for the skil
led woman athlete to achieve max
imal growth in competition as a
part of, and consistent with, her
total educational experience. The
motto is “A quality competitive
program... a sound educational
4
Currently there are ten competi
tive sports for women: cross coun
try, Held hockey, volleyball, bas
ketball, gymnastics, swimming
and diving, golf, softball, tennis,
and track and field. The U of O
belongs to both the Northwest Col
lege Women’s Sports Association
(NCWSA) and the Association for
Intercollegiate Athletics for
Women (AIAW). All of our teams
have sufficient competition
scheduled prior regional champ
ionships.
To participate in WIA, a student
must be a full-time undergraduate
enrolled in a minimum of 12 credits
and have amateur status. A stu
dent has four years of eligibility
and may compete on only one team
per season. Selection of team
members is based on athletic abil
ity, but anyone can try out.
The WIA program provides a
variety of services which support
all athletes. There is an expansive
athletic medicine program which
enables all athletes to receive excel
lent care. Of special note is the pro
fessional preparation program de
ing students are required to pro
vide evidence of current medical
examination. Returning students
are given medical screening ex
aminations. Adequate insurance
coverage is provided for all ath
letes.
The University of Oregon has
recently approved the allocation of
a limited amount of hinds for the
awarding of financial aid to women
athletes. The grants will be
awarded to students who have
demonstrated outstanding athletic
ability. Inquiries about athletic
scholarships should be directed to
the specific coach.
If being in torch with your body
and competition appeal to you —
then GO AHEAD, be a SPORT,
GET INVOLVED. It will be an ex
perience you won’t regret. The
feeling of accomplishment, the new
friends, and the traveling oppor
tunities make the hard work all
worthwhile.