PSU Magazine Fall 1988

"We feel very fortunate," Koehn said, "to have a person with Dean Anderson's background and experience and who is so committed to Portland State and the Foun– dation. The fact that he is volunteering his time certainly indicates the level of that commitment." Koehn indicated that Foundation direc– tors and Anderson are worlcing to revamp the overall organization of the foundation and to strengthen its fundraising efforts. He said the board has carefully reviewed the entire Attorney General's report which, he said, "contains many points which are very helpful." The foundation will meet the Attorney General's September 30 deadline to com– plete its response. "We are confident," he said , " that we will resolve these immediate problems because we will have the continued help and support of the University's alumni and constituents." State Board appointments The State Senate has approved three new appointments named by Gov. Neil Goldschmidt to the Oregon State Board of Higher Education. Appointed to four-year terms were Rob Miller, Salem, and Bob Bailey, The Dalles. Gary Johnston, a stu– dent at the Oregon Institute of Technology, was appointed to a two-year term as one of two student represen– tatives. The new board members took of– fice July 1, 1988. Miller, 43, is owner of Mt. Jefferson Farms and resigned from the state Economic Development Commission to assume this new post. Bailey, 46, was on the Oregon Educational Coordinating Commission from 1983 to 1987 and also served on The Dalles School District 12 board . He is co-owner of Orchard View Farms. Johnston, 21, is a software engineering student and president of the student body at OIT. They replace board members Janet Nelson , James Petersen and Michael Hermens. PSU 22 Computer Art (Continued from page 10) directly from the screen, and then some, herself included, who print out their work on a color slide with the use of an elec– tronic camera. Barclay, a visual artist for 18 years, has been creating computer art fo r the last year and a half and she is seeing an en– thusiastic response from the art-buying community. What are people depicting in their com– puter art? From these pages you can see Young is creating realistic scenes, but she also has created some vibrant abstracts. "Most of my work evolves from images I see when people verbalize concepts like time, gravity, work, birth , death , and dates." Like many artists, Young has discovered the computer's capability with digital photography. Photos can be recorded into the computer and rearranged at the artist's whimsy. With all this hardware at Young's fingers she feels a little guilty that she can only troop in her design and art education classes, "knock their socks off," as she puts it, and troop them back out again. Limited lab time can be set up, but with only one computer the art de– partment has a ways to go before it can meet student demand. Robert Kasal, chair of the art depart– ment , sees the usefulness for these com– puter systems and has been pushing for the hardware for several years. If the machines ever come (Young insists they must) , Kasal doesn't want computer study to be an end in itself. "We will incor– porate computers where they are useful and where the interest lies," he says. " It is really just a tool , an extremely useful one for our regular students." And students are learning this very ear– ly. Young gives workshops to grade school children who are al ready very familiar with computers. She is par– ticularly fond of recalling a hands-on computer art lesson she was giving to second and third graders at the Metro– politan Learning Center. " I had prepared a 15-minute talk , and three or four minutes into it I turned from the terminal and they were fanned out around the room at their own ter– minals." The children had already caught on and were excited to start. Young's point is that, from grade school through high school, these lcids will become used to creating on a computer. It will become a natural tool for them along with formal art training. "I still paint," says Young. "The com– puter hasn't replaced anything; it added on. That's the exciting part." 0 Challenge Program (Continued from page 11) "One of the reasons the Challenge Pro– gram was started ," says Tosi , "was be– cause some parents and administrators wanted an option to the advance place– ment examination. Instead of everything riding on one exam, students would be able to take an actual college level course." When Caroline R . Defrang took cal– culus at Tigard High School it opened up her schedule for other classes at Oregon State University. The micro biology and pre-med senior has not taken math since and was glad "to get it out of the way." Her Tigard High School instructor, Paul Peck, finds many of his students do not go on in math related fields and take the class to fulfill college science credit. But that's OK with him. The kids in his class want to be there and are motivated to do well. According to Tosi , surveys of former Challenge students reveal that the students do not take the program to graduate in fewer than four years. "These students are not interested in that ," says Tosi . "More students say that it actually gives them time to take some courses that they might not have ordinarily taken, finishing in four years and sometimes more." Challenge courses, when compared to most high school courses, explore a sub– ject more thoroughly, take more time, and require more work. Accord ing to Pamela Dupasquier, "it's worth it." For more information about the Challenge Program call Karen Tosi at 464-3430. 0