Portland, OR, United States

University of Portland

Portland, OR, United States

The University of Portland is a private Roman Catholic university located in Portland, Oregon, United States. It is affiliated with the Congregation of Holy Cross, which also founded UP's sister school the University of Notre Dame. Founded in 1901, UP has a student body of about 4,000 students. UP is ranked 8th in the west for Regional Universities by U.S. News and World Report.The campus is located in the University Park neighborhood near St. Johns, on a bluff overlooking the Willamette River. With a college of arts and science; a graduate school; and schools of business, education, engineering, and nursing, it is the only comprehensive Catholic University in Oregon. It is the largest corporation in North Portland and has an annual economic impact on Portland of some $170 million. More than 13,000 alumni live in the Portland metropolitan area. Wikipedia.

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News Article | April 17, 2017
Site: www.prweb.com

LearnHowToBecome.org, a leading resource provider for higher education and career information, has released its list of Oregon’s best colleges and universities for 2017. Of the 22 four-year schools that made the list, Willamette University, Linfield College, University of Portland, Pacific University and Lewis & Clark College scored highest. Of the 16 two-year schools that were also included, Southwestern Oregon Community College, Clackamas Community College, Columbia Gorge Community College, Chemeketa Community College and Mt. Hood Community College were the top five schools. A full list of the 38 schools is included below. “The job market in Oregon is rallying, with unemployment recently dropping to a record low,” said Wes Ricketts, senior vice president of LearnHowToBecome.org. “The schools on our list have proven they provide the education and employment resources that translate into measurable student success after graduation.” To be included on Oregon’s “Best Colleges” list, schools must be regionally accredited, not-for-profit institutions. Each college is also scored on additional metrics such as career and academic resources, annual alumni earnings 10 years after entering college, financial aid opportunities, student/teacher ratios, and graduation rates. Complete details on each college, their individual scores and the data and methodology used to determine the LearnHowToBecome.org “Best Colleges in Oregon” list, visit: The Best Four-Year Colleges in Oregon for 2017 include: Concordia University-Portland Corban University Eastern Oregon University George Fox University Lewis & Clark College Linfield College-McMinnville Campus Marylhurst University Multnomah University Northwest Christian University Oregon Health & Science University Oregon Institute of Technology Oregon State University Pacific Northwest College of Art Pacific University Portland State University Reed College Southern Oregon University University of Oregon University of Portland Warner Pacific College Western Oregon University Willamette University Best Two-Year Colleges in Oregon for 2017 include: Blue Mountain Community College Central Oregon Community College Chemeketa Community College Clackamas Community College Clatsop Community College Columbia Gorge Community College Klamath Community College Lane Community College Linn-Benton Community College Mt Hood Community College Portland Community College Rogue Community College Southwestern Oregon Community College Tillamook Bay Community College Treasure Valley Community College Umpqua Community College About Us: LearnHowtoBecome.org was founded in 2013 to provide data and expert driven information about employment opportunities and the education needed to land the perfect career. Our materials cover a wide range of professions, industries and degree programs, and are designed for people who want to choose, change or advance their careers. We also provide helpful resources and guides that address social issues, financial aid and other special interest in higher education. Information from LearnHowtoBecome.org has proudly been featured by more than 700 educational institutions.

News Article | May 11, 2017
Site: www.businesswire.com

PORTLAND, Ore.--(BUSINESS WIRE)--The Standard Charitable Foundation, Standard Insurance Company’s charitable foundation, today announced four grants totaling $55,000 to nonprofits in Portland, Oregon; Cincinnati, Ohio; and Washington, D.C. The recipients are: Financial Beginnings, Freestore Foodbank, Young Entrepreneurs Business Week and MBA Opens Doors Foundation. “The Standard is proud to invest in these four organizations who embody our values and provide access to basic needs and services for families,” said Greg Ness, president of The Standard Charitable Foundation and chairman, president and CEO of The Standard. “These grants will help individuals and families facing significant challenges enhance their self-sufficiency, education and employment opportunities.” Financial Beginnings: $20,000 was awarded to Financial Beginnings, a Portland, Oregon nonprofit that empowers youth and adults and provides educational programs on personal finance in order to take control of their financial future and realize their dreams. Freestore Foodbank: $15,000 was awarded to the Freestore Foodbank in Cincinnati, Ohio, to provide food and services, create stability and further self-reliance for people in crisis with the ultimate goal of ending hunger. Its partners serve more than 23 million meals annually to 290,000 throughout Ohio, Kentucky and Indiana. MBA Opens Doors Foundation: $15,000 was awarded to the MBA Opens Doors Foundation, established by the Mortgage Bankers Association in Washington, D.C., to support families with critically ill or injured children through grants to help cover mortgage or rent payments. Young Entrepreneurs Business Week: $5,000 was awarded to the Young Entrepreneurs Business Week to inspire the next generation of business leaders. It provides leadership and financial literacy programs for high school students that are held each summer at the University of Portland, University of Oregon and Oregon State University. The Standard Charitable Foundation’s giving is separate from the corporate giving of The Standard. Since 2007, The Standard Charitable Foundation, The Standard and its employees and retirees have contributed more than $25 million in grants and social investments. To learn more about The Standard Charitable Foundation, please visit www.standard.com/foundation. The Standard Charitable Foundation is the charitable foundation of The Standard. Founded in 2006, the foundation’s mission is to make a positive difference in communities by supporting community development, education, disability and health organizations. While the foundation has a broad goal of making a positive difference in communities, it places special emphasis on helping individuals and families who have experienced a loss or setback such as a major disability or the loss of a loved one. Since 2007, The Standard, its employees and retirees and The Standard Charitable Foundation have contributed more than $25 million in grants and social investments. The Standard is a leading provider of financial products and services, including group and individual disability insurance, group life and accidental death and dismemberment insurance, group dental and vision insurance, absence management services, retirement plans products and services and individual annuities. For more information about The Standard, visit www.standard.com. The Standard is the marketing name for StanCorp Financial Group, Inc., and its subsidiaries: Standard Insurance Company, The Standard Life Insurance Company of New York, Standard Retirement Services, Inc., StanCorp Mortgage Investors, Inc., StanCorp Investment Advisers, Inc., StanCorp Real Estate, LLC, and StanCorp Equities, Inc.

Schlosshauer M.,University of Portland | Fine A.,University of Washington
Physical Review Letters | Year: 2012

Pusey, Barrett, and Rudolph introduce a new no-go theorem for hidden-variables models of quantum theory. We make precise the class of models targeted and construct equivalent models that evade the theorem. The theorem requires assumptions for models of composite systems, which we examine, determining compactness as the weakest assumption needed. On that basis, we demonstrate results of the Bell-Kochen-Specker theorem. Given compactness and the relevant class of models, the theorem can be seen as showing that some measurements on composite systems must have built-in inefficiencies, complicating its testing. © 2012 American Physical Society.

Schlosshauer M.,University of Portland
Physical Review A - Atomic, Molecular, and Optical Physics | Year: 2014

We investigate the disturbance of the state of a quantum system in a protective measurement for finite measurement times and different choices of the time-dependent system-apparatus coupling function. The ability to minimize this state disturbance is essential to protective measurement. We show that for a coupling strength that remains constant during the measurement interaction of duration T, the state disturbance scales as T-2, while a simple smoothing of the coupling function significantly improves the scaling behavior to T-6. We also prove that the shift of the apparatus pointer in the course of a protective measurement is independent of the particular time dependence of the coupling function, suggesting that the guiding principle for choosing the coupling function should be the minimization of the state disturbance. Our results illuminate the dynamics of protective measurement under realistic circumstances and may aid in the experimental realization of such measurements. © 2014 American Physical Society.

Kuhn M.R.,University of Portland
Mechanics of Materials | Year: 2010

The paper addresses the underlying source of two forms of induced anisotropy in granular materials: contact orientation anisotropy and contact force anisotropy. A rational, mathematical structure is reviewed for the manner in which fabric anisotropy emerges and evolves during loading. Fabric is expressed as an orientation density, and transport phenomena such as convection, contact generation, and diffusion control the rate of fabric evolution during loading. The paper proposes specific measurable forms for all terms, based upon the micro-mechanics of particle interactions. Discrete element (DEM) simulations are used to verify and quantify these terms, so that the theory can be applied to general loading conditions. The DEM simulations are of densely packed durable spheres, and the emphasis is on soil behavior at large strains, specifically on fabric and strength at the critical state. Once the theory has been developed and quantified, it is applied to predict the effect of the intermediate principal stress on strength. © 2010 Elsevier Ltd. All rights reserved.

Feeny D.,University of Portland
Journal of Clinical Epidemiology | Year: 2013

Objectives: The health care system systematically collects data on risk factors, processes of care, and the amount and type of services provided; in short, it mainly measures inputs. The system only sporadically collects data on the health status and health-related quality of life (HRQL) of those served. What does the system actually produce? It produces quality-adjusted survival; yet, there is little systematic effort to collect such outcome-output data. Study Design and Setting: Systematic routine use of HRQL instruments to assess the health of all patients is one step toward filling this void. Results: Assessing the HRQL on all patients provides the information needed to create a report card on the system. Furthermore, the routine use in the context of chronic care management has the potential to improve patient-clinician communication, provider and patient satisfaction, shared decision making, and health outcomes. Conclusion: Over five decades of methodological development have provided a rich array of HRQL instruments. A plethora of technologies facilitate the collection, transmission, and storing of information. What is needed is training to assist patients and providers in the meaning and use of such information and the will to use it to improve performance, accountability, and patient care. Administrative support is also necessary. © 2013 Published by Elsevier Inc.

Agency: NSF | Branch: Standard Grant | Program: | Phase: Jobs Council | Award Amount: 446.31K | Year: 2013

This project is being supported under a special funding focus for STEP, Graduate 10K+, an activity of the National Science Foundation, supported in part by donations from the Intel Foundation and the GE Foundation, to stimulate comprehensive action at universities and colleges to help increase the annual number of new B.S. graduates in engineering and computer science by 10,000 over the next decade. In particular, this project team is focusing on first-time, first-year college students who are not calculus ready, and first-time sophomore students who are missing up to two courses necessary to be classified as part of their class-level cohort. Students with these characteristics are at risk of leaving their engineering and computer science courses of study, even though they may be in good academic standing. The intellectual merit of the project lies in its coordinated adaptation of a set of best practices: 1) dedicated counseling throughout the academic year regarding attaining and keeping cohort status, 2) an academic Summer Bridge program for non-calculus ready first-year students, and 3) ongoing retention tracking for various sub-populations within the institution. A dedicated STEP counselor is coordinating weekly individual and group program meetings designed to guide students throughout the academic year, to advise on key summer course selections, if needed to regain cohort status, and to use available tutoring and workshop services to avoid withdrawals. The projects broader impacts are being realized through the framing of the project as a research study to investigate the connection between maintaining class-level cohort status and retention, and leveraging professional opportunities at national and regional conferences to draw attention to the broader set of efforts at boosting retention in STEM and build a community of practitioners.

Agency: NSF | Branch: Continuing grant | Program: | Phase: EARTHSCOPE-SCIENCE UTILIZATION | Award Amount: 116.10K | Year: 2013

The same geological forces that form the spectacular beaches and headlands of the Pacific Northwest also threaten our lives and infrastructure with earthquakes and tsunamis. This project, known as the Cascadia EarthScope, Earthquake, and Tsunami Education Program (CEETEP), helps to mitigate the effects of these potential disasters through collaboration building and professional development for K-12 teachers, park and museum interpreters, and emergency management outreach professionals in communities along the Oregon and Washington coast.

The March 11, 2011 great earthquake and tsunami that devastated Japan has heightened public concern about similar geologic hazards in our own country. As part of a nationwide effort, the NSF EarthScope Program has been deploying hundreds of seismic, GPS, and other geophysical instruments to measure movement of the Earths crust and detect earthquakes along the Cascadia Subduction Zone. These instruments provide detail for ongoing research showing that coastal regions are storing energy that will be released in the next great Cascadia earthquake, with the resulting tsunami arriving onshore in 30 minutes or less. NSF and other organizations have compiled a list of Earth Science Literacy Principles that the educated public should know and appreciate (http://www.earthscienceliteracy.org). CEETEP, by drawing on EarthScope observations and results, especially helps to convey three of these concepts to students and the public: Earth scientists use repeatable observations and testable ideas to understand and explain our planet; Earth is continuously changing; and Natural hazards pose risks to humans.

Tens of thousands of Oregon and Washington residents live within severe earthquake-shaking and tsunami-inundation zones, and millions of tourists visit state and federal parks in these same areas each year. Teachers in the K-12 school systems convey some basics about geological hazards to their students, and park rangers and museum educators likewise engage visitors at their sites. Both of these groups also at times work with emergency managers. CEETEP is strengthening these efforts by providing community-based workshops that bring together all of these professionals to review the basic science of earthquakes and tsunamis, learn about EarthScope and other research efforts that monitor the dynamic Earth in the region, and develop ways to collectively engage students and the general public on the mitigation of coastal geologic hazards.

The CEETEP effort involves geoscience educators from Oregon State University, Central Washington University, and the University of Portland. From 2013 to 2015, approximately eight workshops are being conducted in coastal communities of Oregon and Washington. Participating K-12 teachers and park interpreters are learning about ongoing research on Cascadia plate tectonics, earthquakes and tsunamis, and about how EarthScope is advancing frontiers of knowledge about geologic hazards in the region. Emergency management outreach leaders are also training the participants on emergency preparedness actions. Master teachers offer pedagogical guidance and ideas about assessment and interaction, while experienced interpreters discuss how to reach a variety of audiences in settings outside the classroom. This exchange of pedagogies among educators facilitates their collaboration and helps them communicate common messages about the science and mitigation of Cascadia geohazards. In follow-up share-a-thons, the teachers and interpreters showcase how they have crafted their new knowledge into Earth science and emergency preparedness learning experiences for K-12 students and visitors to parks and museums. This EarthScope educational program is critical to promoting a culture of geohazard awareness so America can prepare for and mitigate the effects of the next great Cascadia earthquake and tsunami, as well as smaller earthquakes and tsunami from distant sources.

Agency: NSF | Branch: Continuing grant | Program: | Phase: SOCIAL PSYCHOLOGY | Award Amount: 193.16K | Year: 2015

This CAREER grant explores the basic biological phenomena that underlie displays of the psychological states of elevation and altruism. Elevation refers to the emotional response experienced after witnessing acts of great virtue or moral beauty. When people witness these acts, they too can be uplifted and inspired to improve their own character and perform altruistic acts. The research is particularly novel in that it incorporates a multi-method and cross-sectional approach by including measurements of elevation, altruistic behavior, oxytocin secretion, autonomic regulation of the heart, and genetic and epigenetic profiles of the oxytocin receptor. The investigator will investigate how elevation and altruism are mediated by individual differences in the neuropeptide system of oxytocin. The 5-year CAREER project focuses on understanding how naturally-occurring variations in oxytocin influence the experience and expression of elevation and altruism in young children, young adults, and older adults. The series of experiments will reveal the biological processes underlying the brain-body coordination of elevation and subsequent altruism as well as how these profiles compare and contrast across the lifespan.

The research project enhances the investigators educational goals including teaching and encouraging scientific inquiry and prosocial behavior in community groups ranging from children to the elderly. An integral component of this plan involves the formation of a partnership with the College Assistance Migrant Program (CAMP) and the Cross-Cultural Mentorship Program at the Oregon State University (OSU) in order to introduce underrepresented and first-generation college students to a variety of scientific research opportunities on campus. Another educational endeavor includes the investigators involvement in the NSF-funded Integrative Graduate Education and Research Traineeship (IGERT) program, which is designed to facilitate and encourage diversity in students who wish to pursue a career in health psychology research on the topic of healthy aging.

Agency: NSF | Branch: Standard Grant | Program: | Phase: ROBERT NOYCE SCHOLARSHIP PGM | Award Amount: 1.20M | Year: 2013

The Noyce Scholars and Interns Program at the University of Portland is a comprehensive partnership between the Universitys College of Arts and Sciences, the Shiley School of Engineering, the School of Education, the Moreau Center for Service and Leadership, Saturday Academy, and Portland Public Schools. The program is increasing the number of highly-trained K-12 STEM teachers graduating from the MAT program at the University who teach in high-needs schools. Noyce Interns are working as teaching assistants in Saturday Academy classes for students in grades 2-12. Noyce Scholars are STEM majors, at least 25% of whom are mathematics, engineering, and computer science majors, and career-changing STEM professionals who are being trained to be reflective teachers dedicated to social justice through education. Noyce Scholars are serving two years as teachers in high-needs schools for each year of scholarship. The project has 8 MAT scholars, 16 Noyce scholars and also supports 24 summer interns. Through assessment, the program is helping STEM and Education faculty determine effective strategies and practices for recruiting and supporting STEM majors and STEM professionals who work to become K-12 teachers. The principal investigator (PI) and Co-PIs are presenting the development and implementation of the program, as well as lessons learned, at national and regional STEM and STEM education conferences in order to help peer institutions set up similar programs. The project is addressing a critical need for highly-trained STEM educators in the Portland Public School system, strengthening ties between divisions of the University of Portland and Portland Public Schools, and bolstering the STEM teaching community in the Pacific Northwest.

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