Oregon Health & Science University
Dates
- Usage: 2001-
- Usage: 1981-present
Biography
Oregon Health & Science University (OHSU) traces its origins to the late 19th century, beginning with the establishment of the University of Oregon Medical Department in 1887 in Portland. This development built on earlier medical education efforts in the region, including the Willamette University School of Medicine founded in 1867 and later moved to Portland. In 1913, the University of Oregon and Willamette University consolidated their medical programs, forming the University of Oregon Medical School. Four years later, in 1919, the school relocated to its long‑term home on Marquam Hill after receiving significant land donations from the Oregon‑Washington Railroad and Navigation Company and the family of C. S. “Sam” Jackson.
Throughout the 20th century, the institution expanded its academic and clinical functions. The campus grew to include facilities for dentistry, nursing, and public health, as well as important affiliated hospitals and research institutes. Key developments included the opening of Multnomah County Hospital on the Marquam Hill campus in 1923 and the consolidation of statewide health programs under the university’s oversight. This period also saw increased emphasis on biomedical research and the creation of specialized centers focused on pediatrics, rehabilitation, and advanced scientific study.
In 1974, the institution became an independent public entity known as the University of Oregon Health Sciences Center, bringing its various schools and clinical units under one administrative structure. It was renamed Oregon Health Sciences University in 1981, reflecting its expanding research and education missions. A major milestone came in 2001 when OHSU merged with the Oregon Graduate Institute of Science and Technology, adopting its current name and further broadening its scientific and technological capabilities. Today, OHSU operates as a comprehensive public research university integrating health sciences education, clinical care, and biomedical research across multiple campuses in Oregon.
Found in 55 Collections and/or Records:
All-Hill Student Council collection
This collection began from a scrapbook created by the All-Hill Student Council (also known as the Student Council) representatives of 1988-1989. Additional All-Hill records have been added.
Nancy Biehn nursing collection
Nancy Biehn graduated from the University of Oregon School of Nursing in 1960. This collection which dates from 1957 to 1960, consists of nursing garb, certificates, photographs, correspondence, and programs concerning her commencement and immediate post graduate life.
Biomedical Information Communication Center (BICC) records
The Biomedical Information Communication Center (BICC) at OHSU was completed and opened in 1991. The goal of this building was to bring together all of OHSU's information or communication services. Spanning from 1981 to 2016, the collection consists of materials on the planning, promotion, construction, and the opening of the building, along with the move into it. Materials also document the information and technology programs available at OHSU at the time.
Child Study Clinic records
The materials in this collection originated with the Child Growth Study completed by principal investigator Bhim Sen Savara, M.S., D.M.D., et. al, during the period of 1949-1986.
Reid "Sam" Connell papers
Dr. Reid "Sam" Connell is a graduate of Oregon State University and the University of Oregon Medical School, with a master’s in anatomy and a doctorate in medicine. As an instructor at OHSU, he taught anatomy, embryology, histology, and neurology as well as overseeing the allied health programs after his retirement. His research focused primarily on enabling those with broken spinal cords to regain function of limbs below the break.
Ralph S. Crawshaw papers
Dermatology lantern slide collection
The Dermatology lantern slide collection includes over 2,000 glass slides from around 1945 to 1969, that were likely used in teaching various dermatology courses. The slides include photographs of an entire person, an affected area, a histological image, or a drawing. There are also many slides containing educational text, charts, and diagrams of lecture materials.