Agnes Scott College Catalog 1988-1989

Catalog

1988-1989

AGNES
SCOTT

Catalog

19884989

Agnes Scott College does not dis-
criminate on the basis of race , col-
or, creed, national or ethnic ori-
gin, or handicap in the
recruitment and admission of stu-
dents. This nondiscriminatory poli-
cy also applies to all
the rights, privileges,
programs and activities
generally accorded or
made available to students
at the College, and to the
administration of education-
al policies, scholarship and
loan programs , student employ
ment, and other college-
administered programs.

The greatest care and attention
to detail is given to the prepara-
tion of the program of the College
and eDer> ej^ort is made to insure
the accuracy of its presentation in
this catalog, but the College re-
serves the right in its discretion to
make at any time changes affecting
the policies, fees, curricula, or oth-
er matters required to carry out
the objectives and purposes of the
College.

TABLE OF CONTENTS I

Agnes Scott's Role 1

Keeping the Promise 2 ,

A Proud Heritage 4

An Agnes Scott Education 6 i

Life at Agnes Scott College 8

On the Threshold of Our Second Century 12 |

Admission and Financial Aid 14

Outside the Classroom 21

The Return to College Program 19

The Academic Program 23

Global Awareness 37 !

Couise Offerings 41

Tuition and Fees

Organization of the College 100 ]

Maps and Directions to the College 106

Index 108 '

1 Academic Calendar 109

In 1889 Agnes Scott was
founded with an uncompro-
mising commitment to a
"high standard of scholar-
ship" in a a setting conducive
to the Christian faith. This
year, Agnes Scott celebrates
a hundred years of educating

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neNES SCOTT'S ROLE

K his world is rapidly

J^m changing economically,
^m politically, sociological-
^m ly, and technologically.
^m Leaders of the future
i ^^ will need knowledge,
flexibility and competence in or-
der to adapt to these changes.
\X4iile adapting to change, our
leaders will also need to be faith-
ful to human values that have de-
veloped over centuries. Tomor-
row's leaders will have to know
where they are going - and where
they have come from. Through
its liberal arts education, Agnes
Scott College fulfills a responsi-
bility to each student as well as to
the future of our society and
world.

IN YOUR LIFE

Our special commitment is to women, like your-
self. Because you are considering a women's
college, you have already distinguished yourself
as someone who appreciates her potential. At
Agnes Scott, you will stretch your unique tal-
ents in a community that wants you to excel.
You will be encouraged to lead; and you will be
challenged by women role models who have a
sense of self as strong as the one you are develop-
ing. Through Agnes Scott College, you will ex-
plore the world and the life of the mind and you
will discover yourself - a woman with character;
a unique person, fully prepared to live her life
with competence and a sense of adventure.

"There is no one image of
the Agn.es Scott woman.
Perhaps the one thing that
distinguishes her is that she
is intellectually alive all
her life . "
President Ruth Schmidt

KEEPING THE PROMISE

ur purpose is a state-
ment of who we are. It
has remained constant
over the years as we
change and grow to
meet the changing
needs of each new generation of
Agnes Scott women.

How do we meet those needs?
Why is an Agnes Scott education
in demand in the most competi-
tive graduate schools in the
country; and why do our gradu-
ates excel as professionals and as
home and community builders?

Look to the purpose. Then
come here and live that purpose
with us.

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V^e exist /or that p^ocei% in
ViMok u;omen come, to self-
possession. We are a place
where women come into their
oum, where each becomes her
own person. Richard Parry,
Fuller E. Callaway Professor '
of Philosphy at Agnes Scott

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A Harry S. Truman Scholar j
from South Carolina, W. Bur- j
lette Carter '82 majored in !
English and political science '
at Agnes Scott and graduated {
from Harvard Law School in i
1985. She now practices with |
a firm on Wall Street.

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As a liberal arts college for undergraduate wom-
en, the College's purpose has been elaborated as:
to help the student gain a basic acquaintance
with each of three broad areas of knowledge - the
humanities, natural sciences and mathematics,
and social sciences - and competence in a partic-
ular phase of one area; to develop through such
study those qualities of mind - analytical, criti-
cal, and imaginative - which enable the student
to use the treasure of the past and modern con-
tributions to knowledge, to enrich her life and to
seek solutions to age-old and new problems; to
develop an appreciation for excellence and for
creative achievement in all fields; to encourage
the student to develop a spiritual commitment
and a set of values which give vitality, meaning,
and direction to her life; to foster a concern for
Kuman worth and needs, physical as well as in-
tellectual and spiritual; and to cultivate a sense
3f responsibility to her society, both within the
college community and beyond.

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A PROUD HERITAGE

In 1889, when Agnes Scott
was founded, the post-Civil
War South was struggling to
restructure and redefine it-
self. In this time of econo-
mic and social confusion, a
good education was a privilege
rather than an expectation.
Women were at a particular dis-
advantage because it was gener-
ally assumed that a woman's du-
ties could not be enhanced by
scholarship.

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In 1890, Colonel George
Washington Scott caught the
vision and gave $40,000 to
provide a home for the
school. This amount was the
largest sum donated to
education in Georgia up to
that time. To commemorate
his support and to honor
Colonel Scott's mother, the
board of trustees changed the
school's name to Agnes Scott
Institute.

HEMSTITCHING CLUB

A handful of Presbyterians saw beyond the up-
heaval of their world. Convinced that women of
the new South needed an education, our founders i
decided to make a grammar-school education ;
available to girls and young women in the area.
Under the direction of Frank Henry Gaines,
minister of the Decatur Presbyterian Church,
they opened the Decatur Seminary in September r
1889. In this rented house, 63 girls studied un-
der four teachers. Our founders' determination
to move ahead with a mere $5,000 in capital at-
tests to their faith. Today's campus of 20 build-
ings on 100 acres and Agnes Scott's assets of
over $100 million testify to the vision of these jl
early leaders and of those who followed. i

In the next four decades, Agnes Scott prob-
ably exceeded even the most ambitious dreams of '
its founders. Within ten years, Agnes Scott ',
earned accreditation as a secondary school. In j;
1906 it was chartered as Agnes Scott College, hi
year later, it was accredited by the Southern As- -
sociation of Colleges and Schools. This made j
Agnes Scott the first college or university to j'
earn accreditation in Georgia. We were well on ';
our way to becoming a college of distinction. In i
1920, the College earned the Association of ji

American Universities' approval; and, in 1926,
the United Chapters of Phi Beta Kappa granted
;a charter. Agnes Scott is also a charter member
of the American Association of University
Women and of the Southern University
Conference.

The special commitments of Agnes Scott, first
voiced in 1889, animate our campus today and
are confirmed in the lives of our graduates.

Ruth Schmidt is Agnes
Scott's fifth president. She
follows Frank Henry Gaines
(1889-1923), James Ross
McCain (1923-1951),
Wallace McPherson Alston
(1951-1973), Marvin Banks
Perry, Jr. (1973-1982)

Suzanne Feese '84 majored in
astronomy and physics as
well as economics at Agnes
Scott, then went on to earn
her law degree from Yale
University in 1987. She
works in the tax department
of a top Atlanta law firm.

Physical

[n Agnes Scott educa-
ition is as enduring as
lour Victorian
[Rebekah Scott Hall
land as modern as our
.obert W. Woodruff
jEducation Building
which opened in 1988. You will
work hard in the classroom com-
ing to grips with the perspectives
and innovations sought by to-
day's leaders in industry, govern-
ment, and health and human
services. In a spacious room in
your residence hall, you will read
the same timeless literature read
by your predecessors (perhaps in
the elegant comfort of antique
furniture against a backdrop of
Victorian print wallpaper). You
will learn what is most important
about the human condition while
living in surroundings that echo
values proclaimed by tradition.

"It used to be that to be an edu-
cated person in society, you
needed to knovu such things as
Latin, Greek, and philosophy .
Now you need to know a bit
more about technology." Car-
olyn Crawford Thorsen '55,
Executive Director of the
Southeastern Consortium of
Minorities in Engineering.

A senior staff fellow at the
National Institute of Health
Laboratory of Molecular Ge-
netics, Dr. Jasetnine Choy
Chambers earned a B.A. in
biology from Agnes Scott in
1977 and a Ph.D. in molecu-
lar biophysics from Florida
State University in 1982

jA.t Agnes Scott, you will experience history,
30th physically and intellectually. At the same
:ime, you will live in today's world with all the
advantages of modern architecture and techno-
logy. After exploring new possibilities in our ful-
ly equipped computer or biology lab, you might
want to see the stars at our extraordinary
Bradley Observatory.

You will also have rich experiences outside the
:lassroom and off campus. Through our intern-
ship program, you can test your education and
Emerging skills in any of a number of Atlanta
area businesses and institutions. Agnes Scott
women have extended the classroom to include
|the Centers for Disease Control, the Cable News
[Network, the Georgia State Legislature, the
'Federal Reserve Bank of Atlanta, the Coca-Cola
Company, and Grady Memorial Hospital. At
Agnes Scott College, your education will have
the depth and breadth of the liberal arts and the
immediacy of the 1990s.

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The campus hosts outstand-
ing scholars, lecturers and
artistic performers through-
out the year, and students
may choose from a constant
stream of exciting perform-
ances and cultural events in
Atlanta as well.

IIFE AT AGNES SCOH COLLEGE

Living with friends and
learning to love them as
extended family is an es-
sential part of campus life.
Some of the friendships
you begin in your
residence hall will last a lifetime.
At Agnes Scott, we know how
important residence living is.
That's why all of our halls are
comfortable and distinctive.

The Art Club of 1897 off for an afternoon of sketching.

EXTRACURRICULAR ACTIUITIES

In a small community, everyone's talents are needed and
appreciated. At Agnes Scott, you will explore old interests, develop'
new ones, and enjoy the special chemistry of shared enthusiasms.

Student Government Association

Honor Court

Orientation Council

Intendormitory Council

Social Council

The Profile - campus newspaper

Tlie Silhouette - student yearbook

The Aurora - iiterary magazine

Arts Council

Students for Black Awareness

Chime - club for international students

Spirit Committee

Students Working For Awareness

Student art exhibits - open to the public

Studio Dance Theater - a ccntemporarf ]

company which performs each spring

Glee Club - presenting several concerts

annually

Blackfrairs - presenting three major dram

productions each year

Spanish, French and German clubs

Athletic Association

Dolphin Club - s\nchroni:red sw'imming

team

Intercollegiate tennis

Intercollegiate cross country

Soccer

VoUeyball

Basketball

RESIDENCE HALLS

Agnes Scott, Rebekah Scott and Inman Halls
have all been recently restored to their Victorian
elegance while meeting today's demands for effi-
ciency and comfort. These halls have recaptured
their former grace with period design and fur-
nishings (some donated by alumnae) and
chandeliers in their lobbies and parlors. All
three of these halls now qualify for listing in the
National Register of Historic Places.

One of these residence halls will probably
become your college home. ..your special place
where you will begin to make your own decisions
and take real control over your life.

Ila Burdette '81, Georgia's
first female Rhodes Scholar,
majored in math at Agnes
Scott. After earning a B.A. in
English language and litera-
ture from Oxford, she re-
ceived a master's of architec-
ture degree from Princeton
University. She is now an ar-
chitect in New York.

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SCHOLARSHIPS AND FINANCIAL AID

We meet 100 percent of the demonstrated finan-
cial need of all applicants accepted for admis-
sion. In 1987-88, approximately 83 percent of
the student body received aid in amounts rang-
ing from $100 to full room, board, and tuition.
We offer a wide range of financial aid
opportunities because we seek an economically
diversified student population. Today, the Col-
lege's endowment per student ranks ninth
among all colleges and universities in the Unit-
ed States. Many of our programs have been
made possible by the generosity of Agnes Scott's
friends and alumnae who have provided endow-
ment money that has contributed substantially
to the College's finances. The financial aid
package most appropriate for your needs should
be discussed, personally, with your financial aid
counselor. (For more details, see the "Admis-
sions and Financial Aid" section of this
catalog.) An Agnes Scott education is too valu-
able to be denied for economic reasons alone.

Students here value the closes
relationships they develop
with faculty members. Agnei
Scott has a student-faculty
ratio of seven-to-one.

Julie Gilreath '85 works as a
medical reporter and anchoi
for WHTM-TV in
Harrisburg, Pennsylvania.

COMPUTER FACILITIES

Agnes Scott's Academic Computing Center, on
the ground level of the library, is fully-equipped
with 25 computers, and a variety of printers in-
cluding laser printers with color graphic plot-
ters. Instructional software guides students
through spreadsheet, word processing and data
base functions. To make computers available to
students 24 hours a day, a satellite system has
been installed in Inman Hall.

HONOR SYSTEM

Ethics and values are central to the purpose,
curricula, and social life of Agnes Scott College.
Women here take personal responsibility for
their own integrity and behavior. The Honor
System, rarely found on campuses today, is gov-
erned by students and each student is expected
to uphold the high standards of that system.
The Honor System offers students the privilege
of enjoying unlocked residence hall rooms and
unproctored exams.

LIRRARY

Agnes Scott's impressive McCain Library, built
in 1936 and completely renovated in 1975-77,
has an outstanding liberal arts collection housed
in over seven floors of open stacks. Our Robert
Frost Collection is considered one of the nation's
leading collections of his works. Library hold-
ings include over 180,000 volumes as well as
20,000 recordings, microforms and tapes. Agnes
Scott also subscribes to more than 780 periodi-
cals. In addition to an extensive on-campus col-
lection, Agnes Scott students have full access to
8,800,000 volumes in the Atlanta/Athens area
through the University Center consortium.

11

ON THE THRESHOLD OF OUR SECOND CENTURY

In 1989 Agnes Scott College
will be 100 years old! In pre-
paring for our centennial
year, we have revitalized the
academic programs and
refurbished the campus
facilities. We approach our
second century with exciting
academic options that can help
Agnes Scott graduates be
effective leaders in tomorrow's

world.

Our modem facilities can
help you develop physically
as well as intellectually.
Take the plunge into Agnes
Scott's 8-lane, 25-ineter pool
or run a few laps on our new
track. If racquetball or danc-
ing is more your style, you
will probably spend a lot of
time at the Alston Campus
Center which opened in
1988.

i

Our commitment to innovative hands-on i

experience is evident in such programs as
internship study and the Global Awareness Pro-i
gram. Its also evident in campus facilities suchi
as our Computing Center. Our commitment to
scholarship is evident in Agnes Scott's high aca-i
demic standards. At Agnes Scott, traditions lay(
the groundwork for the future. Respect for the
past and excitement about the future are as ap-
parent in our physical improvements as in the |
redesigned curricula. Historic buildings have i
been restored to their original grace and have
been authentically furnished. The bell tower of
Main has a new brass bell (in part the gift of the;
class of 1986) which calls us to convocation and
other special events. Our gazebo and horse-and-
carriage gate, two cherished Agnes Scott sym-
bols that have been part of our campus for most
of our history, have both been carefully restored.
Our old gymnasium and infirmary buildings |
have been renovated and are now the Wallace M. j
Alston Campus Center. This center houses a j
student activity room, game room, racquetball \

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SPOUTS Sw ,

ourts, lockers, a dance studio, campus offices, a
iculty club, a snack bar, TV lounge, counselor's
ffice, chapel and chaplain's office. Agnes
cott's new physical education facility is part of

$3-million pledge to physical education which
as provided for a swimming pool, regulation
Qsketball court, a weight room, training room,
nd a new track and field designed with state-of-
le-art field technology.

Agnes Scott's heritage is one of providing an
ducation that has real meaning in the lives of
ur graduates. It is a heritage we honor by im-
rovements and innovations that will make
989, at once, a promise made and a promise
ept.

The new physical
education facilities
would be impressive
on any campus. Be-
cause Agnes Scott's
athletic emphasis is on
recreation and personal
development, our facili-
ties are available to all
students for individual
training as well as for
intramural and inter-
collegiate athletics.

The Agnes Scott experience
helps students become at
home in the world. Through
our Global Awareness Pro-
gram you will have the oppor-
tunity to live and study in
such places as:

The Galapag

OS Islands

England

Burkina Faso

Africa

France

Taiwan

Spain

Germany

India

Greece

Ecuador

Mexico

Peru

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13

ADMISSION &
HNANCIU AID

ADMISSION

Agnes Scott College admits students of diverse backgrounds, inter-
ests, and talents whose academic and personal qualities promise
success. Qualified women of any race, age, creed, national or eth-
nic origin are encouraged to apply. The College admits qualified
handicapped students and makes every effort to meet the needs of
such students. Agnes Scott College is authorized under federal law
to enroll nonimmigrant foreign nationals.

The Admissions Committee, which includes the dean of the
College, the director of Admissions, and three faculty members,
considers each student's application and examines evidence of
sound academic training, ability, motivation, maturity, and integ-
rity. Every completed application receives a thorough review.

Agnes Scott admits well-qualified students without regard to
financial need. An applicant's financial situation is considered af-
ter an admission decision has been made by the Admissions Com-
mittee. Students are admitted on the basis of their academic and
personal records and promise, not on family financial circum-
stances.

The Financial Aid Program at Agnes Scott is designed to make
an Agnes Scott education affordable to every student who is ad-
mitted. The financial need of a student accepted for admission is
evaluated by the Financial Aid Office. A financial aid plan is de-
veloped which meets 100 per-
cent of the student's demon-
strated need. The plan
consists of grant, loan, and
work components.

During the academic year
1987-88, grant, loan, and
work funds were used by ap-
proximately 83 percent of the
student body to meet their ed-
ucational expenses.

The College also offers
scholarships based on merit
rather than need. Awarded
annually, they are renewable
and range from $100 to full
tuition. Academic scholar-
ships usually have early appli-
cation deadlines, and interest-
ed applicants should call the
Admissions Office for details.

GENERAL
INFORMATION

The application. Applica-
tions for admission are dis-
tributed by the Admissions
Office. Students may also use
the Common Application,
which is a form shared by a
national group of selective

14

private colleges. The Common Application may be obtained in
high school guidance offices.

The application for admission should be mailed, together with a
$25 nonrefundable application fee, to: Office of Admissions,
Agnes Scott College, Decatur, Georgia 30030. The fee may be subi,
mitted in the form of a check or money order to Agnes Scott Col- 1^
lege. The Admissions Office considers requests for fee waivers onij
an individual basis. :

Agnes Scott subscribes to the May 1 Candidates Reply Date of (
the College Board. The $250 enrollment fee is refundable for
Scholarship and Regular Decision applicants until May 1. !

i
Entrance requirements. A student's record of achievement in secEj
ondary school is the most reliable indicator of college success. I
Successful candidates for admission usually graduate in the top 30;
percent of their high school class and present a minimum of four r;
academic units each year. Courses include four years of English, ,
two years of one foreign language, three years of mathematics (ah
gebra I and II, geometry), one or more years of laboratory science
(biology, chemistry, physics), and one or more years of social stud]
ies. Students may be accepted for admission without the recom-
mended number of courses in a particular field.

intrance examinations. Applicants must present results of either
he Scholastic Aptitude Test (SAT) or the American College Test
ACT). The SAT is preferred by the Admissions Committee,
"hese examinations should be taken in the spring of the junior year
ir, at the latest, by December of the senior year. The Admissions
"ommittee considers the highest scores presented by an applicant.

The committee recommends that applicants submitting the
AT also present results from three CEEB Achievement Tests,
deluding English composition (with or without essay), and mathe-
latics level I. A student who wishes to be tested in a subject which
'ill not be continued beyond the eleventh grade should take the
;st in the late spring of the junior year. Achievement test scores
ill be requested in cases where the Admissions Committee needs
dditional information. They will also be used for placement and
;ademic counseling.

Information about the SAT, achievement tests, and ACT may
; obtained in high school guidance offices. Students may write for
iformation directly to the College Board Admissions Testing
rogram. Box 592, Princeton, New Jersey 08541, or to the Test
dministration Department, American College Testing Program,
D. Box 168, Ibwa City, Iowa 52243.

dvanced placement credit. Credit toward the Agnes Scott de-
ee may be given for scores of four or five on the following Ad-
mced Placement Examinations of the College Entrance Exami-
ition Board taken in secondary school. Art (history, studio).

ADMISSION anNANCIAL AID

biology, chemistry, English
(language and composition,
literature and composition),
French (language, literature),
German (language), history
(American, European), Latin
(Vergil, Catullus-Horace),
mathematics (calculus AB, or
a score of 3 on BC), music
(theory), physics (B, C me-
chanics, C electricity-
magnetism), Spanish (lan-
guage, literature).

Credit toward the Agnes
Scott degree may be given for
scores of five, six, or seven on
the higher level examinations
of the International Baccalau-
reate taken in secondary
school.

Students who have partici-
pated in joint enrollment pro-
grams with accredited colleg-
es and universities may
receive credit for grades of C
or better if the college issues
an official transcript and cer-
tifies that the course was a
regular college course taught
at the college by a regular
member of the college faculty.
Final determination of credit
for joint enrollment courses
will be made by the dean or
associate dean of the College.
All inquiries and materials
connected with advanced
placement credit should be di-
rected to the associate dean of
the College.

Interviews and overnight
visits. Agnes Scott recom-
mends an on-campus inter-
view for all high school jun-
iors and seniors. The student
becomes better acquainted
with the College, and a visit is
very useful when making the
final college choice. An inter-
view is also helpful to the Ad-
missions Committee when
evaluating an application.
Student-led tours, class visits,
and overnight stays in resi-
dence halls can be scheduled
during the visit. To schedule
an interview, write or tele-
phone the Admissions Office
at least a week in advance.
Agnes Scott alumnae are
available in many areas of the
country to talk to prospective
students about Agnes Scott.
Candidates for admission can
find the name and address of
the alumnae representative

15

ADMISSION anNANCIAL AID

closest to them by contacting

the Agnes Scott Admissions

Office.

For information call or write:

Director of Admissions

Agnes Scott College

East College Avenue

Decatur, GA 30030

(404)371-6285

In GA 1-800-822-4999

National 1-800-235-6602

Medical report. All applicants
who accept the College's offer
of admission must submit a
complete medical history, in-
cluding a certificate of examina-
tion by their physicians, as well
as results of immunizations and
chest X-ray. Medical Report
Forms are mailed to enrolling
students and must be received
by the dean of students by
August 1.

SECONDARY SCHOOL

STUDENTS
Applying as a senior. Seniors
should apply for admission after

September 1 and before March 1 of the senior year. Credentials
required are: a completed application form, a high school
transcript, essay scores from the Scholastic Aptitude Test (SAT)
and/or the American College Test (ACT), and guidance
counselor's recommendation. Agnes Scott admits students ac-
cording to the following application plans.
First Choke/Early Decision

(The applicant agrees to withdraw all other college applications
after receiving notice of admission from Agnes Scott),
application deadline: December 1
notification date: December 15
reply date: January 1
Scholarship Decision
application deadline: January 15
notification date: February 1
reply date: March 15
Regular Decision
application deadline: March 1
notification date: April 1
reply date: April 1 5

Joint enrollment for seniors. Some high school seniors are ready
to take college courses before graduation. Under the Joint Enroll-
ment Program, high school seniors (male or female) may take
some courses at Agnes Scott. At the end of the year, the student
receives both a high school diploma and college credit. These
students must be approved for admission by the director of admis-
sions and are admitted to specific courses by the dean or associate
dean of the College. A candidate must submit a high school tran-
script, a record of SAT or ACT scores, and a letter from the high
school counselor giving a general recommendation and specific
course approval. A limited number of nonrenewable merit-based
scholarships are available to qualified female Joint Enrollment
students.

Admission after junior year. A student judged to be ready for col-
lege after her junior year of high school may be admitted to Agnes
Scott College. The student must be mature, academically pre-
pared, and strongly recommended for this program by her school.
Most high schools grant a diploma after a student completes fresh-

m

man courses at Agnes Scott. A student considering this possibilii
should consult her high school guidance office. Successful appli-
cants are classified as Agnes Scott freshmen and use the normal
application procedures and dates.

International students. International students are encouraged to i.
send their completed forms early in order to avoid postal delays.
Foreign nationals whose first language is not English should also i
submit the results of the TOEFL (Test of English as a Foreign
Language). Information may be obtained from the local U.S. Of- '
fice of Information or by writing to the TOEFL Program, Educa- ;
tional Testing Service, Box 899, Princeton, New Jersey 0854L

COLLEGE STUDENTS

Transfer students. Agnes Scott welcomes applications from ;

transfer students, including graduates of two-year colleges. Trans-s
fer applicants are admitted on the basis of academic and personal ,1;
achievement and motivation. In addition to completed application;
forms, each applicant must submit standardized test score results .'
(SAT or ACT), an official transcript of high school and college ,
work, a copy of her current college catalog, one letter of recom- j
mendation from a college professor who taught the applicant an j
academic subject, and a statement of good standing. I

Transfer students are also urged to visit Agnes Scott for an i.
iterview in the Admissions Office. |

Transfer students must complete the junior and senior years at tj|
Agnes Scott and earn a minimum of 60 semester-hours in aca- y
demic subjects at the College. I

Transfer applications are accepted for the fall and spring semes: I
ters. Admissions decisions are made and announced as applica- ;
tions are completed and openings remain available. ||

Transfer credit may be given for courses taken at accredited in-i||
stitutions, provided the student has earned a C or better and the .j
courses fall within the scope of Agnes Scott's curriculum. Student'
wishing to apply a substantial portion of work earned elsewhere ;
toward their major should check with the Office of the Dean of th
College. ; i

16

Transient students. Students
in good standing at othet col-
leges may entoU as transient
students at Agnes Scott for
one or more semesters and
take one or more courses. A
request for admission as a
transient student should be
filed in writing with the dean
of the College and supported
by the following items sent at
the student's initiative: a tran-
script of record, including a
statement of good standing; a
letter of approval from the
student's college dean indicat-
ing approval of the plan and
of specific courses to be taken
for transfer credit.

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ADMISSION a HNANCIAL AID
SCHOLARSHIPS a HNANCIAL AID

Agnes Scott makes every effort to meet 100 percent of the demon-
strated financial need of all applicants accepted for admission. In
1987-88 approximately 83 percent of the student body received aid
m amounts ranging from $100 to full room, board, and tuition.
Demonstrated need is determined on the basis of the College
Scholarship Service Financial Aid Form.

Students interested in financial assistance at Agnes Scott must
apply for all federal and state grants which may be available to
them. Students are encouraged to investigate the possibility of aid
through community agencies, local foundations, corporations, un-
ions, and religious and civic groups.

For more information on financing an Agnes Scott education,
see On Financing a College Education, which is mailed to all pros-
pective students, and is available from the Admissions Office.
Prospective students may also contact their high school counse-
lors, local libraries, or the Agnes Scott director of financial aid for
further information.

GOVERNMENT SOURCES

Federal programs. Two grant programs provide federal grant
funds. The Pell Grant Program makes need-based awards based
on information provided on the Financial Aid Form (FAF). These
grants are for a maximum of $2,100 for 1987-88. Supplemental
Educational Opportunity Grants range from $200 to $2,000. Com-
pleting the FAF is all that is necessary to apply for both of these
programs.

Federal College Work Study funds provide a portion of salaries
paid to students who are awarded campus jobs as part of their fi-
nancial aid package.

The Guaranteed Student Loan Program (GSLP) enables stu-
dents to borrow directly from banks, credit unions, savings and
loan associations, and other participating lenders. The low-
interest loans are guaranteed by a state agency or insured by the
federal government. Repayment of Guaranteed Student Loans be-
gins six months after students graduate, withdraw, or enroll on less
than a half-time basis. Amounts vary from $2,625 to $4,000 de-
pending on the student's class year. Any student who has difficul-
ty in locating a Guaranteed Student Loan lender should contact
Agnes Scott College Financial Aid Office for assistance. Informa-
tion on other loan programs may be obtained from the Agnes
Scott Financial Aid Office.

Georgia Tuition Equalization Grants. Georgia residents who
were legal residents oi Georgia for the 1 2 months immediately
preceding enrollment and who are enrolled for at least 1 2 semes-
ter-hours qualify for tuition grants through the Georgia Grant
Program for Private Colleges. The Georgia Tuition Equalization
Grants ($875 per student for the 1987-88 seesion) are not based on
financial need. Georgia residents who are full-time students and
who demonstrate substantial financial need also qualify for Stu-
dent Incentive Grants, which range from $150 to $450 per year.
The common application form for the Georgia programs must he
filed yearly and is available in high school guidance offices or the
Agnes Scott Financial Aid Office. Contact the Financial Aid Of-
fice for application details.

COLLEGE SOURCES

Need-based scholarships. An Agnes Scott financial aid award
usually combines a grant, Guaranteed Student Loan, and the offer
of campus employment. Students may choose to decline the loan
or the employment portions of their package. Grants and loans
are applied toward students' accounts. Students pay no interest
while attending Agnes Scott, and repayment begins after with-
drawal or graduation. Students are paid for campus employment
by a biweekly payroll check.
Financial aid awards are made for one year, but they are renew-

n

ADMISSION & nNANCIAL AID

able on evidence of continued financial need as indicated by the
completion of an FAF each year. All students must make satisfac-
tory academic progress toward the completion of their degrees to
continue to receive financial assistance. Usually assistance is
available only for the equivalent of eight semesters of full-time
study.

Students receiving financial aid who withdraw from the College
during the refund period will not receive refunds personally. In-
stead, the refund will go back into the various accounts of the pro-
grams from which they received funds. In cases where students
withdraw from the College and have received cash for nondirect
educational expenses, repayment of unused funds may be
necessary.

Academic scholarships. In addition to need-based grants, loans,
and campus jobs, Agnes Scott offers scholarships based on aca-
demic performance and promise. Honor scholarships award from
$5,000 to full tuition annually to outstanding students. Centennial
Scholarships award from $2,000 to full tuition annually to stu-
dents who show academic and leadership potential. Students must
submit all application materials to Agnes Scott by a specified
deadline (usually in mid-January) and they must indicate interest
in competing for the Agnes Scott Honor or Centennial Awards on
the application for admission. The Admissions Office can provide
further information about either of these programs.

Other academic scholarships include the Charles A. Dana
Scholarships which recognize leadership potential and academic
promise. The Nannette Hopkins Scholarships in music are award-
ed annually to students planning to major in music on the basis of
musical talent and promise. These renewable scholarships for
$2,000 each year recognize musical talent and promise. See the
Admissions Office for applications and information about audi-
tion. Agnes Scott offers several four-year scholarships annually
through the National Merit Scholarship Corporation. Recipients
are selected from finalists who have designated Agnes Scott as
their college choice and receive from $500 to $2,000 a year. The
Huguenot Society of America awards the Marie L. Rose Scholar-
ship of $1,000 to a rising sophomore, junior, or senior who presents
proof of eligibility as a Huguenot descendant. The Financial Aid
Office has these applications, which must be submitted to the Fi-
nancial Aid Office no later than June 1.

Parent Loan Plan. The Agnes Scott Parent Loan Plan is funded
and operated by the College for families in the $30,000 to $80,000
income range. Loans range from $1,000 to $7,500 at a low interest
rate. Repayment is made monthly over an extended period. Con-
tact the Agnes Scott College Financial Aid Office for further
information.

Student responsibilities in receiving financial assistance. Stu-
dents are responsible for knowing and complying with all instruc-
tions and regulations of the various student assistance programs.
All financial aid programs must be applied for yearly.

Students who are readmitted after an absence from the College
must complete appropriate forms necessary for applying for insti-
tutional, state, and federal funds. To receive funds from these
sources, students must be in good standing and be making satisfac-
tory progress in their course of study. A copy of the College's state-
ment of Financial Aid Satisfactory Progress is available from the
Financial Aid Office.

Application procedure. Freshman applicants seeking financial
assistance must file a Financial Aid Form (FAF) with the College
Scholarship Service (CSS) in Princeton, New Jersey. High school
guidance offices have these forms, which should be filed between
January 1 and February 15 for priority consideration. Prospective
students should indicate their interest in financial assistance on
the Agnes Scott application for admission. There is no Agnes
Scott financial aid form.

Enrolled students seeking aid for the next session should obtain
a FAF from the Financial Aid Office. Instructions for applying are
posted on the official bulletin board at the beginning of the fall se-
mester. Transfer applicants may obtain a copy of the FAF from
the Admissions Office. They also should arrange to have a finan-
cial aid transcript from all institutions previously attended sent to
the Agnes Scott director of financial aid.

Determination of College awards. The amount of financial aid
granted to a student is based on need, which is defined as the differ-
ence between the cost of attending Agnes Scott and the family's fi-
nancial resources. The Financial Aid Office determines from the
CSS Financial Aid Form the amount of family resources which
should he available to the student for college expenses. Among the
factors used in the analysis are: family and student income and as-
sets (including the student's summer earnings), taxes, medical ex-
penses, extraordinary debts and expenses, current living expenses
and retirement allowances, number of dependents, and number of
children in college. The Financial Aid Office requires signed copies
of the federal income tax return for both the student and her par-
ents for the calendar year before each academic year for which the
student requests aid. These should be submitted to the Financial
Aid Office when requested. Students must also inform the Finan-
cial Aid Office of any significant changes in the financial situation
of their families which might require an increase or decrease in aid.

Notification. New students
receive notice of their finan-
cial aid awards shortly after
they have been accepted for
admission, if their financial
aid applications are complete.

Confidentiality of awards.

Since the amount of an award
reflects a family's financial
circumstances. College per-
sonnel consider the award a
private matter among the stu-
dent, her parents, and the Fi-
nancial Aid Office. In accordance with the legislation titled "The
Family Educational Rights and Privacy Act of 1974", Agnes Scott
will not release this information to others without the student's
written consent.

International students. A limited amount of financial aid based
on need is available for international students. International stu-
dents may obtain both the CSS Declaration and Certification of
Finances and the Financial Aid Application for Students in For-
eign Countries from the Admissions Office. International students
must be able to provide their own transportation, vacation and
summer expenses, and health insurance. March 1 is the deadline
for receipt of all admissions and financial aid documents from in-
ternational students interested in aid.

18

0U1SIDE THE
CLASSROOM

Orientation

At Agnes Scott College, the entire community works together to
help incoming students successfully begin their College careers.
The orientation process begins before a new student arrives on
campus and continues throughout her first year. Structured
programs include faculty advising, course selection, and place-
ment tests, as well as formal introductions to on-campus student
organizations.

New students also get to know Agnes Scott through personal,
less formal programs. Fcir example, each incoming student is
assigned an upper class student as a "big sister." This big sister
contacts the new student during the summer before her first
semester and continues the special relationship through that
student's first year at Agnes Scott. We also encourage social
involvement through activities such as weekend events in the
Atlanta area, on-campus parties with men from other colleges,
and Agnes Scott student participation in events on other Atlanta
campuses.

International students, minority students, transfer students, and
Return to College students are offered additional orientation
programs tailored to their needs. All students are welcomed and
encouraged to become vital members of the campus community.

Living Arrangements

Our residence halls are almost entirely self-governing. A senior
resident or resident assistant is assigned to each hall as needed.
These residential staff members are supervised by the Dean of
Students. The Student Handbook, given to each student on arri-
val, explains all campus regulations.

All of our rooms cost the same. Except for Return to College
students, all full-time students must live in a College residence
hall or with parents or other relatives. Any student who wishes to
change her residency status must have the permission of the Dean
of Students.

Student Government

Agnes Scott is a community of ideal size that values open commu-
nication among faculty, students, and administrators. The Stu-
dent Government Association acts as a formal liaison between
the students and the administration. Through this association,
students are, to a large extent, self-governing as they assume re-
sponsibility for many policies and regulations. The Student
Handbook includes more information about student government.

Health Services

Student Health Services are provided on campus under the
direction of a nationally certified nurse practitioner working with
physician consultants in internal medicine, gynecology and

psychiatry. Services include evaluation and treatment of minor
health problems, health education, and counseling. Staff members
can refer students with specific health problems to the medical
director or to other specialists for evaluation and treatment. The
student health program stresses prevention of illness, promotes
self-care, and encourages positive health practices. Off-campus
psychiatric counseling services are available on an appointment
basis.

19

OUTSIDE THE CLASSROOM

Special health education and screening programs are offered
throughout the year. Reference materials on health topics are
located in the Student Health Center. Resident students are
eligible tor all services provided hy the Student Health Center.
The residence fee entitles the hoarding student to an initial
evaluation and treatment of selected health problems by the nurse
practitioner or referral to the appropriate medical resource.
Students with serious illness or accident victims will be referred to
local hospitals. The College reserves the right, if parents or
guardians cannot be reached, to make decisions concerning
emergency health problems for any student who is a minor.

Personal Counseling

A tramed counselor is available on campus for students to have
individual appointments to discuss any concerns they may have.
In addition the counselor organizes group sessions on a variety of
topics, such as divorced parents or children of alcoholics.

College Chaplain

The College chaplain provides regular opportunities for worship
on campus and serves as consultant for the student Christian As-
sociation which develops campus-wide activities for spiritual de-
velopment. In addition, the chaplain is available for pastoral care
and counseling services. The chaplain seeks to make the insights
of the Christian faith available to students while respecting each
student's personality and religious traditions.

Career Planning and Placement

Our Career Planning and Placement Office helps students make
well-informed decisions about career and lifestyle options. Our
counselors encourage students to appreciate career development
as a lifelong process that only begins at Agnes Scott.

The office provides individual counseling; self-assessment aids
(including SIGI Plus, a computerized career development pro-
gram, and the Strong Campbell Interest Inventory); an extensive
career library; seminars
about specific careers and
career-related issues; and job
search workshops on topics
such as skills assessment,
resume writing, and
interviewing techniques.

The Shadow, Extern, and
Intern Programs provide
students with access to
advisors and role models in
different career fields.
Through the Shadow
Program, students spend an
afternoon or an entire day
talking with and observing
local sponsors in careers of
interest to the students. The
Extern Program enables
students to perform some
on-the-job activities during
an entire work week spent
with sponsors and their
colleagues. The Intern
Program provides summer
and semester placement
which gives students
on-the-job experience in
many fields such as business,
social service, journalism, and
the arts. Some students earn

wages during internships and some earn academic credit. (For
more information about credit internships, see "The Academic
Program" section of this catalog.)

The office assists students in locating permanent, summer, and
part-time work. The career library contains books and magazines
related to career choices, company information as well as part-
time and full-time job listings. Mock interviews are conducted to
help students develop interview skills. A career forum with repre-
sentatives from a variety of companies and institutions is held fall
semester. Employers also visit the campus and conduct interviews j
during spring semester.

20

RETURN TO
COLLEGE

Agnes Scott College is committed to assisting women beyond tra-
ditional college age to pursue their educational objectives in a pro-
gram suited to their individual needs. Students in the Return to
College Program enroll in regular college courses and meet the
same degree requirements as the other undergraduates.

Most women who enroll in Agnes Scott through the Return to
College Program plan to earn the bachelor of arts degree. Others
pursue programs of study for personal enrichment, to learn more

in a particular field, or to prepare for graduate study in fields such
as medicine, law, or theology. Each student's program of study is
carefully planned and reviewed on an individual basis.

Students in the Return to College Program vary greatly in age,
background, marital circumstances, socioeconomic status, and in
the degree to which they participate in campus life. However, all
enter with a strong desire to succeed, in spite of the demands of
complex personal lives, and they enrich the College community
with their energy, enthusiasm, and personal views.

21

RETURN TO COLLEGE

ADMISSION

The College accepts applications for fall or spring semester. Ap-
plicants should submit 1) the Return to College application, in-
cluding a personal essay and the $25 application fee, 2) two letters
of recommendation, and 3) official transcripts of previous high
school and college work, sent directly from the institutions
attended. As soon as all of the application materials are received,
the Return to College director will contact the applicant to
arrange a campus interview. The Scholastic Aptitude Test (SAT)
is not required for admission; however, students who have taken
this test are encouraged to submit their scores.

Since students in the program typically have been out of school
for several years, the College considers a woman's personal histo-
ry as well as her academic record to determine her potential for
success. Factors such as employment outside the home, communi-
ty service, self-study, and personal motivation are carefully re-
viewed in the admission process.

Applications should be filed with the Admissions Office as
early as possible, but no later than one month before the
beginning of a semester. Applicants seeking financial aid must
apply at least two months in advance of the semester in which
they plan to enroll.

FINANCIAL AID

Agnes Scott admits well-qualified students without regard to fi-
nancial need. Financial aid decisions are made after the student
has been admitted to the College and has chosen her courses for
the term.

Financial aid is available for full- or part-time study to women
who demonstrate financial need and have no bachelor's degree.
All financial aid awards for Return to College students consist of
grant and loan funds provided chiefly through the Irene K.
Woodruff Financial Aid Fund. Financial aid recipients must en-
roll each semester for a minimum of 6 semester-hours of credit.

To apply for financial aid

1) Complete the Financial Aid Form (FAF) and mail it to the
College Scholarship Service for processing. Processing may take
four to six weeks. Do this as soon as the application for admission
is tiled. 2) Send to the Agnes Scott Financial Aid Office a com-
pleted Return to College Supplemental Information Form as well
as a copy of your most recent federal income tax return. The FAF
and Supplemental Information Form are available from the Fi-
nancial Aid Office.

Health Record

To protect the student in emergencies, the College requires a com-
pleted Entrance Health Record to be on file at the Student Health
Service before a student attends classes. Health record forms are
sent to students after they have accepted the College's offer of ad-

Classification

All students in the program enter as unclassified (nondegree) stu-
dents. Those planning to earn a degree may apply for classifica-
tion after establishing a successful academic record at Agnes
Scott. They must begin the classification process before complet-
ing 24 semester-hours of credit. Students who do not intend to
earn a degree may earn a maximum of 24 semester-hours of cred-
it. Requests for exceptions to this policy should be directed to the
Committee on Academic Standards.

To begin classification, a student notifies the Return to College
director of her intent to become classified, takes recommendation
forms to two professors under whom she has taken course work,
and asks each professor to write a recommendation on her behalf.
The recommendations are then sent directly to the Return to Col-
lege director, who forwards them, along with a copy of the stu

dent's file and academic record, to the Admissions Committee for
review. The Committee bases its decision to grant classification
on the recommendations and on the strength of the student's
performance at Agnes Scott. A student whose request for
classification is denied may petition the Committee on Academic
Standards for a review of the classification decision. Once a
student has been granted classified status, she may not return to
unclassified status.

Students in the program are not subject to the usual minimum
course load requirements nor are they expected to complete work
for the degree in four years. Time limits for completion of the de-
gree are: a) eight years after classification as a freshman, b) six
years after classification as a sophomore, c) four years after clas-
sification as a junior, and d) two years after classification as a
senior. Academic credit earned at other institutions, which meets
College standards, is applied toward the Agnes Scott degree upon
classification. No more than 64 semester-hours (60 plus 4 for
physical education) of transfer credit will be counted toward the
124 semester-hours required for the Agnes Scott degree.

Interviews and Visits

Women considering the Return to College Program are encour-
aged to visit the campus. Arrangements to attend classes may be
made through the Admissions Office.

The director of the Return to College Program welcomes the
opportunity to meet with prospective students to answer questions
about the program or to discuss transcripts of previous college
work.

22

THE ACADEMIC
PROGRAM

THE ACADEMIC COMMUNITY

Intellectual independence, academic excellence, and informed
choice form the hasis of the academic program at Agnes Scott.

The College holds each student responsible for her course of
study within the parameters of academic excellence set hy the
College's Specific, Distributional, and Depth Standards.

To help students make informed choices, the College offers aca-
demic advising at many levels. Faculty advisors assist new stu-
dents, and all faculty members encourage students to seek advice
at any point in academic careers. Both the dean and the associate
dean of the College can offer academic advice. The dean of stu-
dents and her staff, as well as the College chaplain, counsel stu-
dents on personal and academic matters.

Agnes Scott College is a community of individuals. Faculty
members are teacher-scholars devoted to the well-being oi their
students. Senior counselors, residence hall assistants, and big sis-
ters represent a student body which cares for each of its members.

Students should not hesitate to seek advice from any of the
members of the Agnes Scott community.

REQUIREMENTS FOR THE DEGREE

Agnes Scott College confers the degree of Bachelor of Arts. To
qualify for the degree, each student must complete successfully
124 semester-hours of credit, including no more than four semes-
ter-hours of physical education, with a cumulative quality-point
ratio of 2.00 (C average); satisfy the Specific, Distributional, and
Depth Standards; and satisfy the Residence Requirement.

Specific and Distributional Standards

The academic program at Agnes Scott encourages informed
choice within the parameters of academic excellence. The Specif-
ic Standards insure a student's competence in specific skills. The
Distributional Standards introduce a student to the ways of think-
ing and subject matter of broad areas of human inquiry. A student
satisfies these standards by completing courses designated to the
respective areas.

Specific Standards. Unless exempted, a student must satisfy
these standards:

(1) Two semester courses in English composition and reading
taken while a student is classified as a freshman

(2) The intermediate level of a foreign language

(3) Four semester courses in physical education, two of which
must be taken while a student is classified as a freshman

Distributional Standards. Unless exempted, a student must
satisfy these standards:

(1) Humanities and fine arts

(a) Literature: one semester course in the language of its com-
position

(b) Religious and philosophical thought: one semester course

(c) Historical studies and classical civilization: one semester
course

(d) Fine arts: one semester course

(2) Natural science and mathematics

(a) Mathematics: one semester course

(b) Natural science: one semester course which includes a la-
boratory section

(3) Social Sciences: one semester course

Restrictions

There are several restrictions which apply to the Specific and/or
Distributional Standards.

The term one semester course means a course of at least 3 se-

mester-hours.

Credit received in satisfying Specific Standards cannot apply to

Distributional Standards.

Credit received in satisfying Distributional Standards cannot

apply to Specific Standards.

23

THE ACADEMIC PROGRAM

Courses taken to satisfy the Specific and Distributional Stan-
dards cannot be taken on a pass/fail basis.
No more than one Specific or Distributional Standard may be
satisfied by transfer credit after a student has been admitted
(see transfer credit).
No course may be used by a student to satisfy more than one

distributional standard.
No more than one Distributional Standard can be satisfied in
one department (except for courses in Creative Writing); cross-
listed courses count in the distributional area of the department
in which the course is taught.

Courses in Physical Education beyond the four required
represent credit beyond the 1 24 semester-hours required for the
degree.

Satisfying the Specific and Distributional Standards
by courses

The following Agnes Scott courses (or their equivalents) satisfy
the Specific Standards. Exceptions are considered individually.

(1) Two semester courses in English composition and reading,
taken while a student is classified as a freshman

English 101 and 102, or 103 and 104

(2) The intermediate level of a foreign language

French 201 or 203; German 201; Greek or Latin, two semes-
ters at the 200-level; Spanish 201 or 2 1 1

(3) Four semester courses in physical education, two of which
must be taken while a student is classified as a freshman.
Any course in the Department of Physical Education, one of
which must be in fitness. The fitness courses are: 101, 102, 103,
104, 105, 106, 107.

The following Agnes Scott courses (or their equivalents) satisfy
the Distributional Standards. Exceptions are considered individu-
ally.
( 1 ) Humanities and fine arts

(a) Literature: one semester course in the language of its com-
position

English: any course under the "Literature" heading of the

Department of English

French: any course above 235 except 305, 306, and 375

German: 222 or any more advanced literature course

Greek: any 200- or 300-level course except 360

Latin: 204 or any course above this level except 360 (204

does not satisfy this Distributional Standard if it has been

used to satisfy the Specific Standard of the intermediate

level of a foreign language)

Spanish: 220 or any more advanced literature course

(b) Religious and philosophical thought: one semester course
Bible and religion: any course in the department
Philosophy: any course in the department

(c) Historical studies and classical civilization: one semester
course

History: any course in the department

Classical Languages and Literature: any course under the

"Classical Courses in English" heading of the department

(d) Fine arts: one semester course

Art: 102, 103, 161, 201, 202, 203, 204, 205, 206, 207, 208,
301, 302, 304, 306, 307, 308, 309, 320
Creative Writing: English 201, 202, 203 (Theatre 203), 341,
342,345 (Theatre 345)
Music:106, 107, 108, 111,204, 205
Theatre: any course in the department except 117
(2) Natural science and vrMhemaaa

(a) Mathematics: one semester course

Mathematics: any course in the department except
115 and 150

(b) Natural science: one semester course which includes a
laboratory section

Astronomy: 120 or any course (with a laboratory section)
for which the student qualifies

Biology: 100 or any course (with a laboratory section) for
which the student qualifies

Chemistry: 101 and lOlL or any course (with a laboratory
section) for which the student qualifies
Physics: 1 10 or any course (with a laboratory section) for
which the student qualifies
(3) Social sciences: one semester course

Anthropology: 101 or any course for which the student

qualifies

Economics: 104, 105 or any course for which the student

qualifies

Political Science: any course in the department

Psychology: 121 or any course for which the student

qualifies

Sociology: 101 or any course for which the student qualifies

Courses taken under The University Center Cross Registration
Program may be used to satisfy one Specific or Distributional
Standard (see transfer credit). The student must have the approv-
al of the Agnes Scott department concerned and the dean or asso-
ciate dean of the College.

Satisfying the Specific and Distributional Standards by
Exemption

A student exempted from a Standard does not always receive
credit toward her degree. However, the basis for the exemption
may also be the basis for credit. (See "Advanced Placement Cred-
it" under the ADMISSION AND FINANCIAL AID section of
this catalog.) Inquiries about exemption should be made to the
dean or associate dean of the College.

Transitional Policies

Students in the class of 1989
took some courses on the quar-
ter system. In order that those
students will not be penalized
by the transition to the semes-
ter system, the faculty has ap-
proved the following policies
for members of that class only:

( 1 ) Four quarter-hours in a
Distributional Standard will
satisfy the "one semester
course" requirement of that
Standard.

(2) Two quarter courses from
different departments with-
in a Distributional Standard
may be combined to satisfy
that Distributional
Standard.

Depth Standards

The Depth Standards develop a
student's command of a partic-
ular subject matter by her com-
pletion of a major. Besides de-
partmental majors, Agnes
Scott offers interdisciplinary
majors and student-designed
majors. A major is:
(a) a minimum of 30 semes-
ter-hours within one

24

THE ACADEMIC PROGRAM

discipline, exclusive of required courses outside the discipline and
exclusive of internships. In interdisciplinary programs, the
minimum hours are specified in the programs' descriptions.

(b) a maximum of 48 semester-hours within one discipline, exclu-
sive of required courses outside the discipline hut inclusive of
internships. In interdisciplinary programs, the maximum
hours are specified in the programs' descriptions. Any hours
beyond the maximum must represent work beyond the 124 se-
mester-hours required for the degree.

Credit received in satisfying Specific and Distributional Stan-
dards may apply to Depth Standards. A student should consult the
chair of her major department or program on this matter.

A student usually selects a major during the second semester of
her sophomore year. Information on majors is provided under the
departmental and program listings of the COURSES OF STUDY
section of this catalog. Freshmen and sophomores should review
the requirements of majors they are considering in order to deter-
mine if any courses must be taken during freshman and sopho-
more years.

When considering a major, students should talk with the chair
of the department or program. They should also seek the advice of
other department members and of their faculty advisors.

The Residence Requirement

The junior and senior years, or three of the four years including
the senior year, are to he completed at Agnes Scott. All students
must earn a minimum of 60 semester hours in Agnes Scott Col-
lege academic courses toward the 124 hours required for the de-
gree. Under special circumstances, a student who has completed
three years at Agnes Scott, or two years including a year at the
upper-division level, may take her senior year at another institu-
tion. A request for exception to the residence requirement must be
filed with the dean of the College by the beginning of the spring
semester of the preceding session. Permission may then be grant

ed by the Committee on Academic Standards on recommenda-
tion of the chair of the major department and the dean of the
College.

COURSES, GRADES, EXAMINATIONS, AND HONORS

Courses

The College operates on a variable credit-hour early semester cal-
endar. The unit of credit is the semester-hour. Courses carry from
1 to 5 semester-hours credit. Usually 1 credit hour is granted for
each contact hour. Laboratories are usually 3 contact hours and
carry 1 credit hour. Semester courses in physical education are
often 2 half-semester credits (each carrying .5 semester-hours
credit).

All courses are semester courses, i.e. courses which begin and
end within a semester, with final grades at the end of the semes-
ter. Credit is given upon successful completion of each semester

Course Numbering

Courses are numbered according to level of difficulty. Courses
numbered in the lOO's introduce a discipline. Courses numbered in
the 200's are intermediate, though they may introduce students to
an area or aspect of a discipline. Courses numbered in the 300's
and 400's are advanced. Students should consult their instructors
or faculty advisors to determine the appropriate course levels.

Course Loads

The usual course load is 1 5 semester-hours. The minimum course
load is 12 semester-hours; the maximum is 18 semester-hours.
Courses taken under cross-registration are included in a student's
course load. Exceptions are made by the Committee on Academic
Standards. Students seeking exceptions should consult the dean or
associate dean of the College.

Unclassified students and students in the Return to College Pro-
gram are not subject to the minimum course load limitation.

25

THE ACADEMIC PROGRAM

Grades

Grades are officially recorded as follows: A, excellent; B, good; C,
average; D, passing; E, conditional failure with the privilege of re-
examination; F, failure; 1, incomplete; WP, withdrew passing; WF,
withdrew failing; MED, medical withdrawal. Grades for courses
taken on a pass/fail basis are recorded as P or F.

Except for courses taken on a
pass/fail basis, grades are as-
signed the following quality-
points: A = 4 quality-points per
semester hour, B = 3, C = 2, D
= 1,F = 0. Grades of 1,P,E,
WP, and WF are excluded
from the calculation of quality-
point ratios. Only grades for
courses taken at Agnes Scott
are factored into a student's
quality-point ratio.

Grade reports are sent to stu-
dents at the end of each

The Pass/Fail option

Juniors and seniors may choose
a total of 8 semester-hours of
course work on a pass/fail ba-
sis. Forms for this request are
in the Registrar's Office. They
must be completed by one week
after the day mid-semester
grades are due in the Regis-
trar's Office. A student may
not elect a course on a regular
credit basis if she first elected it
on a pass/fail basis.

The pass/fail option is not
available for

courses taken to satisfy Spe-
cific and Distributional Stan-
dards;

courses taken to satisfy
Depth Standards, including re-
quired courses outside the disci-
pline;

certain courses in the teacher
education program.

All grades for internships are
recorded on a pass/fail basis.
These hours are in addition to
the 8 semester-hours allowed
for pass/fail. Internships are an
exception to the policy prohib-
iting courses taken to satisfy
Depth Standards from being
pass/fail.

Registering for courses

All students must register for classes on the dates announced in
the College Calendar. There is a $10 fee for late registration.

No student is allowed to register after the 10th calendar day of
the semester.

If a student is not properly registered for a course, she will not
receive credit for the course.

Adding courses

No new course may be added after the 10th calendar day of the
semester. Physical Education courses are covered by a different
set of add regulations. See the course listings under the Depart-
ment of Physical Education for procedures.

Withdrawing from courses

The last day to withdraw from a course without a grade of WP or
WF is one week after mid-semester grades are due in the Regis-
trar's Office. In this case, the course will not be on her record. Stu-
dents who withdraw from classes after that date will receive a
WP or WF grade on their records. No course may be dropped af-
ter the last day of classes.

26

THE ACADEMIC PROGRAM

Physical Education courses are covered by a different set of
withdrawal regulations. See the course listings under the Depart-
ment of Physical Education for procedures.

In cases of medical emergency, a student may withdraw from a
course with the designation MED (medical withdrawal), which
will appear on her record. Medical withdrawals are authorized by
the dean or associate dean of the College only when a medical
emergency is described and certified in writing by a licensed phy-
sician or psychologist.

Students in Independent Study (490) are covered by the with-
drawal procedures of the program.

Auditing courses

Students may audit courses with written permission from the
dean or associate dean of the College and the approval of the in-
structor. Students are subject to any restrictions or requirements
the instructor may wish to impose. Audited courses do not appear
on a student's record. The student's academic record and course
load are factors considered in granting permission to audit. No
student will be given permission to audit after the 10th day of
classes. A student may not take for credit a course she has audited
earlier.

Class Attendance

The effectiveness of instruction at Agnes Scott is directly related
to regular class attendance. While attendance at academic ses-
sions is not mandatory, with the exceptions noted in the following
paragraph, the responsibility for work missed is entirely that of
the individual student.

Attendance at all academic appointments is required of stu-
dents on Academic Probation and of freshmen during their first
semester. These students are permitted one unexcused absence in
each class during the semester.

Absence Committee

Students who are sick, have a death in the family, or have other
extenuating circumstances may apply to the Absence Committee
to have assignments such as tests, papers or presentations accept-
ed later or earlier than was originally assigned. A penalty may be
given by the Committee for late work. Students without voluntary
class attendance should ask the Committee for excuses from
classes they miss. These request forms are in the dean of students'
office. Students should consult The Student Handbook for addi-
tional information.

Tests

Tests are announced at least a week in advance. Attendance at
these tests is mandatory. No student is required to take more than
two tests on one day provided she notifies the instructor at the
time the third test is announced. If a student, because of unavoida-
ble circumstances, cannot take a test at the appropriate time, per-
mission to take the test at another time may be granted by the
Committee on Absences or, in the case of illness, by the dean of
students.

Completion of semester courses

All work for a semester course, except final examinations and pa-
pers in lieu of final examinations, must be completed by 9 a.m. of
the first reading day of the semester. Instructors may require
work other than final examinations to be completed earlier.

In certain cases, the dean or associate dean of the College may
authorize a grade of Incomplete (I) in consultation with the in-
structor. A date will be set for completion of the work. Unless the
work is completed by that date, the instructor will turn in a grade
based upon the completed work and the course requirements.

Written Work

The grade on any unexcused late written work is automatically
reduced by one-third of a letter for each day the paper is late, in-
cluding Saturday and Sunday. When papers are late because of a
prolonged illness, an excuse may he provided by the dean of
students.

Final examinations

Final examinations are given at the end of each semester. Except
for a few final exams scheduled in advance (because of the nature
of the course or the size of the class), students schedule exams dur-
ing the College's final examination period.

If a student is unable to complete final examinations during the
College's final examination period due to illness or other excused
cause, she may take those final examinations at a time specified
by the dean or associate dean of the College. A notation of "I" (In-
complete) will appear on the student's record until a permanent
grade has been recorded.

Re-examinations

Re-examinations given in cases of conditional failure (grades of
E) must be taken during the first week of the semester after fail-
ure. In this case, the final grade can be no higher than D.

Graduation honors

Requirements for graduation With Honor and With High Honor
are available in the Registrar's Office.

Academic honors

The Beta of Georgia Chapter of Phi Beta Kappa was established
at Agnes Scott in 1926. The chapter holds annual elections ac-
cording to criteria and procedures prescribed by the United
Chapters.

The College recognizes superior academic work in several ways.
At the Honors Convocation held each fall, the dean of the College
presents the Honor Lists and announces the Stukes Scholars,
three students who rank first academically in the rising sopho-
more, junior, and senior classes for the preceding session.

Other honors include the Dana Scholarship Program, begun in
1970 with a grant from the Charles A. Dana Foundation. Aca-
demic promise, leadership potential, and financial need are crite-
ria for this honor.

The Alpha Delta chapter of Eta Sigma Phi, a national honorary
fraternity of Greek and Latin students, was organized at Agnes
Scott in 1928. The society encourages classical scholarship and
appreciation of ancient learning, both in the Agnes Scott student
body and in the local high
school. Membership is based
on scholarship.

Founded at Muhlenberg
College in 1930, Phi Sigma
Tau is a member of the Asso-
ciation of College Honor So-
cieties. The Agnes Scott
chapter was organized in
1979. The society links phi-

27

THE ACADEMIC PROGRAM

losophy departments in accredited institutions and students inter-
ested in philosophy. Membership is open to qualified students who
have taken at least three courses in philosophy.

Honor List, Dean's Honor List

A student is eligible for the Honor List at the end of a semester if
she has completed 1 2 semester-hours in academic courses that se-
mester with a semester quality-point ratio of at least 3.3 and no
grade below C in an academic course, including courses taken un-
der Cross Registration. Cross registration courses are not calcu-
lated in the quality point ratio.

A student is eligible for the Dean's Honor List at the end of a se-
mester if she has completed 12 semester-hours in academic cours-
es that semester with a semester quality-point ratio of at least 3.7
and no grade below C in an academic course, including courses
taken under Cross Registration. Cross registration courses are not
calculated in the quality point ratio.

Confidentiality of student records

The Family Rights and Privacy Act of 1974 or the Buckley
Amendment protects the privacy of educational records, estab-
lishes students' rights to inspect and review their records, and pro-
vides ways to correct inaccurate and misleading data. Agnes Scott
College makes every effort to comply fully with this legislation.

Certain information is considered public and the College releas-
es this information at its discretion. Unless a student files written
notification to withhold disclosure, the College will release an-
nouncements of graduation honors and awards, and will verify
dates of attendance and conferral of degrees. Names, addresses,
and other directory information will be released for internal use
and in the College directory.

The College releases transcripts of academic records and
statements of academic status to third parties only with the
student's written authorization. Parents who have filed a written
request with the registrar certifying that their daughters are
dependents (according to section 152 of the Internal Revenue
Code of 1952) also receive this information.

A student or her parent has the right to challenge any content
of the student's educational record considered to be inaccurate,
misleading, or in violation of the student's privacy or other rights.
Such a challenge may be directed to the registrar of the College
and, finally, to the United States Department of Education.

ACADEMIC STANDARDS
Classification

A classified student is one who has been admitted as a candidate
for the Agnes Scott degree.

Students are classified as follows:

Freshmen: students who have earned fewer than 24 semester-
hours of credit.

Sophomores: students who have earned at least 24 semester-hours
of credit and a cumulative quality-point ratio of at least 1.50.
Juniors: students who have earned at least 56 semester-hours of
credit and a cumulative quality-point ratio of at least 1.75.
Seniors: students who have earned at least 88 semester-hours of
credit and a cumulative quality-point ratio of at least 1.91.

Classified students are advised to complete 25 percent of the se-
mester-hours required in academic courses for the degree during
each academic year. The recommended semester-hours for class
standing are sophomore, 30; junior, 60; senior, 90. (These num-
bers do not include credit for courses in physical education.)

The minimum semester-hours for class standing are: sopho-
more, 24; junior, 56; senior, 88. A student with less than these
minimums is usually placed on academic probation. (These num-
bers do not include credit for courses in physical education.)

Unclassified students are not candidates for the degree. An un- '

classified student may be working toward a degree but has not ,
been admitted as a candidate, may be not working toward a degrees
(special student), may be a transient student earning a degree at

another institution, or a secondary school student in a joint- :
enrollment program.

Unclassified students may earn a maximum of 24 semester- j
hours credit in academic courses at Agnes Scott. Requests for ex- '
ception should be directed to the Committee on Academic Stan-
dards. Unclassified students who wish to become degree candi-
dates must notify the director of the Return To College Program :
of their intent. This must be done before completing 24 semester- i
hours of credit in academic courses. Once classified, a student may;
not return to unclassified status. I

Academic probation and academic warning

Academic probation is imposed by the Committee on Academic ,

Standards at any time as a result of unsatisfactory academic per- i

formance. This probation notifies a student that unless her aca- I

demic performance becomes satisfactory, she may be dismissed, j

A student on academic probation is permitted only one i

unexcused absence in each academic course. Further absences |

may result in academic dismissal during the semester. Additional ;

restrictions may also be imposed for students on academic proba- I

tion. '

(National Association for Intercollegiate Athletics regulations
state that students on academic probation may not participate in

intercollegiate sports.) ;

A full-time, classified student usually is placed on academic pro-;

bation at the end of a semester if she: i

D has grades of E or F in two academic courses; or I
D has achieved fewer than 9 semester-hours credit in academic

courses; or !
C has a semester quality-point ratio less than the minimum for

her classification: freshman - 1.50; sophomore - 1.75; junior -

1.91; senior -2,00

A full-time, classified stu-
dent usually is placed on aca-
demic probation at the end of
a session if she has a cumula-
tive quality-point ratio less
than the minimum for her
classification or if she has not
achieved the minimum se-
mester-hours for her classifi-
cation in the next session:
sophomore - 24; junior - 56;
senior - 88 (These numbers do
not include credit for courses
in physical education.)

A part-time, classified stu-
dent usually is placed on aca-
demic probation at the end of
a semester if she:
D has grades of E or F in two

academic courses; or
n passes fewer than two-
thirds of the academic
work for which she
registered; or
nhas a semester quality-
point ratio less than the
minimum for her classifiO-
cation: freshman - L50;
sophomore - L75; junior -
1.91; senior -2.00

28

THE ACADEMIC PROGRAM

An unclassified student usually is placed on academic probation
at the end of a semester if she has received grades of E or F in two
academic courses. Unclassified students whose academic perfor-
mance is considered unsatisfactory in other ways may also be
placed on academic probation.

The Committee on Academic Standards may waive the guide-
lines for academic probation if a student has been forced to reduce
her academic load because of extenuating circumstances.

A student who usually would be placed on academic probation
may instead be placed on academic warning by the Committee on
Academic Standards. This is done when the committee decides
that mitigating circumstances do not justify academic probation.
Academic warning may carry some restrictions. A student on ac-
ademic warning may be placed on academic probation at any
time during a semester. If her academic performance is
unsatisfactory, she will be placed on academic probation for the
next semester.

Good Standing

A student is in good standing if she is not on academic or discipli-
nary probation.

Academic Dismissal

Academic dismissal requires the student to separate from the Col-
lege for academic reasons. The Judicial Review Committee of the
College imposes academic dismissal for a specific period on rec-
ommendation of the Committee on Academic Standards.

Students given academic dis-
missal usually are eligible for
readmission after one year.

Full-time, classified students
are subject to academic dis-
missal

n for failure to earn 1 8 se
mester-hours of credit in
academic courses in any
academic session, or
_ for failure to achieve
appropriate class standing
for two consecutive
years, or
' for extremely poor
academic performance
during the first semester
on Academic Probation, or
Z after being on Academic
Probation for two
consecutive semesters.

Students may be given aca-
demic dismissal at any time
if the Committee on Aca-
demic Standards judges their
academic performance to be
unsatisfactory.

Part-time, classified stu-
dents are subject to academic
dismissal after two consecu-
tive semesters of academic
probation.

Unclassified students may
continue their work at the
College as determined by the
dean or associate dean of the
College, subject to confirma-
tion by the Committee on Academic Standards.

The Committee on Academic Standards may waive the guide-
lines for academic dismissal if a student has been forced to reduce
her load because of extenuating circumstances.

Disciplinary Probation, Suspension and Dismissal

For a violation(s) of social regulations or policies, Honor Court
may recommend to the Judicial Review Committee that a student
be placed on disciplinary probation or be suspended or dismissed.
Suspension is made with a stipulated time of return when the stu-
dent is automatically reinstated in good standing if she so desires.
A student who is dismissed must apply for readdmission. The Ju-
dicial Review Committee may specify a length of time that a stu-
dent must wait before she may apply for readmission.

Administrative Dismissal

A student whose conduct indicates that she is not in sympathy
with the ideals and standards of the College or who is not mature
enough for its programs may be asked to withdraw. In such cases
the judgment of the President, Dean of the College and Dean of
Students is sufficient, and it is not necessary that specific reasons
be given.

The College maintains the right to enter a student's room for
the purpose of maintenance, fire, safety, and upholding College
regulations and policies.

29

THE ACADEMIC PROGRAM

The Judicial Review Committee of the College is given the
responsibility of:

1. Reviewing and acting on recommendations of Representative
Council which affect the powers and philosophy of student
government, or which pertain to major regulations concerning
student welfare;

2. Acting upon recommendations of Academic Standards Com-
mittee that a student who has not met the academic standards
of the CopUege be dismissed.

3. Acting upon the recommendation of Honor Court that a stu-
dent be placed on disciplinary probation or be suspended or dis-
missed

4. Requiring the withdrawal of any student whose presence is
thought to he injurious to the interests of the College communi-
ty; or imposing the penalty of administrative probation in situ-
ations involving a student's failure to meet the standards or ex-
pectations of the College community.

5. Assuming original jurisdiction in a student-initiated discipli-
nary action in which the committee feels that justice has not
been served.

Members

The President of the College (Chair)

The Dean of the College The Dean of Students

The Registrar Four members of the faculty

President of the SG A President of the Honor Court

President of the Interdormitory Council

Transfer Credit

Transfer credit is given for grades of C or better in courses taken
at accredited colleges and universities if approved by the dean or
associate dean of the College, in consultation with the appropriate
academic departments. No credit is given for courses with pass/
fail or satisfactory/unsatisfactory grades.

Once a student has been admitted to Agnes Scott College, she
may satisfy only one Specific or Distributional Standard at anoth-
er institution. This applies to students on leave of absence, stu-
dents who have withdrawn and been readmitted, students in the
program of cross-registration, and students attending summer
school.

A student may also transfer after admission, a maximum of 20
semester hours of credit to Agnes Scott from another institution,
including work taken in summer school, while on leave of ab-
sence, or after the student has withdrawn and before readmission
to the College. Only 10 of these 20 hours may be taken while on
leave or leaves of absence. These hourly restrictions do not apply
to students on approved Junior Year Abroad, Washington Semes-
ter, cross registration, or exchange programs. Grades for credit
earned at another institution are not factored into a student's
quality point ratio.

A student must earn a minimum of 60 hours in Agnes Scott
College academic courses toward the 124 hours required for the
Agnes Scott degree. Academic courses do not include courses in
physical education. Grades for transfer credit are not factored

30

THE ACADEMIC PROGRAM

into a student's quality point ratio.

Exceptions to the above policies may be made by the Commit-
tee on Academic Standards.

Summer School

Credit for approved summer courses at accredited colleges and
universities may be applicable to the requirements for the Agnes
Scott degree. No credit is given for a summer school course if the
grade is less than C. Credit for summer school courses is not fac-
tored into a student's quality-point ratio.

Students planning to take summer school courses should con-
sult the dean or associate dean of the College before enrolling in
summer school. All courses require approval by the dean or asso-
ciate dean of the College, in consultation with the appropriate ac-
ademic department. Only one Specific or Distributional Standard
may be satisfied by work in summer school. Courses to satisfy
Depth Standards must also be approved by the chair of the stu-
dent's major department. Usually no more than two semester
courses of summer school work may apply to the requirements for
a major.

A maximum of 12 semester-hours will be approved per sum-
mer, and no more than 20 semester-hours of summer school work
will be credited toward the 124 semester-hours required for the
Agues Scott degree (see TRANSFER CREDIT). The Committee
on Academic Standards may make exceptions. Hours in Agnes
Scott Summer Programs are not included in these limits.

Leave of Absence

The purpose of a leave of absence is to allow a student a break in
her studies without having to withdraw from the College and ap-
ply for readmission.

A request for a leave of absence should be submitted to the as-
sociate dean of the College for approval by the Committee on Ac-
ademic Standards by the end of the course selection period prior
to the semester or semesters requested. Except under the most un-
usual of circumstances, no requests for a leave of absence during
that semester will he considered after classes have begun. A leave
of absence may be for one or two semesters, with a maximum of
two semesters during her college career. A student may request
the associate dean of the college to extend her leave of absence
from one semester to two semesters. The Committee on Academ-
ic Standards must approve the extension.

A student granted a leave of absence need not apply for read-
mission. Within a reasonable time, she should notify the associate
dean of the College of her intent to return as a student. A student
who does not return within the time specified for her leave will he
considered to have withdrawn. She must apply for readmission
before she can return.

A leave of absence may not be used to attend classes full-time
at another institution. If, for good reason, a student on leave wish-
es to take some coursework at another college or university, she
should first consult with the associate dean of the College who
will serve as her academic advisor for the duration of the leave.
Except under very special circumstances strict limitations apply
as to the amount of academic credit that may be earned during a
leave of absence; six hours during a one-semester leave and ten
hours during a one-year leave. If academic credit is attempted, a
student must submit an official transcript to the College prior to
her return. If a student is not in good standing at another institu-
tion, it will be necessary for her to apply for readmission before
she can return to Agnes Scott College.

Exceptions to the above policies may be made by the Commit-
tee on Academic Standards.

A student whose leave of absence is approved must pay a non-
refundable $275 continuation fee for the leave period. When she
returns to Agnes Scott College, the $275 will be applied toward
her expenses.

Withdrawing from the College

A student who wishes to withdraw from the College must obtain
a withdrawal card from the dean or associate dean of the College,
or the dean of students. Withdrawal is not official until a with-
drawal card has been signed by one of the deans. Withdrawal
cards will not be signed while academic or di.sciplinary actions, in-
volving the student, are in process. A student may not withdraw
after the last day of classes.

Grades for students whose withdrawal cards are signed will be
determined on the bases described in sections "Grades" and
"Completion of Semester Courses" in this catalog.

For the financial aspects of withdrawal from the College, see
COSTS AND FEES in this catalog.

Readmission

Students who have withdrawn or been dismissed from Agnes
Scott and wish to return must submit an application form with
the $25 nonrefundable application fee. The application is availa-
ble from the Admissions Office. Students must also send tran-
scripts of college work taken since leaving Agnes Scott, and the
recommendation of a professor under whom she did this recent
work. The Admissions Committee reviews these applications as
part of its normal admission decisions.

Students who have not pursued additional study may complete
a short application form, also available from the Admissions Of-
fice, which is reviewed by the dean of the College and the dean of
students. In such cases, the College reserves the right to require an
official application for admission.

SPECIAL CURRICULAR OPPORTUNITIES

Acceleration

A student may complete the requirements for the degree in fewer
than eight semesters. She may accelerate her progress by:

entering with credit from Advanced Placement examinations of
the College Entrance Examination Board, Higher Level examina-
tions of the International Baccalaureate, or joint-enrollment pro-
grams;

carrying a heavier course load;

attending summer sessions at other institutions or an Agnes
Scott summer program.

A student planning to accelerate should consult the chair of her
major department. Permission to accelerate must be obtained
from the dean or associate dean of the College.

Cross Registration

Cross registration at member institutions of The University Cen-
ter in Georgia allows students to take courses not available at
Agnes Scott. Students from member institutions may also take
courses at Agnes Scott.

Grades for courses taken through cross registration are not fac-
tored into a student's quality point ratio, but grades of A, B, C, or
D are accepted for credit hours. Only one specific or distributional
standard may be fulfilled by courses taken under cross registra-
tion (see TRANSFER CREDIT). Courses taken to satisfy Depth
Standards must be approved by the chair of the major department.
All courses must be approved by the dean or associate dean of the
College.

Students enrolled in cross registration courses are subject to the
regulations of the institution where the course is taken, including
deadlines for application, registration, and withdrawing from a
course. Students should apply for approval to the dean or
associate dean of the College prior to the end of course selection
for the semester prior to which they plan to enroll in cross
registration.

31

THE ACADEMIC PROGRAM

The member institutions of
The University Center in
Georgia are:
Agnes Scott College
Atlanta College of Art
Atlanta University Center
Atlanta University
Clark College
Interdenominational

Theological Center
Morehouse College
Morehouse School of

Medicine
Morris Brown College
Spelman College
Columbia Theological

Seminary
Emory University
Georgia Institute of

Technology
Georgia State University
Kennesaw College
Mercer University in

Atlanta
Oglethorpe University
Southern Technical Institute
University of Georgia

Students considering cross
registration should first read

the cross registration guidelines (available in the Office of the
Dean of the College) and then consult the associate dean of the
College.

Agnes Scott summer programs

Agnes Scott offers several summer study programs, both abroad
and in the United States. These programs are usually offered al-
ternate years. Descriptions of these programs are included among
departmental offerings and the Global Awareness section.

Dual Degree Programs with Georgia Institute of Technology

A student may combine three years of liberal arts studies at
Agnes Scott with two years of specialized work at the Georgia In-
stitute of Technology. On completion of this five-year liberal arts/
professional program, the student will receive the Bachelor of
Arts degree from Agnes Scott and a bachelor's degree from The
Georgia Institute of Technology. With advanced planning, a few
outstanding students will he able to complete a master's degree at
The Georgia Institute of Technology with a minimum of addition-
al time.

Students interested in the 3-2 programs should consult the
Agnes Scott dual-degree coordinator as early as possible, prefera-
bly in the freshman year. The student must select a major and
plan a program which will satisfy all Specific and Distributional
Standards for the Agnes Scott degree by the end of the junior year;
and, if the student should elect to remain at Agnes Scott for the
senior year, all requirements for an Agnes Scott departmental
major.

Admission to the program at The Georgia Institute of Technol-
ogy is based on completion of the above requirements and on the
recommendation of the dual-degree coordinator at Agnes Scott.
The degree at The Georgia Institute of Technology may be in a
variety of engineering fields, information and computer science,
industrial management, management science, or biotechnology.

Dual Degree Program in art and architecture
with Washington University

A student may combine three years of liberal arts studies at

Agnes Scott with four years of specialized work in architecture at |
Washington University (St. Louis). On completion of the three i
years at Agnes Scott and the first year of architecture the student '
receives the bachelor of arts degree from Agnes Scott. She then
continues her studies in the graduate program in architecture at i
Washington University for three years to receive a master's de-
gree in architecture. I

The "3 + 4" program is designed for students who wish to obtain !
their undergraduate education at Agnes Scott and to have an ear-
ly start on their graduate professional education in architecture, i
By taking advantage of this cooperative program, the student can i
complete both degrees in seven years.

Students interested in the "3 + 4" program should consult the
chair of the Department of Art as early as possible, preferably in
the freshman year.

Admission to the program at Washington University is based j
on completion of certain requirements and on the recommenda- J
tion of the dual-degree coordinator for the program. J

Exchange program with Mills College

Agnes Scott College and Mills College, in the San Francisco Bay
area (Oakland, California), have an exchange agreement ena- ,
hling students enrolled at each college to spend a semester or year
at the other college.

Participants remain enrolled in their home college and pay all
fees to their home college. A student who participates in the ex-
change may not transfer to the other college. Permission to partic-
ipate in this program is given by the Committee on Academic
Standards.

Students interested in attending Mills College for a semester or
a year should consult the dean or associate dean of the College.

German Exchange Program W

Agnes Scott College and Johannes Gutenberg Universitat Mainz '
at Germersheim have entered into an exchange program whereby |{
students enrolled at each college can spend a semester or a year at I
the other college.
Participants remain enrolled in their home college and pay all j'

32

THE ACADEMIC PROGRAM

fees (exclusive of travel) to
their home college. Permis-
sion to participate in this pro-
gram is given by the Commit-
tee on Academic Standards.
Students interested in at-
tending Johannes Gutenberg
Universitat Mainz at Ger-
mersheim should consult the
dean or associate dean of the
College.

INDEPENDENT
STUDY (490)

Independent study gives su-
perior students the opportuni-
ty to explore some field of in-
tellectual or artistic interest
and to produce a related piece
of work. Every student with
junior standing and a cumula-
tive quality-point ratio of B
(3.0) or better is eligible to ap-
ply to the program. Her appli-
cation must be approved by
the appropriate department.
The program may begin as
early as the spring semester of
the student's junior year.
The program may carry 3 or 4 hours credit per semester, with a
minimum of 4 and a maximum of 8 hours in total. Independent
study completed in one semester must have a minimum of 4 hours.
To graduate with high honor, a student must have completed In-
dependent Study (490) for at least 4 semester-hours credit.

Interested students should apply in writing to the appropriate
department chair. Students wishing to begin independent study
during the fall semester of their senior year must apply two weeks
before Course Selection Week in the spring semester of their jun-
ior year. Those wishing to begin their study in the sprmg semester
of their junior year, or who wish to undertake a one-semester
study in the spring semester of their senior year, must apply no
later than November 15 of that academic year.

The chair of the student's major department works with the stu-
dent to determine whether she has adequate preparation to do in-
dependent study and whether it is in her best academic interest.
Approval is granted by the entire department. No department is
obligated to provide direction for independent study except in the
case of students who are proceeding at the rate (3.70) to graduate
with high honor. A department should make every possible effort
to allow the instructor of the student's choice to direct the inde-
pendent study. By the beginning of the third week of the student's
study, the chair of her major department must report the number
of hours and topic of her work to the chair of the Committee on
Independent Study.

The program is administered by the Independent Study Com-
mittee in consultation with those directing independent study. By
the end of the semester (the time of last examination period; in
the spring semester it is the last senior examination period) during
which her work is completed, the student must file with the chair
of the committee a paper or, in the case of certain creative pro-
jects, a written report which explains problems of research and
procedure. TTiis will be kept in the College library. Final written
work must be typed according to directions distributed by the In-
dependent Study Committee and bound in the regulation folder
obtainable at the Campus Shop Bookstore.

Only in cases of extreme hardship or extraordinary circum-
stances should a student request an extension of time to write or

type her paper. Such requests, endorsed by the student's director,
should be made in writing to the chair of the Independent Study
Committee. A student will receive written acknowledgement that
her request has been granted or denied when the committee has
acted on the matter. In the unusual event that the committee is
not available, the dean of the College may act on the request on
behalf of the committee.

Since the program is open to students with differing abilities, a
wide range of quality of work is expected. The final grade is based
on the sustained quality of work throughout the study period and
on the merit of the work. Independent Study should be the climax
of the student's own intellectual or artistic development.

Non-Completion of the Program

Independent Study requires a serious commitment by both the stu-
dent and her instructor. Withdrawal from the Independent Study
program is therefore an unusual step, and the usual procedures for
withdrawal from courses do not apply. They are replaced by the
following.

In a one-semester program a student may withdraw from the
program during the first ten calendar days of the semester; in this
case, independent study will not appear on her record. At no time
may the student withdraw from the program by exercising the
WPAVF option.

In a two-semester program a student may withdraw from the
program during her first semester of the program up to one week
after mid-semester grades are due in the Registrar's office for that
semester; in this case, independent study will not appear on her
record. At no time may the student withdraw from the program
by exercising the WP/WF option.

In special circumstances, independent study may be converted
to Special Study (410). This is permitted only when, on the basis
of the quality of nature of the student's work, the director deter-
mines that it is in the student's best academic interest to terminate
the independent study project. The director must initiate the re-
quest for conversion and the department must approve it. It must
then be approved by the Independent Study Committee.

In a one-semester program, the request must be made prior to
one week after mid-semester grades are due in the Registrar's Of-
fice for that semester. If the conversion is approved, the student
will not be permitted to withdraw from the special study.

In a two-semester program, the independent study may be con-
verted to Special Study (410) for the first semester only. The re-
quest must be made during her first semester or no later than the
tenth calendar day of her second semester of independent study. If
the conversion is approved, the student will not be permitted to
withdraw from the special study. If a student receives a failing
grade at the end of a two-semester independent study, the work of
the first semester will automatically convert to special study, and
the student will receive a grade commensurate with the quality of
her work during the first semester.

Internships (450)

The College recognizes that learning through internships can be a
valuable adjunct to classroom learning. The College endeavors to
make possible worthwhile experiences for students whose aca-
demic programs would benefit from such opportunities.

Internships worthy of academic credit are those which bear a
close relationship to the student's principal academic interests.
Primarily, they give the student a better understanding of the ma-
terials, methods, and skills of her principal academic interests.
TTiese internships should give the student access to material and
information not readily available in the classroom and offer her
the chance to apply appropriate research methods and analysis to
these materials.

Internships for which academic credit is inappropriate are those
which have little relationship to the College curriculum. These

33

THE ACADEMIC PROGRAM

may provide secondary benefits such as personal development,
professional experience, service to the community, or acquisition
of purely practical information. The College facilitates participa-
tion in these internships through the Office of Career Planning.

A student interested in an internship for credit should obtain an
application form at the Registrar's Office. She should then consult
with the chair of her major department. The completed applica-
tion should he submitted for review to the associate dean of the
College. The deadline for applications is two weeks before the last
class day of the semester.

No more than 10 semester-hours of credit for internships may
be applied to the 124 semester-hours required for the degree. No
credit from internships may be used to satisfy the minimum 30
semester-hours required for a major.

Grades for internships are either "pass" or "fail" and are an ex-
ception to the policy that courses satisfying Depth Standards not
be pass/fail. A student who has 8 semester-hours of pass/fail work
outside her major may also have a maximum of 10 semester-hours
of pass-fail work in an internship. (A student may have more
than 10 semester-hours of internship credit only if those hours are
in excess of the 124 required for the degree.)

During the regular academic session, the deadlines for dropping
courses apply to dropping internships as well. During the summer,
a student may drop an internship without academic penalty with-
in its first month.

Tuition for credit internships during the academic session is in-
cluded in the regular fees. When the College is not in session the
charge for Agnes Scott credit earned under the supervision of an
Agnes Scott faculty member is $300 per semester-hour.

Junior Year Abroad

A qualified student may substitute a year of study abroad in an ap-
proved program for the work of her junior year at Agnes Scott. In
some cases, one semester of study abroad may be approved. Stu-
dents should distinguish carefully between a program adminis-
tered through an accredited American college or university and an
independent program. In both sorts of program, students pay fees
directly to the host institution.

To qualify for the junior year abroad, a student must have high
academic standing during her first two years at Agnes Scott. She
must be recommended both by her major department and the ap-
propriate language department concerned.

Junior year abroad in an established program

A student interested in applying for established programs admin-
istered through accredited American colleges or universities
should consult the associate dean of the College and the chair of
her major department early in her sophomore year. Written re-
quests to take such programs must be filed with the associate dean
of the College by March 1 of the sophomore year. Requests must
be approved by the Committee on Academic Standards. Credit for
grades of C or better is awarded on the basis of a transcript from
the host American college or university. Grades are not entered
into the student's quality-point ratio.

Junior Year Abroad in an Independent Program

Differences among independent academic programs available to
American students abroad require careful planning of the course
of study. Students interested in these programs are strongly ad-
vised to consult the chair(s) of the department(s) concerned early
in the sophomore year. Information can be obtained from the stu-
dent's major department, the foreign language departments, and
the associate dean of the College. No later than February 1 of her
sophomore year, the student should submit to the associate dean
of the College a letter of initial application for Junior Year Abroad
with an attached letter of recommendation from the chair of her
prospective major department. Other letters of recommendation

34

may be required. The letter of initial application should contain a .
general outline of proposed course of study.

The associate dean will send the letter of initial application to
the Curriculum Committee. If the Curriculum Committee gives
preliminary approval, the student will then be asked to obtain, di-
rectly from the foreign university, as much detailed information
as possible about her specific course of study (such as course titles
and credits, tutorials, seminars, etc.). When the student has as-
sembled this information, she should submit it and her final appli- ^
cation to the Curriculum Committee. The committee may invite :
her and the department chair(s) concerned to discuss her final ap-
plication.

Once abroad, the student must inform the chair of her major
department of her actual course of study. This should be done by
telephone or letter within the first week of her term at the foreign ]
university. If the student's course of study is different from what
has been approved by the Curriculum Committee, the department
chair will advise the student as to the acceptability of her revised
program. The department chair should confirm in writing, with a
copy to the Curriculum Committee, any instructions or advice
given to the student.

When the student returns, credit is awarded by the Curriculum
Committee upon the recommendation of the department(s) con-
cerned. Students in independent programs will be expected to
bring back tangible evidence of the work done during the year
(papers, tests, course notes, etc.) since credit will be assessed on
the basis of these materials.

THE ACADEMIC PROGRAM

ROTC

Agnes Scott students may participate in the Air Force or Navy
Reserve Officers Training Corps at The Georgia Institute of
Technology. A student who completes one of these programs
qualifies as a commissioned officer and will he ordered to active
duty in the United States Air Force, the United States Navy, or
the United States Marine Corps.

Courses in ROTC programs are taken under the cross registra-
tion program of the University Center in Georgia.

Seminars for Freshmen and Sophomores (190)

Several academic departments offer courses (numbered 190) ex-
clusively for freshmen and sophomores. The courses are limited in
enrollment to allow seminar experience. A student may take only
one seminar per semester. Topics vary annually and are an-
nounced each spring. The seminars meet one hour a week and
carry 1 semester-hour credit. These courses may not be used to
satisfy Specific or Distributional Standards.

Special Study (410)

Special study courses (numbered 410) are offered by all academic
departments and are open to senior majors (and qualified juniors)
to pursue work in areas outside a department's listed courses.
Nonmajors who demonstrate sufficient preparation in the disci-
plirie may also take 410 courses.

Applications to take special study are available in the Regis-
trar's Office and must be returned there no later than two weeks
before the last class day of the semester before the desired 410
course. They will then be taken to the Curriculum Committee for
approval. A 410 course carries from 2 to 4 semester-hours credit.
Ordinarily a student will take no more than two semester courses
of special study.

The application should include the name of the instructor who
will offer the 410, the course title and a description of the topic to
be studied, a statement of the student's preparation for such study,
and the basis for the grade. The instructor must endorse the

application and so must the chair of the department offering
the 410.

If a student requests a 410 in her junior year, the application
should also state the appropriateness of the 410 to the student's
major program.

If a student wishes to take a 410 outside her major department,
her application must describe her preparation in the department
offering the 410, as well as the information described above.

Student-designed majors

A student may design her ciwn major to combine disciplines differ-
ently from the listed interdisciplinary majors. She should consult
first the associate dean of the College, who will assign her an ad-
visor and oversee the development of her proposal.

Proposals for student-designed majors usually are submitted to
the Curriculum Committee during the spring semester of a stu-
dent's sophomore year.

Washington Semester

Agnes Scott is a member of the Washington Semester Program.
Students spend either the fall or spring semester at American
University in Washington. There are five offerings in the pro-
gram: American government, foreign policy, economic policy, jus-
tice, and journalism. Each of these programs consists of a seminar,
an internship, and a research project. Students may attend during
either their junior or senior year. Deadlines for fall and spring se-
mester attendance are early April and early November.

A student who participates in the Washington Semester pro-
gram at American University pays American University tuition
to Agnes Scott College during her semester in the program. (Con-
versely, when in residence at Agnes Scott College a student pays
the Agnes Scott College tuition and fees.) She is responsible for
her own room and board while in Washington. Limited scholar-
ship money is available from American University; students are
urged to apply early for consideration. Interested students should
obtain information and applications from the faculty representa-
tive or the Office of the Dean
of the College.

CAREER PLANNING
AND PLACEMENT
Graduate Degrees in Arts
and Sciences

A student interested in gradu-
ate study in arts or sciences
should consult first with the
chair of her major department.
Information on the Graduate
Record Examination (GRE)
may be obtained in the Office
of the Dean of the College.

Medicine

The College encourages stu-
dents interested in a career in
medicine, dentistry, or veteri-
nary medicine to pursue the
major of their choice. Medical
schools are very much inter-
ested in liberal arts graduates
who know more about life
than just the chemistry and bi-
ology that go into it. Agnes
Scott students have gone to
medical school having majored
in classics and art and other
subjects.

35

THE ACADEMIC PROGRAM

The Natural Sciences and Health Professions Coordinating
Group, advisory to the dean of the College, counsels students on
academic programs, preparation for professional school, and ways
to enhance acceptability into medical programs. It also offers ad-
vice about alternative careers in the health sciences. The group
writes letters of evaluation to each school to which a student ap-
plies. Students have the oppc^rtunity to meet with faculty and
deans of medical colleges as well as medical students who are
Agnes Scott alumnae.

The most critical step toward admission, other than grades
(quality-point ratio and grades in required science courses), is the
Medical College Admission Test (MCAT) or its equivalent
(DCAT for dentistry, VCAT for veterinary medicine). This test
should be taken during the spring of the junior year (except for the
VCAT) and may be repeated during the fall of senior year to im-
prove performance.

Most medical, dental, and veterinary colleges require a full-year
course with laboratory in biology, physics, inorganic (general)
chemistry and organic chemistry. Some schools require slightly
less, some more (e.g., calculus). These courses should be in
progress or completed by the spring of the junior year. It is nearly
impossible to do well on the MCAT if a student has not taken
these courses. Other courses may assist a student's performance
on the test but are not required for admission. Information about
these will be provided during the freshman year.

A student can make many different course choices. If she is not
majoring in chemistry or physics, she will most likely defer phys-
ics until the junior year. (TTie physics course at Agnes Scott has
calculus as a prerequisite.) A student who majors in chemistry or
biology should take introductory courses in that department dur-
ing the freshman year.

One possible program is:
freshman year: Biology 100,105
sophomore year: Chemistry 101, lOlL, 102, 102L
junior year: Chemistry 201, 202, 202L; Physics 110, 111

Another possible program is:
freshman year: Chemistry 101, lOlL, 102, 102L
sophomore year: Chemistry 201, 202, 202L; Biology 100, 105
junior year: Physics 110, 111

Those possibilities apply to any major. Some students may take
both biology and chemistry during the freshman year if they have
good backgrounds in both.

Students are responsible for knowing the admission require-
ments of the professional schools to which they apply. This infor-
mation is in Medical School Admission Requirements, on reserve
in the Resource Center in Buttrick Hall. A student who plans to
attend a state-supported medical college should apply to one in

her home state; out-of-state applicants usually are not accepted.
Privately supported institutions typically accept many out-of-state
students. States with no dental or veterinary colleges have agree-
ments with other states which have such facilities. |

Students interested in medical careers should register with the
Office of the dean of the College when they enter the College.

Law

American law schools require no specific courses or major, but
students interested in the legal profession must develop strong an-
alytical and communication skills. Students should take maxi- |
mum advantage of the richness and variety of a liberal arts curric- '
ulum. Those interested in law school should take the Law School
Admissions Test (LSAT) in June of their junior year. The Legal
Professions Coordinating Group, advisory to the dean of the Col-
lege, helps students consider law as a career, prepare for the Law
School Admissions Test, and select appropriate law schools. Stu-
dents planning to go to law school should register with the Legal
Professions Coordinating Group. In addition, programs offered by
the Career Planning and Placement Office introduce students to i
the many facets of legal careers. >

Teaching

Agnes Scott has a state-approved program at the elementary and
middle school levels and in several secondary fields. A student
may also be certified in elementary/general music and/or choral
music. A student who completes any of these programs satisfac-
torily is eligible for initial Georgia certification, generally accept-
ed throughout the United States. In a few cases, certain specific
courses are required, and arrangements can usually be made to
meet these requirements as a part of the Agnes Scott degree pro-
gram.

A student in the professional teacher education program can
observe and work in a variety of school settings. Students at all
levels may tutor in local schools.

Students interested in teaching should consult the chair of the
Department of Education during the freshman year and no later
than the spring semester of the sophomore year.

Business

The College has selected from its curriculum a group of courses
designed to familiarize students interested in business careers with
skills and knowledge to facilitate their entrance into business.
The program does not alter requirements for graduation nor
constitute a major. It is designed to bridge an undergraduate liber-
al arts curriculum and a career in business.

Since [he turn nj ihe century. Agnes Scott students have left their rmir/< on the mside wall of Main's bell tower

36

GIOBAL
flMHRENESS

In a world that is in-
creasingly interde-
pendent, "global
awareness" is no
longer a luxury - it
should be a funda-
mental component of any
liberal arts education.
As a result of the Global
Awareness emphasis at
Agnes Scott College, stu-
dents develop a better
understanding of their
own cultural values, as
well as an appreciation
for the physical and cul-
tural diversity of our
world.

The Program for Glo-
bal Awareness has as its
goal enabling every
Agnes Scott student, re-
gardless of her academic
interests, to live and
study in another culture
as part of her college ed-
ucation. This is accom-
plished by providing a
variety of study abroad
courses which are offered
in January or the summer.
The courses carry full
academic credit, and gen-
erous financial aid is
available for students
with demonstrated need.
Agnes Scott has a long

tradition of excellence in foreign language instruction,
and Global Awareness courses provide students the op-
portunity to put their language skills to use.

Global Awareness experiences cover a wide range of
academic disciplines and take students to all regions of
the world: Africa, Asia, Europe, and Latin America.
And for students who are interested in specializing in in

Global Au'areness courses teach students through academic coursework and personal experience with a country's
people and culture.

ternational or language studies, semester and year-long
opportunities are available in France and Germany, and
plans are underway for developing similar programs in
other parts of the world. As a result of these programs,
students increase their understanding of other cultures
and people.
In addition to providing study abroad opportunities,

37

GLOBAL AWARENESS

the Program for Global Awareness seeks to expand the
students' knowledge of our global community through:

n on-campus global issues programs

D activities involving Agnes Scott's international students
who come from all regions of the world

D interaction with Atlanta's growing international sector

D internships with an international flair - both in
Atlanta and outside the United States - which
provide valuable preparation for business or social
service careers.

A long-term plan is being designed that will enable

Agnes Scott students to plan ahead for future Global
Awareness experiences. During the 1989-1991 period
courses are being planned to: Burkina Faso, China, Eng-
land, France, Germany, Greece, India, Italy, Malaysia,
Peru and the Galapagos Islands, and the Soviet Union.
Some of these will be offered as regular courses in the
fall semester (3-5 hours credit), with travel experiences
scheduled for three weeks in January. Professors will
provide thorough classroom preparation on campus, us-
ing the January portion as an extended field experience.

For information on current Global Awareness pro-
grams, contact Dr. George T. Brown, Jr., Director, Program
for Global Awareness (404) 371-6228 or 371-6384

38

GLOBAL AWARENESS

ANTHROPOLOGY 270 - Cultural Anthropology of
Sub-Saharan Africa/Burkina Faso [Burkina Faso]

ANTHROPOLOGY 275 - Peruvian Cultures, Past and
Present [Peru]

ART 219 - The Art and Archaeology of Greece [Greece]

BIBLE AND RELIGION 300 - Medieval Christendom
[Italy, France, and England]

BIOLOGY 216 - The Galapagos Islands: Natural
History, Evolution, and Charles Darwin [Ecuador]

f

<

"One of the most valuable
things we can learn is that
many human beings with the
same God-given talents have
structured their worlds in
different ways. B;y under-
standing another culture,
we have greater insight into
our own. Perhaps because of
my own experience of His-
panic culture, one of my
dreams for Agnes Scott is
that every graduate will
have had significant expo-
sure to another way of life,
another language, another
way of viewing the world.
(Agnes Scott President
Ruth Schmidt)

BIOLOGY 215 - Marine Biology [U.S., Jamaica]

ECONOMICS 334 - Economic Development [Taiwan]

ECONOMICS 370 - Economic Study of the Republic of
China [Taiwan]

ENGLISH 317 - Literature of the Renaissance [England]

GERMAN 200/201 - Intermediate German [Germany]

GERMAN 210/212 - Composition/Conversation
[Germany]

GERMAN 213 - German Civilization [Germany]

GERMAN 216 - German Civilization and Music 11
[Germany, Austria, and Czechoslovakia]

GERMAN 222 - Introduction to Literature [Germany]

GERMAN 224 - German Language and Culture
[Germany]

HISTORY 375 - Social History of Renaissance England
[England]

MUSIC 216 - German Civilization and Music II
[Germany, Austria, and Czechoslovakia]

MUSIC 301 - Medieval and Renaissance Music [Italy,
France, and England]

PHILOSOPHY 201 - The Greek Setting of the Socratic
Dialogues [Greece]

POLITICAL SCIENCE 290 - Topics in Latin American
Studies [Argentina and Uruguay]

POLITICAL SCIENCE 375 - Politics in Sub-Saharan
Africa [Burkina Faso]

SOCIOLOGY 375 - Indian Culture and Society [India]

SPANISH 209 - Culture of Spain [Spain]

SPANISH 216 - Culture of Mexico [Mexico]

SPANISH 228 - Mexican Prose of the Twentieth Century
[Mexico]

SPANISH 230 - Readings in Twentieth-Century
Literature [Spain]

SPANISH 240/340 - Spanish Conversation [Argentina
and Uruguay]

39

GLOBAL AWARENESS

Student quote: "You just
can't go to Burkina Faso
and your life not change
from it. Whatever I do in
my life, wherever 1 go, 1
can't escape that trip ...
and 1 don't want to."

40

WOMEN'S STUDIES

The study of women can be through discipUnary and interdiscipU-
nary approaches. In exploring women through the methods of a
discipline, women students have the chance to learn about their
history as women and to understand better their own developing
identities. There is now in most of the disciplines a large body of
theoretical formulation and scholarly research about women.

The interdisciplinary approach provides students with a women-
centered viewpoint that they may bring to any course in the curric-
ulum, enriching their whole undergraduate learning experience.

100s. INTRODUCTION TO WOMEN'S STUDIES (2)

An introduction to the issues and methods of women's studies.
This interdisciplinary course examines changing experiences and
perceptions of women both in the United States and in other cul-
tures. Topics include women and work, sexuality, medicine, ma-
turing, and creativity.

Other appropriate courses in the curriculum on women (see de-
partmental listings for description).

Art 309 THE WOMAN ARTIST IN THE

20TH CENTURY
WOMEN AND RELIGION
SOUTHERN WOMEN AND
SOCIAL CHANGE
SOCIOLOGY OF GENDER
WOMEN IN MODERN
EUROPEAN HISTORY
WOMEN IN LATIN AMERICA
WOMEN AND POLITICS
PSYCHOLOGY OF WOMEN

Bible and Religion 224
Sociology 231

Sociology 336
History 322

Political Science 211
Political Science 313
Psychology 130

INnRDISCIPUNARY STUDIES

INTD lOOf. INFORMATION SCIENCE (3)

A conceptual framework for using microcomputers as significant
information machines for the realization of ideas.

INTD 401s. ISSUES IN SCIENCE AND
TECHNOLOGY (3)

An integrative examination of motivation and impact related to
scientific and technological advances.

Topic for 1988'89: Frontiers of Modem Science and Technolo-
gy. Discussion of the intellectual history of twentieth-century
science and technology with emphasis on the emerging areas of
scientific inquiry and the interfaces between traditional scientific
disciplines.

Topic for 1989-90: TTie Human Dimension of Science and Tech-
nology. An investigation of personal, social, and institutional per-
spectives of benefits and dilemmas related to scientific and tech-
nological advances.

Prerequisite: Permission of the moderator is necessary for stu-
dents who have not completed the distributional requirements.

41

ART

Associate professors:

Terry McGehee, Chair
Leland Scaven
Assistant professors:
Percy North (part-time)
Donna Sadler
Instructors:

Maria Artemis (part-time)
Stephen Forbes-de Soule
(part-time)

The Department of Art consists of a faculty of experi-
enced teachers and practicing artists who strive to enliv-
en and enrich liberal education through the study of the
visual arts.
The department offers an art major which a is bal-
anced program of study in theory, practice, and history.
In addition to the art major, interdisciplinary majors are offered
in Art History-English Literature and Art History-History. A
dual degree program in Art and Architecture is offered with
Washington University. Nonmajors are encouraged to partici-
pate in the history and studio courses.

The Dana Fine Arts building, designed by internationally ac-
claimed architect John Portman, incorporates studio spaces, lec-
ture halls, and a multiroom gallery.

The Agnes Scott permanent collection of art and works by na-
tional and regional artists are regularly exhibited. The exhibition
program brings to the classroom and to the Agnes Scott commu-
nity an exciting opportunity to view and critique current and his-
torical trends in art. This program includes two student exhibi-
tions a year.

The comprehensive art program takes advantage of the rich
cultural offerings in Atlanta by incorporating visits to galleries,
museums, and artists' studios.

Through its commitment to a challenging academic and studio
program, the department offers a meaningful experience in the
visual arts in preparation for a productive professional or
academic career.

REQUIREMENTS FOR THE MAJOR
THEORY, HISTORY, AND CRITICISM

102, 103, 480

Two of the following: 201, 202, 203, 204, 205, 206, 207, 208

Two of the following: 301, 302, 304, 306, 307, 308, 309

ART STRUCTURE AND STUDIO

161,162

One of the following: 240, 241, 242

One of the following: 171, 272, 273

Minimum of 6 semester-hours in other 200-, 300-, or 400-level

studio courses.

Art 232 recommended for the major

HISTORY AND CRITICISM OF ART

lOlf. ART AND IDEAS (3)

An introduction to the principles of art history and the tech-
niques utilized by artists; a nonchronological consideration of
different media and movements in art intended to engender a
knowledgeable appreciation of art.
Does not fulfill Distributional Standard in Fine Arts.

102f. HISTORY OF ART I (3)

A survey of art and architecture from the Prehistoric period
through the Medieval period. Works of architecture, sculpture
and painting from the Prehistoric, Near Eastern, Egyptian,
Greek, Roman and Medieval cultures will be studied for their
technical, formal, and expressive characteristics.

103s. HISTORY OF ART II (3)

A survey of art and architecture from the Renaissance to the

present. Works of architecture, sculpture, and painting from
the Renaissance, Baroque, Rococo, 19th, and 20th centuries
will be studied for their technical, formal, and expressive
characteristics.

201f. GREEK AND ROMAN ART (CLASSICS 242) (3)

A survey of the att and architecture from the Bronze Age
through the fall of Rome. The evolution of styles will be ana-
lyzed through works of architecture, sculpture, painting, pot-
tery, and metalwork.
Offered 1988-89 to alternate every third year with 301

202s. ART OF THE MIDDLE AGES (3)

A survey of Medieval art and architecture from its Early
Christian beginnings c. 250 to the end of the Gothic period c.
1400. Emphasis will be placed on the evolution of Christian
imagery and the use of the church as a vehicle for meaning.
Offered 1988-89 and 1989-90 to alternate every third year
with 302

203f. EARLY RENAISSANCE ART (3)

A survey of painting from the late 13th, 14th, and 15th centu-
ries in Italy. Emphasis will be placed on the development of lo-
cal schools and the virtual conquest of visual space in the wake ]
of Alberti's treatises and artistic experimentation.
Offered 1989-90 and every third year

204f. HIGH AND LATE RENAISSANCE ART (3)

A survey of painting, sculpture, and architecture in the late
15th and 16th centuries in Italy. Emphasis will be placed on
the artistic careers of Leonardo da Vinci, Raphael and
Michelangelo. The course will culminate in a consideration of
Mannerism in all media as a reaction to the perfection of the
High Renaissance.
Offered 1990-91 and every third year

205s. NORTHERN RENAISSANCE ART (3)

A survey of art and architecture from 1350-1575 in the Neth-
erlands, Germany and France. Emphasis will be placed on the
genesis of art in the International style, the impact of the
Graphic Arts throughout Europe and will culminate in the
French Court Style at Foutainbleau.
Offered 1990-91 and every third year

206s. BAROQUE AND ROCOCO ART (3)

A survey of the art and architecture of the 17th and 18th cen-
turies in Italy, Spain, France, England, and the Netherlands.
Emphasis will be placed on the artistic careers of Caravaggio,
Bernini, Rembrandt, Rubens, Vermeer and Poussin.
Offered 1989-90 and every third year

207f. NINETEENTH-CENTURY ART (3)

A survey of European painting created between the mid- 1760s
to the mid- 1880s. TTie primary emphasis will be placed on the
trends of Classicism, Romanticism, Realism, Impressionism
and Post-Impressionism.

Offered 1988-89 and 1989-90 to alternate every third year
with 307

42

DEPARTMENT OF ART

208s. TWENTIETH-CENTURY ART (3)

A survey of the art and architecture created between 1886 and
the present. The primary emphasis will he placed on the art
produced in France and America, although consideration will
he given to the unique disposition of "Modern" art which delib-
erately rejected traditional conventions in the pursuit of the
avant-garde.
Offered 1988-89 and every third year

219SG. THE ART AND ARCHAEOLOGY

OF GREECE (3)

A survey ot the major developments in Greek architecture,
sculpture and painting from the Bronze Age through the Hel-
lenistic period. Lectures will be supplemented by visits to mu-
seums and sites.
Not offered 1988-89

232f. AESTHETICS

(PHILOSOPHY 232)(3)
See Philosophy 232 for
description.

301f. ADVANCED
STUDIES IN GREEK
AND ROMAN ART

(CLASSICS 340) (3)

Offered 1989-90 and aher-
nate years

302s. ADVANCED
STUDIES IN
MEDIEVAL ART (3)

304f. ADVANCED
STUDIES IN
RENAISSANCE
ART (3)

Offered 1988-89 and every
third year

306s. ADVANCED
STUDIES IN
NORTHERN
RENAISSANCE AND
BAROQUE ART (3)
Offered 1988-89 and every
third year

307f. ADVANCED
STUDIES IN
NINETEENTH-
CENTURY ART (3)

Offered 1989-90 and alter-
nate years

308s. ADVANCED

STUDIES IN MODERN
ART (3)

Offered 1989-90 and every
third year

309f. THE WOMAN
ARTIST IN THE
TWENTIETH-
CENTURY (3)

A study of selected Ameri-
can women artists from the

turn of the century to present day. A critical analysis of their
work and discussion of their contributions to art.
Offered 1989-90 and alternate years

320f,s. THE KIRK STUDIES IN ART HISTORY

A specialized area of art history with a visiting scholar.

(3)

410f,s. SPECIAL STUDY IN ART HISTORY AND

CRITICISM (2-4)

Special problems adjusted to the needs and interests of the in-
dividual student. An introduction to scholarly research. Open
to art majors only

480s. ISSUES IN ART (3)

A lecture/discussion course to look at historical, social, and
aesthetic perspectives related to current developments in the

43

DEPARTMENT OF ART

visual arts. Visits to galleries, museums, and artists' studios

provide a context for discussion. With focus on group critiques

of student work, the seminar will explore the individual's work,

processes, methodology, and other areas of individual or group

interest.

Open to senior art majors only

490f,s. INDEPENDENT STUDY (4-8)

Independent research in art history and criticism or in applied
art. Open to senior art majors only

STUDIO ART

All studio courses meet 6 hours per week for 3 semester-
hours credit unless otherwise indicated. Students are ex-
pected to provide most of their supplies.

161f. ART STRUCTURE 1 (3)

An introductory drawing course to develop visual skills as well

as individual expression. Experiments in a variety of drawing

media with subject matter that includes a still-life, landscape,

and the figure. Regular class critiques supplement individual

criticism.

Not open to students who have had 191

162s. ART STRUCTURE II (3)

The study of the design elements of form, line, color, and tex-
ture in relation to problems in composition, color theory, and
subject matter.
Prerequisite: 161
Not open to students who have had 192

171f,s. CERAMICS (3)

A basic course in the construction of hand-built and wheel-
thrown pottery forms, with an introduction to glazing and fir-
ing techniques.
Not open to students who have had 271

240f. DRAWING AND COMPOSITION (3)

The principles of pictorial organization with a focus on the
study of the figure. Experiments in various media.
Prerequisite: 162

241s. BEGINNING PAINTING (3)

An introductory course in pamting. Basic painting techniques
and experiments in various media with discussion of conceptu-
al approaches to painting.
Prerequisite: 162

242s. PRINTMAKING (3)

A study of the serigraph process including hand-cut stencils,
block-out, and photo-screen techniques.
Prerequisite: 162

272s. INTERMEDIATE POTTERY (3)

An intermediate course with concentration on the design and
craftsmanship of wheel-thrown pottery forms. Special atten-
tion given to the individual expression of the artist and an un-
derstanding of the technical aspects of clay and glaze materials.
Prerequisite: 171 or permission of the department chair

273s. THREE-DIMENSIONAL DESIGN (3)

A series of related experiments in plastic design including re-
lief, collage, construction, sculpture in the round, and the mo-
bile in such media as clay, wire, wood, tissue, plastic materials.
Discussion of relevant works.
Prerequisite: 161 or 171

340{. ADVANCED PAINTING OO

Focus on individual expression. An exploration of pictorial I
content and painting techniques. Discussion of relevant works. |
Prerequisite: 241

341s. ADVANCED PAINTING (3) i

Focus on individual expression. An exploration of pictorial i
content and painting techniques. Discussion of relevant works. '
Prerequisite: 241

370f. PLASTIC DESIGN (3) i

Individual problems in ceramics or sculpture.
Prerequisite: 272 (for work in ceramics)

273 (for work in sculpture)

371s. PLASTIC DESIGN (3)

Individual problems in ceramics or sculpture.
Prerequisite: 272 (for work in ceramics)

273 (for work in sculpture) I

380f. ADVANCED DRAWING (3)

Emphasis on personal expression by exploring the "mark." \

Drawing as process and product. Experiments in various

media: charcoal, ink, pastel, color-pencil and graphite on a

variety of supports.

Prerequisite: 240

Offered 1988-89 and alternate years

440f. ADVANCED GRAPHIC DESIGN (3)

Special problems of two-dimensional design with work in vari-
ous media.

Prerequisite: 340 or 341 and permission of the department
chair
Open to art majors only

441s. ADVANCED GRAPHIC DESIGN

Special problems of two
dimensional design with
work in various media.
Prerequisite: 340 or 341 and
permission of the depart-
ment chair
Open to art majors only

470f. ADVANCED
THREE-
DIMENSIONAL
DESIGN (3)

Special problems of three
dimensional design with
work in various media.
Prerequisite; 370 or 371 and
permission of the depart-
ment chair
Open to art majors only

471s. ADVANCED
THREE-
DIMENSIONAL
DESIGN (3)

Special problems of three
dimensional design with
work in various media.
Prerequisite: 370 or 371
and permission of the de-
partment chair
Open to art majors only

(3)^

Associate Professor Lee Stmer\
leads a critique of class work in
the Dalton Gallery

44

&

RELIGION

The academic study of religion offers students opportuni-
ty to explore some of the most creative expressions of the
human spirit in its responses to Ultimate Truth, Unity,
and Worth - what western religions have commonly
called 'God.' Courses are designed to give acquaintance
with the distinctive beliefs and practices, sacred
literatures, and cultural expressions of the great religious
traditions of the world. Special emphasis in the curriculum is
placed on Biblical literature, as well as upon contemporary
expressions of religious thought.

REQUIREMENTS FOR THE MAJOR
Courses required in the discipline:

A minimum 30-hour major, with at least 12 hours on the 300
or 400 level in the department; 6 hours must be taken in Area
II (Biblical Studies), Area 111 (Religious Thought and Social
Context), and Area IV (World Religions).
Courses recommended for the major:
Bible and Religion 410.

INTRODUCTORY STUDIES

llOf.s. APPROACH TO BIBLICAL LITERATURE (3)

A survey of the history, major literary types, and key theologi-
cal concepts of the Bible. Special attention is given to the na-
ture of Biblical authority and methods of interpretation and
analysis.
Not open to students who have had 100, 101, or 120

120f,s. THE RELIGIOUS QUEST (3)

An introduction to religion - its origins, place in human life,

cultural expressions. Consideration of encounters with the

"Holy," sacred action, mysticism. Examination of the impact

of religion on social action, rational thought, creativity, views

of nature.

Not open to students who have had 110.

Offered each fall semester and biennially in spring semester

(1990)

BIBLICAL STUDIES

lOOf. HEBREW SCRIPTURES/OLD TESTAMENT (3)

The study of the historical development and central theologi-
cal concepts of the people of Israel as contained in their sacred
Scriptures. Special attention is given such ideas as creation,
covenant, miracle, salvation history, apocalyptic hope.
Offered 1988-89 and alternate years

101s. NEW TESTAMENT (3)

Investigation of the origins, development, and religious thought
of earliest Christianity as found in the New Testament. Partic-
ular attention is given the issues of the historical Jesus and the
Christ of faith, biblical miracle, law and gospel, early Catholi-
cism and heresy.
Offered 1988-89 and alternate years

Professor:

Malcolm L. Peel, Chair
Assistant professor:
Myra Beth Mackie
Additional appointments:
Alice Hickcox (part-time)
Philip N. Kranz (part-time)

Professor Malcolm Peel holds the Wallace M. Alston Chair of
Bible and Religion

203f. WORLD OF ANCIENT ISRAEL (4)

Broad study of the cultural and religious milieu from which
sprang the faith of Israel and its Scriptures. Close examination
of the histories, political systems, religious ideas, art and archi-
tecture, literature of Ancient Mesopotamia (Sumerians, Baby-
lonians, Assyrians, Persians) and ancient Egypt.
Offered 1989-90 and alternate years

204f. WORLD OF EARLIEST CHRISTIANITY (4)

Consideration of the contribution of late Jewish, Hellenistic,

and Roman civilizations to the cultural matrix in which

Christianity was bom. Special studies of Jewish parties,

mystery religions, Roman political and provincial life. Inquiry

into possible influences from these spheres on New Testament

writers.

Offered 1988-89 and alternate years

300SE. MEDIEVAL CHRISTENDOM (3)

A study of the quests tor order and Christian society in West-
ern Europe from the age of Charlemagne (8th century)
through the "Babylonian captivity of the Papacy" (14th centu-
ry). Especially emphasized will he the Great Christian Schism
between East and West, the Crusades, Scholasticism, and such
institutions as the monastery and the Gothic cathedral. On-
site visits to selected centers of Medieval Christendom.
Offered Summer 1988

323s. PROPHECY IN ISRAEL (3)

Encounter with the pivotal prophetic figures of Ancient Israel
from the 9th to the 6th centuries B.C. Special studies are de-
voted to the nature and origins of prophecy, the prophetic
"call," literary forms of their messages, major theological
themes (e.g., covenant, justice, loving-kindness).
Offered 1988-89 and alternate years

327s. LIFE AND LETTERS OF PAUL (3)

A study of the Apostle Paul - the man, the mission, and the
message. Special attention is given the Apostle's letters in the
New Testament and the social context of churches he founded.

45

DEPARTMENT OF BIBLE & RELIGION

Special studies of major themes, such as faith, justification,

resurrection.

Offered 1989-90 and alternate years

335f. JESUS OF NAZARETH IN HISTORY AND

FAITH (3)

A quest for the historical Jesus, utilizing Roman, Jewish, Early
Christian sources (notably, the four Gospels). All major as-
pects of Jesus' career and teaching are examined, as well as
faith views of his miracles, passion, resurrection.
Prerequisite: 101 or 110
Offered 1989-90 and alternate years

RELIGIOUS THOUGHT AND
SOCIAL CONTEXT

207f. AMERICAN RELIGIOUS THOUGHT (3)

Religious developments in America. The roles of specific
groups, such as Protestants, Catholics, Jews, blacks, women.
Discussion of selected issues, such as church and state relations,
social responsibility, ecumenism, revivalism, fundamentalism.
Offered 1989-90 and alternate years

224f. WOMEN AND RELIGION (3)

An investigation ot the position of women in religious tradi-
tions, the lives and thoughts of prominent women in Christian
history, and the central issues in theology for women.
Offered 1989-90 and alternate years

315s. (SOCIOLOGY 315) SOCIOLOGY OF
RELIGION

See Sociology 315 tor description.
Prerequisite: Sociology 101

(4)

345s. (PHILOSOPHY 315) PHILOSOPHY OF

RELIGION (3)

An examination, from a Western philosophical perspective, of
such questions as the following: How can finite humans talk to
an infinite God? How does a good, powerful God allow suffer-
ing? What arguments/evidence supports or discredits belief in
God? What is the nature of religious belief and experience?
How can so many religions all claim to be true?
Prerequisite: 101 or 1 10 or one course in Philosophy
Offered 1988-89 and alternate years

350f. (POLITICAL SCIENCE 342) THE CHURCH IN
LATIN AMERICA (3)

See Political Science 342 for description.

360s. CONTEMPORARY THEOLOGY (3)

The nature and issues of theology, focusing on selected writers

from the 20th century, such as Barth, Tillich, Bonhoeffer, Nie-

buhr, Rahner, Kiing, Reuther.

Prerequisite; Any course in Bible and Religion

Offered 1989-90 and alternate years

365f. CHRISTIAN ETHICS (3)

The nature, methods and basic issues of Christian ethics, with
special attention to the relation between theology and conduct.
Prerequisite: Any course in Bible and Religion
Offered 1988-89 and alternate years

WORLD RELIGIONS

210f. EASTERN RELIGIOUS TRADITIONS (4)

An introduction to the literature, beliefs, and practices of Hin-
duism, Buddhism, Chinese religions, and Japanese religions.
Offered 1988-89 and alternate years

216s. THE ISLAMIC TRADITION (3)j

A survey of Islamic religious history and tradition, including |
the life of the Prophet Muhammad, the teaching of the Quran, |
the mysticism of Sufis, art and architecture, and the faith's de-
velopment through cultures from Spain to India.
Offered 1989-90 and alternate years

221s. JEWISH FAITH AND PRACTICE (3j;

An examination of the basic beliefs and practices of Judaism,
from the Exodus from Egypt to the present. Special attention is i
given the Jewish Feast Days, institutions, life cycle practices,
and major branches of the religion. I

Offered 1989-90 and alternate years '

322s. TOPICS IN JUDAISM (3) '

A seminar focused on Jewish life, thought, teaching. The con-
tent will change biennially, so that the course may be taken for '
credit more than once. i

Topic for 1988-89: Major Intellectual Movements in Judaism:
Messianism, Hasidism, and Zionism:

An examination, from a theological perspective, of transcen-
dent movements that have arisen out of periods of crisis and
tragedy in Jewish history. Consideration of the new life and vi-
tality such developments have breathed into Jewish faith and 1
practice.

Prerequisite: Any course in Bible and Religion
Offered 1988-89 and alternate years

SPECIAL STUDIES IN RELIGION

363f,s. SEMINAR IN RELIGION (3)

The examination of a variety of topics of timely and vital in- '
terest in the study of religion. Since the topic changes each
time the course is offered, it may be taken for credit more than 1
once.

Topic for Fall 1988 - "Gods, Pharaohs, and Mummies - A
study of Ancient Egyptian Religion"

An introduction to the world of Egyptian religious beliefs and
practices from the Old Kingdom through Hellenistic times.
Special studies of the animal-human deity concept, the god
king (Pharaoh), and rites designed to defeat death and insure I
immortality. Field trips to the Ramses II Exhibition in Char- '
lotte. North Carolina and Emory's Carlos Museum. I

Prerequisite: 110, 120, 100 or 101 '

410f,s. SPECIAL STUDY (2-4)1

A directed reading course supervised by a member of the de- |
partment. Prerequisite: Permission of the instructor

450f,s. RELIGION INTERNSHIPS AND FIELD

EXPERIENCES (3-8)

An opportunity to learn while gaining practical work experi-
ence in such programs as institutional chaplaincy, parish pas-
torate, social work assistant, etc. A maximum of 4 hours of in- j
temship may be applied to the maximum (48-hour) but not the .
minimum (30-hour) Bible and Religion major.
Prerequisite: Permission of instructor and internship or field
work supervisor.

490f,s. INDEPENDENT STUDY (4-8)

Independent research is arranged under supervision of a mem- ,
her of the department. Results are presented in written form, i

46

BWIOGV

Professor:

Sandra T. Bowden
Associate professors:

]ohn F. Pilger, Chair
(on leave 1988-89)
Harry Wistrand

Assistant professors:

Edward L. Hover
Patricia M. White (part-
time)

Instructor:
Kathryn Malody

as a multidisciplinary, experimental science, modem
biology offers the liberally educated woman an
integrated view of the living world. Our program is
designed to give the student a sound background in the
major disciplines of biology and to teach her to use the
skills of scientific inquiry: observation, generalization,
ixperimentation, analysis, and interpretation.

For entering students, secondary school preparation in
nathematics and the sciences is desirable. Students who plan to
najor in biology should consult with a member of the department
arly in their college careers. For normal progression in the major,
tudents are advised to take Biology 100 in the fall semester of the
reshman year and 102, 105, and 206 by the end of the sophomore
ear. They should take introductory chemistry in the freshman or
ophomore year. Major programs include studies in functional
morphology of cells and tissues, microbial organisms, lower and
ligher plants and animals, patterns and mechanisms of heredity
nd evolution, physiology of cells and organisms, development,
axonomy, and ecology.
Electives include special study, internships, and independent
[udy. These opportunities support students' special interests
irough readings, work experiences, and directed research.
)ual-degree programs with The Georgia Institute of Technology
re available in biotechnology and other areas of engineering,
tudents should consult department faculty for information on
jmmer study and research opportunities.

REQUIREMENTS FOR THE MAJOR
bourses required in the discipline:

100, 102, 105, 206, 300, 306 or 312, 310, 480
bourses required outside of the discipline:

Chemistry 101, lOlL, 102, 102L

Chemistry 201
'curses recommended for the major:

Chemistry 202, 202L, 300

Physics 110, 111

Mathematics 115, 118, 119, 150

French or German

O0f,s. INTRODUCTION TO BIOLOGY (4)

The major concepts of modem biology; structure and function
of biological molecules, cell structure and functions, energy
transactions in living systems, control systems, inheritance in
eukaryotes and in prokaryotes, development of organisms, ev-
olution, ecology, the scientific method, procedures of scientific
investigation.
3 LEG, 1 LAB

iology 100 is prerequisite to all other courses in biology.

32f. BOTANY (4)

Functional morphology of vascular plants, growth regulation,
ecology, and evolution. A survey of major divisions of plants
and fungi.
3 LEG, 1 LAB
Prerequisite: 100

105s. ZOOLOGY (4)

A study of the morphology and physiology of animals with a
brief survey of the major animal phyla.
3 LEG, 1 LAB
Prerequisite: 100

200s. ANIMAL BEHAVIOR (3)

The development, causation, and function of behavior in non-
human animals. Emphasis is on placing observed behaviors in
an appropriate ecological context.
2 LEG, 1 LAB
Prerequisite: 105
Offered 1989-90 and alternate years

201s. ECOLOGY AND FIELD BIOLOGY (3)

The interrelationship between organisms and their environ-
ments at the population, community, and ecosystem levels.
Laboratory includes field investigations of natural systems and
ecological research techniques.
Prerequisite: 102 and 105
Offered 1989-90 and altemate years

47

DEPARTMENT OF BIOLOGY

Assistant Professor Edward Hoi'er shows stutfent a pipeting technique

202s. PLANT TAXONOMY (3)

Principles of plant identification, classification and nomencla-
ture, with special emphasis on vascular plants native to this
region. Laboratory includes observing plants in their natural
environments and techniques for collecting, identifying, and
preserving specimens.

2 LEG, 1 LAB
Prerequisite: 102

Offered 1988-89 and alternate years

204s. VERTEBRATE BIOLOGY (4)

The biology of vertebrates, including gross anatomy of selected

animals, and the evolution, classification, and life histories of

major vertebrate groups. Includes some field study of local

vertebrates.

Open to students who have had Biology 304 with permission of

the department

3 LEG, 1 LAB
Prerequisite: 105

206s. CELL BIOLOGY (4)

An introduction to cellular and subcellular structure and

function.

3 LEG, 1 LAB

Prerequisite: 2 semesters of 100-level biology courses with

laboratories

207s. INVERTEBRATE ZOOLOGY (4)

A comprehensive study of the major and minor invertebrate
phyla with emphasis on comparative anatomy, systematics,
and evolution. Laboratory emphasis is on functional morphol-
ogy and includes some fieldwork.
3 LEG, 1 LAB
Prerequisite: 105
Not offered 1988-89

208f. HISTOLOGY (4)1

The microscopic anatomy of animal tissues. In laboratory *

each student will complete a project using basic histological

techniques.

3 LEG, I LAB

Prerequisite: 105

Offered 1989-90 and alternate years

214SUS. DESERT BIOLOGY (4)

Adaptations of plants and animals to hot, arid environments

of the western United States. A three-week field trip to the

desert; dates to be determined.

Limited to eight students

Prerequisite: 100 and permission of the instructor

Offered summer 1990 and alternate years

J

215SUS. MARINE BIOLOGY (4)'

An ecological approach to the study of marine organisms as
exemplified in temperate, semi-tropical, and tropical environ-
ments. Three weeks; dates to be determined.
Limited to eight students

Prerequisite: 105 and permission of the instructor
Offered summer 1989 and alternate years

216WG. THE GALAPAGOS ISLANDS: NATURAL '

HISTORY, EVOLUTION, AND CHARLES i

DARWIN (3) ij

The flora and fauna of the Galapagos Islands and the influenc- i
es of these on Gharles Darwin's ideas on evolution. A 10-day
field trip to the islands. Ten hours of classroom instruction '

during the fall semester preceding the course.
Prerequisite: 100 and/or permission of the instructor.
Enrollment limited ;

Offered during the 1989-90 winter break and alternate years

300f. GENETICS (4) :

The structure, function, regulation, and transmission of here- '

ditary materials in viruses, prokaryotes, and eukaryotes. \

3 LEG, 1 LAB I

48

DEPARTMENT OF BIOLOGY

301s. MICROBIOLOGY (4)

Biology of prokaryotic and eukaryotic microorganisms and

viruses with emphasis on bacteria and viruses. Morphology,

physiology, biochemistry, genetics, taxonomy, and

immunology.

3 LEG, 1 LAB

Prerequisite: 102, 206, Chemistry 201

302s. EVOLUTION AND POPULATION BIOLOGY (3)

Processes and patterns of adaptation and formation of species
with emphasis on genetic mechanisms. Introduction to popula-
tion genetics and population ecology as they relate to evolu-
tionary biology.
3 LEG
Prerequisite: 300 or two courses at the 200 level or above

305f. ANIMAL PHYSIOLOGY (4)

A comparative study of nutrition, energy metabolism, temper-
ature regulation, movement, gas exchange, internal transport,
water-solute metabolism, information processing and sensory
physiology, and hormonal control in animals. Major emphasis
on vertebrates with some invertebrate examples.
3 LEG, 1 LAB
Prerequisite: 105, 206
Offered 1988-89 and alternate years

306f. DEVELOPMENTAL BIOLOGY (4)

A study of the morphological patterns and the developmental
processes that occur in the life history of animals.
3 LEG, 1 LAB
Prerequisite; 105, 206

310s. CELLULAR PHYSIOLOGY AND

BIOCHEMISTRY (4)

Biochemistry, intermediary metabolism, photosynthesis,
membranes and transport phenomena, macromolecular syn-
thesis, metabolic regulation, and environmental influences.
3 LEG, 1 LAB
Prerequisite: 102, 105, 206, Ghemistry 201

312f. ADVANCED PLANT BIOLOGY (4)

Major groups of plants and fungi with emphasis on plant devel-
opment, physiology, and evolutionary relationships.
3 LEG, 1 LAB
Prerequisite: 102, 206

316s. MOLECULAR GENETICS

Gene structure, function,
and regulation at the molec-
ular level in viruses, prokar-
yotes, and eukaryotes; intro-
duction to genetic engineering
and recombinant DNA
techniques. Emphasis on re-
cently published literature.
Not open to students who
have had 309.
3 LEG 1 LAB
Prerequisite: 300,
Ghemistry 201

317s. MOLECULAR
GENETICS
LABORATORY (1)

Molecular genetics and rec-
ombinant DNA techniques

for students who have not had Biology 316.
Not open to students who have had 316
Prerequisites: Ghemistry 300 or permission of the
department

410f,s. SPECIAL STUDY (2-4)

Intensive study of an area of biology by a senior major under

the supervision of a faculty member. Designed to support the

individual's major interests. A paper or oral presentation

required.

Prerequisite: permission of the department

480f. SENIOR SEMINAR (1)

Speciali:ed subject areas of biology not normally in the curric-
ulum. Topics are chosen by the biology faculty. Each student
reviews current literature, prepares, and orally presents a sem-
inar on an aspect of the selected topic.
Open to senior biology majors only

481s. (PSYCHOLOGY 481) INTERDISCIPLINARY

SEMINAR IN ANIMAL/HUMAN BEHAVIOR (1)

Open to students taking the interdi-sciplinary major in biology-
psychology or to senior majors in biology or in psychology
with adequate preparation in both disciplines, as determined
by consultation with both department chairs.

490f,s. INDEPENDENT STUDY (4-8)

Independent laboratory and/or field research with supervision
by a member of the department. Thesis is required and a semi-
nar presentation is recommended.

Admission to the program is granted by the Committee on
Independent Study. Recommendation by the department for
admission to the course is necessary. Departmental recom-
mendation is based on the student's choice of a suitable re-
search project, potential for biological research, course work
back ground, and evidence of motivation for undertaking the
laboratory and non-
laboratory aspects of
the research.

g^ Professor ]ohn Pilger

49

CHEMISTRV

Professor:

Alice J. Cunningham, Chair
Assistant professors:

EUzabeth Leigh Bottomley
Candice J. McCloskey
T. Leon Venable

The academic program of the Department of Chemistry,
approved by the American Chemical Society, is de-
signed to give students a thorough grounding in the prin-
ciples and applications of modem chemistry, as well as
extensive practical experience with research-quality in-
struments. The curriculum is structured to serve
chemistry majors, majors in chemistry-related disciplines, and
nonscience majors. Students may design individual major pro-
grams to prepare for a variety of career goals, such as advanced
study in chemistry, biochemistry, medical sciences, molecular bi-
ology, materials science, chemical physics; technical and nontech-
nical areas of the chemical industry; scientific writing or editing;
chemical education; and computer applications in chemistry.

After completing a chemistry major, the student should have
the basic background required to be part ot an industrial or aca-
demic scientific team devoted to research or applied chemistry.
TTie courses should provide fundamental knowledge of:

a) theories that describe matter and chemical reactions ranging
from elemental to biological systems;

b) techniques and instruments that are ordinarily used to investi-
gate atoms, molecules, and chemical reactions;

c) modem methods for acquiring, analyzing, and retrieving data.
Students considering a major in chemistry should consult early

on with a member of the department, even if their lower division
advisors are not in chemistry. While there is considerable flexibil-
ity in course selection, particularly at the upper level, the sequence
of courses and prerequisites requires careful planning of both low-
er level and upper level courses.

The department recommends that all majors elect additional
courses in mathematics, advanced biology, or advanced physics.
A reading knowledge of a modern foreign language, preferably
German, is also recommended.

REQUIREMENTS FOR THE MAJOR
Courses required in the discipline:

101-lOlL, 102-102L, or equivalent;
201,202-202L;301,302, 312, 342
(see above for additional requirements)
Courses required outside of the discipline:

Mathematics 118, 119;
Physics 110, 111,242,243

The major approved b^i the American Chemical Society requires an
additional 13 hours beyond the core listed above. The non-ACS ap-
proved major requires an additional 9 hours beyond the core. In both
cases these hours may be m advanced chemistry, biology, mathemat-
ics, andlor physics, as approved by the department. Course selec-
tions at the advanced kvel should reflect the student's particular in-
terests, abilities, and career goals .

lOlf. FUNDAMENTAL CONCEPTS OF MATTER AND
REACTIONS (3)

Introduction to structure of matter, ranging from atoms to bio-
chemical macromolecules; and the basis of chemical reactions,
including types of reactions common to inorganic, organic, and
biochemical systems.
Corequisite: lOlL

lOlLf. BASIC LABORATORY METHODS (1)

Experimental methods in basic scientific measurement, ele
mentary synthesis, and analysis.
Corequisite: 101

102s. PERIODICITY AND CHEMICAL REACTIONS (3)

Survey of the chemistry of the elements and their compounds,
with emphasis on periodic relationships. A more detailed ex-
amination of the quantitative aspects of chemical reactions
than seen in Chemistry 101.
Prerequisite: 101
Corequisite: 102L

102Ls. BASIC LABORATORY METHODS II (1)

Experimental methods to analyze elementary inorganic reac-
tions both quantitatively and qualitatively.
Corequisite: 102

200. TUTORIAL (1-3)

Individualized study designed primarily to accommodate trans-
fer, advanced placement students, or students from nontradi-
tional programs. Topics and credit are determined by a stu-
dent's needs. Combination of lecture and laboratory hours
varies with area of study.

\

201f. ORGANIC CHEMISTRY I (4)

A systematic study of the chemistry of aliphatic and aromatic
hydrocarbon compounds, including their derivatives such as
alkyl halides and alcohols. Topics such as stereochemistry, el-
ectronic effects, resonance theory, acid-base properties, carbo-
nium ion theory, and reaction mechanisms are emphasized.
The laboratory introduces students to fundamental experi-
mental techniques of organic chemistry. Aspects of chroma-
tography and spectroscopy are explored.
3 LEC, 1 LAB

Prerequisite: 101, 102, or the equivalent background as deter-
mined by results of the departmental placement/exemption ex
amination and faculty-student conference.

1

202s. ORGANIC

CHEMISTRY II (3)

A continuation of Organic
Chemistry I. The chemistry
of carbonyl compounds and
amines is examined in de-
tail. The mechanisms of im-
portant organic reactions
and the applications of
these reactions to organic
synthesis are studied.
Prerequisite: 201

202Ls. ORGANIC
CHEMISTRY II
LABORATORY (2)

Qualitative organic analysis
and multistep organic
synthesis.
Corequisite: 202

i

50

DEPARTMENT OF CHEMISTRY

300f. BIOCHEMISTRY I (3)

Fundamentals of bacterial and vertebrate biochemistry. In-
cludes the study of biomolecules, catabolic and biosynthetic
pathways; and storage, transmission and expression of genetic
information.
Prerequisite: 202

300Lf. BIOCHEMISTRY LABORATORY I (1)

An introduction to fundamental biochemical laboratory meth-
ods including the study of acid-base properties of amino acids
and proteins, spectrophotometric characterization, chromato-
graphic separation techniques and electrophoresis.
Prerequisite: 202, 202L

301f. PHYSICAL CHEMISTRY I (3)

A study of quantum theory, as applied in chemistry, including
structure and spectral relationships. General principles of sta-
tistical mechanics.

Prerequisites: 202, 202L, Mathematics 118, 119;
Physics 110, 111;
Mathematics 205 recommended

302s. PHYSICAL CHEMISTRY II (3)

General principles of thermodynamics and equilibria. A study
of gas phase kinetics, solution dynamics, and catalysis.
Prerequisite: 301

312s. CHEMICAL ANALYSIS (3)

An advanced study of the instrumental and theoretical ap-
proaches for complete analysis.
Prerequisite: 301, Physics 242
Corequisite: 302
Prerequisite or corequisite: Physics 243

342s. PHYSICOCHEMICAL METHODS OF

EXPERIMENTATION (4)

Physical/analytical methods for data acquisition and interpre-
tation. Includes statistical and computational approaches to
data analysis and prediction.
Combination of lecture and laboratory.
Prerequisite: Physics 242
Prerequisite or corequisite: 302, 312, Physics 243

400s. BIOCHEMISTRY II (3)

Fundamentals of biophysical and bioanaiytical chemistry. Ad-
vanced experimental techniques for characterization of ma-
cromolecules, separation methods, enzyme kinetics, radio-
chemical techniques. Combination of lecture and laboratory.
Prerequisite: 300, 300L, 302, 312, 342

410f,s. SPECIAL STUDY (2-4)

Tutorial in an advanced topic of special interest to a chemistry
major. The nature of the topic determines inclusion of a
laboratory component. Each spring the department lists topics
available for study the following year.
Prerequisite: varies according to topic

43 If. MODERN INORGANIC CHEMISTRY (3)

Current theories of bonding and structure, stereochemistry,
and reaction mechanisms involving both main group elements
and transition metals. Selected topics in organometallic and
bio-inorganic chemistry.
Prerequisite: 302

44 If. SYNTHETIC METHODS AND

CHARACTERIZATION (4)

Synthesis of inorganic and organometallic compounds. Inert
atmosphere and vacuum-line techniques. Nonaqueous chemis-
try. Spectroscopic characterization of compounds. Combina-
tion of lecture and laboratory.
Prerequisite: 342
Prerequisite or corequisite: 431

490f,s. INDEPENDENT STUDY (4-8)

Independent research conducted under the supervision of a
member of the department. Thesis and seminar presentation of
results are required. Admission to the program is granted by the
Committee on Independent Study. Departmental recommen-
dation for admission to the program is necessary and depends
on choice of a suitable research problem, demonstrated poten-
tial for chemical research, and student motivation for pursuing
the laboratory and non-laboratory aspects of the project.
Prerequisite: 302, 312, 342

Corequisite: appropriate advanced courses, as approved by the
department.

Professor Alice Cunning/iam

51

CLASSICAL

LANGUAGES &
LITERATURES

Associate professor:
Gail Cahisius, Chair
Assistant professors:
Sally Anne MacEwen
Sally A. Rackley (part-time)

The student of Classics analyzes the literary and artistic
works of ancient Greece and Rome, reconstructs the
values and histories of those distant societies, and exam-
ines their philosophical thought. In addition, she comes
to understand the intellectual roots of our culture and
many of our traditions and institutions. The multidisci-
plinary approach of classical study helps the student develop skills
in language, in analysis of social and historical problems, and in
the appreciation of art and literature. These skills can be applied
to many careers and professions after graduation.

The Department of Classical Languages and Literatures offers
courses in Greek and Latin languages and in classical civilization
from texts in English. The department offers a choice of majors in
Greek, Latin, Classical Languages and Literatures or Classical
Studies. Majors in Greek, Latin, and Classical Languages and Lit-
eratures specialize in the study of the ancient languages and litera-
tures. Majors in Classical Studies combine the study of an ancient
language with courses in classical civilization. Students who plan to
do graduate study in Classics should choose the major in Classical
Languages and Literatures, and every student considering a major
in Classics is urged to take Greek or Latin in her freshman year.
Students who fulfill the Specific Standard of the intermediate
level of a foreign language with Latin do not satisfy the Distribu-
tional Standard in literature with Latin 204.

REQUIREMENTS FOR THE MAJOR
GREEK

At least 24 hours in Greek, including Greek 360

Classics 351

At least 3 additional hours in Greek or Classics
LATIN

At least 24 hours in Latin, including Latin 360

Classics 352

At least 3 additional hours in Latin or Classics
CLASSICAL LANGUAGES AND LITERATURES

At least 12 hours in Greek and 12 hours in Latin, of which at

least 12 hours must be at the 300 level

Classics 151 and 154
CLASSICAL STUDIES

At least 15 hours in Greek or 1 5 hours in Latin

Classics 151 and 154

Any other courses in Greek, Latin, or Classics may count to-
wards the 30 hours required in the major

GREEK

103f. ELEMENTARY
The essentials of grammar.
Not open to students who have had 101

(4) li

(4)

104s. ELEMENTARY

Readings from Greek authors, especially New Testament

writers.

Not open to students who have had 101

Prerequisite: 103 or 2 entrance credits

Literature courses in Greek are offered at the 200 and 300 lev- i

el. Students in both levels will meet at the same time, but ad- i

vanced students will be required to do more work. Exceptions j

to the prerequisites to these courses may be granted by the de- '

partment.

21 1/31 If. PLATO (3) l!

Exemplary pieces of Plato's writing reflecting the teachings of i
Socrates and the philosophy of Plato. i

Prerequisite: for 211, Greek 101, 104 or 3 entrance credits; '

for 31 1, 6 hours of 200-level Greek
Offered 1989-90 and every third year I

2 12/3 12s. DRAMA (3) f

One or two plays, including discussion of myth, metrics, and

production.

Prerequisite: for 212, Greek 101, 104, or 3 entrance credits; i

for 312, 6 hours of 200-level Greek i

Offered 1989-90 and every third year

215/315f. HOMER (3) |!

Iliad or Odyssey. The first heroes of Western literature in the
first pieces of ancient writing. [

Prerequisite: for 215, Greek 101, 104 or 3 entrance credits;
for 315, 6 hours of 200-level Greek
Offered 1990-91 and every third year '

216/3 16s. HERODOTUS (3) r

"The Father of History," his methods, style, and favorite ;

themes. i

Prerequisite: for 216, Greek 101, 104, or 3 entrance credits; j

for 316, 6 hours of 200-level Greek

Offered 1990-91 and every third year i

217/317f. HESIOD AND THE LYRIC POETS (3) ']

Selected poetry representing the vigor and creativity of the :

Archaic Age of Greece.

Prerequisite: for 217, Greek 101, 104, or 3 entrance credits;

for 317, 6 hours of 200-level Greek

Offered 1988-89 and every third year {

2 18/3 18s. COMEDY (3)

One or two plays of Aristophanes with consideration of the

52

DEPARTMENT OF CLASSICAL LANGUAGES & LITERATURES

political climate of his time.

Prerequisite: for 218, Greek 101, 104, or 3 entrance credits; for

318, 6 hours of 200-level Greek

Offered 1988-89 and every third year

350f,s. ADVANCED READING COURSE (3 or 5)

Selections from Greek prose and poetry, not covered in other
courses, chosen to meet the needs of individual students.
Prerequisite: 6 hours of 200-level Greek and permission of the
department

360f,s. GREEK PROSE COMPOSITION (2)

Prerequisite: 6 hours of 200-level Greek and permission of the
department

490f,s. INDEPENDENT STUDY (4-8)

LATIN

103f. ELEMENTARY (4)

Fundamentals of Latin grammar.

104s. ELEMENTARY (4)

Readings from Latin authors, with emphasis on the love poe-
rtry of Catullus.
Prerequisite: 103 or 2 entrance credits

203f. INTERMEDIATE (3)

Review of Latin grammer with readings from Cicero and other

Latin authors.

Not open to students who have had 201

Prerequisite: 101, 104 or 3 entrance credits

204s. VERGIL'S Aeneid I-VI (3)

Not open to students who have had 201
Prerequisite: 203

Courses in Latin literature at the 300 level may be repeated
for credit if the readings are different. Exceptions to the
prerequisites may be granted by the department.

301f. EPIC (3)

Vergil's Aeneid VU-XU or sections from Metamorphoses of Ovid
will be used as examples of Roman adaptations of Greek epic.
Prerequisite: 201, 204, or 4 entrance credits
Offered 1989-90 and every third year

302s. COMEDY (3)

Selected plays of Plautus and Terence, two of the earliest Latin
writers and the best representatives of New Comedy.
Prerequisite: 201, 204, or 4 entrance credits
Offered 1989-90 and every third year

Students studied classics in the settings of ancient Greece during the summer of 1987 through the Global Awareness Program

53

DEPARTMENT OF CLASSICAL LANGUAGES & LITERATURES

B^^BBH^^^

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Assistant Professor Sail-;) McEwen

31 If. DIDACTIC POETRY (3)

Selections from Lucretius' De Rerum Natura or Vergil's Georgics,
poems that teach people how to live in harmony with nature.
Prerequisite: 201, 204, or 4 entrance credits
Offered 1990-91 and every third year

312s. HISTORICAL WRITING (3)

Examinations of the assumptions of Latin historiography with
readings from Caesar, Sallust, Livy, or Tacitus.
Prerequisite: 201, 204, or 4 entrance credits
Offered 1990-91 and every third year

32 If. SATIRE (3)

Study of the genre of satire, Rome's own creation, through

readings in the Latin satirists, principally Horace, Martial,

Juvenal, or Petronius.

Prerequisite: 201, 204, or 4 entrance credits

Offered 1988-89 and every third year

322s. LYRIC POETRY (3)

The personal and intimate poetry of Horace in the Odes and

the elegiac poets.

Prerequisite: 201, 204, or 4 entrance credits

Offered 1988-89 and every third year

350l,s. ADVANCED READING COURSE (3 or 5)

Selections from Latin prose and poetry, not covered in other
courses, chosen to meet the needs of individual students.
Prerequisite: 201 or 204 and permission of the department

360f,s. LATIN PROSE COMPOSITION (2)

Prerequisite: 201 or 204 and permission of the department

cultures of Crete and Myce-
nae through the height of
Athenian greatness in art,
philosophy, and politics, to
the career of Alexander the
Great; using the evidence of
literature, history, art, and
archaeology.

154s. ROMAN

CIVILIZATION (3)

The development of Roman
institutions from the Etrus-
cans through the Christian
emperors, analyzing how
each stage reflects aspects of
the Roman character in gov-
ernment, art, literature, and
daily life.

Not open to students who
have had 153

223f. (PHILOSOPHY 206)
HISTORY OF
ANCIENT
PHILOSOPHY (3)

See Philosophy 206 for de-
scription

242s. (ART 201) GREEK AND ROMAN ART

See Art 201 for description

Offered 1988-89 and every third year

(3)

(3)'

490f,s. INDEPENDENT STUDY

(4-8)

33 If. CLASSICAL MYTHOLOGY

Study of mythical configurations: creation myths, divine
archetypes, the trickster, the hero cycle. Modem psychological
and literary approaches to the science of mythology.
Offered 1989-90 and alternate years

332s. CLASSICAL DRAMA (3)

The origins and development of classical drama. Various tech- \
niques of criticism from Aristotle to the present. Plays of
Aeschylus, Sophocles, or Euripides will cover various topics.
Offered 1988-89 and alternate years

351s. (HISTORY 301) STUDIES IN GREEK

HISTORY (3)

Selected themes or periods in Greek history, with emphasis on
the appropriate historical evidence and methodology.
May be repeated for credit if the subject matter varies.
Offered 1989-90 and alternate years

352f. (HISTORY 303) STUDIES IN ROMAN

HISTORY (3)

Selected themes or periods in Roman history, with emphasis
on the appropriate historical evidence and methodology.
May be repeated for credit if the subject matter varies.
Offered 1988-89 and alternate years

410f,s. SPECIAL STUDY (2-4)

Directed study to meet the individual needs of students whose
major is Classical Languages and Literatures or Classical
Studies.

CLASSICAL COURSES IN ENGLISH

15 If. GREEK CIVILIZATION (3)

The many stages of Greek civilization from the Bronze Age

54

490f,s. INDEPENDENT STUDY

(4-8)

4

i

ECONOMICS

Professors:

Albert V. Badre (part-time)
Edmund J. Sheehey
Associate professor:
Edward C. Johnson, Chair
Assistant professor:
Rosemary T. Cunningham
Instructor:
Lucy A. Newton (part-time)

Economics once was called Political Economy, a notation
which may convey better the substance, breadth and heri-
tage of the discipline.
Economics is an excellent tool for studying human be-
havior, individuals and groups, in a variety of institutional
settings; governments, firms, banks, unions, stock ex-
changes, and such.

Economics pioneered in developing the methodologies of the
modem social sciences. Statistics and mathematics, including cal-
culus, are widely applied in modelling and verification of hypothe-
ses. Models are used extensively to identify and dramatize basic
laws, or tendencies in behavior. The discipline is highly theoreti-
cal, rigorous and analytical, yet offering insights about ordinary,
universal events.

Students looking to careers in banking, management, stocks and
bonds, financial analysis, retailing, law and government service,
are well served by Economics. The discipline also forms very pro-
ductive ties to Political Science, International Relations, History,
Sociology, Psychology, Philosophy, Mathematics, and Business.

REQUIREMENTS FOR THE MAJOR
Courses required in the discipline:

104, 105, 203, 206, 207

150 and 311 not applied toward the mmimum 30-hour major
Courses required outside the discipline:

Mathematics 118, 119 and one course in statistics
(Mathematics 115 or Psychology 306)

104f,s. INTRODUCTORY MACROECONOMICS

Causes of unemployment,
inflation, and economic
growth, including the role
of government fiscal and
monetary policy.

105f,s. INTRODUCTORY
MICRO -
ECONOMICS (3)

A course emphasizing the
operation of a market
economy.

(3)

demand theory, theory of the firm, differing market structures,
and the pricing and employment of inputs. General equilibrium
and the role of the government in markets are discussed.
Prerequisite: 104, 105

207f. MACROECONOMICS (3)

A general model is developed to analyze theories of inflation
and unemployment. Evaluation of theoretical bases for differ-
ent monetary and fiscal policies.
Prerequisite: 104, 105

309s. MONEY AND BANKING (3)

Evolution of the banking system and related issues of public
policy. Analysis of monetary factors and their impact on eco-
nomic activity.
Prerequisite: 104
Prerequisite or corequisite: 105

310f. FINANCIAL THEORY (3)

A survey ot the theories and policies of corporate finance and
the institutional framework within which financial decisions
are made. Capital markets, financial valuation, capital bud-
geting and the theory of the capital structure are discussed.
Prerequisite: 104, 105

3 11 f. ACCOUNTING I (3)

Introduction to the principles of accounting theory and the ap-
plication of these principles in business and government. The

203f. LABOR
ECONOMICS

(3)

Labor-management rela-
tions, the labor movement,
the laws and public policies
governing labor, and their
economic impact in terms
of wages, prices, and
national income.
Prerequisite: 104 or permis-
sion of the instructor

206s. MICRO-
ECONOMICS (3)

An advanced study ot the
operation of markets with
emphasis on consumer Edmund Sheehy came to Agnes Scott last -year as, the Hal & ]utia T. Smith Professor of Free Enterpn

55

DEPARTMENT OF ECONOMICS

design of accounting systems is stressed.
Not applied toward minimum 30-hour major
Prerequisite: 104

312s. ACCOUNTING 11

A continuation of 311.
Prerequisite: 31 1

(5)

313s. MARKETING (3)

Planning, organizing, and controlling the marketing function

in a corporate setting.

Prerequisite: 104, 105; 206 recommended

314f. HISTORY OF ECONOMIC THOUGHT (3)

A survey of the evolution of economic theories and doctrines
as seen through the works of the leaders of the various schools
of thought.
Prerequisite: 104, 105

315s. (POLITICAL SCIENCE 315) COMPARATIVE
ECONOMIC SYSTEMS (3)

From Marxism to market economics. Comparative study of
economic planning and stability, labor movements, income
policy, agriculture, economic growth, and trade. Contrasts
drawn among Soviet, Yugoslav, Swedish, and U.S. systems.
Prerequisite: 104, 105

316f. AMERICAN ECONOMIC GROWTH AND

DEVELOPMENT (3)

The development of the U.S. economy from colonial times to
1929. Emphasis on economic analysis applied to major histori-
cal issues and institutions such as mercantilism, trade policies,
monetary institutions, slavery, and major industries such as
canals, railroads, steel, oil, and agriculture.
Prerequisite: 104, 105

317f. THEORIES OF MANAGEMENT AND

ORGANIZATION (3)

Change and development in and the management of complex

organizations.

Prerequisite: 104, 105

330s. MATHEMATICAL ECONOMICS (3)

The application of topics in matrix algebra and calculus to
model building in economics.
Prerequisite: 104, 105; a year of calculus
Offered 1989-90 and alternate years

334s. (POLITICAL SCIENCE 334) ECONOMIC

DEVELOPMENT (3)

Historical patterns and contemporary theories of economic de-
velopment are used to clarify major issues such as the distribu-
tion of income, stabilization policy and problems of trade and
finance.

Prerequisite: 104, 105
Offered 1988-89 and alternate years

336s. (POLITICAL SCIENCE 336) PUBLIC FINANCE(3)

The political aspects of the operation of the economy and the
economic aspects of the operation of the government.
Prerequisite: 104, 105
Offered 1989-90 and alternate years

338f. ECONOMIC FORECASTING (3)

The study of sampling, statistical significance, correlation and
regression analysis with emphasis placed on their application
to economic problems.

Prerequisite: 104, 105; a course in statistics; or permission of

the instructor

Offered 1988-89 and alternate years

340f. (POLITICAL SCIENCE 335) TOPICS IN LATIN
AMERICAN ECONOMICS (3)

See Political Science 335 for description.

350f. INTERNATIONAL TRADE (3)

The gains from trade and the theory and policy of trade protec- (
tion. The economics of the multinational corporation.
Prerequisite: 104, 105
Not open to students who have had 331.

351s. INTERNATIONAL FINANCE (3)'

An analysis of foreign exchange markets and the balance of
payments. Discussion of various mechanisms and policies by
which nations achieve equilibrium in the balance of payments.
Prerequisite: 104, 105
Not open to students who have had 331

360s. ECONOMIC DEVELOPMENT OF LATIN

AMERICA (3)

Problems of economic development in Latin America empha-
sizing their historical roots and theories that attempt to explain
them. Selected policy issues are discussed in relation to a par-
ticular country.
Prerequisite: 104 or 105

370ST. ECONOMIC STUDY OF THE REPUBLIC OF
CHINA (3)

A study of the economy of the Republic of China (ROC) on
Taiwan. Topics to be discussed include the recent economic his-
tory of the ROC, an investigation of the policies leading to the
rapid growth and economic development of Taiwan in the post-
1949 period, an analysis of the improvement in the income dis-
tribution of the ROC, the role of industrialization in the ROC
through import substitution and export orientation, the role of
multinational firms and technology transfers in the ROC, and
the outlook for the future for the economy of the ROC.
Prerequisite: 104, 105
Corequisite: 334
Not offered 1988-89

380f. TOPICS IN ECONOMIC ANALYSIS (3)

The application of economic analysis to a set of contemporary
policy questions. This course is designed for students nearing
the completion of their program who are majors or who have
had a strong concentration in economics.
Prerequisite: 206, 207

410f.s. SPECIAL STUDY (2-4)

Supervised intensive study in a special field of economics.

450f,s. INTERNSHIP

482s. (POLITICAL SCIENCE, PSYCHOLOGY,

SOCIOLOGY, OR ANTHROPOLOGY 482) SOCIAL
SCIENCE SENIOR SEMINAR (3)

A multidisciplinary inquiry into topics selected annually by the
faculty of the departments of economics, political science, psy-
chology, and sociology and anthropology.
Open only to senior majors in social science departments
Prerequisite: Permission of the instructors
Not offered 1988-89

490f,s. INDEPENDENT STUDY

(4-8)

56

EDUCATION

Professor:

Margaret P. Ammons, Chair
Lecturers:

Revonia R. Bryant

(part-time)

Lynn C. Hart (part-time)

Robert B. Hild (part-time)

Cue P. Hudson

Ann McKee Parker

(part-time)

The curriculum of the Department of Education is de-
signed to prepare students to teach on the elementary,
middle, or secondary level. Teacher education at Agnes
Scott is a college-wide enterprise; students major in a
discipline other than education.
A student interested in teaching should contact the
chair of the Department of Education no later than the end of her
sophomore year to plan her academic program. Students will be
assisted in planning necessary courses to fulfill certification re-
quirements.

STATE-APPROVED REQUIREMENTS FOR
CERTIFICATION

Students who satisfactorily complete a planned, state-approved
program are automatically eligible for an initial certificate to
teach in Georgia elementary, middle, or secondary schools or to
teach elementary/general music and/or choral music. Candidates
for the elementary certificate must choose the K-4 or 4-8 certifi-
cate.

Out-of-state students may meet certification requirements in
their respective states. TTiey are urged to study their state require-
ments at the time they project their programs. Copies of the re-
quirements of all states are on file in the Department of Education.

The professional semester involves an integrated program
which includes the study of procedures and materials of instruc-
tion, extensive classroom observation and teaching, and advanced
study of pupils and school organization. Rising seniors who have
been admitted to the professional semester are required to partici-
pate in a September practicum. Students will be contacted by a
member of the Department of Education to make individual ar-
rangements.

Summer experience in such programs as Head Start, day care
centers, summer schools, and camps is encouraged.

Students in the teacher education program are advised to take
the National Teacher Examination. Examination dates are an-
nounced by the Educational Testing Service and are available in
the Department of Education. For Georgia certification, students
must pass the Teacher Certification Test. Applications for the test
may be found in the office of the Department of Education.

ELEMENTARY K-4

Psychology 121, preferably prior to the junior year
Completion of any major offered by the College
Education 201, 304, 306, 307, 308, 370, 380, 420, 421, 440EM
Completion of courses designated as special fields for the elemen-
tary teacher:

1. One course each in methods of teaching art, music, and
physical education (Education 401, 402, 403)

2. Two courses in sciences and mathematics: one course in la-
boratory science (biology recommended) and one course in
mathematics (101 or 117 or 118)

3. Two courses in social sciences: one course in history (Amer-
ican recommended) and an additional course in political
science, economics, or sociology

4. A program of noncredit directed reading in children's litera-
ture (with subsequent evaluation) approved by the Depart-
ment of Education for the summer before the senior year, or a
summer-session course in children's literature

A September practicum

ELEMENTARY 4-8

Psychology 121, preferably prior to the junior year

Completion of any major offered by the College

Education 202, 304, 370, 380, 440EM, 460, 461

Methods courses (Education 306, 307, 308) in areas of

concentration

Completion of a primary and a secondary area of concentration

The primary area must contain a minimum of 17 semester-hours

The primary areas are:

1. Language Arts. Concentration must include English 101 and
102 or 103 and 104, and a program of noncredit directed read-
ing in adolescent literature approved by the Department of Ed-
ucation for the summer before the senior year, or a summer-
session course in adolescent literature.

2. Science. Concentration must include coverage in at least
three of the following areas: physics, biology, chemistry, earth
science, physical science. (Education 308 will satisfy one of
the areas.)

3. Social Studies. Concentration must include History 208 or
209 and a program of noncredit directed reading in geography
approved by the Department of Education, or a summer-
session course in geography.

4. Mathematics. Concentration must include Mathematics
118,150,314.

The secondary area of concentration must contain a minimum of
13 semester-hours. The secondary areas include language arts,
science, social studies, mathematics, art, and music.
A September practicum

SECONDARY

Psychology 121, preferably prior to the junior year
Completion of a major in one of the five fields approved for certi-
fication:

English, foreign language, mathematics, science, social studies
Education 202 (or 201 with permission of the department), 311,
312,380,430,431,4405.
A September practicum

English majors: Education 304; a program of noncredit directed
reading in adolescent literature
Mathematics majors: Mathematics 150, 314
Modem foreign language majors: a course in the culture and civili-
zation of the country whose language is being studied

ELEMENTARY/GENERAL MUSIC

Courses required for the major in music

Music 205 and 311

Education 201 or 202; 341 , 342, 380; 425 or 435; 426 or 436;

440EM or 440S

CHORAL MUSIC

Courses required for the major in music
Music 205 and 311

Education 202, 341, 342, 343, 380, 435, 436, 440S
Participation in approved mixed choir ensembles

Additional requirements for Elementary/General Music and/or
Choral Music certification:

L Four years participation in an ensemble most appropriate to

57

DEPARTMENT OF EDUCOTION

1

the student's major instrument

2. A minimum of two years participation in a vocal ensemble

3. At least one ensemble experience in an area which makes
use of a secondary performance medium

4- A September practicum

201f. (PSYCHOLOGY 209) CHILD PSYCHOLOGY

See Psychology 209 for description.
Prerequisite: Psychology 121

202s. (PSYCHOLOGY 210) ADOLESCENT
PSYCHOLOGY

See Psychology 210 for description.
Prerequisite: Psychology 121

203f. (SOCIOLOGY 217) SOCIOLOGY OF
EDUCATION (3)

See Sociology 217 for

description.

Not offered 1988-89

304f. TEACHING OF
COMMUNICATION
ARTS -ELEMENTARY

(3)

Designed to develop special
techniques in the teaching
of reading, writing, speak-
ing, and listening; and to
study materials (including
media) used in instruction.
4 lectures, 1-1/2 hours in an
elementary classroom
per week

Not to be taken con-
currently with 306

(3)

(3)

312f. SPECIAL METHODS OF TEACHING -

SECONDARY (2)

Methods, materials, and content of secondary school subject-
matter areas.

Open to majors in English, foreign languages, social studies,
mathematics, and sciences

341f. TEACHING MUSIC IN THE ELEMENTARY

SCHOOL (3)j|

Techniques, media, and materials used in teaching music in
the elementary school classroom. Instruction on classroom in- j
struments (e.g., guitar, recorder) is provided.
Prerequisite or corequisite: Music 211, 212
Not offered 1988-89

Dean of Stw<i;nts Gue Hudson continues to teach studenti in the Education Departmeent

306f. TEACHING OF
SOCIAL STUDIES-
ELEMENTARY (2)

Designed to acquaint the student with methods, materials (in-
cluding media), and content of the social studies program in
the elementary school.

2 lectures, 1 hour in an elementary classroom per week
Not to be taken concurrently with 304

307s. TEACHING OF MATHEMATICS

ELEMENTARY (3)

Techniques, media, and materials used in teaching mathemat-
ics in the elementary school.

3 LEG, 1 hour in an elementary classroom per week
Prerequisite: Mathematics 101 or 117 or 118

308f. TEACHING OF SCIENCE - ELEMENTARY (2)

Techniques, media, and materials used in teaching science in
the elementary school.

2 LEG, 1 hour in an elementary classroom per week
Prerequisite: Astronomy 120, 121; or Biology 100, 102, or 105;
or Chemistry 101, lOlL, 102, 102L; or Physics 110, HI

311s. THE TEACHING PROCESS - SECONDARY (1)

Teaching strategies and instructional media with application

in secondary schools.

1 LEG, 1 hour in a secondary classroom per week

Open to majors in English, foreign languages, social studies,

mathematics, and sciences

342s. TEACHING MUSIC IN THE SECONDARY

SCHOOL (2)1

Techniques, media, and materials used in teaching general mu-ij

sic, music appreciation, and music theory in the secondary [

school classroom. |

Prerequisite or corequisite: Music 211, 212 |

Not offered 1988-89 I

343s. CHORAL METHODS AND MATERIALS (2);|

Techniques, media, and literature used in teaching singing j!

ensembles. i.

Prerequisite or corequisite: 342; Music 182 j

Not offered 1988-89 j'

370f. CURRICULUM DEVELOPMENT: THEORY AND ' i

PRACTICE (2):|;

Selected authorities who have investigated two major educa- jj
tional questions: How should a curriculum be determined? ji

What should the curriculum of an educational institution be? j
Prerequisite: 304 or 306 or 307 or 308 or 311-312 or permissionij
of the instructor ' '

380f. CHILDREN AND YOUTH WITH SPECIAL ||

NEEDS (3)1!

Major areas of exceptionality, including identification and jj

teaching of children and youth with such exceptionalities. : '

2 LEG, 1 hour in a special classroom per week [ ]

58

DEPARTMENT OF EDUCATION

401s. TEACHING ART IN THE ELEMENTARY

SCHOOL (2)

Methods, materials, and techniques used in teaching art in the

elementary school.

Corequisite: 402, 403, 420, 421, 440EM

402s. TEACHING MUSIC IN THE ELEMENTARY
SCHOOL (2)

Methods, materials, and techniques used in teaching music in

the elementary school.

Corequisite: 401, 403, 420, 421, 440EM

403s. TEACHING PHYSICAL EDUCATION IN THE
ELEMENTARY SCHOOL (2)

Methods, materials, and techniques used in teaching physical
education in the elementary school.
Corequisite: 401, 402, 420, 421, 440EM

406f. TEACHING WITH THE COMMONPLACE (2)

Focuses on the use of everyday materials to enrich classroom
teaching, K-12.

410f,s. SPECIAL STUDY

Supervised study in a selected field of education.

(2-4)

THE PROFESSIONAL SEMESTER

With the permission of the Teacher Education Committee, the
professional semester is open to students who have shown appro-
priate scholastic aptitude and personality traits.

Candidates planning for the professional semester must apply
for admission to the teacher education program during the spring
semester of the junior year. Applications for admission to the
teacher education program may be obtained from the chair of the
Department of Education. Candidates must fulfill these minimum
requirements to be considered for admission to the teacher educa-
tion program:

1. Cumulative grade-point average of 2.00 or higher

2. Grade-point average in major of 2.00 or higher

3. No grade lower than C in a course required for certification
(no pass/fail in certification courses)

4. Appropriate faculty recommendations

5. Demonstrated interpersonal behavior necessary for effective
teaching

A student who is denied admission to the teacher education pro-
gram may appeal the decision.

ELEMENTARY SCHOOL

420s. STUDENT TEACHING, ELEMENTARY

CERTIFICATION K-4 (9)

Application for student teaching must be made in the spring

semester of the junior year.

Prerequisite: Psychology 121; 201, 304, 306, 307, 308, 370, 380;

September practicum

Corequisite: 401, 402, 403, 421, 440EM

421s. PROBLEMS SEMINAR FOR ELEMENTARY

CERTIFICATION K-4 (2)

Individual and group study of children and of curriculum based
on experiences in 420.
Corequisite: 420, 440EM

425s. STUDENT TEACHING, ELEMENTARY MUSIC
CERTIFICATION (9)

Professional experience for students interested in teaching mu-
sic primarily in the elementary school classroom. Application
for student teaching must be made in the spring semester of
the junior year.

Prerequisite: 341, 342, 380; September practicum
Corequisite: 426, 440EM

426s. PROBLEMS SEMINAR FOR ELEMENTARY

MUSIC CERTIFICATION (2)

Individual and group study of children and of curriculum based
on experiences in 425.
Corequisite: 425, 440EM

440EMs. AMERICAN EDUCATION (2)

Historical background and current issues in education.
Corequisite: 420-421 or 425-426

MIDDLE SCHOOL

460s. STUDENT TEACHING, MIDDLE SCHOOL

CERTIFICATION 4-8 (9)

Application for student teaching must be made in the spring
semester of the junior year.

Prerequisite: 304, 370, 380; September practicum; completion
of a primary and a secondary area of concentration, and meth-
ods courses in areas of concentration
Corequisite: 461, 440EM

461s. PROBLEMS SEMINAR FOR MIDDLE SCHOOL
CERTIFICATION 4-8 (2)

Individual and group study of children and curriculum based
on experiences in 460.
Corequisite: 460, 440EM

440EMs. AMERICAN EDUCATION

Historical background and current issues in education.
Corequisite: 460, 461

(2)

SECONDARY SCHOOL

430s. STUDENT TEACHING, SECONDARY SCHOOL
CERTIFICATION (9)

Application for student teaching must be made in the spring

semester of the junior year.

Prerequisite: Psychology 121; 202, 311, 312, 380; September

practicum

Additional prerequisite for English majors: 304

Corequisite: 431, 440S

431s. PROBLEMS SEMINAR (2)

Individual and group study of youth and curriculum based on
experiences in 430.
Corequisite: 430, 440S

435s. STUDENT TEACHING, SECONDARY SCHOOL
MUSIC CERTIFICATION (9)

Professional experience for students interested in teaching mu-
sic primarily in the secondary school classroom. Application
for student teaching must be made in the spring semester of
the junior year.

Prerequisite: 341, 342, 380; September practicum
Additional prerequisites for choral music students: 343
Corequisite: 436, 440S

436s. PROBLEMS SEMINAR FOR SECONDARY

SCHOOL MUSIC CERTIFICATION (2)

Individual and group study of children and curriculum based
on experiences in 435.
Corequisite: 435, 440S

440Ss. AMERICAN EDUCATION (2)

Historical background and current issues in education.
Corequisite: 430-431 or 435-436

59

ENGLISH

Professors:

Bona W. Ball
Linda L. Hubert, Chair
Jack L. Nelson
Patricia G. Pinka

Assistant professors:
Christopher Ames
Steven Guthrie
Peggy Thompson
Coordinator of the Writing
Laboratory:
Christine Cozzens

The curriculum of the Department of English is
constructed to give the student a breadth of knowledge
and a depth of understanding of English and American
literature. It also provides her with the opportunity to
learn to read literature with perception and delight, to
write about it critically and imaginatively and to
develop her abilities as a creative writer. Freshman English is a
service course for the College in which a student sharpens her
writing skills and improves her critical and analytical reading.

A student majoring in English is required to take work in five of
six areas: medieval literature and linguistic studies, sixteenth-
century English literature, seventeenth- or eighteenth-century
English literature, nineteenth-century English literature, twen-
tieth-century literature, and American literature. She has a
choice of courses within each area.

In addition to the basic English major, the department offers an
interdisciplinary major in English Literature-Creative Writing.
Interdisciplinary majors are offered also in Art History-English
Literature and in History-English Literature.

With the approval of the department and the Curriculum Com-
mittee, a student may design a program of concentrated study in
which she emphasizes her major interests in literature and choos-
es complementary courses from other disciplines. For example,
she may plan a program in medieval studies. Renaissance studies,
or American studies. The department provides the opportunity
for its majors to study at British universities in the junior year and
to participate in internships in the senior year.
The College's Specific Standard in English composition and
reading, required of every
candidate for the degree un-
less exempted, is fulfilled by
English 101 and 102 or 103
and 104. English 101 and 102
are the basic courses for all
other work in the depart-
ment, except tor students ad-
mitted to English 103 and
104. A student is admitted to
English 103 and 104 by the
chair of the department on
the basis of the CEEB verbal
score, English Achievement
Test score, and secondary
school record.

English 211, 212, 213, or
214 is a prerequisite to the
other courses in literature un-
less a student has received ad-
vanced placement credit in
literature or unless she has
been exempted from taking
200-level courses upon recom-
mendation of her instructor in
English 101-102 or 103-104.

Linda Hubert, professor of
English, graduated from Agnes
Scott in 1962.

REQUIREMENTS FOR THE MAJOR

One of the followmg (or equivalent): 211, 212, 213, 214. The
department urges students considering a major in English to
elect a yearlong survey of British or American literature in the
sophomore year.
One course from five of the six areas:
305, 306, 308
313,314,316
327,328,329,361,362
321,322,338
331,332,333,334
320, 323, 336

ENGLISH LITERATURE-CREATIVE WRITING:

One of the following (or equivalent): 21 1, 212, 213, 214
Literature courses required:

One of the following: 305, 306, 307
One of the following: 313, 314, 316
One of the following: 327, 328, 329, 361 , 362
Two of the following: 320, 321, 322, 323, 338 or
Two of the following: 331, 332, 333, 334, 336
Creative Writing courses required:
One of the following: 201, 202, 203
One of the following: 341, 342, 345
Oneof the following: 415, 490

lOlf.s. LITERATURE AND COMPOSITION (3) i

Writing of critical and expository papers and the critical read-
ing of literary works by genre. Individual conferences on prob- I
lems of writing. T

102f,s. LITERATURE AND COMPOSITION

Continuation of 101
Prerequisite: 101

(3))

I

103f. HONORS LITERATURE AND

COMPOSITION (3) J

Writing of critical papers and an intensive study of selected lit- -j
erary works. Individual conferences. i|

104s. HONORS LITERATURE AND
COMPOSITION

Continuation of 103.
Prerequisite: 103

(3))

2 lOf. ADVANCED COMPOSITON (3) ll

Expository writing for the student who wishes to develop and

refine her use of language.

Offered in 1989-90 and alternate years

LITERATURE !

Zllf. MAJOR BRITISH WRITERS, c. 1350 to 1674 (3) li

A study of major literary texts in historical context and se-
quence. Writers include Chaucer, Spenser, Shakespeare, !
Donne, and Milton. ;

212s. MAJOR BRITISH WRITERS, 1674 TO THE

PRESENT (3))

A continuation of English 211. Writers will be chosen from a

60

DEPARTMENT OF ENGLISH

group including Swift, Pope,

^^^^^^^^^^^^^^^^^^H^^^^^^^^^l

Austen, Wordsworth,

^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^H

Keats, Tennyson,

^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^H

Browning, Yeats, and Eliot.

^^^^^^^^^^^^^^^^^^^^^BBB^^^^^^^^I

2 13/33 If. MAJOR

^^^^^^^^^^^^^^^^^^^^^^^I^^^^^^^H

AMERICAN

^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^H^ Ml^^^^^^^^^^^^l

WRITERS, I (3)

^^^^^^^^^^^^m^^m^^^^M

A study of selected writers

in context, from the coloni-

^^^^^^^^^^MbA^^H^H

al period to the American

Renaissance. Writers in-

^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^H^^^^k^^^^HHwr^^^^^^^^^^^^l

clude Bradstreet, Poe,

^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^r T^^^^^^^^^l

Irving, Emerson, Thoreau,

^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^B^^^^^v j^/ ^^^^^^^^^1

Hawthorne, and Melville.

^^^^K^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^MmMf ^^^^^^^^1

Students may take this

^^^^^^^^^^^^^^^^^^^^^ t^^^^^^^^^^^^K Kmr ^^^^^^^^1

course on either the 200

^^^^^^^^^^^^^^^^r^ ^^^^^^^^^^^^^PfjV ^^^^^^^^1

level or the 300 level - not

^^^^^^^^^^^^^^^^ I^^^^^^^^^^^^B m ^^^^^^^^^1

both. Students in both levels

^^^^^^^^^^^ ^H^^^^^^^B ^ ^^^^^^^1

will meet at the same time.

^^^^^^^l^^^^H ^^^^^^^^^^^V fl^ ^^^^^^^^^1

but advanced students will

^^^^^^^^^^^^m ^^^^^^^^^^li K. ^^^I^^^^^l

he required to do work of

^^^^^^^^^^Hf.; ^^^^^^^^^^^^m fl|' ^^^^^^^^^1

greater sophistication and

^^^^HL^Aij^^^^^BM^ fll^^l

difficulty.

214s. MAJOR AMERICAN Assistant Pro/essor Pegg^ Thompson

WRITERS, II (3)

A study of selected writers

of the second half of the nineteenth century and the first half
of the twentieth. Special emphasis on Dickinson, Twain,
James, Wharton, Frost, Hemingway, and Faulkner.

301f. PROSODY (1)

A close study of metrics and other aspects of form in poems.
Offered in 1989-90 and alternate years

305f. EARLY CHAUCER (3)

The pre-Canterbury works, from T/ie Boo/c o/ the Duc/iess to

Troiitts and Crise)ide

Offered 1988-89 and alternate years

306f. LATER CHAUCER

"WKe Canvtrhur-^ Tales

Offered 1989-90 and alternate years

(3)

308s. HISTORY OF THE ENGLISH LANGUAGE (3)

The origins and development of the language, from Anglo-
Saxon to modem English. Traditional linguistic approach,
with some attention to current transformational-generative
theory and with illustrative readings from literature.
Offered 1989-90 and alternate years

309s. DANTE

The Divine Comedy in translation.
Offered 1988-89 and alternate years.

313f. SHAKESPEARE

The comedies and histories

(3)

(3)

317SE. LITERATURE OF THE RENAISSANCE (3)

A study of the culture of the Renaissance as reflected in its lit-
erature. Writers include Shakespeare, Spenser, Sidney, Bacon,
Wyatt, Jonson, Donne, Herbert, Jeremy Taylor, Launcelot
Andrewes, and the sonneteers.
Not offered 1988-89

320f. MODERN POETRY (3)

Selected British and American poets of the twentieth century.
Writers include Eliot, Yeats, and Pound.

32 If. POETRY OF THE ROMANTIC PERIOD (3)

Primary emphasis upon the poetry of Wordsworth, Coleridge,
and Keats, along with selected poems of Shelley and Byron.

322s. POETRY OF THE VICTORIAN PERIOD

Tennyson, Browning, Arnold, and Hopkins.
Offered 1989-90 and alternate years

(3)

323s. MODERN AND CONTEMPORARY DRAMA (3)

A selection of plays by playwrights from Ibsen to the present,
with concern for the relationship between text and perfor-
mance.
Offered 1989-90 and alternate years

327f. DRYDEN, SWIFT, AND POPE (3)

The major works of these writers in historical context, aug-
mented by selections from other writers including Addison,
Defoe, and Finch.
Offered 1989-90 and alternate years

314s. SHAKESPEARE

The tragedies

(3)

316f. SPENSER AND THE SIXTEENTH CENTURY (3)

Spenser's major poetry augmented with selections from Sidney
and other sixteenth-century poets.
Offered 1989-90 and alternate years

328s. THE AGE OF JOHNSON (3)

Emphasis on the development of the novel and achievements
in nonfiction prose. Writers include Fielding, Richardson,
Boswell, and Johnson.
Offered 1988-89 and alternate years

61

DEPARTMENT OF ENGUSH

329s. SEVENTEENTH- AND

EIGHTEENTH-CENTURY DRAMA (3)

A survey of the works of significant dramatists including
Webster, Jonson, Middleton, Dryden, Congreve, and Sheridan.
Offered 1989-90 and alternate years

332f. REALISM AND NATURALISM IN AMERICAN
LITERATURE (3)

Emphasis on figures writing from 1880 to 1920, who express

the dominant literary modes of the time, with attention to

their influence on later writers. Authors include Twain,

James,

Wharton, O'Neill, Crane, and others.

Offered 1988-89 and alternate years

333s. TWENTIETH-CENTURY AMERICAN

FICTION (3)

Focus on fiction from 1920 to the present, including the work
of such writers as Hemingway, Fitzgerald, Ellison, Malamud,
Oates, and others.
Offered 1988-89 and alternate years

334f. SOUTHERN LITERATURE (3)

Readings in the literature ot the American South of the twen-
tieth century with emphasis on such figures as Ransom,
Faulkner, Warren, O'Connor, Welty, and Walker.
Offered 1989-90 and alternate years

336s. THE MODERN BRITISH NOVEL (3)

Selected modern novels with emphasis on Joyce, Lawrence,
and Woolf

338s. THE ENGLISH NOVEL FROM THE BRONTES
TO HARDY (3)

Emphasis on the novels of the 1840s and 1850s along with
those that look toward the twentieth century.
Offered 1988-89 and alternate years

361f. POETRY AND PROSE OF THE SEVENTEENTH
CENTURY (3)

Emphasis on the writings of Donne, Jonson, Herbert, Herrick,
Marvell, Bacon, and Browne.
Offered 1988-89 and alternate years

362s. MILTON (3)

Most ot the English poetry and selections from the prose.

405s. SEMINAR (3)

Topic tor 1988-89: Literary Criticism.

Key theoretical texts ranging from Plato to Poststructuralism.

410f,s. SPECIAL STUDY (2-4)

Selected texts to meet the interests of individual students.

490f,s. INDEPENDENT STUDY IN ENGLISH OR

AMERICAN LITERATURE (4-8)

CREATIVE WRITING

201s. NARRATIVE WRITING (3)

Principles and forms of narrative writing. Illustrative readings

and frequent writing.

Prerequisite: permission of the instructor

202f. POETRY WRITING (3)

Principles of the poet's craft, through illustrative readings and
frequent writing in both fixed and open forms.
Prerequisite: permission ot the instructor

Professor Pat Pinka specializes in llth-century English literature including
the works of ]ohn Donne ar\d }ohn Milton.

203f. (THEATRE 203) PLAYWRITING

See Theatre 203 for description.
Prerequisite: permission of the instructor

(3)

341f. WRITING WORKSHOP: FICTION (3)

Guidance in revising and preparing material. Individual con-
ferences and group workshop sessions.
Prerequisite: 201

342s. POETRY WORKSHOP (3)

Presentation and discussion of student work, with additional
resources (readings, poetic exercises) as needed.
Prerequisite: 202 or permission of the instructor

345s. (THEATRE 345) PLAYWRITING WORKSHOP (3) \

See Theatre 345 for description. jl

Prerequisite: 203 or permission of the instructor '

i

415f,s. ADVANCED CREATIVE WRITING (3) i

Individual conferences with emphasis on sustained creative

writing projects in poetry, fiction, or drama. i

Prerequisite: 341, 342, 345 or permission of the instructor I

490f,s. INDEPENDENT STUDY IN CREATIVE
WRITING

(4-8) I'

62

FRENCH

Professor:

Regine P. A. Reynolds-
Cornell

Associate professors:
Christabel P. Braunrot
Huguette D. Chatagnier,
Chair
Ellen Wood Hall

Assistant professor:
Rosemary Eberiel
Instructor:

M

arie- eanne

Schuli

The Department of French has as its goals accuracy and
fluency in the written and spoken language as well as
knowledge and appreciation of the literature and culture
of France.
New students electing French will, with very few
exceptions, be asked to take a placement test. Students
placing at the level of French 235 will have satisfied the Specific
Standard of the intermediate level of a foreign language. Either of
the two intermediate courses, French 201 or 203, also satisfies
that Specific Standard.

A French literature course on the 300 level satisfies the Distrib-
utional Standard of literature in the language of its composition.
French 235 is the prerequisite for all French literature courses but
does not satisfy the Distributional Standard of literature in the
language of its composition.

Students, if qualified, may spend the junior year in France on an
approved program. Interested students should consult the depart-
ment chair early in the sophomore year.

An assistant comes from France each year to live on the French
Hall with students interested in perfecting their French and m
knowing more about France today. She joins students in the din-
ing hall around a "table franjaise," with students at all levels of
French proficiency.

The department recommends for the French major the follow-
ing electives in other departments: History 100, 309; Classics 309,
310; English 211; Art 103, 308; Philosophy 206, 209, 210; another
foreign language.

REQUIREMENTS FOR THE MAJOR

235,305, 306, 336, 357 or

372, and a minimum of 8

additional hours on the
300-level. TTiese elective
courses should be represen-
tative of various centuries
and genres.

lOlf. ELEMENTARY
FRENCH (4)

For students who begin
French in college. Introduc-
tion to the French language
and culture. Four class peri-
ods followed by a session of
oral practice.
Not open to students who
have had 01

102s. ELEMENTARY
FRENCH (4)

Continuation of 101. 101
and 102 are the equivalent
of two years of secondary
school preparation.
Not open to students who
have had 01

Associate Professor Christahei Braunrot

105s. INTRODUCTION TO FRENCH PHONETICS

Prerequisite: 101 or permission of instructor

(1)

201f,s. INTERMEDIATE (5)

Practice in the aural, oral, and written use of the language.
Training in the essentials of grammar. Study of some repre-
sentative types of French literature.

Not open to students who have had 101 under the quarter
system

203f,s. ADVANCED INTERMEDIATE (5)

Selected literary works and a grammar review.
Prerequisite: 201

207f,s. INTERMEDIATE FRENCH

CONVERSATION (2)

Prerequisite: 201 or 203 with a grade of B- or above

235f,s. READING IN FRENCH LITERATURE (4)

This course includes a thorough grammar review and an intro-
duction to literary genres from the Middle Ages to the present.
This course does not satisfy the Distributional Standard of
literature in the language of its composition.

Prerequisite: 203

63

DEPARTMENT OF FRENCH

305f. ADVANCED

FRENCH LANGUAGE
STUDY (3)

Composition, stylistics,
translation.
Prerequisite: 235

306s. ADVANCED

FRENCH LANGUAGE
STUDY (3)

Phonetics, conversation.
Prerequisite: 235

336s. SEVENTEENTH-
CENTURY FRENCH
LITERATURE (3)

"L'Age d'or" (Classicism).
Selected works of Descartes,
Corneille, Pascal, Moliere,
Racine, and others.

340s. MEDIEVAL
FRENCH
LITERATURE (3)

A study in modern French
of La Chanson de Roland,
Tristan, Marie de France,
Chretien de Troyes, the
Fabliaux, Le Roman de
Renard, Le Roman de la
Rose, and selected
dramatic works.
Offered 1988-89 and
alternate years

356s. THE

NINETEENTH-
CENTURY FRENCH
NOVEL (3)

Offered 1989-90 and
altenate years

357f. THE TWENTIETH-
CENTURY FRENCH
NOVEL (3)

Selections from major

fiction spanning the

twentieth century.

Offered 1988-89 and alternate years

Associate Professor Huguette Chatagnier

360s. EIGHTEENTH-CENTURY FRENCH

LITERATURE (3)

Selected works from the fiction, theatre, and philosophical
writings of the "Siecle des Lumieres."
Offered 1988-89 and alternate years

371s. A SURVEY OF FRENCH POETRY FROM THE
MID-NINETEENTH CENTURY TO THE
PRESENT (3)

Offered 1989-90 and alternate years

372f. CONTEMPORARY FRENCH DRAMA (3)

Offered 1989-90 and alternate years

375f. THE STUDY OF A MAJOR WRITER (2)

The author studied will vary from year to year.
Offered 1989-90 and alternate years

380f. POETRY AND PROSE OF THE FRENCH
RENAISSANCE

With particular attention to Du Bellay and Ronsard,
Rabelais, and Montaigne.
Offered 1989-90 and alternate years

383f. FRENCH ROMANTICISM

The Romantic movement in the novel, theatre, and poetry

the nineteenth century.

Offered 1988-89 and alternate years

(3))

(3)1

of

410f,s. SPECIAL STUDY

Supervised to meet the needs of individual students.

(2-4) I;

490f,s. INDEPENDENT STUDY (4-8) i

Qualified students may elect to participate in an Independent
Study Program during their senior year. Approval by the
French Department and the Committee on Independent Study i
is necessary.

64

GERMAN

Professor:

Gunther Bicknese, Chair
Associate professor:

Ingrid E. Wieshofer

Each course offered by the department emphasizes the com-
munication skills of speaking, understanding, and writing.
Linguistic and cultural aspects of the German-speaking
world are presented at all levels. In the intermediate and
advanced courses, a wide selection of classical and contem-
porary works of German literature are read.
All teachers in the department are native speakers of German,
which is the language of instruction in all literature and culture
courses. Majors and nonmajors
alike are encouraged to live on
the German Hall, a German-
speaking campus community.
Qualified students may partici-
pate in an intensive six-week
Summer Study Program at the
University of Marburg in Ger-
many. This program is offered
in alternate years.

Students with previous work
in German will be placed in
accordance with their profi-
ciency. Even without such back-
ground, a student may elect
German as her major if she
enrolls in elementary German
as a freshman.

If a student begins the study
of German in the sophomore
year, she will be able to fulfill
the requirements for the major
provided she participates in the
Summer Study Program in
Germany.

Students considering a double
major should consult with the
department chair as early as
possible.

REQUIREMENTS FOR

THE MAJOR
Courses required in the

discipline:

100, 101,200,201,210,212,
214,222,401
12 hours of the following:
301,305,306, 309,310,
313,350
Courses recommended for the
major: Basic courses in
European history.

lOOf. ELEMENTARY
GERMAN (4)

Emphasis on speaking and
on understanding spoken
German, with a sound basis
of grammar. Reading and
discussion of simple texts.

Not open to students who

have had 01 Professor Gunther Bicknese

101s. ELEMENTARY GERMAN

Continuation of 100

Not open to students who have had 01

(4)

200f. INTERMEDIATE GERMAN (3)

Practice in spoken German, accompanied by grammar review.
Reading and discussion of literary texts.
Prerequisite; 101 or equivalent

65

DEPARTMENT OF GERMAN

Not open to students who have had 101 under the quarter
system

201s. INTERMEDIATE GERMAN (3)

Continuation of 200

Not open to students who have had 101 under the quarter

system

210f. COMPOSITION (3)

A practical course designed to develop fluency in writing

German.

Prerequisite; 201

212f. CONVERSATION (2)

A practical course designed to develop fluency in oral
communication.
Prerequisite: 201 or equivalent

Not open to students who have had 207 or 2 1 1 except by per-
mission of the department

222s, SG. INTRODUCTION TO LITERATURE (4)

Emphasis is on lyric poetry in the nineteenth and twentieth

centuries, a nineteenth-century Novelle, and a contemporary

novel.

Prerequisite to all 300-level literature courses

Prerequisite: 201 or equivalent

Not open to students who have had 221 or 223 except by

permission of the department

224s, SG. GERMAN LANGUAGE AND CULTURE (2 or3)

A course designed for the development of a greater skill in use
of contemporary German.

Prerequisite: 210, 212 or permission of the department
German 222 is prerequisite to all 300-level literature courses.

301f. GOETHE'S FAUST

An intensive study of Part 1 and highlights from Part 11.

(3)

213SG. GERMAN CIVILIZATION

Prerequisite: 201 or equivalent
Marburg, Germany; summer 1988

(3)

214s. PHONETICS (lor 2)

Theoretical and practical aspects of German pronunciation

with intensive drills.

Prerequisite: 101 or permission of the department

Not open to students who have had 202

215f. (MUSIC 215) GERMAN CIVILIZATION AND
MUSIC I (4)

Reading and lectures on German culture with emphasis on

music.

Offered 1988-89

216WG. (MUSIC 216) GERMAN CIVILIZATION AND
MUSIC II (2)

Lectures on German culture and civilization with travel to
Berlin, Leipzig, Dresden, Prague, Vienna, and Munich.
Prerequisite: 215 (Music 215)
Offered during the 1988-89 winter break

66

305f. CONTEMPORARY DRAMA (2 or 3)

Emphasis on Brecht's epic theatre and contemporary Swiss

playwrights.

Offered 1989-90 and alternate years

306s. FRANZ KAFKA (2 or 3)

Discussion of major short stories and selections from the novels.
Offered 1988-89 and alternate years

309f. HISTORY OF
GERMAN
CIVILIZATION (2 or 3)

Major trends from the Mid-
dle Ages to World War 11.
Offered 1989-90 and alter-
nate years

310s. GERMAN LIFE AND
THOUGHT (2 or 3)

Society and culture in the
contemporary German-
speaking world.
Prerequisite: 309
Offered 1989-90 and alter-
nate years

313s. DRAMA AND
NOVELLE OF THE
NINETEENTH
CENTURY (4)

Reading of representative
Novellen and dramas from Kleist to Hauptmann.
Offered 1989-90 and alternate years

350f,s, SG. ADVANCED READING (2 or 3)

Subject matter chosen in accordance to student interest and
needs.

401s. HISTORY OF GERMAN LITERATURE (4)

Literary trends from the Middle Ages to the present as exem-
plified by representative works of the various periods.
Offered 1988-89 and alternate years

490f,s. INDEPENDENT STUDY (4-8)

Independent research is arranged under the supervision of a
member of the department. Results are presented both orally
and in writing.

HISTORY

Professors:

Michael J. Brown, Chair
Penelope Campbell
Associate professor:
John L. Gignilliat
Assistant professor:
Katharine D. Kennedy
(on leave 1988-89)

No single course is considered to be introductory to the his-
tory curriculum. Members of the department believe that
their courses should be accessible to all students in the
College; accordingly, there are no prerequisites for any
course in history. While some work at an mtroductory
level is always desirable, there is no reason why any junior
or senior with good verbal aptitude should experience difficulty in
any history course.

The history major, with its distribution requirements, is designed
to ensure breadth of knowledge rather than concentration. Never-
theless, when selecting introductory courses, a potential history
major should consider whether her interest lies chiefly in U.S., Eu-
ropean or non-Western history, and choose accordingly. Since ei-
ther History 101 and 102 or History 1 10 and 1 11 are required for
the major, it is highly desirable that, at a minimum, one of these se-
que'nces be completed before the beginning of the junior year. Stu-
dents who are considering a double major or participation in the
teacher education program should plan their major with special
care and are advised to consult at an early date with the chair of
the department.

The ideal posture for the history major entering the junior year
would be to have completed one of the required 100-level sequenc-
es during the freshman year, to have taken one or more additional
introductory courses, and perhaps to have experienced one 300-
level course during the second semester of the sophomore year.
However, there is no rigid, prescribed sequence in which courses
should be taken. The history curriculum can accommodate a wide
variety of approaches.

REQUIREMENTS FOR THE MAJOR

101 and 102 or 110 and 111;

A minimum of eight courses beyond the 100 level, only one ot
which may be at the 200 level; At least one course from each
of the following groups:

Early European History: 301, 303, 305, 306, 307, 371, 373;
Modem European History: 309, 311, 313, 314, 316, 322;
United States History: 325, 327, 329, 334, 337, 338, 339;
Non- Western History: 352, 353, 354, 358, 359;
An appropriate course below the 300 level may be substituted
to satisfy one of the groups. Cross-listed courses taught outside
the department may not be used to satisfy the minimum re-
quirements for the major.

10 If. THE EMERGENCE OF MODERN EUROPEAN
CIVILIZATION (3)

A survey of the history of Europe from the Middle Ages to the

end of the French Revolution.

Not open to students who have had 141

102s. THE EMERGENCE OF MODERN EUROPEAN
CIVILIZATION (3)

A survey of the history of Europe from the early nineteenth

century to the present.

Not open to students who have had 142

llOf. INTRODUCTION TO THE ASIAN WORLD (3)
The major civilizations on the Asian continent from the Medi-
terranean to Japan before the twentieth century.
Not open to students who have had 210

Assistant Professor Katherine Kennedy

Ills. THE ASIAN WORLD IN MODERN TIMES (3)

The history and politics of Asian societies and their interac-
tion with the West in the twentieth century.
Not open to students who have had 21 1

208f. THE UNITED STATES TO 1876 (3)

A general survey ot the history oi the United States from the
colonial origins through Reconstruction.
Not open to students who have had 105

209s. THE UNITED STATES SINCE 1876

A general survey of the history of the United States since

Reconstruction.

Not open to students who have had 106

(3)

6?

DEPARTMENT OF HISTORY

212f. THE HISTORY OF ENGLAND (3)

The social and political development of the English people
from the Anglo-Saxon centuries through the civil wars of the
seventeenth century.
Not open to students who have had 201

213s. THE HISTORY OF ENGLAND (3)

The experiences of the English people from the reign of King
Charles II to the reign of Queen Elizabeth II.
Not open to students who have had 202

301s. (CLASSICS 351) STUDIES IN GREEK HISTORY (3)

See Classics 351 for description.
Offered 1989-90 and alternate years

303f. (CLASSICS 352) STUDIES IN ROMAN
HISTORY

See Classics 352 for description.
Offered 1989-89 and alternate years

(3)

305f. MEDIEVAL CIVILIZATION (3)

The emergence of European cultural traditions, political insti-
tutions, and social organization between the decline of the Ro-
man Empire and the end of the High Middle Ages.

306s. THE RENAISSANCE (3)

The civilization of Italy and of northern Europe from the time
of Dante to the time of Shakespeare.
Offered 1989-90 and alternate years

307s. THE REFORMATION (3)

Changes in church, state, and society from the time of Luther
to the end of the wars of religion.
Offered 1988-89 and alternate years

309f. THE FRENCH REVOLUTION AND

NAPOLEON (3)

The causes and events of the French Revolution and its impact
upon Europe; the career of Napoleon Bonaparte.

311s. NINETEENTH-CENTURY EUROPE (3)

Europe from the Congress of Vienna to the eve of World War
1 with emphasis on industrialization, liberalism, nationalism,
and imperialism.

313f. EUROPE FROM 1914 TO 1945 (3)

World War 1, the Russian Revolution, Nazism, the interwar
years, and World War II with emphasis on ideology, politics,
and diplomacy.
Not open to students who have had 332

314s. (POLITICAL SCIENCE 314) EUROPE SINCE

1945 (3)

Social, economic, and cultural change and foreign affairs in
Western Europe, Eastern Europe, and the Soviet Union.
Not open to students who have had 333

316f. EUROPEAN INTELLECTUAL HISTORY SINCE
THE ENLIGHTENMENT (3)

Rational and Romantic responses to the Enlightenment by
major thinkers of the nineteenth and twentieth centuries.
Offered 1989-90 and alternate years

322f. WOMEN IN MODERN EUROPEAN HISTORY (3)

The changing roles of European women at home, at work, in
public life, and in the arts from the Renaissance to the present.
Not open to students who have had 312

325s. THE AMERICAN REVOLUTION AND EARLY
NATIONAL PERIOD, 1763-1815 (3)

The severance of the political, social, and economic ties with
England and the development of a national identity.
Offered 1988-89 and alternate years
Not open to students who have had 321

327f. CIVIL WAR AND RECONSTRUCTION (3)

Tlie outbreak of the Civil War; the war years; the political, ec-
onomic, and social consequences to 1876.
Offered 1988-89 and alternate years
Not open to students who have had 324 I

329f. THE NEW SOUTH (3)

Political, economic, and cultural changes in the South since the

Civil War.

Not open to students who have had 317

334s. (POLITICAL SCIENCE 332) THE UNITED

STATES FROM 1914 TO 1945 (3)

World War I, the New Era of the 1920s, the New Deal, and
World War II.

Offered 1989-90 and alternate years ,

Not open to students who have had 331 I

337f. INTELLECTUAL HISTORY OF THE UNITED
STATES (3)

The course of American thought from the ratification of the
Constitution to the present.
Offered 1989-90 and alternate years

338s. (POLITICAL SCIENCE 340) THE UNITED

STATES SINCE 1945 (3)

Domestic change and international involvements since World

War II.

Offered 1988-89 and alternate years

339s. TOPICS IN AMERICAN POLITICAL
BIOGRAPHY

Offered 1989-90 and alternate years

340s. (POLITICAL SCIENCE 328) U.S.-LATIN
AMERICAN RELATIONS

See Political Science 328 for description.

1

(3)

352s. (POLITICAL SCIENCE 352) SOUTHEAST

ASIA (3)

Political and cultural development of the region between the
Indian subcontinent and China, including western colonial ^

control and the independence struggle; emphasis on the twen- (i
tieth century. a

Offered 1988-89 and alternate years W.

353s. SOUTH ASIA (3)

History of the Indian subcontinent from ancient times to the
present, with particular attention to British rule, the indepen-
dence movement, and contemporary public issues in Pakistan,
India, and Bangladesh. J

Offered 1989-90 and alternate years

354f. TOPICS IN AFRICAN AND ASIAN HISTORY (3)
1988-89: A study of commercial, diplomatic, explorational,
and missionary enterprises on the African continent south of ;
the Sahara that led to the establishment of great colonial \

empires.

DEPARTMENT OF HISTORY

358f. SUB-SAHARAN
AFRICA TO WORLD
WAR I (3)

Pre-colonial civilization,
western penetration, and
European conquest.

359s. (POLITICAL
SCIENCE 359)
SUB-SAHARAN
AFRICA IN THE
TWENTIETH
CENTURY (3)

Colonial rule, independence,
and the tasks confronting
developing nations.

37 If. ENGLAND UNDER
THE TUDORS (3)

The history of England from
1485 to 1603 with emphasis
upon the break from Rome
under Henry Vlll and the
beginning of England's impe-
rial role under Queen Eliza-
beth 1.

Offered 1989-90 and alter-
nate years

373s. ENGLAND UNDER
THE STUARTS (3)

The history of England in
the seventeenth century em-
phasizing the religious, so-
cial, and political concepts
carried to America by the
early colonists.
Offered 1988-89 and alter-
nate years

Not open to students who
have had 336

357SE. SOCIAL HISTORY
OF RENAISSANCE
ENGLAND (3)

The art, architecture, relig-
ion, education, amusements,
thought, and mode of life of
the Elizabethans.
Not offered 1988-89

410f,s. SPECIAL

STUDY (2-4)

Supervised study in some
field or period of history.

490f.s. INDEPENDENT
STUDY (4-8)

Independent research under
the supervision of a member
of the department.

69

MATHEMilllCS

Professor:

Sara L. Ripy
Associate professors:
Robert A. Leslie, Chair
Myrtle H. Lewin
Assistant professor:
Daniel F. Waggoner
Instructor:

William A. Washburn
(part-time)

The curriculum in the Department of Mathematics is
designed to help students think clearly and logically; to
analyze problems; to understand and be able to use the
language, theory, and techniques of mathematics; and to
develop skills and acquire mathematical tools needed in
the application of mathematics.
The courses offered give mathematics majors a solid back-
ground for graduate study, teaching at the secondary school level,
and professional employment. A student interested in both
mathematics and physics is invited to consider a mathematics-
physics major. Students who are planning to major in mathe-
matics should take calculus at the appropriate level in the
freshman year.

REQUIREMENTS FOR THE MAJOR

204 or 205; 206 or 307; 305; 321; 480. A minimum of five
courses at the 300 level or above, excluding 480 and, including
one course from each of the following groups:
315, 331, 352 or 309, 312,328

115 is not counted toward the minimum 30-hour major if tak-
en after completion of 328.
150 is not counted toward the minimum 30-hour major.

lOlf.s. FINITE MATHEMATICS (3)

Topics appropriate to the social and management sciences.
The topics are selected from set theory, logic, matrix algebra,
linear programmmg, mathematical models, and financial
mathematics.

115f,s. ELEMENTARY STATISTICS (3)

Statistical measures and distributions, probability and its ap-
plication to statistical inference, linear correlation, hypothesis
testing, confidence intervals, and applications in the natural
and social sciences.

117f,s. PRECALCULUS (4)

Topics to mclude algebra, trigonometry, functions, and

analytic geometry.

Not open to students who have had 109

118f,s. CALCULUS I (4)

An introduction to limits, differentiation and integration with

applications.

Not open to students who have had 109 or 120

119f,s. CALCULUS II (4)

Continuation of 1 18 to include the integral and its applica-
tions, logarithmic and exponential functions, trigonometric

and hyperbolic functions, and techniques of integration.
Not open to students who have had 110 or 121
Prerequisite: 118

150f,s. INTRODUCTION TO COMPUTER

PROGRAMMING (2)

An introduction to computers, principles of problem solving in
a structured programming environment, programming tech-
niques, and applications.

205f,s. CALCULUS III (4)

Continuation of 119 to include indeterminate forms, Taylor's

formula, improper integrals, sequences and series, parametric

curves, vectors, lines and planes.

Not open to students who have had 202 or 207

Prerequisite: 119 j

206f,s. LINEAR ALGEBRA (4)

Vector spaces, linear transformations, matrices, and determi-
nants, with applications to systems of linear equations, geome-
try, and other selected topics.

Pterequisite or corequisite: 204 or 205 or 208 or permission of
the instructor

210s. DISCRETE STRUCTURES (3)

An introduction to the basic concepts and techniques of the
mathematics of discrete structures. Topics selected from sets,
equivalence relations, elementary algebraic structures, enu-
meration, recurrence relations, generating functions, graphs,
trees, Euler circuits and the inclusion-exclusion principle. This
course includes mathematical topics of particular value to stu-
dents interested in computer science.
Prerequisite: 118 or permission of the instructor

250s. INTERMEDIATE COMPUTER

PROGRAMMING (3)^

A study of the design of well-structured algorithms and their
implementation in Pascal, modular programming tech-
niques, the effective use of the fundamental data structures
including records and files, and an introduction to dynamic
data structures.
Prerequisite: 118, 150 or permission of the instructor

305s. CALCULUS IV (4)

Continuation of 205 to include vectors, curves, surfaces, partial

differentiation, multiple integrals, and introduction to vector

analysis.

Prerequisite: 205, 206 or permission of the department chair

70

DEPARTMENT OF MATHEMATICS

309f. DIFFERENTIAL EQUATIONS (4)

First and second order differential equations, higher order, Un-

ear, ordinary differential equations, existence and uniqueness

theorems and applications.

Prerequisite: 205

Offered 1989-90 and alternate years

312s. NUMERICAL ANALYSIS (4)

A study ot numerical methods in mathematics to mclude nu-
merical solutions of equations, linear and nonlinear systems of
equations, numerical differentiation and integration, and curve
fitting.

Prerequisite: 205; 250 or permission of the instructor
Offered 1989-90 and alternate years

314f. INTRODUCTION TO MODERN GEOMETRY (4)

Affine, projective, and Euclidean geometries and their postula-
tional development.
Prerequisite: 204 or 205 or 208
Offered 1988-89 and alternate years

315s. TOPOLOGY (4)

An introduction to topological and metric spaces, continuity,

corhpactness, and connectedness, with special emphasis on the

topology of R".

Prerequisite: 204 or 205 or 208

Offered 1988-89 and alternate years

32 If. INTRODUCTION TO MODERN ABSTRACT
ALGEBRA (4)

Important algebraic structures, including groups, rings, integral
domains, and fields.
Prerequisite: 204 or 205 or 208

325f. MATHEMATICAL MODELS AND

APPLICATIONS (4)

Mathematics which emphasize the development of techniques
of model building. Applications to illustrate the techniques are
drawn principally from the natural and social sciences.
Prerequisite: 204 or 205 or 208
Offered 1988-89 and alternate years

328s. MATHEMATICAL STATISTICS AND

PROBABILITY (4)

An introduction to some of the basic statistical methods in the
classical theory of inferential statistics, probability theory, esti-
mation, hypothesis testing, and applications.
Prerequisite: 204 or 205 or 208
Offered 1988-89 and alternate years

33 If. FUNDAMENTALS OF REAL ANALYSIS (4)

The topology ot the real number system, and the axiom of
completeness. Rigorous development of some central ideas in
analysis, including limits, continuity of functions, and conver-
gence of sequences and series.
Prerequisite: 204 or 205 or 208
Offered 1988-89 and alternate years

345. TOPICS IN MATHEMATICS (3 or 4)

A specialized topic in mathematics. The subject to be examined
will be chosen according to the interests of students and faculty.
Prerequisite: permission of the department chair
Not offered 1988-89

352s. INTRODUCTION TO COMPLEX ANALYSIS (4)

The algebra of complex numbers, analytic functions, elemen-
tary functions, linear fractional transformations, mappings, in-
tegrals, power series, Laurent series, and residue calculus.
Prerequisite: 205
Offered 1989-90 and alternate years

j^mk^ti^ssim ^^^^ ?..<*,

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1^1^

.

fi

1 . .,;i^Steii-_-

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r

-

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1

Aiwaate Professor Bob Leslie

360. TOPICS FROM THE
HISTORY OF
MATHEMATICS (2)

A general outline of the
history of mathematics,
with a more intensive fo-
cus cin the development of
selected mathematical
ideas through the reading
of historical and biograph-
ical material, including ex-
pository papers by noted
mathematicians and arti-
cles from mathematical
journals.

Prerequisite: 8 hours of
mathematics at the 300
level or permission of the
instructor
Not offered 1988-89

410f,s. SPECIAL

STUDY (2-4)

Open to majors only

480f. MATHEMATICS
SEMINAR (1)

490f,s. INDEPENDENT
STUDY (4-8)

n

MUSIC

Professor:

Ronald L. Byrnside

Associate professors:

Jay Fuller

Calvert Johnson

Theodore K. Mathews, Chair

Instructor:

Rowena S. Renn (part-time)

I

The Department of Music provides a curriculum designed
to prepare its majors for graduate study and the profes-
sional music world. It also seeks to meet the needs of
nonmajors through a variety of courses in music appre-
ciation and applied music. The guiding philosophy in all
instruction is that music is a humanistic, not a mech-
anistic discipline, and is a central part of a true liberal education.

REQUIREMENTS FOR THE MAJOR

Courses

A minimum of 12 hours in music theory consisting of 111, 112,

211, and 212 or 211-212 and two 300-level theory courses

213,214,305,480

A minimum of 10 semester-hours in one instrument or voice
Performance

Adequate performing skill, to be evaluated at the end of the

sophomore year

Students concentrating in voice will be asked to demonstrate

some proficiency on the piano by the end of their sophomore

or junior year
Ensemble Experience

A minimum of two years in the College glee club or the

equivalent time in approved accompanying or other College

ensemble

MUSIC APPRECIATION

106f. INTRODUCTION TO THE ART OF MUSIC I (3)

Basic concepts and terminology appropriate to various kinds of
music. A study of the relationship of music to society and the
other arts.
Intended for nonmajors

107s. INTRODUCTION TO THE ART OF

MUSIC II (3)

A continuation of 106 with special emphasis on the concept

of style.

Prerequisite: 106 or permission of the instructor

204s. HISTORY OF JAZZ (3)

Trends, developments, and personalities in American jazz.

205f. AMERICAN POPULAR MUSIC

(3)

American popular music is examined in terms of its musical
and textural content and in the light of its sociological context.
Included in the study are eighteenth- and nineteenth-century
ballads, songs in the genteel tradition of Stephen Foster, songs
of protest, songs from the Tin Pan Alley Era (1890- 1920s),
music from the Swing Era, and American popular music since
the 1950s. Special attention is given to the influence of other
kinds of music (classical, jazz, non- Western) on American
popular music and to the effects of technology on American
popular music.

THEORY AND HISTORY OF MUSIC

108f. MUSIC THEORY FOR NONMAJORS (3)

Designed for students with little or no knowledge of music
theory, the course teaches the elements of music in sufficient
depth to enable the student to read music and compose song
forms.

lUf. BASIC THEORY AND MUSICIANSHIP I (4)

A study of key signatures, scales, and part-writing with the
laboratory devoted to sight singing and ear training.
3 LEG, 1 LAB

112s. BASIC THEORY AND MUSICIANSHIP II (4)

A continuation of 111 with emphasis on chord formations and
organizations.
3 LEG, 1 LAB
Prerequisite: 1 1 1

207f. VOCAL MUSIC (3)|

A study of vocal solo literature.

209f. HYMNOLOGY (3)

A study of the development of Christian hymnody from its
Jewish roots to the present day and of its relationship to the
history of the Christian Church.
Offered 1989-90 and alternate years

21 If. ADVANCED MUSIC THEORY I (4)

Continuation and application of materials presented in 111 and
112 with emphasis on the principles of functional harmony in
written exercises and analysis of selected works in music.
3 LEG, 1 LAB
Prerequisite: 112

212s. ADVANCED MUSIC THEORY II (4)

A continuation of 21 1 with emphasis on chromatic harmony
and other forms of harmonic organization.
3 LEG, 1 LAB
Prerequisite: 211

213f. MUSIC HISTORY SURVEY I (3)

A chronological study of Western art music from the Greek
civilization through the Baroque era.
Prerequisite: 112

214s. MUSIC HISTORY SURVEY II (3)

A chronological study of Western art music from the late
eighteenth, nineteenth, and early twentieth centuries.
Prerequisite: 213

215f. (GERMAN 215) GERMAN CIVILIZATION AND
MUSIC I (4)

Reading and lectures on German culture with emphasis on

music.

Offered 1988-89

216WG. (GERMAN 216) GERMAN CIVILIZATION
AND MUSIC II

Lectures on German culture and civilization with travel to
Berlin, Leipzig, Dresden, Prague, Vienna, and Munich.
Prerequisite: 215 (German 215)
Offered during the 1988-89 winter break

301SE. MEDIEVAL AND RENAISSANCE MUSIC

TTie history of music from the early Christian era through the
sixteenth century. (NOTE: Due to the emphasis of the Global

(2)

(3)

72

DEPARTMENT OF MUSIC

Awareness Program iri 1988, the topic of this course will be

primarily Medieval music, i.e., to ca. 1450, although the next

150 years will be included).

Prerequisite: Music 213 or (for non-majors) 106 or permission

of the instructor

Offered summer 1988

302s. BAROQUE AND CLASSICAL MUSIC (3)

The history, literature, and stylistic characteristics of music

from 1600 to 1800.

Prerequisite: 213 or (for nonmajors) 106 and permission of the

instructor

304f. NINETEENTH-CENTURY MUSIC (3)

Music of the nineteenth century and its relation to the artistic
life of that time. A study of literature, stylistic characteristics.

and composers.

Prerequisite: 214 or (for nonmajors) 106 and permission of the

instructor

305s. TWENTIETH-CENTURY MUSIC (3)

The characteristics and tendencies of music since 1900. Out-
standing composers and significant works will be studied.
Prerequisite: 214 or (for nonmajors) 106 and permission of the
instructor

311f. ORCHESTRATION (3)

A course to develop skills in reading and analyzing orchestral
scores and in arranging music for instruments. Problems in
arranging musical scores for ensembles with voices are also
considered. Prerequisite: 212

73

DEPARTMENT OF MUSIC

312s. FORM AND ANALYSIS (3)

A detailed examination of formal controls as revealed in se-
lected contrapuntal and homophonic works of music.
Prerequisite: 212

313s. TECHNIQUES OF COMPOSITION

(3)

410f,s. SENIOR STUDY IN MUSIC THEORY OR

HISTORY (2-4)

Specialized study for majors to meet the needs of the individual
students.

480s. SENIOR SEMINAR (3)

Specialized areas of music designed to meet the needs of stu-
dents in the seminar.
Open to senior music majors only

490f,s. INDEPENDENT STUDY

(4-8)

CHURCH MUSIC

208f. HISTORY OF CHURCH MUSIC (3)

A study of the development of liturgy and worship practices,

and especially of the role of music in Jewish and Christian

worship.

Offered 1988-89 and alternate years

APPLIED MUSIC

Credit: Credit is awarded for applied music offered by the Col-
lege as follows:
One credit-hour for each

semester at the 100 level; two credit-hours for each semester
above the 100 level. No students are permitted organ or harpsi-
chord instruction without a background on keyboard. Begin-
ning level instruction is offered in piano (Music 150A, 150B),
strings (Music 170A, 170B), voice (Music I80A, 180B) and
winds (Music 190A, 190B). Beginners may be given group in-
struction rather than private lessons. The music major may
register for two additional credit hours for her senior recital.
One hour of instruction and six hours of practice weekly are re-
quired of all students who take applied music for credit. A per-
formance exam will be conducted at the end of each semester.

Music majors must earn a minimum of ten credit-hours in one
instrument or voice and may earn a maximum of eighteen
credit hours in applied music. All majors must either perform a
senior recital or prepare a project in lieu of a recital. If a student
elects to pursue a project in lieu of a recital, she must do so as a
Directed Study (i.e. Music 410) or as an Independent Study (i.e.
Music 490).

Nonmajors may earn a maximum of fourteen credit hours. Af-
ter four semesters, non-majors who wish to continue applied
music must take a course in Music Theory, or some other ap-
proved course in the Music Department.

Noncredit: Students who wish to take applied music without
credit will be required to pay a fee.
Courses in applied music are numbered as follows:

Harpsichord: 141, 142; 241, 242; 341, 342; 441, 442; 449 (Senior

Recital)

Piano: 150A, 1 508 (for beginners) 151, 152; 251, 252; 351, 352;

451, 452; 459 (Senior Recital)

Organ: 161, 162; 261, 262; 361, 362; 461, 462; 469 (Senior

Recital)

Strings: I70A, 170B (for beginners) 171, 172; 271, 272; 371,

372; 471, 472; 479 (Senior Recital)

Voice: 180A, 180B (for beginners) 181, 182; 281, 282; 381, 382;

481, 482; 489 (Senior Recital)

Winds: 190A, 190B (for beginners) 191, 192; 291, 292; 391,

392; 491, 492; 499 (Senior Recital)

Prerequisite: written permission of the department chair

ENSEMBLES

The Agnes Scott College Glee Club studies sacred and secular
choral music, and it performs several times during the year. It
is open to students without fee and membership is by audition.
Other ensembles open to qualified students include London
Fog, a jazz vocal group; Joyful Noise, a gospel vocal group; The
Agnes Scott College Community Orchestra; and The Agnes
Scott College Opera Workshop.

74

PHIIOSOPHY

Professors:

David P. Behan, Chair
Richard D. Parry
Assistant professor:
Gerard Elfstrom (part-time)
Instructor:
Lee Horvitz

Richard Parr^, Callaway Professor of Philosphy

There are two different
but complementary
approaches to courses
in philosophy. The
systematic approach is
through courses
which deal with specific prob-
lems (e.g. 104, 130, 232). The
historical approach is through
:ourses in the history of philo-
OTphy(e.g., 206, 209, 210).
Students considering courses in
philosophy should seek the
advice of the members of the
department concerning
particular courses.
1 The requirements for the
major in philosophy embody
two goals. The first is that the
student leam, through close
ivork with primary sources, the
ideas of the major philosophers,
rhe second is that the student
[develop and practice techni-
ques of critical analysis and
constructive reasoning. In ful-
filling the requirements, the
student majoring in philosophy
acquires a thorough grounding
in the major areas of the disci-
pline and also develops her own
critical and creative philosophical skills.

Students considering a major in philosophy should try to com-
plete 103, 206, and 209 before the end of the sophomore year.

REQUIREMENTS FOR THE MAJOR

Logic: 103 or 220

History of Philosophy: 206 and 209
Value Theory: 104 or 130
Philosophy of Science: 303

Metaphysics and Epistemology: three courses from the follow-
ing: 320, 323, 324, 339, 340, 341

103s. INTRODUCTION TO LOGIC (3)

An introduction both to the rudiments of critical thinking,
with emphasis on analysis of ordinary discourse into formal
symbolism, and to the properties of formal systems.

104f. ETHICS (3)

A consideration of some contemporary moral issues, such as
euthanasia, abortion, war, and world hunger, and their relation
to traditional ethical theories from Plato to Kant.
Not open to students who have had 230

130f. (POLITICAL SCIENCE 130) POLITICAL AND
LEGAL PHILOSOPHY (3)

The major figures in political and legal philosophy from Plato

to Marx.

Not open to students who have had 107 or 214

201 SG. THE GREEK SETTING OF THE SOCRATIC
DIALOGUES (3)

An intensive study of some early dialogues of Plato with spe-
cial reference to the political and historical context in which
they were written.
Not offered 1988-89

206f. (CLASSICS 223) HISTORY OF ANCIENT

PHILOSOPHY (3)

The thought of major figures in western philosophy from the
pre-Socratic era to the Middle Ages.

209s. SEVENTEENTH- AND EIGHTEENTH-CENTURY
PHILOSOPHY(3)

The historical development of philosophic thought in the sev-
enteenth and eighteenth centuries. Readings in Descartes,
Spinoza, Locke, Berkeley, Hume, and Kant.

21 Of. PHENOMENOLOGY AND
EXISTENTIALISM

Phenomenology and existentialism through readings in
Husserl, Heidegger, and Sartre.

(3)

220. SYMBOLIC LOGIC (3)

The language of and rules of derivation for sentential and

predicate logic.

Prerequisite: permission of the instructor

Offered by arrangement with instructor

75

DEPARTMENT OF PHILOSOPHY

232f. (ART 232) AESTHETICS (3)

A consideration of such issues as the nature of the experience
in the various arts, the status of the artistic object, and the ob-
jectivity of judgment in art.

303s. PHILOSOPHY OF SCIENCE (3)

An investigation of such issues as the nature, justification, and
scope of scientific method; the patterns of scientific explana-
tion in the natural sciences; and the reality of scientific
constructs.
Not open to students who have had 250

305s. (POLITICAL SCIENCE 354) MARX AND

VARIETIES OF SOCIALISM (3)

The thought of Karl Marx and its development in subsequent
socialist theory and practice. Topics such as Bernstein's
revisionism, Leninism, Chinese Communism, and Yugoslav
self-management will be considered.
Offered 1988-89 and alternate years

308. THE CLASSIC PERIOD OF AMERICAN

PHILOSOPHY (3)

Pragmatism in the works of Peirce, James, Royce, and Dewey.
Prerequisite: 206 or permission of the instructor
Offered by arrangement with instructor

310. MEDIEVAL PHILOSOPHY (3)

Beginning with neo-Platonism, the course concentrates on the

writings of St. Augustine, Abailard, St. Anselm, St. Thomas

Aquinas, John Duns Scotus, and William of Ockham.

Prerequisite; 206

Offered by arrangement with instructor

Not open to students who have had 302

312s. (POLITICAL SCIENCE 312) PHILOSOPHY OF
LAW (3)

Critical examination of natural law theory, legal positivism,
legal realism, and critical legal studies. Particular emphasis on
Hart and Dworkin.

Prerequisite: 130 or 214 or permission of the instructor
Not open to students who have had 215

315s.(BIBLE AND RELIGION 345) PHILOSOPHY OF
RELIGION (3)

See Bible and Religion 345 for description.

Prerequisite: one course in philosophy; or Bible and Religion

101 or 110.

317s.(POLITICAL SCIENCE 357) NEO-MARXISM (3)

Examination of major Marxist theorists of the twentieth cen-
tury and of the problems and conditions that have shaped their
thought.

Prerequisite: 305 or permission of the instructors
Offered 1989-90 and alternate years

320s. PLATO (3)

An intensive study of selected dialogues.

Prerequisite: 206 or 104

Offered 1989-90 and alternate years

323s. KANT'S CRITICAL PHILOSOPHY (3)

An intensive study of Kant's Critique of Pure Reason.

Prerequisite: 209

Offered 1989-90 and alternate years

Professor David Behan and other Agnes Scott faculty encourage students to
think independently and creatively.

324s. ARISTOTLE (3|1

An intensive study of of topics selected from the logical, epis-
temological, and metaphysical works. ji

Prerequisite: 206 <

Offered 1988-89 and alternate years I

330s. POSTMODERNISM AND THE MORAL SELF (3) )|

An investigation of concepts of morality and of the self which

could be rationally constructed from contemporary non-

foundational thinking.

Prerequisite: permission of the instructor

Not offered 1988-89

339f. THEORY OF KNOWLEDGE (3) t,

A critical study of major issues in contemporary epistemology. '

Prerequisite: 209

Offered 1988-89 and alternate years ;

340f. THE METAPHYSICAL PROBLEM ^

OF THE SELF (3) i

Contemporary metaphysical theories of the self assessed in
comparison with those of Descartes, Locke, and Hume. Partic-
ular emphasis upon the concept of person and the philosophic
problem of personal identity.
Prerequisite: permission of the instructor

341s. CURRENT PROBLEMS IN ANALYTIC

PHILOSOPHY (3)1

A consideration of some problems in ordinary language

philosophy.

Prerquisite: 209

Offered 1989-90 and alternate years.

4 1 Of, s. SPECIAL STUDY (2-4)|

Supervised intensive study in fields or periods of philosophy. jj

490f,s. INDEPENDENT STUDY

(4-8)ll!i

?6

PHYSICAL
EDUCflllON

Professors:

Kathryn A. Manuel, Chair
Kate McKemie
Associate professor:
Marylin B. Darling
Instructor:
Cynthia Peterson

Four semesters of physical education are required for
graduation. No more than four semester-hours will count
toward the 124 hours necessary for graduation. Letter
grades are given but do not count in the quality-point ratio.
Students with no prior physical education on the college
Other courses taken to fulfill the four semesters
requirement may be from any area; however, it is strongly
recommended that students take at least one course from the
Lifetime Activity area.

Most physical education courses are scheduled for one-half a
semester for .5 semester-hours credit. Those courses scheduled for
an entire semester are given one semester-hour credit. Any
100-level course which meets for one-half a semester may he
repeated once.

One-half semester courses may not be added after the fifth
calendar day of the course. A student may not withdraw after the
fourth week of a one-half semester course without the course
appearing on her record. A grade of WP or WF will he entered on
a student's record if a student withdraws after that date. No
one-half semester Physical Education course may be dropped
after the last class day for that course.

Full semester courses may not be added after the 10th calendar
day of the semester, and may be dropped one week after mid-
semester grades are due in the Registrar's Office without the
course appearing on the student's record. A grade of WP or WF
will be entered on a student's record if a student withdraws after
that date. No semester Physical Education course may be dropped
after the last class day for that course.

FITNESS AND HEALTH ASSESSMENT

101. AEROBIC DANCE (.5)
Fitness through continuous movement.

102. BODY FITNESS (.5)

Fitness through use of weight training. (Fee required)

103. FITNESS SWIMMING (.5)
Fitness through lap swimming and interval workouts.
Prerequisite: Intermediate level swimming strokes

104. FUNDAMENTALS OF EXERCISE (.5)

Fitness through exercises, circuit training, aerobic exercise,
and individually designed programs.

105. HYDROBICS

Fitness through vigorous water exercises.

(.5)

106. JOGGING FOR FITNESS (.5)

Fitness through individualized running programs.

107. THREE-WAY FITNESS (.5)

Fitness through a combination of skills: one day of aerobic
dance, one day of fundamentals of exercise, and one day of
hydrobics.

LIFETIME ACTIVITIES

110. ARCHERY (.5)

Basic skills are covered. Care of equipment, scoring, shooting
techniques, and types of rounds are included.

111. BADMINTON (.5)

Basic skills are covered. Rules, singles and doubles play are
included.

112. FENCING (.5)

Foil fencing for the individual with little or no experience.
Skills, techniques, and bouting are covered.

114. FOLK, SQUARE, AND SOCIAL DANCE (.5)

International folk dances, American square dances, and social
dance from 1930 to the present are taught.

115. GOLF (.5)

Basic skills are covered. Rules and golf etiquette are included.
Several trips are made to the driving range. (Fee required)

116. JAZZ (.5)

Basic elements of jazz dance are included. One dance required
per session.

117. RIDING I (1)

Beginning riding; dressage seat geared toward combined train-
ing. Taught at Vogt Riding Academy. (Fee required)

118. RIDING II (1)

Intermediate riding. Continuation of Riding 1. Taught at Vogt

Riding Academy. (Fee required)

Prerequisite: Riding I or permission of the instructor

119. RIDING III (1)

Advanced Riding. Students perform basic dressage on difficult
horses. Includes possibilities for jumping. Taught at Vogt
Riding Academy. (Fee required)
Prerequisite: Riding II or permission of the instructor

7J

DEPARTMENT OF PHYSICAL EDUCATION

I

120. SWIMMING (.5)

Swimming for the begin-
ner and intermediate. Five
basic strokes are covered.

122. TAP AND

CLOG (.5)

Basic elements of tap and
clog. A dance in each area
is taught each session.

123. TENNIS (.5)
Tennis for the individual
with little or no prior ex-
perience. Forehand, back-
hand drives, and the serve
with game procedures and
rules are covered.

The new track and field offer students a place to run even in soggy weather

125. TRACK AND FIELD

Introduction of track and field events.

(.5)

TEAM SPORTS

130. BASKETBALL (.5)

Basic skills are covered. Strategies, team play, and rules are
included.

131. SOCCER (1)

Basic skills are covered. Team play and rules are included.
Offensive and defensive strategies are emphasized during the
last half of the semester.

132. SOFTBALL (.5)

Basic skills are covered. Team play and rules are incorporated.

133. VOLLEYBALL (.5)

Basic skills with team play and knowledge of rules are
included.

SPECIALIZED ACTIVITIES

140. BALLET (1)

Basic ballet technique including the Cecchetti positions.

142. LIFESAVING (1)

Red Cross advanced lifesaving course.

Prerequisite: Advanced level swimming, ability to swim 500

yards

Screening test is given. (Fee required)

143. GYMNASTICS (.5)
Basic skills for tumbling, balance beam, vaulting and trampo-
line are included.

Not offered 1988-89

144. MODERN DANCE (.5)

The elements of contemporary dance are introduced and
explored. Technique, improvisation, and choreography are
emphasized.

146. SYNCHRONIZED SWIMMING (1)

Basic synchronized swimming strokes and figures are covered.
Students perform a routine at the end of the semester.
Prerequisite: Advanced level swimming strokes

147. WATER SAFETY INSTRUCTORS (1)

Red Cross water safety instructor course. Students perfect

78

swimming skills, learn techniques of teaching all levels of i

swimming. ,]
Prerequisites: Introduction to Health Services Education course i

taught at Red Cross service centers (4 hours) '

Advanced lifesaving 'J

Permission of the instructor. Screening test is given. j|
(Fee required)

I

CLUB ACTIVITIES AND
INTERCOLLEGIATE SPORTS

Students wishing to complete part or all of their second year of \\
physical education by participation in club activities or inter-
collegiate sports may do so if they meet the prerequisites. '

(.5) ):

(.5) I
I

(1) i
(.5) j

(5) ij

200. BASKETBALL TEAM I

Prerequisite: permission of the instructor

201. BASKETBALL TEAM II

Prerequisite: permission of the instructor

202. CROSS COUNTRY

Prerequisite: permission of the instructor

203. DOLPHIN CLUB I

Prerequisite: selection by tryout and permission of the
instructor

204. DOLPHIN CLUB II

Prerequisite: Dolphin Club 1 and permission of the instructor

205. SOCCER TEAM (1)

Prerequisite: permission of the instructor

206. STUDIO DANCE THEATRE (1)

Prerequisite: selection by audition and permission of the
instructor

207. TENNIS TEAM I (.5)

Prerequisite: team selection by tryout and permission of the
instructor

208. TENNIS TEAM II (.5)'

Prerequisite: Team selection by tryout and permission of the
instructor

209. VOLLEYBALL TEAM

Prerequisite: permission of the instructor

(1)1

PHYSICS &
ASTRONOMY

Associate professor:
Arthur L. Bowling, Jr., Chair
Assistant professor:

Alberto C. Sadun

T

he disciplines of physics and astronomy are attempts to
understand and to predict as many phenomena as pos-
ible, using a few conceptual models tested by experi-
ment and observation.

The preparation acquired through concentration in
physics or physics-astronomy provides a general,
flexible foundation for graduate study or for immediate profes-
sional work in physics, astronomy, or engineering. Students who
wish to major in physics are strongly encouraged to take Physics
110-111 during the freshman year.

Students considering the physics-astronomy major should elect
the introductory astronomy sequence (Astronomy 120-121) and
calculus during the freshman year. Physics 110-111 could be taken
during the sophomore year, but the well-prepared student is en-
couraged to enroll in this course in the freshman year. A student
interested in both physics and mathematics is invited to consider
a mathematics-physics major.

Introductory physics and astronomy courses are open both to
science majors and to nonscience majors. Astronomy courses in-
corporate the use of the Bradley Observatory and the College's
30-inch Beck telescope. Most astronomy courses require some ob-
servaticinal activities in the Bradley Observatory.

REQUIREMENTS FOR THE MAJOR
PHYSICS

Courses required in the discipline:

Physics 110, 111, 26 additional hours as approved by the

department

Courses required outside the discipline:

Mathematics 150, 205

PHYSICS-ASTRONOMY

Courses required in the discipline:

Physics 110, 111,8 additional physics hours as approved by the
department

Astronomy 1 20, 121, 12 additional astronomy hours as ap-
proved by the department
Courses required outside the discipline:
Mathematics 150, 205

PHYSICS

llOf. INTRODUCTION TO MECHANICS AND

ELECTRICITY (4)

Study of motion, gravitation, and electrical phenomena.

Calculus is used.

3 LEG, 1 LAB

Prerequisite; Mathematics 119 or permission of the instructor.

Not open to students who have had 210-21 1

Ills. INTRODUCTION TO MAGNETISM, HEAT,
SOUND, AND LIGHT (4)

Elements of magnetism, thermodynamics, and the physics of

wave phenomena.

Calculus is used.

3 LEG, 1 LAB

Prerequisite: 1 10

Not open to students who have had 210-2 1 1

242f. ANALOG ELECTRONICS (1)

DC and AC circuits. Semiconductor devices and applications.

Operational amplifiers. Power supplies.

1 LAB

Prequisite: 110

Not open to students who have had 343

243s. DIGITAL ELECTRONICS (1)

Number systems. Boolean algebra. Logic gates. Memories.

Introduction to microprocessors.

1 LAB

Prerequisite: 242

Not open to students who have had 343

320f. CLASSICAL MECHANICS (3)

Newton's system for describing motion. Special relativity.
Oscillations. Motion under the influence of central forces.
Prerequisite: 1 1 1
Offered 1988-89 and alternate years

321s. CLASSICAL MECHANICS II (3)

The formulations of Lagrange and Hamilton. Accelerated

reference frames. Rigid body motion. Coupled oscillations and

waves.

Prerequisite: 320

Offered 1988-89 and alternate years

330f. THERMAL PHYSICS (3)

Equilibrium thermodynamics, presented from phenomeno-

logical and from statistical points of view.

Prerequisite: 1 1 1

Offered 1988-89 and alternate years

331s. STATISTICAL MECHANICS

Calculation of thermal phenomena using the methods of

Boltzmann and Gibbs. Elements of quantum statistical

mechanics.

Prerequisite: 330

Offered 1988-89 and alternate years

(3)

19

DEPARTMENT OF PHYSICS a ASTRONOMY

340f. ELECTROMAGNETISM

Static electric and magnetic fields. Introduction to
boundary value problems. Maxwell's equations.
Prerequisite: 111
Offered 1989-90 and alternate years

341s. ELECTRODYNAMICS AND RADIATION

Time-dependent electromagnetic fields. Classical
electron theory. Emission and behavior of electro-
magnetic waves. Relativistic invariance of the theory.
Prerequisite: 340
Offered 1989-90 and alternate years

360f. QUANTUM PHYSICS I

Quantum phenomena and the failure of classical

physics. Wave mechanics of quantum particles.

Illustrative one-dimensional problems. Spin. Multiparticle

systems.

Prerequisite: 1 1 1

Offered 1989-90 and alternate years

361s. QUANTUM PHYSICS II (3)

Approximation methods for static and for time-dependent

situations. Three-dimensional problems. Angular momentum.

Scattering theory. Elementary particles.

Prerequisite: 360

Offered 1989-90 and alternate years

(3)

(3)

(3)

410f,s. SPECIAL STUDY

Supervised study in specific areas of physics.

490f,s. INDEPENDENT STUDY

(2-4)

(4-8)

ASTRONOMY

120f,s. INTRODUCTORY ASTRONOMY (4)

Motions of the earth, moon, planets, and stars. The nature and
evolution of the stars and of other objects within the galaxy.
Familiarity with algebra is strongly recommended.
3 LEG, 1 LAB evening session at Bradley Observatory
Not open to students who have had 121

121s. INTRODUCTORY ASTRONOMY (4)

The nature of galaxies. The history and large scale structure of
the universe, as presently understood. The evolution and prop-
erties of the solar system.

3 LEG, 1 LAB evening session at Bradley Observatory
Prerequisite: 120
Not open to students who have had 122

200f. ASTROPHYSICS I (3)

Topics in stellar evolution and cosmology. Pulsars and black
holes. Quasars and active galaxies.
Prerequisite: 121

Prerequisite or corequisite: Physics 110
211s. OBSERVATIONAL ASTRONOMY (3)

Optical systems, astrophotography, photometry, spectroscopy.
Requires one evening per week at Bradley Observatory.
Prerequisite: 121
Not open to students who have had 210

300f. ASTROPHYSICS II

Dynamics of gravitationally bound systems. Interstellar

medium. Stellar and planetary atmospheres. High energy

phenomena.

Prerequisite: 200, Physics 111

(3)

Students take photographs and make detailed observations in the College's
Bradley Observatory

320f. GALACTIC ASTRONOMY (3)

Physical structure and evolution of stars. Exotic objects within
the galaxy. Properties of interstellar gas, dust, and plasmas.
Prerequisite: 200, Physics 111

361s. GENERAL RELATIVITY AND COSMOLOGY (3)

Tensor analysis is developed and applied to Einstein's theory
of gravitation. Black holes, gravitational radiation, and the
structure and evolution of the universe are discussed within the
framework of the theory.
Prerequisite: 200, Physics 111

410f,s. SPECIAL STUDY (2-4)

Supervised study in various specific areas of astronomy.

490f,s. INDEPENDENT STUDY

(4-8) I

POLITICAL
SCIENCE

Associate professors:

Augustus B. Cochran HI

Tommie Sue Montgomery

Assistant professors:

Janette B. Pratt (part-time)

Catherine V. Scott

Lecturer:

Michael Meats (part-time)

W^ Tjj^^l

WJ

r--^

*a J

9

Politics is, in the words of Brian Fay, our "deliberate
efforts to order, direct, and contiol [our] collective affairs
and activities, to establish ends for our society, and to
implement and evaluate these ends." There are few
contemporary issues, ranging from artistic freedom to
unemployment, from abortion to nucleat winter, that do
not involve a significant political dimension. The discipline of
political science offers a student the opportunity to think
systematically about and to evaluate critically our political life.

The depaitment offers several introductory courses, from
which a student may choose one or several depending on her
particular interests. Some advanced coutses are open without
prerequisites; others require prerequisite coutses or permission of
the instructor. Topics courses are designed to offer advanced
students opportunities to delve into selected issues in depth and to
engage in independent research.

In her freshman or sophomore year, a student should take 102
and one of the following: 103, 105, or 106. A major must then
complete advanced course work with at least one course from
each of the subfields of political theory, world politics, and
comparative politics (mcluding Ametican politics). Majors are
advised to take the required methodology course (399) in the
junior year.

Because political knowledge is so closely related to other
disciplines, the department encourages majors to choose electives
from many areas, but especially from history, philosophy, and
other social sciences (economics, sociology, anthropology, and
psychology). Courses in those departments which are crosslisted
below can be applied toward the major in political science.

The department encourages majors to participate in
internships, such as the Governor's Internship or the Georgia
Legislative Internship, and in off-campus study programs, such as
Washington Semester or study abroad.

REQUIREMENTS FOR THE MAJOR

102 and one of the following: 103, 105, 106

Methodology: either 399 or 490

A minimum of 24 hours on the 300 ot 400 level

A minimum of one course from each of the following groups:

Comparative politics: 301, 302, 307, 310, 313, 316, 319, 342,

374,377

Political theory: 303, 351, 354, 357, 379

World politics: 322, 326, 328, 329, 335, 378, 380

A maximum of two from the following cross-listed courses

may be applied towatd the major:

Economics 315, 334, 336

History314, 334, 338, 352,359

Philosophy 130, 312

Sociology 333

102f. INTRODUCTION TO AMERICAN

GOVERNMENT (3)

A survey of American political institutions and issues: the Su-
preme Court, Congress, the Presidency, parties, interest
groups, and public opinion.

103f. INTRODUCTION TO WORLD POLITICS (3)

Major problems and trends in world politics, especially since
World War II: great power rivalry, revolution in weapons
technology, emergence of the Third World, resource scarcity,
and the role of international organizations.

104s. THE CONTEMPORARY POLITICAL CRISIS (2)

Exploration of a bioad range of contemporary books and arti-
cles that attempt to understand and explain the crises of pow-
er, ideology, and social change in the United States and the
world.

105s. COMPARATIVE POLITICS (3)

A survey of developed and underdeveloped countries with em-
phasis on problems of political development, institutionaliza-
tion, and economic growth.
Not open to students who have had 201

106s. MODERN POLITICAL THOUGHT (3)

An examination of the major theorists whose ideas have
shaped the politics and ideologies of the modern world.
Not open to students who have had 202

107f. (SPANISH 102) INTRODUCTION TO LATIN
AMERICA I (3)

An interdisciplinary inttoduction to the history, politics, and
culture of Latin America. The course will cover the pre-
Columbian to independence period.

108s. (SPANISH 103) INTRODUCTION TO LATIN
AMERICA II (3)

An intetdisciplinary introduction to the history, politics, and
culture of Latin America. TTie course will cover the national
period (early 19th century to present).

126f. THE TRANSITION TO DEMOCRACY (1)

An examination ot the ttansition to democracy in Southern
Europe with a focus on the Spanish case: theories of the transi-
tion to democracy, the changing character of political institu-
tions, and the applicability of transition politics in Europe to
Latin America.
Not offered 1988-89

81

DEPARTMENT OF POLITICAL SCIENCE

130f. (PHILOSOPHY 130) POLITICAL AND LEGAL
PHILOSOPHY (3)

See Philosophy 1 30 for description

21 If. (SOCIOLOGY 214)(SPANISH 206) WOMEN IN
LATIN AMERICA (3)

Women in Latin American history and at present. Two foci:
women's social, political and economic role across time, and
the contributions of women to Latin American culture.
Offered 1988-89 and alternate years

228s. (SPANISH 228) ARGENTINA: CULTURE AND
CIVILIZATION (3)

See Spanish 228 for description.

290s,SA. (SPANISH 290) TOPICS IN LATIN

AMERICAN STUDIES (3)

Focus on the history, politics, culture, and literature of one
country or region.
1988-89: Mexico.

The history, politics, culture and literature of Mexico, from
pre-Columbian times to the present.
Summer 1988: Argentina and the Southern Cone
A survey of the history, contemporary politics, economics, ge-
ography, anthropology, and culture of the Southern Cone
(Argentina, Chile, and Uruguay), with emphasis on Argenti-
na. In-class lectures will he supplemented with field trips. Four
weeks in Buenos Aires will be followed by trips to Uruguay
and the northwestern provinces of Cordoba and Salta.
Prerequisite: one course in Latin American Studies or
103 or 105.

Corequisite: Spanish 240S or Spanish 340S. For students
whose fluency in Spanish as determined by the Spanish De-
partment, is such that Spanish 340S would be redundant. Polit-
ical Science 295S will be the corequisite course.

295SA. TUTORIAL IN POLITICAL SCIENCE (1-3)

Individualized study available only to students exempted from
intensive language course, designed to allow focused study, in
Spanish, of a clearly defined topic related to the Southern
Cone. Topics and credit are determined by a student's interests
and needs.
Offered summer 1988.

301f. UNITED STATES LEGAL SYSTEM (3)

Institutions, processes, basic concepts, and personnel of the
United States judicial system.

302s. CONFLICT RESOLUTION (3)

Introduction to the theory and practice of conflict resolution.
Includes practicum at the Neighborhood Justice Center of
Atlanta.

303s. CONTEMPORARY CONSTITUTIONAL

ISSUES (3)

Exploration and analysis of the legal aspects of contemporary
social issues with an emphasis on the constitutionally-based
development of societal changes in the areas of women's
rights, minority and racially-based issues, rights of the impov-
erished, and rights of the criminally accused.

307f. POLITICAL PARTY SYSTEMS (3)

Comparison o( the ideology and organization of political par-
ties in a variety of political systems. Special emphasis on elec-
toral laws and the social bases of party support in Western Eu-
rope and the United States, the role of parties in Communist
systems, and forms of party rule in Third World countries.

Prerequisite: 102 or 105 or
permission of the instructor
Offered 1988-89 and
alternate years

31 Of. POLITICAL

PARTICIPATION (3)

The extent, forms, and
significance of the political
activities of individuals,
groups, and movements.
Prerequisite: 102 or 105 or
permission of the instructor
Offered 1988-89 and
alternate years

312s. (PHILOSOPHY 312).
PHILOSOPHY OF LAW

(3)

See Philosophy 312 for
description.

313f. WOMEN AND
POLITICS (3)

Analysis of the interaction
of stratification based on
sex and the political system,
with emphasis on partici-
pation, leadership, policy,
and feminist theory.
Not offered 1988-89

314s. (HISTORY 314)
EUROPE SINCE
1945

See History 314 for
description

(3)

315s. (ECONOMICS 315)

COMPARATIVE ECONOMIC SYSTEMS

See Economics 3 1 5 for description

(3)

316f. POWER IN CONTEMPORARY SOCIETIES (3)

Who governs in advanced societies? An examination of power
and the powerful and of several competing theories that claim
to describe the current distribution of power.
Prerequisite: 102 or 105 or permission of the instructor
Offered 1989-90 and alternate years

319s. PUBLIC POLICY (3)

Analysis of selected issues of public policy representative of
the crisis of the contemporary welfare state.
Prerequisite: 102 or 105 or permission of the instructor
Not open to students who have had 390
Offered 1988-89 and alternate years

322f. POLITICS OF DEVELOPMENT (3)

An examination of economic, political, and cultural explana-
tions of underdevelopment and development, through the per-
spective of traditional modernization theory and dependency
analysis.

Prerequisites: 103 or 105 or permission of the instructor
Offered 1989-90 and alternate years

326s. STUDIES IN WORLD ORDER (3)

Global problems including war, environment, and poverty and
alternative systems of world order.

82

A^iisuini Pru/essor Catherine Scon

Prerequisite: 103 or permission ot the instructor
Not open to students who have had 395
Offered 1988-89 and alternate years

328s. (HISTORY 340) U.S. -LATIN AMERICAN

RELATIONS (3)

U.S. -Latin American relations from the Monroe Doctrine to

the present, with equal attention to history and contemporary

events.

Offered 1989-90 and alternate years

i 329s. INTER-AMERICAN FOREIGN POLICIES (3)

I Examination of the foreign policies and international relations
of the nations of the western hemisphere, with particular at-
tention to Latin America.
Offered 1988-89 and alternate years

330f. THE POLITICS OF THE EUROPEAN

COMMUNITY (3)

The history of the European Economic Community, theories
of regional integration, and policy-making within the EEC.
Analysis of the implications of Greek, Portuguese, and Span-
ish membership.
Not offered 1988-89

332s. (HISTORY 334) THE UNITED STATES FROM
1914 TO 1945 (3)

See History 334 for description.

DEPARTMENT OF POLITICAL SCIENCE

333f. (SOCIOLOGY 333)
RACIAL AND OTHER
MINORITY
GROUPS (3)

See Sociology 333 for
description

334s. (ECONOMICS 334)
ECONOMIC
DEVELOPMENT (3)

See Economics 334 for
description.

335f. (ECONOMICS 340)
TOPICS IN LATIN
AMERICAN
ECONOMICS (3)

These courses will deal with
such topics as the debt crisis
and problems of Latin
American development.
Prerequisite: One course in
economics, international
politics, or Introduction to
Latin America 11
Offered 1989-90 and alter-
nate years

336s. (ECONOMICS 336)
PUBLIC FINANCE (3)

See Economics 336 for
description.

340s. (HISTORY 338)
THE UNITED STATES

SINCE 1945 (3)

See History 338 for
description.

342f. (BIBLE AND

RELIGION 350) THE CHURCH IN LATIN
AMERICA (3)

The colonial church to the present with focus on the twentieth
century: liberation theology; emergence o( Christian Base
Communities; the church and social change; conflicts within
the church as a result of movements for social change; and re-
lations between church and state.
Offered 1989-90 and alternate years

35 If. DEMOCRATIC THEORY (3)

The evolution of meanings and justifications of democracy and
problems of democratic institutions and practices in the mod-
ern nation-state.

Prerequisite: 106 or permission of the instructor
Offered 1989-90 and alternate years

352s. (HISTORY 352) SOUTHEAST ASIA

See History 352 for description.

(3)

354s. (PHILOSOPHY 305) MARX AND VARIETIES OF
SOCIALISM (3)

The thought of Karl Marx and its development in subsequent
socialist theory and practice. Topics such as Bernstein's
revisionism, Leninism, Chinese Communism, and Yugoslav
self-management will be considered.
Not open to students who have had 305
Offered 1988-89 and alternate years

83

DEPARTMENT OF POLITICAL SCIENCE

I

357s. (PHILOSOPHY 317) NEO-MARXISM (3)

Examination of major Marxist theorists of the twentieth cen-
tury and of the problems and conditions that have shaped
their thought.

Prerequisite: 354 or permission of the instructors
Offered 1989-90 and alternate years

359s. (HISTORY 359) SUB-SAHARAN AFRICA IN THE
TWENTIETH CENTURY (3)

See History 359 for description

374f. TOPICS IN LATIN AMERICAN SOCIAL

CHANGE (3)

These courses will deal with such themes as revolutionary
movements in Latin America from independence to the
present, and peasant movements.
1988-89; Revolution

Focus is on revolutionary movements in Latin America, from
independence to the present. Particular attention will be paid
to the Mexican, Guatemalan, Cuban, Nicaraguan, and Salva-
dorean revolutionary movements, with emphasis on compari-
son and contrast among these movements.

375SBF. POLITICS IN SUB-SAHARAN AFRICA (3)

Study of political issues and problems characteristic of Afri-
can nations; examination particularly of the impact of coloni-
al history and contemporary global economics on African po-
litical systems. The course will look at the variety of African
approaches to national development and accompanying ideol-
ogies and compare their successes and failures. While the
course represents a general overview of African politics, three
nations will be singled out as case studies-Burkina Faso, Ivory
Coast and one other to be decided-in order to provide some
depth of empirical analysis.

Prerequisites: One course in political science or economic
development or consent of instructor; one course in introduc-
tory French or equivalent recommended
Not offered 1988-89

377f. TOPICS IN POLITICAL INSTITUTIONS AND
BEHAVIOR (3)

1988-89: Politics of the Mass Media

Examination of the role of mass media in political life, includ-
ing the structure and decision-making processes of the media,
the interaction of the media and government, and the impact
of mass media on public opinion.

378s. TOPICS IN WORLD POLITICS

Offered 1989-90 and alternate years

(3)

Professor Tommie Sue Montgomery's specialty is Latin Arr\encan studies.

379s. TOPICS IN POLITICAL THEORY (3)

Offered 1989-90 and alternate years

380s. REFORM AND REVOLUTION (3)

Examination of the causes, forms, and limits of political
change, through the study of selected cases.
Prerequisite: permission of the instructors

399f. (SOCIOLOGY 399) METHODOLOGY OF SOCIAL
SCIENCE RESEARCH (4)

The philosophy of social science and the principal methods
of social research. Open to political science, sociology, and
sociology-anthropology majors only or by permission of the in-
structors

482s. (ECONOMICS, PSYCHOLOGY, SOCIOLOGY, OR
ANTHROPOLOGY 482) SOCIAL SCIENCE SENIOR
SEMINAR (3) )J

A multidisciplinary inquiry into topics selected annually by
the faculty of the departments of economics, political science,
psychology, and sociology and anthropology.
Open only to senior majors in these departments
Prerequisite: permission of the instructors
Not offered 1988-89

490f,s. INDEPENDENT STUDY (4-8)

Independent research under the supervision of a member of
the department.

410f,s. SPECIAL STUDY

Supervised study in a selected field of political science.

(2-4)

84

PSYCHOLOGY

Professors:

Lee B. Copple
Miriam K. Drucker
Associate professors:
Ayse Ugaz Garden, Chair
Thomas W. Hogan
Additional appointments:
James G. Herndon
(part-time)
Ann Kruger (part-time)

Psychology is the scientific study of human and animal
behavior. The departmental offerings reflect the diversi-
ty of areas within the field. The program for majors pro-
vides a strong background in academic psychology, in-
cluding opportunities for both first-hand laboratory
experiences and field experiences.
Students begin work in the department with a study of general
psychology. Psychology 121 is prerequisite to all other courses.

Students who are planning to major in psychology should con-
sult with a member of the department as early in their college
careers as possible. (Majors should try to elect Biology 100 and a
mathematics course, excluding Math 150, in either the freshman
or sophomore year.)

REQUIREMENTS FOR THE MAJOR
Courses required in the discipline:

121,306,307,404,405
Courses required outside of the discipline:

Biology 100

One course in mathematics excluding Mathematics 150
(Introduction to Computer Programming)
Courses recommended for the major:

At least one course in each of the following areas of

psychology:

Social: 130, 240, 305

Personality and Abnormal; 310, 312, 316, 406

Developmental: 209, 210, 324

Cognitive and Physiological: 215, 220

121f,s. GENERAL PSYCHOLOGY (4)

A scientific description of facts and principles of psychology.
Emphasis on methods and results of experimental investiga-
tion of human and animal behavior.

Psychology 121 is the prerequisite for all other courses in
psychology.

130s. PSYCHOLOGY OF WOMEN (3)

A critical review of psychological theory and research toward
an understanding of the cognitive, social, and emotional
behavior of women.

209f. (EDUCATION 201) CHILD PSYCHOLOGY (3)

Development of the individual from conception to adolescence.

210s. (EDUCATION 202) ADOLESCENT

PSYCHOLOGY (3)

Development of the individual from the end of childhood to
the beginning of young adulthood.

215f. COGNITIVE PSYCHOLOGY (3)

A study of human cognition and perception with selected top-
ics from attention, states of consciousness, human learning,
memory, imagery, concept formation, language, problem solv-
ing, creative thinking, and intelligence.
Offered 1988-89 and alternate years

220f. PHYSIOLOGICAL PSYCHOLOGY (3)

The neurophysiological basis of various mental and behavioral

processes such as sensory-motor mechanisms, perception, emo-
tion, motivation, thinking, memory, language, sleep, and con-
sciousness.
Offered 1989-90 and alternate years

240f. PSYCHOLOGY OF CROSS-CULTURAL

CONTACT (3)

A study of the theories and research on how individuals con-
front and interact with members of other cultures, with special
emphasis on factors which promote cross-cultural effective-
ness.
Offered 1988-89 and alternate years

305f. SOCIAL PSYCHOLOGY (3)

The behavior of the individual as influenced by the behavior
and characteristics of other individuals.
Offered 1989-90 and alternate years

306f. (SOCIOLOGY 360) EXPERIMENTAL DESIGN
AND STATISTICS (4)

Basic principles of experimental design and the use of statisti-
cal analysis in social science research.

Prerequisite: one course in mathematics excluding Math 150
(Introduction to Computer Programming)
3 LEG 1 LAB

307s. EXPERIMENTAL PSYCHOLOGY (4)

Fundamentals of the experimental method in psychology with
an emphasis on problems, theories, and experiments in learn-

Professor Miriam Drucker

85

DEPARTMENT OF PSYCHOLOGY

Professor Thomas Hogan has worked to develop corporate support for the Center for Academic Computing.

ing. Individual experiments are designed and carried out.
Prerequisite: 306
3 LEG 1 LAB

psycho-pathology.
Offered 1988-89 and alter-
nate years

Grief and Death. A study of
the current literature and
research on dying, death,
and grief.

Offered 1989-90 and
alternate years

I

310s. PSYCHOLOGICAL ASSESSMENT (3)

Fundamentals and principles of psychological tests; adminis-
tering, evaluating, and using results obtained.

312s. ABNORMAL PSYCHOLOGY (3)

The more common behavior disorders, with attention paid to
their causes and therapy.

404f. HISTORY OF

PSYCHOLOGY (3)

The historical background of
current systems and prob-
lems in psychology.

405s. CONTEMPORARY
THEORIES AND
RESEARCH IN
PSYCHOLOGY (3)

Contemporary theories, re-
search, and problems in
psychology.

406s. PRACTICUM (3)

Supervised field placement
in an agency or institution ^j
dealing with psychopatholo- j
gy supplemented by an ex-
tensive reading program, a
tutorial, and a weekly
seminar.

Open to senior psychology I,
majors and to other students ':
with permission of the in- '
structor. j

410f,s. SPECIAL

STUDY (2-4) V

Supervised intensive study in i;
fields or problems of psy- i

chology. ;

481s. (BIOLOGY 481)

INTERDISCIPLINARY ;
SEMINAR IN ;

ANIMAL/HUMAN
BEHAVIOR (1)

Open to students taking the
interdisciplinary major in biology-psychology or to senior ma-
jors in biology or in psychology with adequate preparation in
both disciplines, as determined by consultation with both de-
partment chairs.

316f. PERSONALITY

Theory and research in the field of personality.

(3)

324f. SPECIAL AREAS OF PSYCHOLOGY (2)

Quality of Life. A study of the current literature and research
on life enhancement and the primary prevention of

482s. (ECONOMICS, POLITICAL SCIENCE,

SOCIOLOGY, OR ANTHROPOLOGY 482) SOCIAL
SCIENCE SENIOR SEMINAR (3)

A multidisciplinary inquiry into topics selected annually by
the faculty of the departments of economics, political science,
psychology, and sociology and anthropology.
Open only to senior majors in these departments |'

Prerequisite: permission of the instructors j;

Not offered 1988-89 j;

|,

490f,s INDEPENDENT STUDY (4-8) |

Independent research is arranged under the supervision of a ;

member of the department. j '

86

SOCIOIOGV &
ANTHROPOLOGY

Professor:

John A. Tuniblin, Jr., Chair

Associate professor:

Constance A. Jones

Instructors:

Laurel Kearns (part-time)

Kent A. Leshe (part-time)

The Department of Sociology and Anthropology offers a
major in sociology and an interdisciplinary major in
sociology-anthropology.
Sociology is a disciplined analysis o( social organiza-
tion and social interaction with primary emphasis on
societies of the industrial West. Courses beyond the
introductory address four areas of inquiry: institutional ways of
dealing with fundamental human needs, problems related to
changes and disruptions in social organization, the interplay be-
tween individual and group expectations, and the interdependence
of the accumulated knowledge and continuing research in the
discipline.

As an objective approach to human social behavior, sociology
addresses critical issues ot liberal education by examining the in-
teraction among culture, society, and personality. Sociology is hu-
manistic in its concern for the development of individuals and
groups and in its emphasis on the ways in which individuals and
groups search for meaning in their lives.

Although students in their first two years may enroll in 300-
level courses by permission of the instructor, the traditional
sequence is 100- and 200-level courses immediately following
Sociology 101.

Requirements for the major include an introduction to sociology
(101), a review of historical and contemporary theoretical contri-
butions to the discipline (351, 352), an overview of the methods
used in social science research (399), statistical analysis (360),
and an introduction to the analysis of culture (Anthropology
101). The department recommends that students complete these
requirements during their first three years in order that these
courses can serve as preparation for major independent research
work during the senior year.

Most sociology courses embrace facets of other social science
disciplines and are taught, in varying degrees, within a multidisci-
plinary context. In addition to offering these perspectives in soci-
ology courses, the department also cooperates with other social
science departments in offering several courses jointly (statistics,
cross-listed with psychology; methodology, cross-listed with polit-
ical science) as well as with other disciplines outside the social
sciences (sociology of religion and sociology of education). As
seniors, students may enroll in the multidisciplinary social
science seminar.

The department encourages double majors. Students often com-
bine a major in sociology with a major in another discipline in the
natural sciences, the social sciences, or the humanities. The de-
partment also encourages student-designed majors in which a stu-
dent draws on the perspectives of various disciplines in study of a
topic she has selected.

Anthropology is the comparative study of culture, emphasizing
both the unity of humankind and the diversity of specific peoples.

Much of the information anthropologists use is gathered during
participant observation of small-scale, non-Western societies. As
a student learns about cultures very different from her own, she is
liberated from the limited and limiting perspectives of her famil-
iar world. The fundamental question "What is it to he human?" is
crucial to both anthropology and other forms of liberal learning.

A student majoring in sociology-anthropology should take An-
thropology 101 and Sociology 101 during her freshman and/or
sophomore years, for these are prerequisites to all other courses in
the two disciplines. While still a sophomore, she is encouraged to
take required courses at the 200 level, such as Anthropology 202
and required courses in related disciplines. During her junior year
she will typically add to electives the required courses in theory
and methodology (Sociology 399 and 351), freeing the senior year
for completing her major with courses that are not required. Stu-
dents with special interests should keep in mind the option of self-
designed double majors, such as anthropology and art history, an-
thropology and biology.

REQUIREMENTS FOR THE MAJOR

SOCIOLOGY

Courses required in the discipline:

Sociology 101, 351, 352, 360, 399
13 additional hours in sociology
Anthropology 101
Course required outside the discipline:

One course in mathematics (excluding Mathematics 150 -
Introduction to Computer Programming)

SOCIOLOGY-ANTHROPOLOGY

Courses required in the discipline:

Sociology 101,315,351,399
Anthropology 101,202, 305

7 additional hours in either sociology or anthropology
Courses required outside of the discipline:

One of the following: Biology 200, 204; Psychology 220

One of the following: Bible 3 10 or 3 1 1 ; Economics 315; History

110 or 111; Political Science 105

SOCIOLOGY

lOlf.s. INTRODUCTION TO SOCIOLOGY (3)

Current sociological theory and research as they relate to pri-
mary units of social life, social processes, and social institu-
tions. Emphasis on relating concepts to contemporary Ameri-
can society.

87

DEPARTMENT OF SOCIOLOGY & ANTHROPOLOGY

Sociology 101 is the prerequisite for all other courses in
Sociology except 333 and 375SI.

121s. ANALYSIS OF SOCIAL PROBLEMS (3)

Examination of alternative ways of defining, measuring, and
intervening in social prohlems.
Not offered 1988-89

131s. HUMAN SEXUALITY IN SOCIAL

CONTEXT (2)

Patterns of human sexual behavior by social group member-
ship. An examination of social and cultural aspects of human
sexuality with an emphasis on the sociology of sex.
Not offered 1988-89

211s. THE FAMILY (3)

The family as a basic social institution. The range of alterna-
tive behaviors in contemporary family life. Role relationships
within the family and changes in family patterns. Family or-
ganization in different social classes, ethnic groups, and Utopi-
an communities.

214f. (POLITICAL SCIENCE 211) (SPANISH 206)
WOMEN IN LATIN AMERICA

See Political Science 211 for description.

(3)

217f. (EDUCATION 203) SOCIOLOGY OF

EDUCATION (3)

Education in cross-cultural perspective. The role of education
in the transmission of values and culture. The conflict between
family and school. The inequality of educational opportunity.
Not offered 1988-89

219s. INTRODUCTION TO SOCIAL WELFARE

INSTITUTIONS (4)

Social welfare as a social institution and social work as a pro-
fession. Consideration of social welfare agencies.
Offered 1988-89 and alternate years

224f. URBAN AND RURAL SOCIOLOGY (3)

Comparative study of rural and urban environments, popula-
tions, and socialization processes.
Not offered 1988-89

231s. SOUTHERN WOMEN AND SOCIAL

CHANGE (3)

Analysis of Southern women as initiators and recipients of so-
cial change. Particular emphasis on the differences in heritage
and experience of Southern black women and white women in
traditional and contemporary contexts.

265s. CLINICAL SOCIOLOGY (4)

Application of sociological concepts, methods, and knowledge
in the treatment of institutional problems in public and private
organizations.
Practicum included
Not offered 1988-89

315s. (BIBLE AND RELIGION 315) SOCIOLOGY OF
RELIGION (4)

Analysis of religion as a social institution with emphasis on
the relationships between belief systems and social organiza-
tion. Overview of historical and contemporary religious move-
ments, with field work in new religious movements.

330s. SOCIETY AND SELF (3)

Theory and research in microsociology which analyzes self as

a product of social process.

333f. (POLITICAL SCIENCE 333) RACIAL AND

OTHER MINORITY GROUPS (3)

A study of race, ethnicity and class contacts which result in
differences in access to privilege, prestige, property, and power.
Prerequisite: 101 or Anthropology 101

336f. SOCIOLOGY OF GENDER ROLES (3i

Analysis of historical and contemporary social roles of women
and men with particular attention to socialization, stratifica-
tion, social change, and attitude formation.

35 If. HISTORY OF SOCIOLOGICAL THOUGHT (3)

Analysis of the content, historical background, and ideological
settings of major nineteenth- and twentieth-century social the-
ories.

352s. CONTEMPORARY SOCIOLOGICAL

THOUGHT (3|

Analysis of the development of sociological thought and re-
search during the twentieth century, focusing mainly on the
work of representative sociologists in the United States and
Europe.
Prerequisite: 351

360f. (PSYCHOLOGY 306) EXPERIMENTAL DESIGN
AND STATISTICS (4)

See Psychology 306 for description.

Prerequisite: One course in Mathematics, excluding Mathe-
matics 150 (Introduction to Computer Programming)

375SI. INDIAN CULTURE AND SOCIETY (4)

Analysis of Indian social structure and way of life. Guest lec-
tures by Indian social scientists and visits to cultural centers in
North and South India.
Not offered 1988-89

399f. (POLITICAL SCIENCE 399) METHODOLOGY OF
SOCIAL SCIENCE RESEARCH (4)

The philosophy of social science and the principal methods of
social research.

Open to political science, sociology, and sociology-anthro-
pology majors only or by permission of the instructors

410f,s. SPECIAL STUDY (2-4)

Supervised intensive study in a special field of sociology.

482s. (ECONOMICS, POLITICAL SCIENCE,

PSYCHOLOGY, OR ANTHROPOLOGY 482) SOCIAL
SCIENCE SENIOR SEMINAR (3)

A multidisciplinary inquiry into topics selected annually by
the faculty of the departments of economics, political science,
psychology, and sociology and anthropology.
Open only to senior majors in these departments
Prerequisite: permission of the instructors
Not offered 1988-89

490f,s. INDEPENDENT STUDY (4-8)

ANTHROPOLOGY

lOlf. CULTURAL ANTHROPOLOGY (3)

Humans viewed both as culture-making and culture-made ani-
mals. Contributions of the cultural perspective to the under-
standing of variations and similarities in human bodies, lan-
guages, personality types, social organization, belief systems,
and adaptations to ecosystems.

88

DEPARTMENT OF SOCIOLOGY a ANTHROPOLOGY

201s. NATIVE PEOPLES OF THE AMERICAS (3)

Cultural evolution and cultural ecology approaches in anthro-
pology used in a comparative study of hands, tribes, and chief-
doms found in North and South America. Attention given to
problems of acculturation, assimilation, and culture change af-
ter European contact.
Offered 1988-89 and alternate years.
Prerequisite: 101

202s. ECOLOGICAL ANTHROPOLOGY (3)

Beliefs and behaviors viewed as adaptive mechanisms for envi-
ronments. Human responses to the need to secure nutrients
and other sources of energy, ensure their continuing availabil-
ity, and make possible the survival of populations.
Offered 1989-90 and alternate years
Prerequisite: 101

270SBF. CULTURAL ANTHROPOLOGY OF

SUB-SAHARAN AFRICA/BURKINA FASO (3)

Overview of the diversity of cultures of Sub-Saharan Africa
with concentration on the ethnic cultures of Burkina Paso.
Comparisons of types of economy, kinship, political organiza-
tion and religions. Study of recent transformations of these
cultures. To be taught in Burkina Paso, principally at the
University of Ouagadougou.

Prerequisite: One course in cultural anthropology or sociology;
one course in introductory French or equivalent recommended.
Not offered 1988-89

303s. PRE-COLUMBIAN CIVILIZATIONS (3)

Alternative answers to the question "Who is civilized?" exam-
ined through a comparative study of the high cultures of
Middle and South America. Special attention given to Maya,
Teotihuacan, Aztec, pre-Inca and Inca sociocultural systems.
Prerequisite: 101

305f. COMMUNICATION IN CULTURE AND

SOCIETY (3)

Language investigated within and across cultural and social
boundaries. Ways in which verbal and non-verbal patterns of
communication signal and create identities, relationships, and
meanings; how communicative behavior shapes and is shaped
by the contexts in which it is used.
Prerequisite: 101 or Sociology 101

410f,s. SPECIAL STUDY (2-4)

Supervised intensive study in a special field of anthropology.

482s. (ECONOMICS, POLITICAL SCIENCE,
PSYCHOLOGY, OR SOCIOLOGY 482) SOCIAL
SCIENCE SENIOR SEMINAR (3)

A multidisciplinary inquiry into topics selected annually by
the faculty of the departments of economics, political science,
psychology, and sociology and anthropology.
Open only to senior majors in these departments
Prerequisite: permission of the instructors
Not offered 1988-89

275WP. PERUVIAN CULTURES, PAST AND

PRESENT (3)

On-site study of archaeological remains and current settle-
ments spanning Peru. Ten hours of classroom instruction dur-
ing the fall semester preceding the course.
Offered during the winter break 1989-90 and alternate years

In India, students learned first-hand about cultural differences.

89

SPANISH

Professor:

Constance Shaw, Chair

Associate professor:

M. Eloise Herbert

Assistant Professor:

Diana Glad (part-time)

Instructor:

Ada Aleman (part-time)

I

<

The major in the Department of Spanish is designed to de-
velop proficiency in the four language skills and to
present the cultural and literary traditions of the His-
panic countries.
The Specific Standard of the intermediate level of a
foreign language is fulfilled by 200-201 or 205-211. The
literature Distributional Standard is fulfilled by one semester of
220 or a more advanced literature course. Entering students are
placed by the department after tests and conferences.

All students of Spanish have the opportunity to live on the
Spanish Hall and to improve fluency at the Spanish Dining Table,
at the weekly tertulias, in the language laboratory, and in daily as-
sociation with our Hispanic students. Students are encouraged to
live and study in a Spanish-speaking country.

REQUIREMENTS FOR THE MAJOR:

221 or equivalent; 301, 302, 305, 306, 311,312, 395; 320 or 352
or 353; 354

Cross-listed courses do not satisfy minimum requirements for
the major.

lOOf. ELEMENTARY (4)

Fundamentals of Spanish for conversation, writing, and read-
ing. An introduction to Spanish literature. One hour of re-
quired practice.
Not open to students who have had 01

101s. ELEMENTARY (4)

Continuation of 100. Students with a grade of A or B may pro-
ceed into 205.

Not open to students who have had 01
Prerequisite; 100

102f. (POLITICAL SCIENCE 107) INTRODUCTION TO
LATIN AMERICA I (3)

See Political Science 107 for description.

103s. (POLITICAL SCIENCE 108) INTRODUCTION TO
LATIN AMERICA II (3)

See Political Science 108 for description.

200f. INTERMEDIATE (3)

Training in the use of the
Spanish language in conver-
sation and writing.
Reading from Hispanic
literature.

Prerequisite: 2 entrance
credits or a grade of C in 101
Not open to students who
have had 101 under the
quarter system

201s. INTERMEDIATE (3)

Continuation of 200.
Not open to students who
have had 101 under the
quarter system
Prerequisite: 200

204s. ORAL SPANISH (3)

Designed to develop fluency in the practical use of Spanish in

everyday situations.

Prerequisite: 101 or permission of the department

205f. HONORS INTERMEDIATE (3)

Grammar review. Practice in oral and written expression.
Prerequisite: 3 entrance credits or 201, or 101 with a grade of
A or B, or permission of the department
Not open to students who have had 105

i

206f. (POLITICAL SCIENCE 211) (SOCIOLOGY 214)
WOMEN IN LATIN AMERICA (3)

See Political Science 211 for description.

209SM. CULTURE OF SPAIN (3)

A study of the history of Spain and of Spain's situation today.
Visits to the Prado and other museums and to places of histori-
cal interest.

Prerequisite: 201 or permission of the director

Not offered 1988-89

211s. HONORS INTERMEDIATE (3)

Language study. Introduction to Hispanic art, history, and
literature. Prerequisite: 205

215f. HISPANIC CIVILIZATION (3)1

This course, to be given in Spanish, proposes to present the
most significant developments in the civilization of Spain.
Prerequisite: 201 or permission of the department
Offered 1988-89 and alternate years

216SM. CULTURE OF MEXICO (3)

A study of the history of Mexico and Mexico today.
Prerequisite: Approval by the director
Not offered 1988-89

220f. READINGS IN HISPANIC LITERATURE (3)

Reading and discussion of major Spanish and Spanish-

90

DEPARTMENT OF SPANISH

American works of various periods and genres. It is suggested
that the student take the 211 language course as she takes this
200-level literature course if her writing skills are weak.
Prerequisite: 4 entrance credits, or 201 with grade of A or B, or
205-211, or permission of the department

220 and 221 are prerequisite to all 300- and 400-level litera-
ture courses, except by permission of the department.

221s. READINGS IN HISPANIC LITERATURE

Continuation of 220

Prerequisite: 220 or permission of the department

(3)

226SM. MEXICAN PROSE OF THE TWENTIETH

CENTURY (3)

An introduction to Mexican prose fiction of the twentieth

century.

Prerequisite: 201 and permission of the director

Not offered 1988-89

228s. (POLITICAL SCIENCE 228) ARGENTINA:

CULTURE AND CIVILIZATION (3)

An examination of Argentina's cultural history through litera-
ture and intellectual thought. Accompanying lectures on music
and film.
Offered periodically

230SM. READINGS IN TWENTIETH-CENTURY
LITERATURE

Prerequisite: 201 or permission of the director
Not offered 1988-89

(3)

240SA. SPANISH CONVERSATION (3)

An intensive language course, taught by a native speaker, at
the intermediate level. Emphasis will be on conversation, idio-
matic expressions, reading newspapers, and some literature
from Argentina, Chile and Uruguay.
Prerequisite: 101 or equivalent
Offered summer 1988

290s,SA. (POLITICAL SCIENCE 290) TOPICS IN

LATIN AMERICAN STUDIES (3)

See Political Science 290 for description and prerequisite.

301f. SPANISH LITERATURE TO THE GOLDEN AGE

Offered 1988-89 and alternate years.

302f. PHONETICS

Offered 1989-90 and alternate years

305f. ADVANCED GRAMMAR AND
COMPOSITION

Offered 1989-90 and alternate years

306s. ADVANCED GRAMMAR AND
COMPOSITION

Continuation of 305

Offered 1989-90 and alternate years

(1)

(2)

(2)

31 If. THE GOLDEN AGE: CONFORMITY AND

DISSENT (3)

The Moorish, picaresque, and exemplary novels. Mystic poe-
try. The theatre of Lope de Vega, Calderon, and Tirso de
Molina.
Offered 1989-90 and alternate years

312f. THE GOLDEN AGE: CONFORMITY AND
DISSENT

The Quijote.

Offered 1988-89 and alternate years

(3)

320s. TWENTIETH-CENTURY PROSE IN SPAIN (3)

Includes writers from Unamuno and Ortega to Arrabal and

Goytisolo.

Offered 1988-89 and alternate years

340SA. SPANISH CONVERSATION (3)

An intensive language course, taught by a native speaker, at
the advanced level. While emphasis will be on conversation
and idiomatic expressions, students will read more literature at
a more advanced level than in the 200-level course.
Prerequisite: 201 or equivalent

344f. THE SPANISH-AMERICAN SHORT STORY

FROM BORGES TO CORTAZAR (3)

Offered 1989-90 and alternate years

352s. THE NOVEL OF THE NINETEENTH CENTURY
IN SPAIN (3)

Offered 1989-90 and alternate years

353s. MODERN POETRY OF SPAIN

Offered 1988-89 and alternate years

(3)

354f. TWENTIETH-CENTURY SPANISH-AMERICAN
LITERATURE (3)

Offered 1988-89 and alternate years

394s. ADVANCED CONVERSATION

Offered 1988-89 and alternate years

395s. TRANSLATION

Offered 1989-90 and alternate years

410f,s. SPECIAL STUDY
490f,s. INDEPENDENT STUDY

(2)

(2)

(2-4)
(4-8)

91

THEATRE

Assistant professors:

Paul Lifton

Becky B. Prophet

Dudley W. Sanders, Chair

The goal of the Department of Theatre is to establish high
standards of creativity and critical awareness in order to
deepen the student's appreciation of the theatre and its
place in the liberal arts tradition. This aim is accom-
plished through a program which integrates theory, his-
tory, and practice. With the Winter Theatre as the
laboratory, classroom acquaintance with all aspects of theatre
can be expanded and supplemented through contact with the crea-
tive process leading to the produced play.

Students who are planning to major in Theatre should consult
with a member of the Theatre department early in their college
careers. It would be advantageous for prospective majors to com-
plete Theatre 105 and 110 as soon as possible, since they form the
working basis for the more specialized upper-level courses.

REQUIREMENTS FOR THE MAJOR

Courses required in the discipline:

105,110,231,308,310,312,314,326
Two of the following: 200, 201, or 202
One of the following resulting in a public performance: 327,
345, 410, or 490
Courses required outside the discipline:
Two of the following:

Art: 161 or 162; any courses listed under the History and Criti-
cism of Art
Classics: 332

English: 313, 314, 323, or 329
Music: 106 or 107
Philosophy: 232

Dramatic literature courses in the Departments of Classical
Languages and Literatures, French, German, and Spanish
History: certain courses with the approval of the Department
of Theatre

105f. INTRODUCTION TO THE THEATRE: TEXT
AND CHARACTER (4)

Study and practical application of various aspects of theatre as

a performing art. Emphasis on dramatic literature, acting, and

costume and make-up design.

Open to students who have had 100 only with permission of

the department

3 LEG, 1 LAB

UOs. INTRODUCTION TO THE THEATRE: TEXT
AND ENVIRONMENT (4)

Study and practical application of various aspects of theatre as

a performing art. Emphasis on dramatic literature, directing,

and scene and lighting design.

Open to students who have had 100 only with permission of

the department.

3 LEG, 1 LAB

117f. INTRODUCTION TO PUBLIC SPEAKING (3)

Techniques of effective oral communication including meth-
ods of organization, means of presentation, and voice and dic-
tion, practiced in the context of group discussion and public
speaking.
Not open to students who have had 107

200f. TECHNICAL THEATRE (3) )

Principles of stagecraft and lighting. Basic working knowledge ;
of theatrical drafting, construction techniques for two- and ;

three-dimensional scenery, painting, stage rigging and machin- i
ery, and lighting equipment and design. Practical application of ifj
techniques through participation in production. j

2 LEG, 1 LAB :

201s. SCENE DESIGN (3) )'

Principles of scenic design for the proscenium stage. Emphasis i
on script analysis, basic composition and research skills, theat-
rical drafting, and execution of designs in a color medium.
Practical application of techniques through participation in ;
production.

2 LEG, 1 LAB

202s. COSTUME DESIGN (3) );

Principles of costume design for the stage. Emphasis on script ,
analysis, period research,

rendering techniques, and ^ :

execution of designs in a
color medium. Practical ap-
plication of techniques
through participation in
production.
2 LEG, 1 LAB

203f. (ENGLISH 203)
PLAYWRITING (3)

Principles of the craft of the
playwright and the re-
sources of the theatre,
through reading of play-
scripts and the writing of a
one act play.

Prerequisite: permission of
the instructor

206s. DANCE

HISTORY (3)

A course designed to give
the student a broad under-
standing of the historical
background of the dance
from its origins in primi-
tive society to the present,
with emphasis on its rela-
tion to the other arts and
to the society of each
period.

Offered 1989-90 and
alternate years

92

DEPARTMENT OF THEATRE

211s. ORAL INTERPRETATION (3)

Approaches to the oral performance of Uterature, with empha-
sis on text analysis, rehearsal techniques, and performance
skills. Literary forms for interpretation include prose, poetry
and drama.
Not open to students who have had 209

212s. THEATRE MANAGEMENT (3)

An exploration of the history, theory, and practice of theatri-
cal producing. A survey of the economic, sociological, and ad-
ministrative aspects of producing throughout the history of
Western theatre with primary focus on theatre in the United
States today. Practical application of material to producing
experience.
2 LEG, 1 LAB
Offered 1989-90 and alternate years

213f. COSTUME HISTORY (3)

A survey of costume and fashion design from classical Greece
to the present. Emphasis on individual period styles and trends
in development from period to period.

23 If. ACTING I: IMPROVISATION AND

CHARACTER DEVELOPMENT (3)

Exercises and presentations which tap creative energy and free
the student's imagination for application to scene study and

class performance. Equal emphasis on improvisation and char-
acter development in preparation for performance assign-
ments.

235s. ACTING II: CHARACTER DEVELOPMENT AND
TEXT ANALYSIS (3)

Text analysis, scene study and presentation with major em-
phasis on the external factors of character, environment, and
ensemhle. Emphasis on practice with some study of theory in
the preparation and presentation of performance assignments.
Prerequisite: 231 or permission of the instructor
Not open to students who have had 232

236s. MAKE-UP (i)

Methods and materials of make-up for the theatre, with em-
phasis on external creation of character in a wide range of
styles.
Not open to students who have had 232L

239f. ACTING III: TEXT ANALYSIS AND PERIOD
STYLES (3)

Study and practice in the presentation of scenes in various
theatrical styles, from Ancient Greek to Brechtian. Prepara-
tion and presentation of a monologue and three scenes.
Prerequisite: 235 or permission of the instructor
Not open to students who have had 233

308f. THEATRE

HISTORY I (3)

Theatrical works from
classical Greece through
the Renaissance analyzed
in historical context. Em-
phasis on the theatre ar-
chitecture, staging and
production practices, and
acting styles of the times.

310s. THEATRE

HISTORY II (3)

Theatrical works from the
Renaissance through the
mid-nineteenth century
analyzed in historical con-
text. Emphasis on the
theatre architecture, stag-
ing and production prac-
tices, and acting styles of
the times.

Prerequisite: 308 or per-
mission of the instructor

312f. THEATRE

HISTORY III (3)

Theatrical works from the
mid-nineteenth century to
the present analyzed in
historical context. Empha-
sis on dramatic theories,
theatre architecture, stag-
ing and production prac-
tices, and acting styles of
the times.

Prerequisite: 310 or per-
mission of the instructor

93

DEPARTMENT OF THEATRE

314s. AMERICAN THEATRE HISTORY (3)

Theatrical works from the Colonial period to the present ana-
lyzed in historical context. Emphasis on dramatic theories,
theatre architecture, staging and production practices, and act-
ing styles of the times.

318s. EAST ASIAN THEATRE HISTORY (3)

A survey of the principal forms of theatre and the major plays
of China from 1238 to 1948, and Japan from 1350 to 1939. A
study of the basic techniques of presentation of theatre for the
two cultures.
Offered 1988-89 and alternate years

326f. DIRECTING I (3)

Study in approaches to realizing a script in performance. Focus
on text analysis, creation of a promptbook, and the presenta-
tion of a directed scene.
Prerequisite: 105 or 110 or permission of the instructor

327s. DIRECTING 11 (3)

Practical application of directing theories and skills through
staging a one-act play for public performance, beginning with
casting and ending with closing night.
Prerequisite: 326

345s. (ENGLISH 345) PLAYWRITING WORKSHOP (3)

Advanced study of the full-length playscript, with individual
conferences and group workshop sessions culminating in the
completion of a full-length play.

Prerequisite: 203 or permission of the instructor

I

410f,s. SPECIAL STUDY (2-4)

Supervised intensive study of selected topics in theatre history '
or dramatic literature, or supervised advanced projects in the
areas of acting, design, directing, or playwriting. '

490f,s. INDEPENDENT STUDY (4-8)]

Exploration of an area of intellectual or artistic interest which I
results in the creation of a major piece of art or research. '

Theatre students such as Amna Jafjer work with A-<\istant Professor Dudley Sarukrs to construct

cibin m the /'ana Fiiu Aitv Building

94

INTERDISCIPLINARY
STUDIES

The College offers ten established interdisciplinary major
programs: Art History-English Literature, Art History-
History, Biology-Psychology, English Literature-
Creative Writing, History-English Literature, Interna-
tional Relations, Latin American Studies, Mathematics-
Physics, Physics-Astronomy, and Sociology-Anthro-
pology. A student interested in other interdisciplinary work may
design her own major in consultation with the dean of the College
and the chairs of the appropriate departments.

ART HISTORY-ENGLISH LITERATURE

Advisors:

Professor McGehee, Chair, Department of Art

Professor Hubert, Chair, Department of English

This major provides an integrated study of art history and litera-
ture with concentration in specific historical periods. Students
will offer a minimum of 15 semester-hours in art history, 6 semes-
ter-hours in studio art, and 15 semester-hours in English and
American literature above the 200 level. Other courses may he
elected in art history, studio art, and English and American litera-
ture not to exceed a combined total of 60 semester-hours.

BASIC COURSES REQUIRED

English 101 and 102 or 103 and 104
Art History 102, 103
Studio Art 161, 162

REQUIRED COURSES IN HISTORICAL PERIODS

ANCIENT

One of the following courses in art history: Art 201, 301, or a
related 320 topic with permission of the department chair

MEDIEVAL AND EARLY MODERN EUROPEAN

One of the following courses in art history: Art 202, 203, 204,

205, 206, 302, 304, 306, or a related 320 topic with permission

of the department chair

One course in medieval literature: English 305, 306

One course in Renaissance literature: English 313, 314, 316

One course in seventeenth and eighteenth century literature:

English327, 328, 329, 361,362

AMERICAN AND MODERN EUROPEAN

Two of the following courses in art history: Art 207, 208, 307,
308, 309 or a related 320 topic with permission of the depart-
ment chair

Two of the following courses in literature: English 320 or 323
or 336, 321 or 322 or 338, 332 or 333 or 334.

ART HISTORY-HISTORY

Advisors:

Professor McGehee, Chair, Department of Art
Professor Brown, Chair, Department of History

The purpose of this major is to provide the student with a general
knowledge of Western history, art history, and the fundamentals
of studio art; and with the opportunity for a more detailed study of

these subjects in specific historical periods. Prescribed courses in
the Departments of Art and History total 42 hours, including 21
hours in art and 21 hours in history. The student will offer m ad-
dition at least another 3 hours of history at the 300 level in order
to present a minimum of 18 hours in advanced history courses.
Other courses may be elected in art history and studio art, not to
exceed a combined total of 60 semester-hours.

BASIC COURSES REQUIRED

History 101 and 102
Art 102 and 103
Art 161 and 162

REQUIRED COURSES IN HISTORICAL PERIODS

ANCIENT

One ot the following courses in art history: Art 201, 301, or a
related 320 topic with permission of the department chair
One of the following courses in history:
History 301, 303

MEDIEVAL AND EARLY MODERN EUROPEAN

One of the following courses in art history: Art 203, 204, 205,

206, 302, 304, 306 or a related 320 topic with permission of the

department chair

Two of the following courses in history:

History 305, 306, 307

AMERICAN AND MODERN EUROPEAN

Two of the following courses in art history:
Art 207, 208, 307, 308, 309 or a related 320 topic with permis-
sion of the department chair

One of the following courses in history: History 311, 313, 314,
316

One of the following courses in history:
History 325, 334, 337, 338

BIOLOGY-PSYCHOLOGY

Advisors:

Professor Pilger, Chair, Department of Biology
Professor Garden, Chair, Department of Psychology

This major is offered to provide an integrated study of the behav-
ior of humans and other animals. Students will offer a minimum
of 24 semester-hours in biology and 18 in psychology, as well as
the one-hour interdisciplinary seminar. Other courses may be
elected in the two fields, not to exceed a combined total of 60
semester-hours.

BASIC COURSES REQUIRED

Biology 100, 105

Psychology 121

Biology 200, 204, 206, 300, 305, 481 (Psychology 481)

Psychology 220, 306, 307, 405, 481 (Biology 481 )

Chemistry 101, lOlL, 102, 102L

SUGGESTED COURSES:

Biology: 208, 302, 306

95

INTERDISCIPLINARY STUDIES

Psychology: at least one course in each of the following areas

of psychology:

Social 130, 305

Personality and Abnormal 310, 312, 316, 406

Developmental 209, 210, 324

It is strongly recommended that students who plan to pursue grad-
uate work combining these two fields take Chemistry 202 with
laboratory.

ENGLISH LITERATURE-CREATIVE
WRITING

Advisor:

Professor Hubert, Chair, Department of English

This major offers an opportunity for students to work extensively
in both literature and creative writing.

Students will offer a minimum of 30 hours in courses in English
and American literature inclusive of English 101 and 102 or 103
and 1 04 and English 211 or 2 1 2 or 2 1 3 or 2 1 4 or equivalent and 1 2
hours in courses in creative writing, with electives in these disci-
plines not to exceed a combined total of 60 semester-hours.

HISTORY-
ENGLISH LITERATURE

Advisors:

Professor Brown, Chair,
Department of History
Professor Hubert, Chair,
Department of English

This major is offered to provide
an integrated study of history
and literature. Students will of-
fer a minimum of 15 semester-
hours in European, English, and
American history above the
100 level and 15 semester-
hours in English and American
literature above the 200 level.
Other courses may be elected in
history and literature, not to
exceed a combined total of 60
semester-hours, and in appro-
priate correlative studies.

BASIC COURSES
REQUIRED

English 101 and 102 or 103
and 104

History 101 and 102 or 208
and 209 or 212 and 213

REQUIRED COURSES IN
HISTORICAL PERIODS

MEDIEVAL AND EARLY
MODERN EUROPEAN

Two of the following:
History 305, 306, 371,373
One of the following:
English 305, 306,
One of the following:
English 313, 314, 316

One of the following:

English 327, 328, 329,361,362

Appropriate correlative studies: Art 308, Art 309, Bible 352,

Music 302, Philosophy 206, Philosophy 209, Philosophy 310,

Theatre 308

AMERICAN AND MODERN EUROPEAN

One of the following: History 311, 313, 314, 316

Two of the following: History 325, 329, 334, 337, 338

Two of the following: English 320 or 323 or 336; 321 or 322 or

338; 331 or 332 or 333 or 334

Appropriate correlative studies: Art 304, Art 305, Bible 1 10,

Bible 307, Music 205, Music 304, Music 305, Philosophy 305,

Philosophy 308, Theatre 310, Theatre 312, Theatre 314

INTERNATIONAL RELATIONS

Advisor:

Assistant Professor Scott
Department of Political Science

International Relations is the study of the relations among both
nations and nongovernmental parties. The comprehension of
these relationships relies upon the perspectives, theories, insights,
and methods of a number of different disciplines. This major
draws primarily from the disciplines of economics, history, and
political science.

96

INnRDISCIPLINARY STUDIES

The major consists of a minimum of 36 semester-hours distrib-
uted as follows: four required courses in economics and political
science, three theory courses which focus upon either economics
or political science in greater depth, and four courses that focus on
various regions of the world. Students who want to focus on Asia
should take History 1 10 and 111; students who want to focus on
Europe should take History 101 and 102; students who want to fo-
cus on Latin America should take Political Science 107 and 108.
In addition, students may take a variety of upper-level courses m
the major (not to exceed a combined total of 60 semester-hours).
Students should complete the introductory courses during the
freshman and sophomore years.

A prospective major should consult the advisor of the program
in order to develop a course of study with an appropriate balance
among the disciplines of economics, history, and political science.
She should acquire proficiency in a foreign language, especially if
she plans to study abroad. It is also recommended that a student
complete the intermediate level of a second foreign language.

International Relations majors are encouraged to participate in
the various intercultural courses offered through the Global
Awareness Program and to take advantage of other opportunities
to study abroad.

REQUIREMENTS FOR THE MAJOR

INTRODUCTORY COURSES

Political Science 103 and 105
Economics 104 and 105

A major research paper must be defended orally during the sec-
ond semester of the senior year before two members of the facul-
ty. TTie paper may be written in connection with one of the 300-
level courses listed below, prior to the last semester, or by taking
Political Science 490 or its equivalent in another department, with
the permission of that department and the advisor of Latin Amer-
ican Studies.

BASIC COURSES REQUIRED

Political Science 107, 108 (Spanish 102, 103)

REQUIREMENTS FOR THE MAJOR

At least one course must be taken from each of the following

groups:

Anthropology: 201, 303

Economics: 334, 340 (Political Science 335), 360

International Politics: Political Science 328 (History 340), 329

Latin American Literature: Spanish 344, 354

Other Courses in Latin American Studies: Political Science

211 (Sociology 214, Spanish 206), 290 (Spanish 290), 342

(Bible and Religion 350), 374

ADDITIONAL COURSES WHICH COUNT TOWARD
THE MAJOR

Students may take up to three courses from the following:
Political Science 322, 354 (Philosophy 305)
Economics 315 (Political Science 315), 350, 351
Spanish 215, 311

THEORY COURSES

Four courses, at least three of which must be in one discipline:
Political Science 322, 326, 354, 378, 399
Economics 315, 316, 334, 350, 351

GEOGRAPHIC AREAS

Four courses from among three of the following groups:

Europe: History 311, 313,314

Asia: History 352, 353, 355, Sociology 375

Africa: History 358, 359

Latin America: Political Science 328, 329, 335, 342, 374,

Economics 360

LANGUAGE

One course beyond the intermediate level in a modern foreign
language (does not count toward the major).

ADDITIONAL COURSES WHICH COUNT TOWARD
THE MAJOR

Students may take up to eight courses from the following:
Economics: 315, 316, 334
History: 311, 313, 352, 353, 354, 358, 359
Political Science: 304, 307, 322, 326, 354, 376, 378, 380, 399
Sociology: 375

With the director's approval, other courses may be counted to-
ward the major.

LATIN AMERICAN STUDIES

Advisor:

Associate Professor Montgomery, Department of Political Science

All majors must complete a minimum of 24 hours in addition to
the basic courses, not to exceed a total of 60 semester-hours. A
minimum of 12 hours must be completed at Agnes Scott College.
All students must take two courses in Spanish beyond the inter-
mediate level or demonstrate proficiency in Spanish as deter-
mined by the Department of Spanish.

MATHEMATICS-PHYSICS

Advisors:

Associate Professor Leslie, Chair, Department o/ Mat/ieman'cs
Associate Professor Bowling, Chair, Department of Physics arui
Astronomy

A student interested in both mathematics and physics is invited to
consider the interdisciplinary major in Mathematics-Physics.
This major is offered to provide an integrated study of mathemat-
ics and of its application in theoretical physics. Students will offer
at least 27 semester-hours in mathematics and 23 semester-hours
in physics. Other courses may be elected in mathematics and
physics, not to exceed a combined total of 60 semester-hours.

BASIC COURSES REQUIRED

Mathematics 204 or 205 or 208; 206 or 307; 309 (the additional
hours must be approved by the Department of Mathematics)
Physics 110, 111, and 15 additional hours as approved by the
Department of Physics and Astronomy.

PHYSICS-ASTRONOMY

Advisor:

Associate Professor Bowling, Chair, Department of Physics and
Astronomy

This major is described under the Department of Physics and
Astronomy.

SOCIOLOGY-ANTHROPOLOGY

Advisor:

Professor Tumblin, Chair, Department of Sociology and
Anthropology

This major is described under the Department of Sociology and
Anthropology.

9?

TUmON & fEES

Student fees at Agnes Scott
meet less than half of the
annual operating costs. The
difference between student
payments and College
operating expenses comes from
general endowment income
and gifts and grants to the
College. Fees for full-time
students for the 1988-89
academic year are:

Tuition

Room and board fee
Student activity fee
College events fee
TOTAL

$8,930

3,555

105

20

$12,610

Students may pay on three

payment plans for 1988-89. In

selecting the payment plan,

please note the $100 service

fee for Plan II and the $10 fee

for Plan III. Students will he

billed by monthly statement

for plans 1 and II. Coupon

booklets will be issued for

Plan 111. A $50 late fee will

be assessed on all payments

received after the due date.

A student's financial aid

package will be considered when determining the amounts due

on all three payment schedules.

All new students pay a nonrefundable $25 application fee and a
$250 enrollment fee by May 1. This enrollment fee is nonrefund-
able after May 1. New students who receive financial assistance
from the College are expected to pay the full amont of the deposit
by May 1, unless otherwise instructed by the Director of Financial
Aid.

Returning full-time students pay a nonrefundable $275 deposit
by April 15. This deposit entitles the student to re-register and to
select a residence hall room for the next year.

New Return to College stduents pay a nonrefundable $25 appli-
cation fee and a $75 enrollment fee by May 1. This fee is nonre-
fundable after May 1 . New Return to College students who re-
ceive financial assistance from the College are expected to pay
the full amount of the deposit by May 1 , unless otherwise in-
structed by the Director of Financial Aid.

Returning Return to College students pay a nonrefundable $100
deposit by April 15. This deposit entitles the student to re-register
for the next academic year.

Unclassified and Return to College students who take less than
a full academic load (12 semester hours ) pay tuition at the rate of
$375 per semester hour. The $105 Student Activity Fee and the
$20 college Events Fee are not included in these charges. These
fees are due at the beginning of the first semester in which the
student is enrolled for at least 6 semester hours.

Resident Students

Plan I

Plan II ($100 fee)

Plan III ($10 fee)

By April 15 $275.

By April 15 $275.

By April 15 $275.

By August 1 6,230.

By August 1 3,203.

By June 1 1,653.

By January 1 6,105.

By September 1 3,078.

By July 1 1,528.

$12,610.

By January 1 3,077.

By August 1 1,528.

By February 1 3,077.

By Septemberl 1,528.

$12,610.

By October 1 1,527.
By November 1 1,527.
By December 1 1,527.
By January 1 1,527.
$12,610.

Non-Resident Students

Plan I

Plan II ($100 fee)

Plan III ($10.00 fee)

By April 15 $275.

By April 15 $275.

By April 15 $275.

By August 1 4,453.

By August 1 2,314.

By June 1 1,209.

By January 1 4,327.

By September 1 2,189.

By July 1 1,086.

$9,055.

By January 1 2,189.

By August 1 1,084.

By February 1 2,188.

By Septemberl 1,084.

$9,155.

By October 1 1,082.
By November 1 1,082.
By Decemberl 1,082.
By January 1 1,081.
$9,065.

Special Fees & Programs

Graduation Fee. A nonrefundable graduation fee of $50 to cover
rental of cap, gown, and hood, and the purchase of the diploma is
required of all students who expect to graduate. This payment is
due by August 1 , prior to graduation.

Music fees. The fee for noncredit private lessons in applied music
(including practice) is $375. This fee covers two 30-minute les-
sons per week for the academic year. The charge for one 30-
minute lesson weekly is half the regular fee.

In 1988-89, group instruction in harpsichord and voice will be
offered for a fee of $30 per semester.

Washington Semester. Students who participate in the Washing-
ton Semester program at American University pay American
University tuition to Agnes Scott College for the duration of the
program. They are responsible for their own room and board
while in Washington.

Junior Year Abroad. Students participating in a junior year
abroad program pay fees directly to the host institution.
Global Awareness. For all Global Awareness Programs conduct-
ed by the College, there is a charge to include tuition and expens-
es. These charges are different for each program and are stated in
the program announcements.

98

TUITION & FEES

Terms

lA student may not registet or attend classes until accounts have
jbeen satisfactorily paid in the Accounting Office. All financial
obligations to the College must be met before a student can re-
ceive a diploma or a transcript of record.

Students who withdraw from the College prior to the first class
day will receive a full refund of any tuition, room and board, stu-
dent activity, and college events fees for that semester. No refund
af the $25 application fee or the $250 enrollment deposit will be
made to students after May 1 , or to returning students for the ad-
vance deposit after April 15, or for Return to College students for
the advance deposit after April 15.

Students who withdraw during the first 2 1 calendar days of the se-
mester beginning with the first day of classes, receive a refund of
25 percent of the tuition and room and hoard charges for that se-
mester reduced hy 1) any Agnes Scott aid, 2) federal aid from
Title IV programs, exclusive of the College Work Study Program,
and 3) any other fees or charges due the College. The date of
withdrawal is the date the Registrar receives the official with-
drawal card. Student activity fees, college events fees and gradua-
tion fees will not be refunded.

Students who withdraw after the 21st day of the semester, stu-
dents who are suspended or dismissed for academic or disciplinary
reasons, and students who do not officially withdraw receive no
refund.

Refunds are processed during the fourth week of the semester
and are made payable to the student. Tuition, room and board re-
funds will he reduced by any outstanding financial obligations to
the College.

Monthly Statements of Account. Each student will receive a
monthly statement of account from the College. Statements in-
clude hut are not limited to, tuition, room and board charges,
health center charges, telephone charges, parking fines and li-
brary fines. Statements are due and payable upon receipt, unless

otherwise stated for tuition, room and board fees.
Delinquent accounts. It is the College's stated policy to turn over
accounts 90 days past due to an outside collection agency and to
use the full extent of the law to collect delinquent accounts.

Health insurance

There is no charge to resident students for routine treatment in
the Student Health Center, To help meet additional medical ex-
penses, a 12-month Student Accident and Sickness Insurance
Plan is recommended. International students must carry this cov-
erage before they arrive in the United States.

Telephone system

Agnes Scott College owns and maintains its telephone system to
provide direct communication with students, faculty, and staff.
Each student will be assigned a special access code for directly-
dialed long distance calls. The College will issue a monthly bill for
each student's long distance charges. This bill will be sent
wherever the student specifies during registration.

To allow for placement and payment of operator-assisted calls,
the College has arranged with National Telephone Service to is-
sue each resident student an NTS card Calling Card, valid only
during the academic year. To provide this service, the College
must guarantee payment by all Agnes Scott students to NTS. If a
student fails to pay credit card charges, her card will he canceled,
and the expense will be charged to the student's College account.
Other collection remedies as outlined elsewhere in this catalog
may also be used.

99

ORGANIZATION

OF THE COLLEGE

BOARD OF TRUSTEES

Officers of the Board:

L.L. Gellerstedt, Jr. Chairperson

Susan Phillips Vice-Chairperson

Mary Alverta Bond Secretary

Members of the Board:

Joanna Adams

Pastor

North Decatur Presbyterian Church

Decatur, Georgia
Dorothy HoUoran Addison

Alumna

Atlanta, Georgia
Wallace M. Alston, Jr.

Minister

Nassau Presbyterian Church

Princeton, New Jersey
Louise Isaacson Bernard

Alumna

President, Isaacson's

Atlanta, Georgia
Elizabeth Jefferson Boyt

Alumna

Devers, Texas
Bennett A. Brown

Chairman and Chief Executive Officer

The Citizens and Southern Corporation

Atlanta, Georgia
Elizabeth Henderson Cameron

Alumna

Wilmington, North Carolina
G. Scott Candler, Jr.

Attorney, McCurdy and Candler

Decatur, Georgia
Evelyn Baty Christman

Alumna

Chair and Chief Executive Officer

Landis Construction Company

New Orleans, Louisiana
JoAnn Sawyer Delafield

Alumna

New York, New York
Katherine A. Geffcken

Alumna

Professor of Greek and Latin

Wellesley College

Wellesley, Massachusetts
L.L. Gellerstedt, Jr.

President, Beers Construction Company

Atlanta, Georgia
Edward P. Gould

Vice Chairman, Trust Company of Georgia

Atlanta, Georgia
Nancy Thomas Hill

Alumna

Richmond, Virginia
G. Conley Ingram

Attorney, Alston and Bird
Atlanta, Georgia

Anne Register Jones

Alumna

Atlanta, Georgia
Donald R. Keough

President and Chief Operating Officer

The Coca-Cola Company

Atlanta, Georgia
Martha Wilson Kessler

Alumna

Atlanta, Georgia
Harriet M. King

Alumna

Associate Professor of Law

Emory University

Atlanta, Georgia
Suzella Burns Newsome

Alumna

Atlanta, Georgia
Betty Scott Noble

Alumna

Decatur, Georgia
M. Lamar Oglesby

Vice President, Kidder, Peabody and Company

Atlanta, Georgia
Douglas W. Oldenburg

President

Columbia Theological Seminary

Decatut, Georgia
Susan M. Phillips

Alumna

Vice President for Finance and University Services

University of Iowa

Iowa City, Iowa
Jean Salter Reeves

Alumna

Atlanta, Georgia
Ruth Schmidt

President, Agnes Scott College

Decatur, Georgia
Horace H. Sibley

Attorney, King and Spalding

Atlanta, Georgia
Nancy Holland Sibley

Alumna

Greenville, South Carolina
B. Franklin Skinner

President and Chief Executive Officer

Southern Bell

Atlanta, Georgia
John E. Smith, II

President, John Smith Company

Smyrna, Georgia
Samuel R. Spencer, Jr.

President, Virginia Foundation for Independent Colleges

Richmond, Virginia
John H. Weitnauer, Jr.

Chairman and Chief Executive Officer

Richway (Retired)

Atlanta, Georgia

100

FACUITY

Trustees Emeriti and Emeritae

Neil O. Davis
Harry A. Fifield
Alex P. Gaines
Ben S. Gilmer
J.A. Minter, Jr.
J. Davison Philips
Mary Warren Read
Hansford Sams, Jr.
Hal L. Smith
Diana Dyer Wilson

Auburn, Alabama

Atlanta, Georgia

Atlanta, Georgia

Atlanta, Georgia

Tyler, Alabama

Decatur, Georgia

Danville, Kentucky

Decatur, Georgia

Atlanta, Georgia

Winston-Salem, North Carolina

AGNES SCOTT COLLEGE
FACULTY 1987-88

(Date after name indicates year of appointment)

A.da Aleman(1986)
B.A., M.A. Georgia State University
Instructor in Spanish (part-time)

Christopher Ames (1986)
B.A. University of Texas at Austin; Ph.D. Stanford University
Assistant Professor of English

Vlargaret Perry Ammons (1969)
B.S. University of Georgia; M.A. Emory University; Ph.D.
University of Chicago
Professor of Education

Vlaria Artemis (1986)
B.A. Agnes Scott College; M.F.A. University of Georgia
Instructor in Art (part-time)

MbertY. Badre(1984)
B.B.A. American University of Beirut; M.A. University of
Iowa; Ph.D. University of Iowa
Professor of Economics (part-time)

BonaW. Ball (1967)
B.A. University of Virginia; M.A.T. Duke University; Ph.D.
University of Kentucky
Ellen Douglas Leyhurv. Professor of English

David P. Behan( 1974)
B.A. Yale University; Ph.D. Vanderbilt University
Professor of Philosophy

junther Bicknese (1966)
Dr. Phil. Philipps University, Marburg, West Germany
Professor of German

Elizabeth Leigh Bottomley (1986)
B.S., Anthropology; B.S., Chemistry; Ph.D. Florida State
University
Assistant Professor of Chemistry

SandraT. Bowden(1968)
B.S. Georgia Southern College; M.A., Ph.D. University of
North Carolina at Chapel Hill
Professor of Biology

ArthurL. Bowling, Jr. (1977)
B.S. College of William and Mary; M.S., Ph.D. University of
Illinois
Associate Professor of Physics and Astronomy

Christabel P. Braunrot (1976)

B.A. McGill University, Ph.D. Yale University
Associate Professor of French

Michael J. Brown (1960-62; 1965)
B.A. LaGrange College; M.A., Ph.D. Emory University
Charles A. Dana Professor of History
On leave Spring Term, 1988

RevoniaR. Bryant (1986)
B.A. Knoxville College; M.A. New York University
Lecturer in Education (part-time, Spring)

Ronald L. Byrnside (1975)

B.A. Cincinnati Conservatory of Music; M.A. Yale University;
Ph.D. University of Illinois
Charles A. Dana Professor of Music

Gail Cabisius (1974)

B.A. Smith College; M.P.A. Georgia State University; M.A.,

Ph.D. Bryn Mawr College

Associate Professor of Classical Languages and Literatures

Penelope Campbell (1965)
B.A. Baylor University; M.A., Ph.D. Ohio State University
Charles A. Dana Professor of History

Ayse llgaz Garden (1978)
B.A. Agnes Scott College; M.A., Ph.D. Emory University
Associate Professor of Psychology

Huguette D. Chatagnier (1969)
B.A. St. Mary's College; M.A. University of Notre Dame; Ph.D.
Emory University
Associate Professor of French

Augustus B. Cochran, 111 (1973)

B.A. Davidson College; M.A. Indiana University; Ph.D.
University of North Carolina at Chapel Hill
Associate Professor of Political Science

Lee Biggerstaff Copple (1961)
B.A. University of North Carolina at Chapel Hill; M.A., Ph.D.
University of Michigan; Ph.D. Vanderbilt University
Professor of Psychology

Alice J. Cunningham (1966-67; 1968)

B.A. University oi Arkansas; Ph.D. Emory University
William Rand Kenan, ]r. Professor of Chemistry

Rosemary T. Cunningham (1985)

B.A., M.A., Ph.D. Fordham University
Assistant Professor of Economics

Marylin Bartield Darling (1971)
B.S., M.M. Florida State University
Associate Professor of Physical Education

Cesar Diaz (1987)
M.A. University of Washington; Ph.D. University of Madrid
Fulbright Scholar-in-Residence

Miriam Koontz Drucker (1955)

B.A. Dickinson College; M.A. Emory University; Ph.D. George
Peahody College for Teachers
Charles A. Dana Professor of Psychology

101

FACUITY

Rosemary Eberiel (1985)
B.A. University of Wisconsin; Facult'e des Lettres, University
of Aix-Marseille; Ph.D. Harvard University
Assistant Professor of French

Gerard Elfstrom, (1985)

B.A. Cornell College; M.A., Ph.D. Emory University
Assistant Professor of Philosophy (part-time)

Diane L.Folkes( 1987)
B.A. Rhodes College; M.A. Georgia State University; Ph.D.
Emory University
Associate Professor of Political Science (part-time)

Steven Forbes-deSoule (1986)

M. Visual Arts Georgia State University
Instructor in Art (part-time)

Jay Fuller (1954)

B.S. Johns Hopkins University, Peabody Conservatory of Music
Associate Professor of Music

John Lewis Gignilliat (1969)

B.A. University of North Carolina at Chapel Hill; M.A. Emory
University; Ph.D. University of Wisconsin
Associate Professor of History

DianaJ. Glad (1987)
B.A. Indiana University; M.A., Ph.D. Emory University
Assistant Professor of Spanish (part-time)

Steven R.Guthrie (1985)

B.A. Antioch College; Ph.D. Brown University
Assistant Professor of English

Ellen Wood Hall (1984)

B.A. Agnes Scott College; M.A., Ph.D. Bryn Mawr College
Associate Professor of French; Dean of the College

Lynn C.Hart (1987)

B.S., M.Ed., Ph.D. Georgia State University
Lecturer in Education (part-time)

Mary Eloise Herbert (1954)
B.A. Winthrop College; M.A. Duke University
Associate Professor of Spanish

James G.Hemdon( 1987)

B.A. LaSalle College; M.A., Ph.D. Emory University
Department of Psycholo^ (part-time)

Alice Hickcox (1987)
B.A., M.A. Rice University; M. Div. Columbia TTneological
Seminary
Department of Bible and Religion (part-time)

Robert B.Hild( 1986)

B.S. Indiana University; M.Ed. University of Pittsburgh;
Doctorate of Arts, Carnegie Mellon University
Instructor in Education (part-time, Spring)

Thomas W.Hogan (1965)

B.A. University of Florida; M.A., Ph.D. University of

Arkansas

Associate Professor of Psychology;

Lee Horvitz (1987)
B.A. Sonoma State University; M.A. San Francisco State
University; M.A. Northwestern University
Instructor in Philosophy

Edward Lee Hover (1984)

B.A. Hiram College; M.S. Virginia Polytechnic Institute; Ph.D.
University of Michigan
Assistant Professor of Biology

Linda L.Hubert (1968)
B.A. Agnes Scott College; M.A.,
Professor of English

Ph.D. Emory University

Cue Pardue Hudson (1974)

B.A. Agnes Scott College; M.A.T. Emory University

Dean of Students; Lecturer in Education ^

Mary Kathryn Owen Jarboe (1974)
B.A. Agnes Scott College
Registrar I

Judith Bourgeois Jensen (1977) j

B.A. Chestnut Hill College; M.L.S. University of California at
Berkeley
Librarian

Calvert Johnson (1986)

B.A. Kalamazoo College; M.M., D.M. Northwestern University J

Associate Professor of Music; College Organist m

Edward C. Johnson (1965)

B.A. Kentucky Wesleyan College; M.A. University of Missouri;
Ph.D. Georgia State University
Associate Professor of Economics

Constance A. Jones (1973)

B.A., M.A.T. Vanderbilt University; Ph.D. Emory University .
Associate Professor of Sociology M

on leave 1987-88 I

Laurel Diane Kearns (1987)

B.A. Florida State University; M.A. Emory University
Instructor in Sociology (part-time)

KatharineD. Kennedy (1981)
B.A. Duke University; M.A., Ph.D. Stanford University
Assistant Professor of History
On leave , 1988-89

PhilipN. Kranz(1987)
B.A. Ohio State University; M.A. Hebrew Union College
Department of Bible ar\d Religion (part-time)

Ann Gale Kruger (1987)

B.A. Florida State University; M.A. Emory University
Department of Psychology (part-time)

Kent A. Leslie (1987)
B.A. Queens College; M.S.A.T. Emory University
Department of Sociology and Anthropology (part-time)

Robert A. Leslie (1970)

B.S. Davidson College; M.A., Ph.D. University of Georgia
Associate Professor of Mathematics

102

FACUin

Myrtle H.Lewin( 1 983)
B.Sc. Witwatersrand University, Johannesburg, South Africa;
M.A., Ph.D. University of Wisconsin

Associate Professor of Mathematics; Director of Academic Computer
Services

Paul Lifton (1985)

B.A. Pomona College; M.A. San Francisco State University;
Ph.D. University of California at Berkeley
Assistant Prof essor of Theatre

Bally Anne MacEwen (1982)

; B.A. Mount Holyoke College; M.A., Ph.D. University of

Pennsylvania

I Assistant Professor of Classical Languages and Literatures

Myra Beth Mackie (1986)
B.A. Agnes Scott College; M.A., Ph.D. Duke University
Assistant Professor of Bible and Re/igion

Kathryn Malody (1985)
B.A. Macalester College; M.S. University of Minnesota
Instructor in Biology; Coordinator of the Laboratories

Kathryn A. Manuel (1958)
B.S. Purdue University; M.A. New York University; P.E.D.
Indiana University
Professor of Physical Education

Theodore K. Mathews (1967)

B.A. Brown University; M.A.T. Harvard University; Ph.D.

University of Michigan
; Associate Professor of Music

Candice J. McCloskey (1987)
B.S. Georgia State University; Ph.D. Georgia Institute of
Technology
Assistant Professor of Chemistry

Terry S. McGehee (1976)

B.A. Queens College; M.F.A. Washington University
; Associate Professor of Art

KateMcKemie (1956)

; B.S. Georgia College at Milledgeville; M.A. New York

j University; Ed.D. University of Tennessee

I Professor of Physical Education

Michael Mears (1987)

j B.S., M.S. Mississippi State University; J.D. University of

j Georgia

j Lecturer in Political Science (part-time)

Mollie Merrick (1959)

B.A. Agnes Scott College; M.A. Teachers' College of Columbia
; University

Associate Dean of Students

Tommie Sue Montgomery (1986)
A.B. Wesleyan College; M.A. Vanderbilt University; Ph.D.
New York University
Associate Professor of Latin American Studies

Jack L.Nelson (1962)

B.A. University of Kentucky; M.A., Ph.D. Harvard University
Professor of English

Lillian Newman (1948)
B.A. Lincoln Memorial Univerity; B.S.L.S. George Peabody
College for Teachers; M.Ln. Emory University
Associate Librarian; Readers' Services Librarian

Lucy A. Newton (1986)

B.S., M.B.A. Georgia State University
Instructor in Economics (part-time)

Percy North (1987)

B.A. Radford College; M.A. Pennsylvania State University;
Ph.D. University of Delaware
Assistant Professor of Art (part-time)

Ann McKee Parker (1986)
B.A. Marywood College; M.Ed. Georgia State University
Lecturer in Education (part-time)

Richard D. Parry (1967)

B.A. Georgetown University; M.A. Yale University; Ph.D.
University of North Carolina at Chapel Hill
Fuller E. Callaway Professor of Philosophy
On leave, 1987-88

Malcolm L. Peel (1986)
B.A. Indiana University; M.Div. Louisville Presbyterian
Theological Seminary; M.A., Ph.D. Yale University
Wallace M. Alston Professor of Bible and Religion

Cynthia L.Peterson (1983)

B.S. James Madison University; M.Ed. Auburn University
Instructor in Physical Education

John F.Pilger( 1979)

B.S., Ph.D. University of Southern California
Associate Professor of Biology
(on leave 1988-89)

Patricia G. Pinka (1969)
B.A. University of Pittsburgh; M.A. San Francisco State
College; Ph.D. University of Pittsburgh
Professor of English

Janette B.Pratt (1986)

L.L.B. University of London; L.L.M. New York University Law

School

Assistant Professor of Political Science (part-time)

Becky B. Prophet (1982)
B.A. Alfred University; M.A., Ph.D. University of Michigan
Assistant Professor of Theatre

Sally A. Rackley (1985)

B.A. Colby College; M.A. University of Wisconsin; Ph.D. Duke

University

Assistant Professor of Classical Languages and Literature

(part-time)

RowenaRenn(1984)
B.A. Mary Washington College of the University of Virginia;
M.A. Georgia State University
Lecturer in Music

Regine P. Reynolds-Cornell (1986)

B.A., M.A., Ph.D. University of Texas at Austin
Adeline Arnold Loridans Professor of French

103

FACULTY

Sara L.RipY( 1958)

B.A. Randolph-Macon Woman's College; M.A., Ph.D.
University of Kentucky
Professor of Mathematics

Donna Sadler (1986)

B.A. Boston University; M.A., Ph.D. Indiana University
Assistant Professor of Art

Alberto C.Sadun{ 1984)
S.B., Ph.D. Massachusetts Institute of Technology
Assistant Professor of Astronomy; Director of the Bradley
Observatory

Dudley W.Sanders (1979)

B.A. Kenyon College; M.F.A. Northwestern University
Assistant Professor of Theatre

Ruth A. Schmidt (1982)
B.A. Augsburg College; M.A. University of Missouri; Ph.D.
University of Illinois
President of the Colkge

Marie-Jeanne Schulman (1987)
M.A. Universite des Lettres et Sciences Humaines de Nice
Instructor in French (part-time)

Catherine V.Scott (1984)
B.A. University of Florida; M.A., Ph.D. Emory University
Assistant Professor of Political Science

Constance Shaw (1966)

B.A. Smith College; Ph.D. Columbia University
Professor of Spanish

EdmundJ.Sheehey(I987)
B.A. Fordham University; Ph.L. Woodstock College; M.A.
Fordham University; M.Div. Woodstock College; Ph.D.
Michigan State University
Hal and Julia T. Smith Chair of Free Enterprise

LeIandStaven(1969)

B.F. A. University of Wisconsin at Milwaukee; M.F.A.
California College of Arts and Crafts
Associate Professor of Art

Peggy Thompson (1985)

B.A., M.A. Arizona State University; M.A. Emory University;
M.A., Ph.D. Indiana University
Assistant Professor of English

JohnA.Tumblin.Jr. (1961)

B.A. Wake Forest College; M.A., Ph.D. Duke University
Professor of Sociology and Anthropology

Ruth Vedvik( 1984)
B.A. Augsburg College; M.S. North Dakota State University
Director of Admissions

T. Leon Venahle( 1983)

B.S. Davidson College; Ph.D. University of Virginia
Assistant Professor of Chemistry

DanielF. Waggoner (1987)

B.A., M.A., Ph.D. University of Kentucky
Assistant Professor of Mathematics

William A. Washburn (1987)

B.S. Rhodes College; M.S. Georgia Institute of Technology
Technical Specialist and Instructor in Academic Computing/
Mathematics

Patricia McGuire White (1987) ,

B.A. Agnes Scott College; M.S. University of Georgia; Ph.D. ]
Georgia Institute of Technology
Assistant Professor of Biology

IngridE. Wieshofer(1970) ,

Teacher's Diploma, Ph.D. University of Vienna I

Associate Professor of German '

Harry Wistrand (1974) |

B.A. Austin College; M.A. North Texas State University; Ph.D.'
Arizona State University
Associate Professor of Biology; Associate Dean of the College ]

EMERITUS FACULTY [

Dates in parentheses indicate the beginnning and ending of j
service at Agnes Scott College. 1

Marvin Banks Perry, Jr., Ph.D., LL.D., LL.D., Litt.D., .'

(1973-1982) '

President of the College

JuliaT. Gary, Ph.D. (1957-1984)

Dean of the College, Professor of Chemistry ,

Margaret Taylor Phythian, Docteur de I'Universite de
Grenoble, (1916-1919; 1923-1964)

Professor of French ^

\
Pierre Thomas, Ingenieur-docteur (1951-1967) '

Assistant Professor of French

Llewellyn Wilburn, M.A.(I920-1922; 1926-1967)
Associate Professor of Physical Education j

Leslie Janet Gaylord, M.S. (1921-1968)
Assistant Professor of Mathematics

Walter B. Posey, Ph.D., L.H.D. (1943-1970)
Professor of History and Political Science

William A. Calder, Ph.D. (1947-1971)
Professor of Physics and Astronomy ;

Katharine Tait Omwake, Ph.D. (1928-1929; 1930-1972)
Associate Professor of Psychology

Erika Meyer Shiver, Ph.D. (1962-1972)
Professor of German

Anna Josephine Bridgman, Ph.D. (1949-1974)
Professor of Biology

FloreneJ. Dunstan, Ph.D. (1941-1974)
Professor of Spanish

Roberta Winter, Ed.D. (1939-1974)
Professor of Speech and Drama

William Joe Frierson, Ph.D. (1946-1975)
Professor of Chemistry

104

FACUITY

Roberta Winter, Ed.D. (1939-1974)
Professor of Speech and Drama

William Joe Frierson, Ph.D. (1946-1975)
Professor of Chemistry

Michael McDowell, M.A. (1950-1975)
Professor of Music

Paul Leslie Garber, Ph.D. (1943-1976)
Professor of Bible and Religion

Chloe Steel, Ph.D. (1955-1976)
Professor of French

Associate Dean of the College
Marilynn Heyda Mallory, B.A., M.Ed.

Director of the Return to College Program; Faculty Grants
Coordinator

Office Of The Registrar

Mary K. Owen Jarboe, B.A.
Registrar

The Library

Judith B. Jensen, B.A., M.L.S.

Librarian
Lillian Newman, B.A.,B.S.L.S., M.Ln.

Associate Librarian

Ronald B. Wilde, M.A.T. (1965-1978)
Assistant Professor of Mathematics

Mary Virginia Allen, Ph.D. (1948-1951; 1954-1979)
Professor of French

MaryWalkerFox, B.A. (1937-1944; 1952-1979)
Instructor in Chemistry

Nancy Pence Groseclose, Ph.D. (1947-1979)
Professor of Biology

Myma Goode Young, Ph.D. (1955-1956; 1957-1979)
Professor of Classical Languages and Literatures

Geraldine M. Meroney, Ph.D. (1966-1983)
Professor of History

Mary Boney Shears, Ph.D., L.H.D., LL.D. (1949-1983)
Professor of Bible and Religion

JackT. Brooking, M.F.A., Ph.D. (1974-1985)
Professor of Theatre

Margaret W. Pepperdene, Ph.D. (1956-1985)
Professor of English

Frances Clark Calder, Ph.D. (1953-1969; 1974-1986)
Professor of French

Kwai Sing Chang, Th.M., Ph.D. (1956-1986)
Professor of Bible and Religion

Raymond Jones Martin, M.S.M., S.M.D. (1950-1986)
Professor of Music; College Organist

Mane Sophie Huper Pepe, Ph.D. (1951-1986)
Professor of Art

Office Of The Dean Of Students

Cue P. Hudson, B.A., M.A.T.

Dean of Students
MoUie Merrick, B.A., M.A.

Associate Dean of Students and Director of Campus

Events and Conferences
Karen Green, B.A.

Director of Student Activities and Housing
Miriam Dunson, B.S., M.A., D.Min.

Chaplain

Financial Aid

Susan D. Little, B.A.
Director of Financial Aid

Career Planning And Placement

Amy Schmidt, B.A., M.S.
Director of Career Planning and Placement

The Health Center

Pat Murray, B.S.N., M.N., C.R.N.P.
Director of Student Health Services

Office Of The Vice President For Business And Finance

Gerald O. Whittington, B.A., M.S.M.

Vice President for Business and Finance
Kate B. Goodson

Comptroller

Office Of The Vice President For Development And Public
Affairs

Rickard B. Scott, B.A., M.A., Ph.D.
Vice President for Development and Public Affairs

Office Of Admissions

Ruth A. Vedvik, B.A., M.S.
Director of Admissions

ADMINISTRATION AND STAFF

Office Of The President

Ruth A. Schmidt, B.A., M.A., Ph.D.

President
Mary Alverta Bond, B.A.

Administrative Assistant to the President

Secretary of the Board of Trustees

Office Of The Dean Of The College

Ellen Wood Hall, B.A., M.A., Ph.D.

Dean of the College
Harry Wistrand, B.A., M.A., Ph.D.

105

CAMPUS MAP

Legend

1. Main Entrance

2. Rebekah Scott Hall
(residence hall,
upper floors;
Admissions Office,
first floor)

3. Agnes Scott Hall
(residence hall,
upper floors; Dean
of Students,
Financial Aid,
Career Planning,
President, first
floor)

4- Inman Hall
(residence hall)

5. Hopkins Hall
(residence hall)

6. Anna Young
Alumnae House

7. Letitia Pate Evans
Dining Hall

8. Walters Hall
(residence hall)

9. Winship Hall
(residence hall)

10. The President's
Home

11. Amphitheatre

12 & 13. Wallace M.
Alston Campus
Center (comprised
of the Frances
Winship Walters
Infirmary and the
former Bucher Scott
Gymnasium)

14. McCain Library

15. Buttrick Hall
(classroom, faculty
and administrative
offices)

16. Presser Hall
(music)

17. Campbell Science
Building

18. Dana Fine Arts
Building

19. Physical Plant
Building

20. Robert W.
Woodruff Physical
Activities Building

21. Bradley

Observatory

106

CAMPUS MAP

directions to the
\gnes scott college
::ampus

-rom the NORTH on 1-75:
Fake 1-75 south, past 1-285 to
;-85 north; take 1-85 north to
Zlairmont Road exit; turn
ight (signs will point to Dec-
itur); after several miles,
I^lairmont will end at the
;quare in Decatur; turn right
into Ponce de Leon; at first
ight (Commerce), turn left;
It second light (Trinity), turn
eft; at first light, turn right

onto McDonough; cross train
tracks and turn immediately
to your left onto East College
Avenue; Agnes Scott will be
on your right; enter first
driveway on your right.

From the NORTH on 1-85:
Take 1-85 south, past 1-285,
to Clairmont Road exit; turn
left (signs will point to Deca-
tur); after several miles,
Clairmont will end at the
square in Decatur; turn right
onto Ponce de Leon; at first

light (Commerce), turn left;
at second light (Trinity), turn
left; at first light, turn right
onto McDonough; cross train
tracks and turn immediately
to your left onto East College
Avenue; Agnes Scott will be
on your right; enter first
driveway on your right.

From EAST/WEST on 1-20:
Take 1-20 to 1-285 north; take
1-285 north to Memorial
Drive (exit 32); turn left; turn
right at third light (Hwy. 10,

PRIVATE PROPER!

Mountain Drive); stay on
Highway 10 for approximate-
ly three miles (the street
name will change several
times, finally becoming East
College Avenue); Agnes
Scott will he on your left; en-
ter second driveway past
Candler Street.

From SOUTH on 1-75/ 1-85:
Take 1-75 or 1-85 north to I-
285 east; take 1-285 east to
Memorial Drive (exit 32);
turn right at second light
(Hwy. 10, Mountain Drive);
stay on Highway 10 for ap-
proximately three miles (the
street name will change sev-
eral times, finally becoming
East College Avenue); Agnes
Scott will be on your left; en-
ter second driveway past
Candler Street.

You Arc Here

Street Boundaries

Sidewalks

Buildings

Parking

Directories

\o~\ Handicap Parking
Available

10?

INDEX

Absence Committee 27

Academic

Advising 23

Community 23

Dismissal 29

Honors 27

Probation. 28

Scholarships 18

Warning 28

Acceleration. 31

Achievement Tests 15

Adding courses 26

Admission 14

Admission after

junior year 16

Admission policy 14

Application, The 14

Advanced placement

credit 13

Deadlines 14

Early admission 14

Entrance examinations. 15
Entrance requirements.. 14
International students... 16

Interviews 1 5

Joint enrollment

for seniors 16

Medical Report 16

Need-blind admission.... 14

Overnight visits 15

Return to College

Program 20

Transfer students 16

Transient students 17

Advanced placement 15

Advising 23

Agnes Scott summer

programs 32

American College Test

(ACT) 15

Anthropology courses... 87-89
Application for admission. 14

Art courses 42-44

Art History-English

Literature 95

Art History-History 95

Astronomy courses 80

Auditing courses 27

Bible and Religion

courses 45-46

Biology courses 47-49

Biology-Psychology 95

Board 100

Business, preparation for.... 36

Calendar 109

Campus Life 8

Campus, The 106-107

Campus Visits 15-16, 22

Career Planning and

Placement 35

Chaplain, College 20

Chemistry courses 50-52

Class Attendance 27

Classical Languages

and Literatures 52-54

108

Classification 28

College Entrance
Examination Board
(CEEB) Achievement
Tests 15

Completion of semester

course 27

Confidentiality of student
records 28

Costs and Fees 98

Counseling Services
Career Planning and

Placement 20

College Chaplain 20

College Counselor 19

Financial Aid 17, 22

Health Services 20

Personal Counseling 19

Courses 20

Course loads 25

Course numbering 25

Cross Registration,

University Center 31

Degree requirements 23

Depth Standards 24

Directions to campus 107

Dismissal 29

Distributional Standards.... 23

Dormitories 8

Dropping courses 26

Dual degree programs

with Georgia Institute of
Technology 32

with Washingon

University 32

Economics courses 55-56

Education courses 57-59

English courses 60-62

English Literature-Creative

Writing 96

Entrance requirements 14

Exchange programs 32

Extracurricular activities 9

Faculty 101

Failing grades 28

Fees 98

Final examinations 27

Financial Aid 17-19

Return to College

Program 20

Scholarships 17-18

French courses 63-64

German courses 65-66

Global Awareness 37

Good Standing 29

Grades 26

Graduation Honors 27

Grants, see Financial Aid
Greek courses 52-53

Health Services 20

Health Insurance 99

History of the College

History courses 67-69

History-English Literature 96

Honor List 28

Honor System, The 8

Incompletes 27

Independent Study (490).... 33

Interdisciplinary majors 41

International Relations 96

International Students.. 16, 18

International Study 32, 37

Internships

credit and non-credit 33

Interviews 1 5

Joint enrollment 15, 16

Junior Year Abroad 34

Judicial review 29

Latin-American Studies 97

Latin courses 53-54

Law, preparation

for study of 36

Leave of absence 31

Library 8

Loans, see Financial Aid

Majors 24,95

Map 106-107

Mathematics courses 70-71

Mathematics-Physics 97

Medicine, preparation for

study of 35

Medical report 16

Music courses 72-74

Organization of the

College 100

Orientation 19

Parking 107

Pass/Fail Option 26

Payment Plans 98

Phi Beta Kappa 5

Philosophy courses 75-76

Physical Education

courses 77-78

Physics- Astronomy 96

Physics courses 79-80

Political Science

courses 81-84

Pre-law study 36

Pre-medicine study 35

Probation 29

Psychology courses 85-86

Purpose of the College 1-2

Readmission 31

Re-examination 27

Refund policy 99

Registering for courses 26

Requirements for

the degree 23

Depth standards 24

Residence requirement 25

Restrictions 23

Specific standards 23

Transitional policies for
the classes of 1987,

1988, and 1989

Residence halls

Residence life

Return to College

Program 19-

Admission

Classification

Financial aid

Health record

Interviews and visits

Room and Board '

ROTC

Scholarships, 17-

Scholarship Aptitude Test

(SAT)

Seminars for freshman and

sophomores

Social Policies and

Regulations

Soc iology- Anthropology

Sociology courses 87-

Spanish courses 90-

Special programs

Special Study (410)

Specific Standards

Spiritual Life

Student-designed majors

Student government

Study abroad 32,

Summer school

Suspension

24 j

lit

20 I
20 1
20 I
20
20 I
20

15-
35.'1
19 'i

97':i

89i(i
911V
311-

35i:

23!!
20:(
35i:
19!
37!'
311:
19.\

Teaching careers,

preparation 36, 57-59i'

Telephone system 99)|

Theatre courses 92-94'

Transfer credit 301

Transfer students Idi

Transitional policies 24'

Trustees.
Tuition and Fees.

lOCVii

University Center in ;'

Georgia 3B;

Visits..

13:

Washington semester 35

Withdrawing from the

College 3]i;

Withdrawing from

courses It

Women's Studies

Distributional !

standards 4^ I

con

les Scott College
atur, Georgia 30030
371-6285
;A 1-800-822-4999
ional 1-800-235-6602

AGNES SCOTT

Yes, I would like to receive
your series ot papers, ISSUES,
and admissions information
about Agnes Scott College.

Date .

Na

. Phone (

Address .
City

Present higli school or college .

Year of high school graduation Area(s) of academic interest .

Special interests, activities

Name of parent or guardian .

Address, if different from above
City

. State .

Zip.

Zip.

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NECESSARY
IF MAILED
IN THE
UNITED STATES

BUSINESS REPLY MAIL

FIRST CLASS PERMIT NO. 457 DECATUR, GEORGIA

POSTAGE WILL BE PAID BY

DEPARTMENT OF PUBLICATIONS

AGNES SCOTT COLLEGE

DECATUR, GEORGIA 30030

NO POSTAGE
NECESSARY
IF MAILED
IN THE
UNITED STATES

BUSINESS REPLY MAIL

FIRST CLASS PERMIT NO 457 DECATUR, GEORGIA

POSTAGE WILL BE PAID BY

DEPARTMENT OF PUBLICATIONS

AGNES SCOTT COLLEGE

DECATUR, GEORGIA 30030

AGNES SCOTT

Yes, I would like to receive
your series ot papers, ISSUES,
and admissions information
about Agnes Scott College.

Date .

Na

Phone (

Address .
City

Present high school or college _
Year of high school graduation .
Special interests, activities

. State .

. Area(s) of academic interest .

.Zip.

Name of parent or guardian .

Address, if different from above .
City

. State .

.Zip.

ACADEMIC CALENDAR

UL SEMESTER

tlasses Begin Friday, August 26

aborDay (holiday observed) Monday, September 5

ttober Break Saturday, October 15 - Monday, October 17

hanksgiving Break Wednesday, November 23 - Sunday, November 27

ast Day of Classes Friday, December 10

eading Day Saturday, December 10

<ams Begin Monday, December 1 2

<ams End Saturday, December 17, 12 noon

l>RING SEMESTER

lasses Begin Tuesday, January 24

pring Break Saturday, March 18 - Monday, March 27

,Kt Day of Classes Thursday, May 1 1

eading Day Friday, May 12

:<aras Begin Saturday, May 13

jnior Exams End Wednesday, May 1 7

<amsEnd Friday, May 19

iccalaureate Friday, May 1 9

ommencement Saturday, May 20

109

Nonprofit Organization

U.S. POSTAGE

PAID

Decatur, Georgia 3003C

Permit No. 469

AGNES
SCOTT

COLLEGE

On the Cover: Mary Carter:
Whitten, a 1986 graduate, i ,
on staff at the Atlanta His-ij
torical Society as Director oi
Volunteer Services.

Agnes Scott College
Decatur, Georgia 30030
(404) 371-6285
In GA 1-800-822-4999
National 1-800-235-6602

^^^if^?-?;7/r.7;-..o /?../ r C^