Agnes Scott College Catalog 2007-2009

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Agnes Scott College

Catalog
2007-2009

Acnes Scott Collece

THE WORLD FOR WOI

Agnes Scott College does not discriminate on the basis of race, color, national origin, reli-
gion, sexual orientation, age or disability in the recruitment and admission of any student and,
in addition, does not discriminate on the basis of gender in the recruitment and admission of
students to its graduate and post-baccalaureate programs. This nondiscrimination policy also
applies to all the rights, privileges, programs and activities generally accorded or made avail-
able to students at the college, and to the administration of educational policies, scholarship
and loan programs and all other programs administered by the college.

Agnes Scott College is accredited by the Commission on Colleges of the Southern Asso-
ciation of Colleges and Schools (1866 Southern Lane, Decatur, GA 30033-4097,- telephone
number 404 679-4501,- Web site, http://www.sacscoc.org) to award the Bachelor of Arts de-
gree and the Master of Arts in Teaching degree.

Contents

Agnes Scott College at a Glance

4

Mission of Agnes Scott College

5

About Agnes Scott College

7

The Campus

8

Life on Campus

11

Admission

i6

Irene K. Woodruff Scholars

21

Tuition and Fees

23

Financial Aid

26

Academic Program

30

Academic Policies

43

Academic Support Services

48

Academic Honors

51

International Education

54

Special Curricular Opportunities

6o

Off-Campus Opportunities

64

Preparation for Graduate and Professional Schools

66

Post-Baccalaureate Programs

68

Courses of Study

Africans Studies

78

Art and Art History

79

Asian Studies

82

Atlanta Semester

83

Biochemistry and Molecular Biology

83

Biology

84

Chemistry

87

Classics

89

Economics

92

Education 94

English 96

First-Year Seminars 99

French and German 99

Global Awareness 102

History 102

Human Rights 106

International Relations 106

Mathematics 107

Mathematics-Economics 109

Mathematics-Physics 109

Music 109

Neuroscience 113

Philosophy 114

Physics & Astronomy 116

Political Science 118

Psychology 120

Religious Studies 122

Sociology & Anthropology 126

Spanish 128

Theatre & Dance 130

Women's Studies 132

Physical Education and Athletics 136

Faculty 138

Administration 145

Board of Trustees 146

2007-2009 Academic Calendars 147

Index 149

The Agnes Scott College Catalog 2007-2009 is published by Agnes Scott College,

141 E College Ave., Decatur, GA 30030-3770

Phone: 404 471-6000 Toll free: 1 800 868-8602 Fax: 404 471-6414 www.agnesscott.edu

2007 Agnes Scott College

Agnes Scott at a Glance

Agnes Scott College is a highly selective, indepen-
dent national liberal arts college for women located
in metropolitan Atlanta.

Enrollment: 1 ,000 students

Students representing 30 countries and 40 states

100 percent of tenure-track faculty hold a Ph.D. or
other terminal degree.

Student-faculty ratio: 10 to 1

Average class size: 15

One-third of the student body from underrepresent-
ed groups

27 buildings on a 100-acre campus in a national
historic district

Cross registration at 18 other colleges and universi-
ties in metropolitan Atlanta

Dual-degree program in engineering with Georgia
Institute of Technology

Dual-degree program in nursing with Emory
University

Dual -degree program in art and architecture with
Washington University in St. Louis

Exchange program with Mills College in Oakland,
Calif.

Three Post-Baccalaureate programs: the Master of
Arts in teaching secondary English, the Master of
Arts in teaching secondary biology, chemistry, math
or physics, and the Post-Baccalaurate Pre-Medical
Program.

Study-abroad programs include The Coca-Cola
Global Awareness Program, Global Connections
and International Student Exchange Program, which
provides opportunities to study at more than 127
universities in 35 countries.

Agnes Scott College www.agnesscott.edu

Mission of Agnes Scott College

AGNES SCOTT COLLEGE educates women to think
deeply, live honorably and engage the intellectual and
social challenges of their times.

Agnes Scott College provides a dynamic liberal arts
and sciences curriculum ol the highest standards so
that students and faculty can realize their lull cre-
ative and intellectual potential.

Agnes Scott College fosters an environment in
which women can develop high expectations for
themselves as individuals, scholars, professionals and
citizens of the world.

Agnes Scott College strives to be a just and inclu-
sive community that expects honorable behavior,
encourages spiritual inquiry and promotes respectful
dialogue across differences.

Adopted by the Bo.mi of Tmskes, Autliist 2002

FOUNDATIONS

Agnes Scott College honors in its name the integrity
and intellectual curiosity of Agnes Irvine Scott, a Scots-
Irish immigrant to the United States. Her son. Col.
George Washington Scott, was the college's primaiy
benefactor, and the Rev. Frank Henry Gaines, minister
of Decatur Presbyterian Church, was the founding
president. While their leadership extended into the
South the Presbyterian educational movement that
began with Princeton University, Agnes Scott was es-
tablished with a distinctive mission: to educate women
for the betterment of their families and the elevation of
their region. Initially named the Decatur Female Semi-
nary in 1889 and renamed the Agnes Scott Institute in
1890, the college was chartered as Agnes Scott College
in 1906.

In 1907 Agnes Scott was the first institution of
higher education in Georgia to receive regional ac-
creditation, and dedicated itself from the beginning to
the highest level of "moral and intellectual training and
education. "' Its emphasis on academic excellence and a
rigorous liberal arts curriculum "fully abreast of the best
institutions of this country"- has always encouraged in-
dependent thinking in an atmosphere for learning. The

college's residential campus, now prized iov bcjth its
aesthetic distinction and state-of-the-art facilities, has
given all student generations a sense of place, purpose
and responsibility. Student self-government under an
honor code has been a hallmark since 1906. A found-
ing member of many national and regional educational
associations, Agnes Scott has been a member of Phi
Beta Kappa since 1926. This tradition of educational
leadership continues in the 21st century as the col-
lege models new forms of undergraduate education for
women, including innovative science and international
programs,- language, technology and speaking through-
out the curriculum,- and linkages to Atlanta's university,
business and cultural communities.

The Reformed tradition in which the college was
created helped shape the intellectual, spiritual and
ethical values affirmed to this day: individual inquiry,
commitment to the common good, the importance of
character formation and engagement with the world.
These are reflected in its motto from II Peter 1 :5, "Now
add to your faith virtue,- and to virtue knowledge."
The college's charter commitment to provide "auspices
distinctly favorable to the maintenance of the faith and
practice of the Christian religion ' has broadened into
a commitment to ensure that students, faculty and staff
of many faiths and secular persuasions are full par-
ticipants in the life of the college. While Agnes Scott
continues to be related to the Presbyterian Church
(U.S.A.), its Board of Trustees is an independent, self-
perpetuating governing body.

Widening the vision of its founders while remaining
grounded in its original mission, Agnes Scott College
continues to provide women with an edge for achieve-
ment. Alumnae distinguish themselves in medicine,
science, education, ministry, the arts, law, politics, busi-
ness and community service. Since the early 1920s, the
college has ranked in the top 1 percent of American
colleges whose graduates complete Ph.D. degrees. The
Agnes Scott student body has expanded to include
women who represent the diversity that is the LInited
States and the world, women who are returning to
college to complete their degrees, and women and men
who seek the Master of Arts in Teaching. The engage-

Agnes Scott College Catalog 2007-2009

merit of the Agnes Scott community in the intellectual,
cultural and social issues of its times represents both
the proud history and the bright future of the college.

1 Charter, Decatur Female Seminary, Aug. 27, 1889

2 Agnes Scott Ideal, Frank H. Gaines, 1889

Adopted hy the Board of Trustees, August 2002

AGNES SCOTT COLLEGE VALUES

A Commitment to Women

To a holistic approach to education for women,
acknowledging the primacy of intellectual develop-
ment, with opportunities for physical, social, cultural
and spiritual development.

To perspectives within the liberal arts tradition that
are particularly significant for women.

A Commitment to Teaching and Learning

To academic excellence, rigor and creativity that
engender the joy of learning.

To personal interaction between students and faculty
with an emphasis on independent study and mentor-
ing.

To the utilization of wide-ranging pedagogical tech-
niques and technologies.

To an emphasis on collaborative learning.

A Commitment to the Liberal Arts

To the experience of a broad range of liberal stud-
ies disciplines, including the humanities, fine arts,
natural and social sciences with significant depth in a
disciplinary or interdisciplinary major.

To the liberal arts as the indispensable foundation for
professional life.

A Commitment to an Appreciation of Diverse Cultures

To curricula reflecting a wide range of original
sources and scholarly critiques.

To a student body and a faculty who bring to Agnes
Scott the diverse perspectives of their circumstances,
cultures and backgrounds.

To respectful engagement with divergent ideas, phi-
losophies and perspectives from all members of the
college community.

To applied learning opportunities in local and inter-
national communities.

A Commitment to a Community that Values Justice,
Courage and Integrity

To encourage the development of a spiritual commit-
ment and a set of values that can serve as sources of
vitality, meaning and guidance in the lives of students.

To support the development of leadership skills and
community service experience needed to become
effective contributors to one's family, profession and
to society and world citizenship.

Endorsed hy the fiKulty, April 1995
Affirmed by the Board of Trustees, Aiicjust 2002

Agnes Scott College www.agnesscott.edu

About Agnes Scott College

ACNES SCOTT COLLECE is committed to educat-
ing women who achieve in their professions, contrib-
ute to their communities, engage the social, technolog-
ical and global issues oi their times and live personally
and spiritually purposeful lives. Students thrive in an
atmosphere of academic and intellectual challenge that
includes independent studies and student-designed
majors.

The liberal arts curriculum emphasizes academic
excellence, interdisciplin-
ary learning initiatives
and experiential learning
through local internships,
collaborative research
and study abroad. The
campus is located in
metropolitan Atlanta
in the city of Decatur.
Nationally known as a
center for research and
higher education, Atlanta
provides resources and
learning opportunities
central to the Agnes
Scott experience.

As a student immerses
herself in the world, its
cultures, history and
ideas, she obtains the
tools needed to explore
her world passionately

and ethically. She gains the confidence to handle
difficult questions and offer responsible, rational
and creative answers. As a women's college, Agnes
Scott provides diverse role models who offer rich
and multilayered examples of what leadership can be.
Students become leaders in social, athletic, academic
and political arenas. The young woman who runs for
office, competes for a scholarship or speaks up in class
knows her gender is not an issue. As a result, she forms
a clear view of her strengths and weaknesses, finds her

voice and is encouraged to speak out about the issues
of the day.

Agnes Scott's alumnae and student body include
Rhodes, Fulbright, Truman, Cates Millennium and
Coldwater scholars, the first female chief justice of
the South Carolina Supreme Court, a Tony Award-
and Pulitzer Prize-winning playwright, internation-
ally acclaimed scientists and women who work in the
CIA, CDC, EPA, CNN and Peace Corps. Agnes Scott

students have also received prestigious awards mclud-
ing the Benjamin A. Gilman International Scholarship,
Rotary Ambassadorial Scholarship and Thomas R.
Pickering Foreign Affairs Fellowship. Distinguished
high school graduates come to Agnes Scott with a
strong academic record and a desire to achieve higher
goals. They leave with the knowledge and insight to
achieve those goals and make a lasting contribution to
their community, generation and world.

Agnes Scott College Catalog 2007-2009

The Campus

JUST SIX MILES h-om Atlanta's city center, Agnes
Scott is located on a beautiful 100-acre campus in a
national historic district and residential neighborhood
of Decatur, Ga. Emory University, Georgia Institute of
Technology and Georgia State University are a short
drive away, and The University of Georgia is nearby
in Athens. The college has 27 buildings (including
three theme houses) and an apartment complex. With
its Collegiate Gothic and Victorian architecture, brick
walks and century-old trees, the campus is a pleasant
place to stroll, meet friends, meditate or study.

AGNES SCOTT "MAIN" HALL

The first building constiucted on campus, Agnes Scott
Hall was built in 1891 and originally housed the entire
school. The money to construct Agnes Scott Hall was
donated by Col. George Washington Scott, one of the
college's founders, who envisioned a structure with the
modern conveniences necessary to serve the college for
many years.

More than 100 years later, Agnes Scott Hall contin-
ues to serve the campus as a residence hall and office/
meeting space. The upper floors provide residence hall
space, while the lower floors house the offices of the
president, dean of students and financial aid.

The building's bell tower provides a focal point for
the campus. In addition to ringing the bell for special
occasions, seniors accepted to graduate school or hired
for their first jobs are invited to ring the bell on Fridays
during spring semester. The "tower room," made
famous in the opening scenes of the movie Scream 2, is
also in Main.

RESIDENTIAL OPTIONS

In addition to Agnes Scott Hall, students may live
in Hopkins, Inman, Rebekah, Walters and Winship
residence halls, three theme houses and Avery Glen
Apartments. Each residence-hall room contains an
information outlet per bed, providing network, tele-
phone and cable-TV services. Access to the Internet is
provided at Avery Glen Apartments through Comcast
cable-modem sewices.

MCCAIN LIBRARY

Agnes Scott's library combines strong collections,
individual attention, excellent study spaces and ad-
vanced technology to support students in research and
course assignments. Built in 1936, the architecturally
distinguished McCain Library reopened in 2001 after a
total renovation and major expansion. Features include
group study and media rooms, comfortable study
nooks, an outdoor reading terrace and wireless network
connectivity throughout the facility.

The library collection, selected to support the
undergraduate curriculum, includes more than 223,000
volumes, almost 39,000 digital books, access to almost
15,000 periodical titles and approximately 20,000
sound and video recordings, as well as microforms and
archives. Many resources are electronic and available
remotely from other campus facilities, residence
halls and off-campus locations. Nearly 200 databases
offer full-text articles from several thousand journals,
periodical indexes in most major academic areas and
reference tools serving all disciplines. These electronic
resources include, but also go beyond, the holdings of
GALILEO, Georgia's statewide virtual library.

Through Agnes Scott's membership in ARCHE
(the Atlanta Regional Council for Higher Education),
students enjoy access to library holdings of 18 other
local colleges and universities. Interlibrary loan
provides additional access to specialized research
materials that might be needed by students or faculty
members.

COMPUTER FACILITIES

The college provides technology resources that
enhance the teaching and learning environment. All
campus facilities and classrooms are wired for the col-
lege computer network. Through the campus network,
students have access to the Internet, e-mail, network
file and print services and online Web-based services
(McCain Library, Blackboard, AscAgnes, Online Phone
Directory and the campus intranet).

McCain Library's ground floor houses a 24-hour

8 Agnes Scott College www.agnesscott.edu

accessible area containing the Center for Writing
and Speaking and other instructional support spaces.
There are also desktop computers available lor aca-
demic applications near McCain's first floor entrance.
At the library's main circulation desk, students may
check out a laptop for wireless use within the library.
McCain's second floor classroom/lab is used for library
research classes and to meet extra computer demand at
exam time.

Alston Campus Center provides a number of com-
puting facilities including Butler Business Center, Cy-
ber Cafe and the eCommons Lab Buttrick Hall houses
the Educational Curriculum Library, Hayes M.A.T.
computer lab, Math/Economics computer lab and
media-enriched classrooms. Macintosh computers are
available in the Dana Fine Arts Building graphics lab.
McCain Library houses the bibliographic-instruction
classroom and the Educational Technology Center,
a 24-hour accessible area containing the Center for
Writing and Speaking, Technology Production Studio,
multimedia laptop classroom and the computerized
language lab/classroom. Public computers are available
for use in the library and wireless laptops are available
for check out. A small computer lab is available in each
residence hall for student computing use and printing.

Computer technology can be found throughout the
Bullock Science Center in teaching and research labs,
computer labs, computerized classrooms and student-
project labs. Special-purpose computer labs include
Presser Hall's music lab, Bradley Observatory's research
lab and the Bullock Science Center's Linux lab.

Through the Office of Information Technology, stu-
dents can check out a laptop for course-related special
projects. A wide selection of software is available on all
campus-computer systems, and a variety of special-use
computer hardware can be found in computer labs.

BULLOCK SCIENCE CENTER

Opened in January 2003, the 1 15,000-square-foot
Mary Brown Bullock Science Center houses media-rich
classrooms, laboratories, faculty offices and equipment
for the four disciplines that use investigative laborato-
ries biology, physics, chemistry and psychology. The
center features multimillion-dollar instrumentation and
dedicated faculty-student research laboratories. The

center links the college's southern side to its northern
section and forms a quadrangle with McCain Library
and Alston Campus Center

BRADLEY OBSERVATORY AND
DELAFIELD PLANETARIUM

The 70-seat Delatield l^lanetanum boasts a 10-meter
AstroTek dome and a computer-controlled projector
built by Zeiss Instruments, maker of the world's finest
planetarium projectors. When installed, only 10 other
sites in the country and 23 other sites in the world had
such projectors. Bradley Observatory is equipped with
a lecture hall, a library, offices, a darkroom, extensive
computer facilities, a wide variety of telescopes in ad-
dition to the Beck Telescope and an obsei'vation terrace
plaza at the west entrance.

The renovated and expanded observatoiy holds
frequent open houses and public events, including the
William A. Calder Equinox Concert Series, which fea-
tures musicians performing on the autumnal and vernal
equinoxes. The observatoiy provides students with the
means to make telescopes, duplicate historical experi-
ments and observe and process data from astronomical
phenomena. One of only two astronomical teachmg
and research facilities in Atlanta, Bradley Observatory
was named in 1 950 in honor of William C. and Sarah
Hall Bradley.

BUTTRICK HALL

Built in 1930, Buttrick Hall is the hub of academic
activity on campus, housmg the Office of the Dean of
the College and many academic departments and pro-
grams. The building was named for Wallace Buttrick,
former president of the General Education Board of
New York and a friend of the college.

DANA FINE ARTS BUILDING

Dana Fine Arts Building is the artistic center of campus.
The building features modern design interwoven with
Gothic architectural elements, creating a structure that
is both functional and in keeping with the rest of the
campus. The building houses an art gallery, class-
rooms, art studios and a theatre for the dramatic arts.
The Dalton Gallery was named in honor of Harry L.
Dalton and his wife, Mary Keesler Dalton '25, of North

Agnes Scott College Catalog 2007-2009

Carolina. Winter Theatre, which seats more than 300
people and features a modified-thrust stage, was named
in honor of Professor Roberta Powers Winter '27, who
taught speech and dramatic arts at the college from
1939 to 1974.

PRESSER HALL

Envisioned to house both a music center and cha-
pel, Presser Hall opened in 1940. The building was
named in honor of Theodore Presser, who established
the Presser Foundation, which donated funds for the
building. Dedicated in 1941, Gaines Chapel, named in
honor of President Frank F4enry Gaines (1889-1923),
features seating for 800 and houses a 3,000-pipe, four-
manual Austin organ. Presser Hall is also home to the
Maclean Auditorium, a smaller 300-seat auditorium
named for Professor Joseph Maclean, who headed the
department of music from 1893 to 1918.

ALSTON CAMPUS CENTER

Alston Campus Center, opened in spring 2001, is the
central point connecting the residential and academic
areas of campus. The center contains meeting rooms
for student functions and office space for administrative
staff. High-tech features such as the Cyber Cafe and
computer labs add to services offered. The facility also is
home to the college bookstore, post office, copy center
and snack bar along with the offices of career planning,
student activities, multicultural affairs, residence life and
the chaplain.

EVANS HALL

Letitia Pate Evans Hall, opened in 1950, was named
in honor of Letitia Pate Evans of Hot Springs, Va.,
who served as an Agnes Scott trustee from 1949 until
her death in 1953. Renovated in 1999, the building
features seated dining space for 400 and conference
facilities on the terrace level. It also features a marche
servery and terraces for outdoor dining.

ATHLETIC FACILITIES

Robert W. Woodruff Physical Activities Building pro-
vides facilities for recreational and NCAA Division 111
intercollegiate athletic pursuits. Facilities include a bas-
ketball court; volleyball courts,- an eight-lane, 25-meter
competition swimming pool,- cardio-training and select
rise-weight equipment and a sports-medicine training
room. The offices for the department of physical educa-
tion and athletics are housed here. Located just beyond
Woodmff are the Gellerstedt Track and Field and Byers
Tennis Courts.

CAMPUS SAFETY

Agnes Scott has an excellent safety record. The
campus and surrounding neighborhoods are
considered comfortable places to live. Agnes
Scott enjoys the protection of a fully staffed,
highly trained campus police department.
However, all campus community members are
encouraged to be cognizant of the often-threat-
ening world in which we live. Everyone should
be alert and aware at all times and join a
campuswide effort to maintain safety.

Students are offered a number of opportuni-
ties to learn more about personal safety and
safety issues through lectures and self-defense
classes. Because safety is a high priority, all
residential spaces are secured and accessible
only to those who have been assigned keys.
Campus policy requires guests to be escorted
by building residents. Call boxes for emergency
assistance are located throughout the campus.

10 Agnes Scott College www.agnesscott.edu

Life on Campus

ORIENTATION

At Agnes Scott the entire community works together
to help incoming students successfully begin their
college careers. Orientation begins during the sum-
mer before a new student arrives with contact from
Orientation Council, upperclass students who plan
and coordinate orientation activities and events. An
integral part of orientation at Agnes Scott is the
ASC 101 program. All incoming students are assigned
to an ASC 101 group. Each ASC 101 group includes
approximately 1 5 new students, a staff coordinator and
two returning students. ASC 101 groups meet weekly
until Fall Break and provide valuable information on a
variety of topics, from the practical to the theoretical
and philosophical. Transcripts will reflect completion
of ASC 101.

Orientation includes meeting with a faculty adviser,
help with course selection and placement tests and
formal introductions to campus organizations. Stu-
dents also get to know Agnes Scott through less formal
programs. Social involvement is encouraged through
activities such as weekend events in the Atlanta area,
on-campus parties with students from other colleges
and events on other campuses

International students, members of underrepre-
sented populations, transfer students and Woodruff
Scholars (nontraditional students) are assigned to
ASC 101 groups, and are offered additional pro-
grams tailored to their needs.

HONOR SYSTEM

Ethics and values are central to the purpose, curriculum
and social life of Agnes Scott. The Honor System, one
of the oldest in the country, is governed by students.
Each student is expected to uphold the system's high
standards and take personal responsibility for her
integrity and behavior. In choosing Agnes Scott, a stu-
dent accepts the Honor System as her way of life and
formally adopts it by the following pledge:

As a tnemher oj the Student Body of Acfnes Scott College, I con-
sider myself bound by honor to develop and uphold high standards
oj honesty and behavior, to strive for full intellectual and moral

stature, to realize my social and academic responsibility in the
community^ To attain these ideals, I do therefore accept this Honor
System as my way ojlife.

STUDENT GOVERNMENT

Agnes Scott is a community that values open com-
munication among faculty, students and administra-
tors. The Student Government Association acts as a
formal liaison between students and the administra-
tion. Through this association, students are, to a large
extent, self-governing as they assume responsibility
for many policies and regulations. More information
about student government can be found in the Student
Haiuibook.

RESIDENCE LIFE

Agnes Scott's residence halls are comfortable and
inviting. Agnes Scott, Rebekah Scott and Inman halls
have been restored to their Victorian elegance while
meeting today's needs for efficiency and comfort. Their
former grace is recaptured with period design and fur-
nishings (some donated by alumnae) and chandeliers in
the lobbies and parlors. All three are listed in the Na-
tional Register of Historic Places. Three other comfort-
able residence halls are Hopkins, Walters and Winship.
All residence-hall rooms have Internet, telephone and
cable-TV connections.

Residence halls are almost entirely self-governed
within the policies of the college and the Office of
Residence Life. Student staff in each hall includes a
resident director and resident assistants, supervised
by the director of residence life. The Student Handbook
explains all campus regulations.

Apartment living is available at the college's Avery
Glen Apartments located on the east side of campus.
An option for juniors and seniors, Avery Glen affords a
greater sense of independent living.

Upperclasswomen have another housing option in
the Residential Village, three restored Queen Anne-
style homes on the west side of the campus. These
houses operate with a goal of creating a living/learning
community based on a learning theme. Students apply

Agnes Scott College Catalog 2007-2009 11

to live in these houses according to their interest in
and commitment to assigned themes.

The main purpose of the theme houses is to facilitate
learning. By choosing to reside in the house, residents
commit to the plan for using the living arrangement
to advance learning. Collaboration between faculty
and students is an important focus of this arrangement,
and each house has a faculty or staff adviser. Academic
departments and programs submit theme proposals
each year.

All students, except Woodruff Scholars, are required
to live in campus housing. Any exception must be ap-
proved by the dean of students. Students in the Atlanta
area who live with their parentis) may apply for ap-
proval from the dean of students to commute.

If a student's conduct indicates she is not in sym-
pathy with the ideals and standards of the college's
residence life policies or is not mature enough to reside
on campus, the dean of students may terminate her
resident status.

STUDENT ACTIVITIES

Outside the classroom, student activities add to life at
Agnes Scott. Formals, band parties, concerts and films,
as well as lectures on classical and contemporary issues,
are presented through the Office of Student Activities.
Alston Campus Center houses many of these activities
as well as a snack bar, bookstore and post office.

SCOTTIES OFF THE LEASH

Scotties Off the Leash is a student-led program of-
fering weekend activities on Thursday, Friday and
Saturday nights. Student groups petition the dean of
students office for program funding when planning
campuswide events. Past events include a foam party,
ASC Apprentice, a campus block party and concerts.
The goal of Scotties Off the Leash is to create an
active social scene on campus and provide leadership
opportunities for students.

INTERCOLLEGIATE ATHLETICS
AND OTHER SPORTS

Students enjoy sports on campus, including weight
training, tennis and swimming. They can participate in
intercollegiate basketball, softball, soccer, cross coun-

try, tennis, volleyball and swimming through Agnes
Scott's Division III membership in the National Col-
legiate Athletic Association. The college is a member
of the Great South Athletic Conference.

HEALTH SERVICES

Resident students are eligible for health services pro-
vided at the Wellness Center The center's director is a
nationally certified nurse-practitioner who works with
physician consultants in mternal medicine, gynecology
and psychiatry. Services include evaluation and treat-
ment of health problems, counseling, special health
education and screening programs.

The residence fee entitles boarding students to
evaluation and treatment by the nurse practitioner or
referral to the appropriate medical resource. Faculty,
staff and nonresident students may receive first aid for
minor injuries, limited health screening, health infor-
mation and referral upon request but are not eligible
for other services.

The college reserves the right, if parents or guard-
ians cannot be reached, to make decisions concerning
emergency health problems for any student who is a
minor. Students with specific health problems, serious
illnesses or injuries will be referred to the appropriate
specialist or medical facility. Off-campus psychiatric
counseling services are available upon request.

The center's health-education program stresses pre-
vention of illness, promotes self-care and encourages
positive health practices. Reference materials on health
issues are available.

PERSONAL COUNSELING

Confidential counseling services are offered for all en-
rolled Agnes Scott undergraduate students by personal
counseling staff members who are licensed psycholo-
gists, or by doctoral-level graduate students under staff
supei'vision. Services include individual, couples and
group counseling; consultation and referral services,-
and outreach programming

Students seek counseling for a variety of concerns
including managing relationships, handling family
problems, coping with stress, homesickness, decreas-
ing depressive feelings, dealing with fears, handling a
crisis, eating and/or body image concerns, improving

12 Agnes Scott College www.agnesscott.edu

communication, learning to be assertive, study skills,
time management, increasing self-esteem, understand-
ing one's sexuality, decision-making and dealing with
alcohol and/or drug concerns.

Individual counseling involves one-on-one meetings
with a counselor for about 45 to 50 minutes, usually
on a weekly basis for up to 15 sessions per calendar
year. Couples counseling is available for dealing with
relationship or roommate concerns. Group counseling
involves three or more students meetmg with one or
more counselors to deal with shared concerns.

Consultation is available for staff, faculty, students or
family members with a concern about a student or a spe-
cific mental health-related issue. Referrals are available
for off-campus mental health seivices (e.g., longer-term
psychotherapy, testing for learning disabilities, psychi-
atric care, intensive-treatment programs). In addition,
workshops and presentations can be arranged for groups
or classes interested in counseling-related topics.

RELIGIOUS AND SPIRITUAL LIFE

The Julia Thompson Smith Chaplain serves as pastor
to all members of the Agnes Scott community and
coordinates religious activities, offering opportunities
for worship, reflection, service and community-
building. As a liaison between the college and the
broader religious community, the chaplain encourages
students to become actively involved with a local
church, mosque, synagogue or other faith community
On-campus worship includes weekly ecumenical
worship services, special observances and events in
celebration of notable campus occasions. The chaplain
also maintains information about student-led religious
and spiritual organizations that operate on campus, and
serves as the adviser for the Religious Life President's
Council, an interfaith committee of leaders from each
student-led religious/spiritual group.

Contexts for reflection on the relationship be-
tween faith and learning, as well as on personal and
societal issues, are provided through speakers, group
discussions, support groups and spiritual counseling.
Through the annual James Ross McCain Faith and
Learning Lecture, students have a chance to hear from
and interact with internationally recognized scholars
and theologians.

The chaplain's office coordinates opportunities for
volunteer service in the larger community focusing on
such issues as homelessness and housing, literacy, the
environment, health, poverty, and domestic violence.
Students may choose to participate in volunteer (op-
portunities of varying duration from a few hours, to
a weeklong alternative spring break service trip, to a
commitment that may last a semester or longer.

During the 2006-2007 academic year, service op-
portunities included traveling on a spring-break trip
to Jubilee f^artners (a Christian service community in
rural northeast Georgia), collecting used cell phones to
donate to a domestic violence prevention organization,-
sprucing up landscaping at a nearby middle school,- and
contributing canned goods for a food drive in conjunc-
tion with Black Cat festivities.

Construction on Agnes Scott's first freestanding cha-
pel began in the spring of 2007 and is scheduled to be
completed by spring 2008. A Christian chapel welcom-
ing all faiths, the Julia Thompson Smith Chapel will
be the spiritual center of our campus and affirms the
importance of faith in our community of higher learn-
ing. It will be a place of worship and will provide space
for prayer, contemplation and worship. The chapel will
seat approximately 100 and will include a multifaith
meditation room. Surrounding the chapel will be a
beautifully landscaped garden that provides vistas and
spaces for gathering and meditation

The chaplain facilitates the building of positive
community life at Agnes Scott, grounded in traditions
of faith.

CAREER PLANNING

The Office of Career Planning supports students in
entering and sustaining a satisfying career. The office
maintains relationships with hiring firms, graduate and
professional schools, friends of the college and alum-
nae. Through the office, students acquire career search
skills and the proficiency to use them throughout their
careers. Students may take advantage of experiential
learning, assessment and instruction opportunities
as well as numerous resources in the career planning
libraiy, career fairs, programs and activities related to
career planning.

Agnes Scott College Catalog 2007-2009 13

To assist in career exploration, a student may choose
to take an assessment that helps her focus on her
interests and abilities and their implications for career
decision-making. Programs to enhance the exploration
process include Career Observation Days, externships,
workshops and seminars. Students are encouraged to
participate in a summer or semester internship to gain
experience in a specific career discipline. Internships
may be paid or unpaid. Graduate or professional school
is the next step for about 25 percent of seniors.

The career-planning library resources and workshops
include directories of numerous graduate/professional
school programs, test preparation for relevant entrance
exams, assistance with decision-making, application
procedures and mock interviews. For seniors seeking
jobs after graduation, a wide range of career strategies
programming is available, and employers are actively en-
couraged to recmit students. Accepted graduate-school
students join successful job seekers in the spring tradi-

tion of ringing the bell in Agnes Scott Hall on Fridays.

Agnes Scott is a member of a consortium of small
colleges and universities that holds an annual career
fair as well as a participant in the Georgia statewide
career fair The college also assists with Emory Univer-
sity Career and Graduate School fairs that are open to
Agnes Scott students.

LEADERSHIP

Multiple opportunities for leadership development are
available on campus through regular student-leadership
retreats, workshops and programs. Each spring, a select
group of first-year students participates in the Emerg-
ing Leaders program, which includes a retreat and four
meetings focused on self-exploration, the development
of communication skills and exploration of the qualities
and values associated with successful leaders. The annual
Fall Leadership Retreat is a lime for newly elected stu-
dent leaders to plan and prepare for the upcoming year

14 Agnes Scott College www.agnesscott.edu

Agnes Scott Student Organizations, Intramural and NCAA Sports

Honors Organizations

Beta Beta Beta

Dana Scholars

Mortar Board

National Society of Collegiate

Scholars

Phi Alpha Theta

Phi Beta Kappa

Phi Sigma Tau

Pi Delta Phi

PsiChi

Sigma Alpha lota

Theta Alpha Kappa

Omicron Delta Epsilon

Religious Organizations

Baptist Student Union

Canterbury Club

Fellowship of Christian Students

Jewish Student Association

Muslim Students Association

New Life Campus Crusade for Christ

New Westminster Fellowship

Newman Club

Religious Life Council

Wesley Fellowship

Multicultural and Language
Student Organizations

ADORE (African Daughters of Ruth
Ellis)

AWISA (African and West Indian
Student Association)

Asian Women

Faust Club

French Club

Hispanic Awareness Society

International Students Association

National Coalition Building Institute

The Collective (LBTQA)

Witkaze: The Black Student
Organization of Agnes Scott College

Musical Groups/Organizations

ASC Flute Choir

ASC String Quartet

ASC Community Orchestra

Collegiate Chorale

)azz Ensemble

Joyful Noise

Sotto Voce

Student Governance Organizations

Honor Court

Judicial Board

Student Government Association

Student Senate

Student Publications

Aurora (literary magazine)

Silhouette (yearbook)

The Profile (student newspaper)

Political/Activist Organizations

Amnesty International

College Democrats

College Republicans

Common Ground

Conservative Forum

Feminist Majority Leadership Alliance

Model United Nations

NCAA Athletics

Basketball

Cross country

Soccer

Softball

Swimming

Tennis

Volleyball

Recreation, Intramural and Club
Sports

Dance team

Basketball Three vs. Three

Black Cat field hockey

Century Club

Flag football

Hiking trip

Indoor soccer

Kickboxing

Kickball tournament

Rock climbing

Softball

Swimming

Scottie 5K and i-mile walk

Scottie Fitness Leaders

Tennis

Ultimate Frisbee tournament

Water aerobics

Whitewater rafting

Other Student Organizations,
Activities and Committees

American Chemical Society
ASC Cheerleaders
ASC-TV

Astronomy Club
Best Buddies
Blackfriars
Campus Girl Scouts
Circle K

Colonnade Club
Daughters of Gaia
Emerging Leaders
F.A.D. Group (Fashion, Ambition,
Design)

Georgia Educators Association
Green Earth Organization
Handiwork Club
Habitat for Humanity
Meditation Group
Orientation Council
Poetry Etc.

Public Leadership Education Network
Pre-Med Association
Psychology Club
Publius

SAFE Women (Student Advocates for
Educating Women)
Scottie Social Dance
ShowTime Programs Board
SIMBA (Supporting Intellectual Moth-
ers with Babies and Allies)
Sleeping Eights: Math Club
Social Council
Studio Dance Theatre
Tower Council
Volunteer Board
Women in Business
Woodruff Scholar Organization

For more information about these activities,
view the Student Handbook at
www.agnesscott.edu/studentorgs or contact
student life at 404 471-6438.

Agnes Scott College Catalog 2007-2009 15

Admission

AGNES SCOTT COLLEGE seeks to enroll students of
diverse backgrounds, interests and talents whose aca-
demic and personal qualities promise success. Qualified
women ol any race, age, creed, national or ethnic origin
are encouraged to apply. The college admits qualified
students with disabilities and makes every effort to meet
their needs.

The Office of Admission, under policies and
standards established by the faculty, considers each
application and examines evidence of sound academic
preparation, ability, motivation, maturity and integrity.
Every completed application is thoroughly reviewed.

Most students are admitted on the basis of their aca-
demic and personal records without regard to financial
need. The college does consider an applicant's financial
situation in the review of applications from interna-
tional students and may consider it for students on the
margin of admissibility.

GENERAL INFORMATION

The Application

Undergraduate admission applications are distributed
by the Office of Admission and are available on the
Agnes Scott Web site: www.agnesscott.edu.

An application must be accompanied by a nonre-
fundable $35 application fee, which can be charged to
a major credit card or submitted by a check or money
order to Agnes Scott College. The application fee is
waived for applications submitted online.

The application can be submitted electronically
at www.agnesscott.edu or www.commonapp.org, or
mailed to:

Office of Admission

Agnes Scott College

141 E. College Ave.

Decatur, GA 30030-3770

The Office of Admission considers application-fee
waiver requests on an individual basis. The college
does accept the College Board's application-fee waiver
form, which sh(juld be signed by the secondary school
counselor.

Entrance Requirements

A student's record of achievement in secondary school
is the most reliable indicator of success in college.
Successful candidates most often graduate in the top
20 percent of their high school class and present a
minimum of four academic units each year. The recom-
mended high school academic program is four years of
English, two years of a foreign language, three years
of mathematics (algebra 1, 11 and geometry), two years
of laboratory science (biology, chemistry and physics)
and two years of social science. Students may be ac-
cepted without the recommended number of courses in
a particular field. Credits and diplomas must be earned
at accredited institutions.

Entrance Examinations

Applicants must present results of either the SAT 1 or
the ACT. These examinations should be taken in the
spring of the junior year or by December of the senior
year in high school. The highest scores presented by
an applicant are considered.

For information on SAT I, write, call or visit online:

The College Board SAT Program

P.O. Box 025505

Miami, FL 33102

Phone: 866 756-7346

www.collegeboard.com

Agnes Scott's CEEB number is 5002.

For information on ACT, write, call or visit online:

ACT

500 ACT Drive

PO. Box 168

Iowa City, lA 52243-0168

Phone: 319 337-1270

www.act.org

Agnes Scott's ACT code number is 0780.

Further information about SAT I and ACT also may
be obtained in high school guidance offices.

i6 Agnes Scott College www.agnesscott.edu

Interviews and Overnight Visits

An on-campus interview is strongly recommended but
not required for candidates.

Students become better acquainted with the college,
and a visit is useful in making the final college decision.
An interview is also helpful to the Office of Admission
in evaluating an application, because it allows admis-
sion officers to better understand an applicant's aca-
demic and extracurricular interests. Student-led tours,
class visits and overnight stays in residence halls may
be scheduled. Please note, overnight stays are available
to high school seniors only. To schedule an interview,
call or e-mail the Office of Admission at least one week
in advance

Alumnae are available in many areas of the country
to talk to prospective students about Agnes Scott by
telephone or through an informal interview. Candi-
dates should contact the Office of Admission for the
name and contact information of a local alumna admis-
sion representative.

For information, call or e-mail:

Office of Admission

Agnes Scott College

141 E. College Ave.

Decatur, GA 30030-3770

Phone: 404 471-6285

Toll-free: 800 868-8602

Fax: 404 471-6414

E-mail: admission@agnesscott.edu

Health Record

All students who are enrolling must submit a complete
medical history, including a certificate of examination
by their physician, as well as results of immunizations
and chest X-rays. Entrance health-record forms are
found on the enrolled student Web site and are due to
the director of student health services by July 1 .

Students with Disabilities

Agnes Scott College welcomes students with dis-
abilities and accommodates special needs, which are
determined on an individual basis.

Residence hall accommodations may include a room
assignment that meets special requirements or an alarm
system for a hearing problem. To initiate a request for

appropriate accommodations, a student meets with the
director of residential life. Students may also receive
assistance in planning traffic routes on campus.

Visit www.agnesscott.edu/disabilityservices to learn
more, or contact:

Agnes Scott College

Office of Academic Advising

Buttrick F^all, 104B

404 471-6200 and TDD 404 471 -5 1 86

Agnes Scott complies with Section 504 of the Reha-
bilitation Act of 1973 and the Americans with Disabili-
ties Act of 1990.

SECONDARY SCHOOL STUDENTS

Applying as a Senior

Seniors should apply for admission before the March 1
regular decision priority deadline. They should submit
a completed application, a high school transcript, essay,
SAT I or ACT scores, a guidance counselor's recom-
mendation and a teacher's recommendation. Agnes Scott
admits students according to these application plans:

Early Decision/First Choice (The applicant agrees to
withdraw all other college applications after receiv-
ing notice of admission and financial aid from Agnes
Scott.)

APPLICATION DEADLINE: Nov. 15
NOTIFICATION DATE: Dec. 15

Scholarship Decision

APPLICATION DEADLINE: Jan. 15

NOTIFICATION DATE: Beginning late lanuary

Regular Decision

APPLICATION PRIORITY DEADLINE: March 1

NOTIFICATION DATE: Within three weeks of
completion of file

Joint Enrollment

Some high school seniors are ready to take college
courses before graduation. Under the joint-enrollment
program, seniors (male or female) may take courses
at Agnes Scott. These students must be approved for
admission by the dean of admission. A candidate must
submit a high school transcript, SAT I or ACT scores, a

Agnes Scott College Catalog 2007-2009 17

letter from the high school counselor providing a gen-
eral recommendation and specific course approval and
the jomt enrollment application found at
\v\\'\v.agnesscott.edu/admission/p_joint_enrollment.asp.
Highly qualified high school juniors may also be consid-
ered. A maximum of 24 credit hours may be earned as a
joint-enrollment student.

Early Admission

A student judged to be ready for college after her
junior year of high school may be admitted to Agnes
Scott under early admission. The student must be
mature, academically prepared and strongly recom-
mended by her school. Most high schools grant a
diploma after a student completes first-year courses at
Agnes Scott. A student considering this should consult
her high school guidance office. Successful applicants
are classified as first-year students and use the normal
application procedures and dates. An admission inter-
view is required.

Home-schooled Students

The college welcomes admission applications from can-
didates who have been schooled at home. The Office of
Admission advises such students to contact the college
to facilitate the application process. Home-schooled
students are encouraged to provide as much information
about their curriculum as possible. Interviews and three
SAT 11 subject tests in areas such as English and math
are required. Students are evaluated individually, though
greater emphasis is often placed on standardized test
scores and writing samples.

International Students

International students are encouraged to apply online
or to send their completed forms early to avoid postal
delays.

Students whose native language is not English
and who have studies in a language other than Eng-
lish at the secondary level must submit official test
scores from the Test of English as a Foreign Language
(TOEFLj. The Agnes Scott TOEFL code is 5002.
Information may be obtained by writing to:

TOEFL Program

Educational Testing Services

P.O. Box 6151

Princeton, N.J. 08541-6151

U.S.A.

www.ets.org

Any student unable to take the TOEFL because of
cost or access should submit a statement of the circum-
stances that prohibit it and, as an alternative, submit:

Results of the SAT 1 with writing

Either a recommendation from a teacher of English
or an additional writing sample in English

All application materials (including academic tran-
scripts, grade reports or examination results) must be
submitted in English and mailed by a school official.

Advanced Placement Credit

Credit toward an Agnes Scott degree may be given for
scores of four or five on Advanced Placement
Examinations of the College Entrance Examination
Board taken in secondary school. For a full listing of
examinations and the corresponding placement and
credit information, see www.agnesscott.edu/ap

International Baccalaureate Credit

Credit toward the Agnes Scott degree may be given for
scores of five, six or seven on many of the higher-level
examinations of the International Baccalaureate taken
in secondary school. For a full listing of examinations
and the corresponding placement and credit informa-
tion, see www.agnesscott.edu/ib. Credit is not awarded
for examinations taken at the subsidiary/standard level.

Cambridge Examinations

Contact the Office of Academic Advising for informa-
tion about evaluations of A-Level and AS-Level exami-
nations administered by the Cambridge International
Examinations Board.

i8 Agnes Scott College www.agnesscott.edu

Restrictions on Credit

Students may receive either Advanced Placement
credit or International Baccalaureate credit for the same
course, but not both. A maximum of 32 credits may be
earned through a combination of Advanced Place-
ment exams, International Baccalaureate exams and
joint-enrollment credit. All inquiries and materials for
Advanced Placement, International Baccalaureate and
joint enrollment should be directed to the Office of
Academic Advising.

COLLEGE STUDENTS

Transfer Students

Agnes Scott welcomes applications from transfer stu-
dents, including graduates of two-year colleges. Trans-
fer applicants are admitted on the basis of academic
and personal achievement and motivation. In addition
to a completed application, each applicant must submit
standardized test score results (SAT 1 or ACT), an es-
say, an official transcript of all high school and college
work, an evaluation from a professor or instructor and
an official statement of good standing from the college.
Students who are on probation or have been dismissed
will not be admitted.

Transfer students are urged to visit Agnes Scott
for an interview in the Office of Admission. Transfer
students must complete the junior and senior years at
Agnes Scott and earn a minimum of 64 semester hours
in academic subjects at the college.

Transfer applications are accepted for the fall and
spring semesters. Admission decisions are made and
announced as applications are completed and openings
remain available. Priority application deadlines are:

SPRING ADMISSION, Nov. 1

FALLADMISSION, March 1

Transfer credit may be given for courses taken at
accredited institutions, provided the student has earned
a C or better and the courses fall within the scope of
Agnes Scott's curriculum. For the college to complete a
credit evaluation, course descriptions from the previous
college or university's catalog are needed. The catalog
must represent the same academic year(s) in which the

coursework was completed. To find out how to obtain
a catalog from the previous institutions attended, con-
tact the college or university registrar's office. Students
wishmg to apply a substantial body of work earned
elsewhere toward their major should check with the
Office of the Registrar.

International Transfer Students

Students wishing to transfer from another college or
university outside of the United States should supply
a certified translation from their home country of then-
record of courses taken and an evaluation of these
courses by a foreign credential evaluation service. Any
national exam results, such as the British GCE O- or
A-Levels, must be submitted. Photocopies of these
certificates should be certified by the student's high
school and bear the student's secondary school's official
seal or stamp

Transient Students

Students in good standing at other colleges may apply
as transient students at Agnes Scott for one or more
semesters and take one or more courses. An admission
request for a transient student should be filed with the
assistant dean of the college and supported by these
items sent at the student's initiative: a transcript of
record, including a statement of good standing and
a letter of approval from the student's college dean
indicating approval of the plan and specific courses to
be taken for transfer credit.

Summer Sch)ool

Summer school is open to male and female college
students in good standing with their home institu-
tions, Agnes Scott students,- high school students who
have completed their junior year and those with a
bachelor's degree who want to take a course. Sum-
mer school consists of two five-week sessions running
from late May through early August. Classes meet
Monday through Thursday for 125-minute periods
unless otherwise specified. Additional information,
including application materials, is available on our
Web site: www.agnesscott.edu

Agnes Scott College Catalog 2007-2009 19

Readmission

A student who has withdrawn from the college and
wishes to return should complete an application for
readmission. In addition to the completed application
and a nonrefimdable application fee, applicants must
submit transcripts from any college/university attended
since the original application was hied, one letter of
recommendation from a college professor who taught
the applicant and a letter stating what the applicant has
been doing since her withdrawal and why she wishes
to return to Agnes Scott. Please note the applicant may
be asked to provide additional information depending
on individual circumstances.

EMPLOYEES

The Office of Admission welcomes applications from
college employees. In addition to the employee-admis-
sion application, the applicant must submit transcripts
from any college/university attended and a personal
statement including the applicant's educational goals.
A personal interview with an admission officer (for
degree-seeking applicants only) is also required. There
is no application fee for employees. Please note the
applicant may be asked to provide additional informa-
tion depending on individual circumstances. See the
Agnes Scott College Employee Handbook for additional
information on tuition-remission policies for spouses
and dependents.

20 Agnes Scott College www.agnesscott.edu

Irene K. Woodruff Scholars

AGNES SCOTT COLLEGE welcomes women beyond
traditional college age who wish to pursue educational
objectives in a program suited to their individual needs.
Students in the Irene K. Woodruff Scholars program
enroll in regular courses and meet the same degree
requirements as other undergraduates.

Most women who enroll through Woodruff Scholars
plan to earn a bachelor's degree. Others pursue pro-
grams 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 and individually planned
and reviewed.

Woodruff Scholars var>' in age, background, marital
circumstances, socioeconomic status and degree of
participation 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.

ADMISSION

The college accepts applications for fall or spring
semester and for summer school. Applicants should
submit:

The Woodruff Scholar application, includmg a per-
sonal essay and the $35 application fee

Two letters of recommendation

Official transcripts of previous high school and col-
lege work, sent directly from institutions attended

As soon as all application materials are received,
applicants should contact the Office of Admission to
arrange an on-campus interview. Although neither the
SAT I nor ACT is required, students who have taken
this test within the past five years are encouraged to
submit their scores. Applicants who have not earned
college credit previously are asked to submit the SAT 1
or ACT

Since students in the program typically have been
out of school for several years, the college considers

a woman's personal history as well as her academic
record to determine her potential for success. Factors
such as employment outside the home, community
service, self-study and personal motivation are carefijlly
reviewed. Students who are on probation or have been
dismissed from another college or university will not
be considered.

Applications should be filed with the Office of
Admission 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 FOR
WOODRUFF SCHOLARS

Assistance is available for full- or part-time study to
women who demonstrate financial need and have
no bachelor's degree. Applicants must demonstrate
financial need or eligibility for the Middle Income
Assistance Grant, scholarships for Georgia Perim-
eter College graduates, the Agnes Scott College Phi
Theta Kappa Scholarship, or the Agnes Scott College
Presbyterian Scholarship. For most forms of financial
aid, students must enroll each semester for a minimum
of six semester hours of credit. For more details, see the
Financial Aid section.

HEALTH RECORD

The college and Georgia state law require a completed
entrance health record to be on file with Student
F^ealth Services before a student attends classes.
F^ealth-record forms are available on the enrolled-
student Web site.

EVALUATION OF TRANSFER CREDIT

Evaluation of transfer credit requires course descrip-
tions from catalogs from all colleges previously
attended be submitted to the Office of the Registrar
upon acceptance and/or enrollment. Contact the regis-
trar of a previous college or university for assistance in
obtaining catalog-course descriptions.

Agnes Scott College Catalog 2007-2009 21

Academic credit earned at other regionally accred-
ited institutions and meeting the college's standards is
applied toward the Agnes Scott degree upon clas-
sification. No more than 64 semester hours of transfer
credit will be counted toward the 128 semester hours
required for the Agnes Scott degree. A student must
earn a minimum of 64 hours in Agnes Scott academic
courses.

COURSE LOADS

At the time of enrollment, Woodruff Scholars may
elect to study full or part time. The normal load for
full-time standing is eight full-credit courses per year,
four per semester. The minimum load for full-time

standing is three full-credit courses in a semester and
seven in a year. If a Woodruff Scholar chooses to
change her standing after enrollment, she must do so in
writing to the registrar prior to the start of classes for
the semester in which she is requesting a change.

TIME LIMITS FOR COMPLETING
A DEGREE

Woodruff Scholars must complete their degrees:

Within eight years of enrollment if initially classified
as a first-year student

Within six years of enrollment if classified as a
sophomore

Within four years of enrollment if classified as a
junior or a senior.

WOODRUFF PROGRAM APPLICANTS
SEEKING AUDIT STATUS

Applicants seeking to audit a course are required to
complete the Irene K. Woodruff Scholars application
for admission with a final college transcript indicating
graduation date or a final high school transcript indi-
cating graduation date. These transcripts must be sent
directly from the institutions attended. An interview is
also required.

NONDEGREE CANDIDATES

Students enrolled in the Woodruff Scholars program
who do not intend to obtain a degree may earn a
maximum of 24 semester hours of credit Nondegree
candidates will not be classified.

The dean of the college may make exceptions to any
of the above

INTERVIEWS AND VISITS

Women considering the Woodruff Scholars program
are encouraged to visit the campus. Arrangements to
attend classes may be made through the Office of Ad-
mission. An interview is required of all applicants.

Admission officers welcome the opportunity to meet
with prospective students to answer questions about
the program or to discuss transcripts of previous col-
lege work.

22 Agnes Scott College www.agnesscott.edu

Tuition and Fees

STUDENT TUITION AND FEES at Agnes Scott meet
less than half of the college's annual operating costs.
The difference between student payments and college
operating expenses comes from general endowment
income and gifts and grants. Fees for full-time students
for the 2007-2008 academic year are:

Tuition

Room and board

Student activity fee

Technology fee

F^ealth-insurance fee

Total

$26,600
$ 9,350
$ 175
$ 200
$ 412
$36,737

A student's financial aid package will be considered
when determining amounts due each semester. Due
dates for tuition and fees are Aug. 15 for fall semester
and Jan. 1 for spring semester. Payments made after
the stated due dates will be assessed a $250 late pay-
ment fee. The late registration fee is $10.

All new students pay a nonrefundable $35 application
fee and a $350 enrollment deposit on or before May 1 .
The enrollment deposit is nonrefundable after May 1 .

Returning full-time students pay a nonrefundable
$150 deposit by March 15. This deposit entitles stu-
dents to reregister and to select a residence-hall room
for the next year. A nonrefundable $150 continuation
fee is also required of students who are on approved
leaves of absence.

Students who take less than a full academic load ( 12
semester hours) pay tuition on a semester basis at a rate
of $ 1 , 1 08 for each credit. Physical education classes
count as one credit for billing purposes. Any additional
monies due to the college as a result of course changes
during the 10-day drop/add period are due at the time
of the change. No billing adjustment will be made after
the 1 0-day drop/add period. The $ 1 75 student activity
fee and $200 technology fee are not included in these
charges. These fees are due at the beginning of the first
semester of an academic session in which the student is
enrolled for six or more semester hours.

Summer-school tuition is set each year,- 2007 tuition
was $395 per hour. Most courses are four credit hours.
For lab courses, the laboratory fee is $25. There is a

$75 facilities fee for non-Agnes Scott students, which
includes parking, ID, Internet access, and use of the
library, swimming pool and track. Summer housing is
available for Agnes Scott students only and is provided
in the theme houses and Avery Glen Apartments.
Details about housing are available in the Office of
Residence Life, 404 471-6408.

TECHNOLOGY FEE

The technology fee of $200 supports expansion and
enhancements of technology-related expenditures that
directly benefit students. The fee is due at the beginning
of the first semester of the academic session in which a
student is enrolled for six or more semester hours.

GRADUATION FEE

A nonrefundable graduation fee of $150 to cover rental
of cap, gown, hood and purchase of the diploma is
required of all students who expect to graduate. This
payment is due when tuition, fees and room and board
charges for the spring semester are paid.

PAYMENT POLICY

A student may not register or attend classes until ac-
counts have been paid satisfactorily in the accounting
office. All financial obligations to the college must be
met before a student can receive a diploma, a transcript
of record or official grades.

REFUND POLICY

A refund refers to college charges that are refunded to
the student and/or to the financial aid sources that cov-
ered those charges. Refunds are made within 30 days of
the student's withdrawal. Students who withdraw from
Agnes Scott on or before the first class day of a semester
will receive a full refund of any payment made toward
tuition, room and board and student fees. No refund
will be made of the $350 enrollment/$150 reregistration
deposit.

The mandatory health fee is nonrefundable for stu-
dents who withdraw after the first day of class during a
semester.

Agnes Scott College Catalog 2007-2009 23

Agnes Scott's institutional refund policy for tuition,
room and board is:

90 percent refund when withdrawal is after the first
day of class and before the end of the first 10 percent
of the semester,-

50 percent refund when withdrawal is after the first
10 percent and before the end of the first 25 percent
of the semester,- and

25 percent refund when withdrawal is after the first
25 percent and before the end of the first 50 percent
of the semester.

The date of withdrawal is the date the official with-
drawal form is received by a dean for signature or the
date of withdrawal specified by the student, which-
ever is later. The semester begins with the first day of
class. The first week of the semester is the seven-day

period beginning on the first day of class. The point
of withdrawal is measured in weeks, and the student
is considered to have withdrawn within a given week,
as defined above, if the withdrawal date is prior to the
end of that week.

For federal financial aid, if a student withdraws on or
before the 60 percent point in the semester, the refund
amount is calculated using the statutory pro rata refund
policy set by the U.S. Department of Education. The
pro rata refimd is calculated based on number of days
attended divided by the number of days in the semester.

Federal refunds are applied in this order, as pre-
scribed by federal law and regulations:

Unsubsidized federal Stafford Loans

Subsidized federal Stafford Loans

Federal Parent Loans for Undergraduate Students

Federal Pell Grants

24 Agnes Scott College www.agnesscott.edu

Federal Supplemental Educational Opportunity
Grants

Any additional refund ol char^^es, after federal funds
have L^een returned, will be returned in the following
order:

State aid

Institutional aid

Third-party scholarships

Student

MONTHLY STATEMENTS OF ACCOUNT

Each student will receive a monthly account state-
ment from the college if a balance is due. Statements
include, but are not limited to, tuition, room and board
charges, Wellness Center charges, parking fines and
library fines. Statements are due and payable upon
receipt, unless otherwise stated for tuition and room
and board fees.

DELINQUENT ACCOUNTS

It is the college's stated policy to turn over past-due
accounts to an outside collection agency and to use the
full extent of the law to collect delinquent accounts.

HEALTH INSURANCE

The college ief|uiies all students to have health insur-
ance. StLidents enrolled for six or more credit hours are
required to be covered by Agnes Scott health insur-
ance. The fee is charged and payable when tuition,
room and board and fee charges are due. The program
details are sent by the insurance company in early July.

International students are required to enroll in the
International Students Health Insurance Plan provided
by the college.

There is no charge to resident students for routine
treatment in the Wellness Center

TELEPHONE SERVICE

The college provides each room with a telephone con-
nection. Local phone service is provided at no cost to
each student. Each student is responsible for providing
her telephone and making arrangements for long-dis-
tance service,

VEHICLE REGISTRATION

Vehicle registration is $100 for the academic year or
$60 for one semester.

Agnes Scott College Catalog 2007-2009

25

Financial Aid

THE PURPOSE OF FINANCIAL AID at Agnes Scott
is to provide access to a high-quality educational
experience for students who could not otherwise afford
to pay the full cost of attending the college. Because
Agnes Scott is a highly selective institution, all of our
students bring special talents and abilities that en-
hance the quality of our community, and it is for these
reasons they are admitted. Agnes Scott is committed
to determining a student's eligibility for financial aid
based on a detailed assessment of the income, assets
and special circumstances presented by her family.
Although the college offers a generous merit-based
scholarship program rewarding academic and leader-
ship accomplishments, it is our desire to open the
doors of the college to highly qualified students from
all economic backgrounds.

NEED-BASED ASSISTANCE

Financial need is evaluated by the financial aid office
after a student has been admitted. Based on this evalu-
ation, a student may be offered a financial aid package
consisting of one or more grants, a federal Stafford Stu-
dent Loan and the offer of campus employment.

The primary factors used to determine eligibility for
financial aid are:

Parent and student income

Parent and student current assets

Federal, state and FICA taxes paid

Number of people dependent on the family income

Number of family members in college

Age of parentis) or guardian(s)

Extraordinary expenses, such as high medical bills

Once a student's eligibility for financial assistance is
determined, assistance from all sources, including merit-
based scholarships, is applied toward the eligibility.

AWARDS BASED ON OTHER FACTORS

Agnes Scott students also receive financial assistance
based on factors that include:

Academic achievement

Community service

Leadership

Extracurricular involvement

State residence

Scholarships are available for students with varying
backgrounds and levels of achievement. Scholarships
are based on a variety of criteria and are renewable for a
maximum of three additional years. Contact the Office
of Admission for information on merit-based scholar-
ships for entering first-year and transfer students.

PRESBYTERIAN SCHOLARSHIPS

National Presbyterian College scholarships of up to
$ 1 ,400 are awarded to entering first-year students who
are members of the Presbyterian Church (U.S.A.).
Selection is based on scholastic ability and family fi-
nancial circumstances. Prospective students may obtain
applications by writing:

National Presbyterian College Scholarship

100 Witherspoon St.

Louisville, KY 40202-1396

TRANSFER AND WOODRUFF SCHOLAR
SCHOLARSHIP PROGRAMS

Scholarships are available to graduates of Georgia
Perimeter College. Applicants must have graduated
from Georgia Perimeter College within 12 months
prior to beginning at Agnes Scott. Two scholarships
are awarded annually.

Phi Theta Kappa scholarships are available to mem-
bers of this two-year honor organization. Two scholar-
ships are awarded annually.

Transfer scholarships are available to students who
apply by the March 1 transfer priority deadline.

Contact the Office of Admission for additional
information.

GOVERNMENT SOURCES OF
FINANCIAL ASSISTANCE

State of Georgia Grants

Qualified Georgia residents are eligible for the Georgia
Tuition Equalization Grant (in the amount of $1,050

26 Agnes Scott College www.agnesscott.edu

tor 2007-2008). To qualify, a student must have been
a legal resident of Georgia for the 12 months immedi-
ately preceding enrollment at Agnes Scott and must be
registered for at least 12 semester hours 14 days after
the end of the drop/add period.

The Georgia Tuition Equalization Grant is not based
on the financial situation of the student's family. It
recognizes the important role independent colleges
play in reducing the cost to taxpayers for the education
of Georgia citizens. Applications can be obtained from
the Agnes Scott financial aid office or online at
www.gsfc.org.

HOPE scholars are eligible to receive a HOPE
scholarship of $3,000 from the state of Georgia as well
as a $3,000 HOPE-matching award from Agnes Scott.
(Other scholarship funds awarded by the college may
count toward the total.)

Federal Programs

Two programs provide federal grant funds. The Pell
Grant program makes need-based awards based on
information provided on the Free Application for
Federal Student Aid. The grants are for a maximum of
$4,310 for 2007-2008. Federal Supplemental Educa-
tional Opportunity Grants range from $100 to $4,000.
Completing a FAFSA is all that is necessary to apply for
both programs.

Federal work-study program funds provide part of
the wages paid to students who are awarded campus
jobs in their financial aid package.

The federal Stafford Student Loan program enables
students to borrow directly from banks, credit unions,
savings and loan associations and other participating
lenders. Students must complete the Free Application for
Federal Student Aid to be eligible for a federal Stafford
Loan. The low-interest loans are repayable beginning six
months after ceasing at least half-time enrollment.

The Stafford Loan program limits the amount
students may borrow annually to $3,500 for first-year
students, $4,500 for sophomores, $5,500 for juniors
and seniors and $8,500 for graduate students begin-
ning in 2007-2008. If the results of the aid application
indicate a student is eligible for an interest subsidy, the
federal government will pay the interest while the stu-
dent is attending an eligible institution on a half-time
or greater basis. Students who are not eligible for the

interest subsidy may borrow under the federal Stafford
Loan program. However, the student is responsible
for accrued interest, which may be paid on a periodic
basis or added to the loan principal. Any student who
has difficulty locating a Stafford Loan lender should
contact the Agnes Scott financial aid office.

Application Procedures

Agnes Scott requires all U.S. citizens and permanent
residents applying for need-based aid to complete the
Free Application for Federal Student Aid.

Currently enrolled students seeking aid for the next
session should complete the FAFSA online or obtain a
paper application from the Office of Financial Aid.

Determination of College Awards

The financial aid office uses information from financial
aid applications to determine the amount of family
resources that should be available to the student for
college expenses. Among the factors used in the analy-
sis are family and student income and assets, taxes,
the number of people in the household, the age of the
older parent and the number of children in college.

The FAFSA financial aid application must be pro-
cessed and received in the financial aid office at Agnes
Scott by May 1 to receive a priority package. Students
should submit their application for processing two
weeks prior to the Agnes Scott deadline.

Students must inform the financial aid office of any
significant changes in the financial situation of their
families that might result in an increase or decrease in
aid.

Notification of Awards

Students are notified of their financial aid award for the
coming session as soon as possible after the financial
aid office receives processed financial aid applications.

Confidentiality of Awards

Since an award amount reflects a family's financial cir-
cumstances, the college considers the award a private
matter between the student, her parents and the finan-
cial aid office. In accordance with The Family Edu-
cational Rights and Privacy Act of 1974, Agnes Scott
will not release this information to others without the
student's written consent.

Agnes Scott College Catalog 2007-2009 27

Student Responsibilities

Students interested in tinancial assistance at Agnes
Scott must apply for all federal and state grants that
may he availahle to them. Students are encouraged to
investigate the possibility of aid through community
agencies, local foundations, corporations, unions and
religious and civic groups.

Students are responsible for knowing and complying
with all instructions and regulations of various student
assistance programs.

Financial aid awards are made for one year and
are renewable on evidence of continued eligibility
as indicated by the results of completed financial aid
applications each year. All financial aid programs must
be applied for annually. Students must make satisfac-
tory progress toward completion of their degrees to
continue receiving financial assistance.

Students receiving financial assistance who withdraw
from the college during the refund period may not
receive refunds personally. Instead, the refund will go
to the various accounts of the programs from which
funds were issued. In cases where students withdraw
from the college and have received cash for nondirect
educational expenses, repayment of unused funds may
be necessary.

DURATION OF AID ELIGIBILITY

Funded assistance normally is available only for the
equivalent of eight semesters of full-time study. Stu-
dents who attend part time or who transfer in credits
from an institution in which they previously were ma-
triculated or degree seeking will have their aid eligibil-
ity prorated accordingly.

Students are eligible to receive Title IV federal
financial aid for no more than 12 full-time equivalent
semesters of study. Eligibility will be prorated for trans-
fer and part-time students. For example, a Woodruff
Scholar who enrolls as a first-semester junior and at-
tends half time each semester will be eligible to receive
federal financial aid for no more than eight semesters.

Students who drop or add courses during the first 10
calendar days of the semester will have their financial
aid awards revised to reflect any change in enrollment
status (full time, three-quarter time or half time). A
student's enrollment status at the end of the 10-day

period will be used in the computation of the student's
duration of financial aid eligibility.

SATISFACTORY ACADEMIC PROGRESS

Students must maintain satisfactoiy academic prog-
ress to receive financial assistance through programs
authorized by Title IV of the Higher Education Act
as amended through state-administered programs and
through college-funded programs.

The criteria for standards of progress and academic pro-
bation also determine financial aid probation. When a stu-
dent IS placed on academic probation, she also is placed
on financial aid probation and is sent written notification.
If a student continues on academic probation for a third
consecutive semester, her financial aid is terminated.

All Agnes Scott scholarships based on merit re-
quire specific academic achievement for renewal. The
requirements vaiy and are included in the scholarship
notification.

APPEALS AND REINSTATEMENT OF AID

A student may appeal her financial aid award. A written
appeal must be submitted to the director of financial
aid within two weeks of receipt of her financial aid
award. Students will receive written notification of the
appeal decision.

A student also may appeal the termination of her
financial aid. If circumstances warrant, the financial aid
may be reinstated. A written appeal must be submitted
to the director of financial aid by the date specified on
the notification of termination of aid. The student will
receive written notification of the decision to grant or
not grant the appeal.

If the appeal for continuation of financial aid is de-
nied, the student can regain eligibility for financial aid
by attending at her own expense and accumulating the
hours and/or raising her cumulative grade point aver-
age to the level required to regain good standing.

If a student is dismissed or withdraws from the col-
lege while ineligible for financial aid because of failure
to make satisfactory academic progress, she can request
reinstatement of aid eligibility upon readmission to the
college by sending a written request to the director of
financial aid. If circumstances warrant, the financial aid
eligibility may be reinstated. The student will receive

28 Agnes Scott College www.agnesscott.edu

written notification of this decision. Students who wish
to appeal the termination of their merit-based scholar-
ship must appeal in writing to the director of financial
aid. Students will receive a written response regarding
the appeal decision

OTHER FINANCING OPTIONS

The college offers several other options for financ-
ing an Agnes Scott education. These programs are
designed to help a student's family manage resources
in ways that will enable them to make their expected
contribution toward college costs. Detailed informa-
tion on these programs is available in the Office of
Financial Aid.

Federal Parent Loan for Undergraduate Students.
This federal loan program enables parents of en-
rolled students to obtain federally insured loans at

a low interest rate through banks, credit unions and
savings and loans. Parents may l^orrow a ma-\imum of
the cost of education less other financial assistance.

Private Alternative Student Loans. Alternative loans
enable students to borrow additional educational
funds through various lenders. The loans do require
credit approval. Students may borrow a maximum of
the cost of education less other financial assistance.

Agnes Scott College 10-Month Payment Plan. The
payment plan divides college costs into 10 interest-
free monthly payments. An application with fee must
be filed annually.

INTERNATIONAL STUDENTS

International student applicants must complete the
International Student Certificate of Finances and the
College Board's International Student Financial Aid
Application, available from the Office of Admission or
from the college Web site at www.agnesscott.edu. A
limited amount of financial assistance based on merit or
need is available for international students.

International students must be able to provide for
their own transportation, vacation and summer expens-
es and health insurance. Jan. 1 is the priority deadline
for receipt of all admission and financial aid documents
from international students interested in aid.

International students planning to stay in the United
States during the summer vacation must bring with
them an additional $2,400 for summer-living expenses
because on-campus and off-campus employment dur-
ing the summer cannot be guaranteed. Only those who
meet special eligibility criteria and who can submit
pertinent documentation may obtain authorization for
off-campus employment during the academic year and
summer.

International students are required to be continuous-
ly enrolled in a comprehensive health-insurance plan
subscribed by Agnes Scott College. Fees for the plan
are included in the statement of charges each year.

WOODRUFF SCHOLARS

Financial assistance is available for full- or part-time
study to women pursuing their first bachelor's degree.
Applicants must demonstrate financial need or eligibil-
ity for the Middle Income Assistance grant, the Agnes
Scott College Scholarships for Georgia Perimeter Col-
lege graduates or the Agnes Scott College Phi Theta
Kappa Scholarships. For most financial aid programs,
recipients must enroll each semester for a minimum of
six semester hours of credit. Woodruff Scholar appli-
cants who wish to apply for financial assistance should
file their aid applications at least two months prior to
the beginning of the semester for which they plan to
enroll. (See Woodruff Scholars section on pages 21-22
for details.)

POST-BACCALAUREATE STUDENTS

Loan assistance is available to certificate-seeking post-
baccalaureate students. Students must complete the
Free Application for Federal Student Aid to qualih' for
federal loans.

GRADUATE STUDENTS

Loan assistance is available to students enrolled in the
Master of Arts in Teaching program. Students must com-
plete the Free Application for Federal Student Aid to
qualify for federal loans. The F4ope Teacher Scholarship
loan program provides forgivable loans for individuals
pursuing M.A.T degrees in critical shortage fields of
study.

Agnes Scott College Catalog 2007-2009

29

Academic Program

THE ACADEMIC PROGRAM emphasizes intellec-
tual independence, academic excellence and informed
choice. Each student is responsible for her course of
study within the parameters of academic excellence
set by the college's specific, distributional and depth
standards.

The normal course load for students is four four-
credit courses per semester. Faculty members teach
three courses one semester and two courses the other.
This plan allows students more time to explore top-
ics in greater depth and with more intensity. Faculty
members have more time to engage in collaborative
research/projects with students and research for their
own scholarship.

OFFICIAL COLLEGE COMMUNICATION

Students are expected to check their mail boxes in the
post office in Alston Campus Center and their Agnes
Scott e-mail accounts regularly for "Official College
Correspondence." These letters and e-mails will be
important to the student and will be from the following
offices: president, dean of the college, dean of students,
academic advising and registrar. Correspondence from
student judicial bodies also is considered "Official Col-
lege Correspondence." "Official College Correspon-
dence" will be marked accordingly. Students are held
accountable for reading and responding to these letters
and e-mails within a reasonable time or by the specified
date in the e-mail or correspondence.

DEGREE REQUIREMENTS

Agnes Scott confers the Bachelor of Arts. To qualify
tor a degree, each student must successfully com-
plete I 28 hours of credit, including no more than 10
semester hours of internship credit, with a cumula-
tive grade point average of 2.0 (C average),- complete
two physical education courses,- satisfy the specific,
distributional, social and cultural analysis and depth
standards,- and satisfy the residency requirement. Stu-
dents must have a cumulative GPA of 2.0 in the major
to receive the degree. A student must also complete

and submit an application by the first day of course
selection in the semester prior to the one in which
she intends to graduate. (Forms are available in the
registrar's office.)

The academic program encourages informed choice
within the parameters of academic excellence. These
include four standards: specific, distributional, social
and cultural analysis and depth. A student satisfies
these standards by completing designated courses in
the respective areas or in some cases by exemption.

SPECIFIC STANDARDS

Specific standards ensure a student's competence in
writing, foreign language and physical fitness. These
courses (or their equivalents) satisfy specific standards.
Exceptions are considered individually

1. English composition and reading

English 1 10 provides reading and writing skills nec-
essary for success in college coursework. Through
literary study, students increase sophistication in the
areas of research, analysis and communication.

Requirement: One semester course taken while
classified a first-year student

2. First- Year Seminar

The goals of First-Year Seminars are multiple and
varied. The seminars provide an intellectual orienta-
tion to college learning, including appreciation of
liberal education and academic engagement,- empha-
size certain fundamental intellectual skills including
writing, speaking and critical thought,- and embody
a structural experience often associated with the
upper division, yet exclusively tailored for first-year
students.

Requirement: One semester course from a list of
approved courses taken while classified a first-year
student

30 Agnes Scott College www.agnesscott.edu

3- Foreign language

The knowledge ot other languages encourages an
understanding both of other cuhures and of one's
own. To this end, students are expected to attain
intermediate proficiency in a given language by
means of completion of a sequence of courses or
through exemption based on academic preparation
or examination

Requirement: Intermediate level of a foreign
language; Chinese 202,- French 202,- German 202,-
Japanese 202; Latin 202,- Spanish 202,- Greek,
two semesters at the 200-level; or other approved
languages taken elsewhere. Students whose native
language is not English should see the Office of
Academic Advising.

4. Physical education

Physical education develops the mind-body relation-
ship, exposes students to a variety of activities that
are suitable for lifetime participation and develops
in them an awareness of their personal health and an
appreciation of physical fitness and wellness.

Requirement: Two courses in physical education,
any courses in the physical education program or
any one-credit dance-technique courses will fulfill
this requirement.

DISTRIBUTIONAL STANDARDS

Distributional standards introduce a student to the
ways of thinking and subject matter of broad areas of
human inquiiy. These courses (or their equivalents)
satisfy distributional standards. Exceptions are consid-
ered individually.

Cross-listed courses count in the distributional area
of the department in which the faculty member teach-
ing the course is appointed.

1. Humanities and Fine Arts
a. Literature

The study of literature allows a student to gain per-
spective on the human experience, to develop writ-
ten and oral skills of analysis and argumentation and
to develop an appreciation of verbal art and craft.

Requirement: One semester course

Classics: Any course under the "Classical Literature
in English" heading of the department of Classics

English: Any course under the "English Literature"
heading of the department of English except 280

French: 24 1 , 242, 243 or any more advanced

literature course

German: 222 or any more advanced literature

course

Greek: any 200- or 300-level course

Latin: 202 or any course above this level

Spanish: 223 or any more advanced literature

course

b. Religious and Philosophical Thought

Courses in religious and philosophical thought
emphasize the study of primary texts and expose
students to their historical and cultural contexts.
Both disciplines address fundamental and enduring
questions about the human condition, the nature of
ultimate reality and the challenges of living respon-
sibly. These courses develop the skills of critical
analysis appropriate to these questions.

Requirement: One semester course
Rehgious Studies: Any course
Philosophy: Any course except 220

c. Historical Studies and Classical Civilization

The study of history and classical civilizations allows
the student to appreciate the cultural foundations of
the world in which she lives. Through the develop-
ment of critical-thinking skills and engagement with
the geographic and chronological range of human
experience, the student will better recognize patterns
of cultural inheritance and be prepared for informed,
thoughtful global citizenship.

Requirement: One semester course -

History: Any course except 290

Classics: Any course under the "Classical History
and Culture in English" heading of the classics
department

Agnes Scott College Catalog 2007-2009 31

d. Fine Arts

Studying the tine arts art, creative writing, dance,
music and theatre provides imaginative insight into
the human condition and reveals how artists and
communities express their shared humanity across
cultures and throughout history. Students experience
the value and power of the arts through a course that
addresses historical and theoretical aspects of a dis-
cipline, development of personal abilities or general
appreciation for a fine art.

Requirement: One semester course

Art: Any course under the "Art History and
Theory" heading of department of art and art his-
tory,- 160 or 170

Creative writing: English 200, 201, 202, 203, 205,
300, 301, 302 or 303

Dance: Dance 308,315,317 or 340

Music: Any course except applied music and
ensemble

Theatre: Any course except 108 and 1 17

2. Natural Science and Mathiematics

a. Mathematics

The study of mathematics develops quantitative and
analytical skills. Mathematics enhances a student's
approach to problem solving and critical thinking,
increases her ability to handle the abstraction of con-
cepts, teaches her to think logically and to analyze
problems quantitatively. In addition, some literacy
and proficiency in the language of mathematics is
necessary to understand the scientific world and suc-
ceed in an increasingly technological society.

Requirement: One semester course
Mathematics: Any course
Philosophy: 220

b. Natural Science

The study of science promotes critical analysis and
introduces students to powerful methods of inquiry
about the natural and physical world. These skills
and approaches prepare them to compete effectively
in a world where scientific discovery profoundly

affects their daily lives. The requirement allows
students to experience a specific scientific discipline
as well as to make connections between the sciences
and the arts, humanities and social sciences.

Requirement: One semester course that includes
a laboratory science and one additional semester
course either a second science course or a course
that relates science to another discipline or disci-
plines

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

Biology: 100, 191 or any course (with a laboratory
section) for which the student qualifies

Chemistry: 101 and 101 L or any course (with a
laboratory section) for which the student qualifies

Physics: 102, 1 10 or any course (with a laboratory
section) for which the student qualifies

Additional science: One semester course
Any science course for which the student has com-
pleted prerequisites or any course from an approved
list of science-related courses. Nonlab options
available for fulfilling the second science require-
ment are:

Astronomy: 1 2 1 (may be taken without lab) or
150

Biology: 150, 210 or 230

Chemistry: 100, 102 (may be taken without lab),
ill or 2 1

History: 344

Physics: 160 (may be taken without lab)
Psychology: 201 or 220
Religious Studies: 210
Women's Studies: 225

3. Social Sciences

Social science courses make systems of knowledge
available to students that allow them to explain,
interpret and critically analyze human behavior and
social structures. The courses provide students an
introduction to the role the social sciences play in
understanding the human condition

32 Agnes Scott College www.agnesscott.edu

Requirement: One semester course
Anthropology: 101 or any course for which the
student qualities

Economics: 101 or any course for which the
student qualifies except 202, 2 1 0, 2 11 , 2 1 2, 240 or

327

Political Science: any course

Psychology: 100 or any course for which the
student qualifies

Sociology: 101 or any course for which the stu-
dent qualifies

SOCIAL AND CULTURAL
ANALYSIS STANDARD

The social and cultural analysis standard ensures that
all students include in their academic program a course
that reflects, in an appropriate academic context, the
college's appreciation of diverse cultures and commit-
ment to justice. A student satisfies this standard by
completmg a course chosen from those that have as
their central focus the critical examination of relation-
ships, interactions and outcomes among dominant and
marginalized cultures, subcultures and groups in the
United States and abroad.

Requirement: One semester course
Africana Studies: 170
Anthropology: 101, 270 or 304
Atlanta Semester: 301

Classics: 341
Economics: 330

English: 216,218, 325, 340 or 352,- other top-
ics courses will include this information in their
specific descriptions published in the Catalog
Supplement
French: 355 or 365

History: 220, 261, 318, 330, 335 or 336
Music: 204, 205, 219, 220 or 308
Philosophy: 245

Political Science: 1 25, 2 1 1 , 3 11 , 3 1 3, 325, 355 or
360

Psychology: I 30 or 240

Religious Studies: 131, 207, 212,213, 224, 235,
275, 314 or 331

Sociology: 217, 221, 2 30, 325 or 370

Spanish: 354, 364, 370 or 480

Women's Studies: 100, 235, 263, 310 or 340

DEPTH STANDARD (MAJOR)

The depth standard requires a student's command of a
particular subject matter by her completion of a major.
In addition to existing disciplinary and interdisciplinary
majors, Agnes Scott allows interdisciplinary student-
designed majors. A major is:

A minimum of 32 semester hours within one dis-
cipline, exclusive of required courses outside the
discipline and exclusive of internships. In interdis-
ciplinary programs, the minimum hours are speci-
fied by the program. A course may be counted
toward the minimum hours required for a major m
only one major except as permitted by the affected
department(s) or program(s).

A. maximum of 56 semester hours within one dis-
cipline, exclusive of required courses outside the
discipline but inclusive of internships. This maxi-
mum does not include credits awarded for Ad-
vanced Placement or International Baccalaureate.
In interdisciplinary programs, the maximum hours
are specified by the program. Any hours exceed-
ing the maximum must represent work beyond the
128 semester hours required for the degree. For
example, a student who takes 60 semester hours in
her major must complete at least 1 32 total semes-
ter hours to graduate

Students must have a cumulative GPA of 2.0 in the
major to receive a degree.

Credit received in satisfying specific and distributional
standards may apply to depth standards. A student
should consult her major adviser. A student must select
a major by the end of her sophomore year. Transfer
students who enter as juniors must select a major upon
enrollment. Information on majors is provided under
the departmental and program listings. First-year and

Agnes Scott College Catalog 2007-2009 33

sophomore students should review the requirements of
majors they are considering to determine if any courses
must be taken during the first and second years.

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

Selecting a major requires a student to request a major
adviser from the Office of Academic Advising. The
student then meets with the adviser to complete major
cards.

MINORS

A student may elect a minor field of study in addi-
tion to her major. Minors are available as specifically
described under certain departments and programs in
this catalog. These policies apply to minors:

Courses taken to complete a major may not be
used to complete a minor and conversely except
as permitted by the affected department(s) or
program(s).

Credit received in satisfying specific and distribu-
tional standards may apply to a minor. A student
should consult the chair of her minor program for
assignment to an adviser

Students must have a minimum cumulative GPA of
2.0 in the minor to achieve the minor.

No internship credits may be used to satisfy the
minimum hours/courses for the minor, unless a
credit internship is specifically permitted within
the minor

RESTRICTIONS

Several restrictions apply to meeting graduation
standards:

The maximum number of majors and minors a
student may complete for credit is three,- at least
one but no more than two must be a major.

The term one semester course means a course of at
least four semester hours.

Credit received in satisfying specific standards
cannot apply to distributional standards.

Credit received in satisfying distributional stan-
dards cannot apply to specific standards.

Credit received in satisfying distributional stan-
dards may be applied to the social and cultural
analysis standard.

Courses taken to satisfy any standard cannot be
taken on a pass/fail basis.

No more than one specific or distributional stan-
dard may be satisfied by transfer credit or under
the Atlanta Regional Council for Higher Educa-
tion cross-registration program after a student has
enrolled.

No course may be used by a student to satisfy
more than one distributional standard.

No more than one distributional standard may be
satisfied in one department (except for courses in
creative writing, Philosophy 220, History 344,
Philosophy 230 and Religious Studies 210).

Cross-listed courses count in the distributional
area of the department in which the faculty mem-
ber teaching the course is appointed.

SATISFYING THE SPECIFIC
AND DISTRIBUTIONAL
STANDARDS BY EXEMPTION

A student exempted from a standard does not always
receive credit toward her degree. For example, a student
may demonstrate she has achieved the intermediate level
of a foreign language. In that case, the student would be
exempted from the foreign-language specific standard
but would not receive any credit hours. In other cases,
a student may receive credit hours and exemption of a
specific or distributional standard from her scores on
the Advanced Placement examination of the College En-
trance Examination Board or the International Baccalau-
reate examinations. See Advanced Placement Credit and
International Baccalaureate Credit in the Admission sec-
tion on pages 18-19. Inquiries about exemption should
be made to the Office of Academic Advising.

34 Agnes Scott College www.agnesscott.edu

RESIDENCY REQUIREMENT

The junior and senior years, or three of the four years
including the senior year, are to be completed at Agnes
Scott. All students must earn a minimum of 64 semester
hours in Agnes Scott academic courses toward the 128
hours required for the degree. Credits from approved
study abroad are treated as Agnes Scott resident credit.

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 institution. A request for
exception to the residence requirement must be filed
with the assistant dean of the college by the beginning
of the spring semester of the preceding session. Permis-
sion may then be granted by the dean of the college on
the recommendation of the chair of the major program
and of the associate dean of the college

TRANSFER CREDIT

Courses taken at other regionally accredited colleges
and universities in the United States will be accepted
for transfer provided these courses are in subjects
generally recognized as appropriate for liberal arts
colleges and are either comparable to courses offered
at Agnes Scott or are applicable to a degree program at
Agnes Scott. Transfer credit is given for grades of C- or
better. No credit is given for academic courses without
grades of A, B or C. Transfer credit is evaluated by the
registrar's office. Courses taken outside of the United
States in preapproved study-abroad programs will be
evaluated by the assistant dean of the college for ac-
ceptance as transfer credit.

After enrollment at Agnes Scott, any course taken at
a regionally accredited college or university that has
been approved by the assistant dean of the college will
be accepted for transfer credit if the student receives a
C- or better.

Once enrolled, a student may satisfy only one spe-
cific or distributional standard at another institution.
This applies to students on leave of absence, students
who have withdrawn and been readmitted, cross-regis-
tration students and students attending summer school
or doing transient work.

An enrolled student may transfer a maximum of 24
semester hours of credit to Agnes Scott from another

institution, including work taken in summer school, as
a transient student, while on leave of absence or after
the student has withdrawn and before readmission to
the college. Only 12 of these 24 hours may be taken
while on leave of absence. These hourly restrictions do
not apply to students in approved study abroad, Wash-
ington Semester, cross-registration or exchange pro-
grams. Grades for credit earned at another institution
are not factored into a student's grade point average.

A student must earn a minimum of 64 hours in Agnes
Scott academic courses toward the 128 academic hours
required for the Agnes Scott degree. A maximum of
32 credits may be earned through a combination of
Advanced Placement exams. International Baccalaure-
ate exams and joint-enrollment credit. A minimum of
16 hours toward a major must be completed in Agnes
Scott upper-level academic courses. A minimum of
12 hours toward a minor must be completed in Agnes
Scott academic courses. The dean of the college may
make exceptions to these policies.

EVALUATION OF TRANSFER CREDIT

The registrar's office may require course descriptions
from catalogs and/or syllabi from all colleges previous-
ly attended. Contact the registrar of previous colleges
or universities to obtain catalog course descriptions
and/or syllabi.

When evaluating transfer credit for satisfying
specific, distributional or depth standards, a course
approved as an appropriate equivalent will satisfy the
standard regardless of the credit value it carries at
another institution. When evaluating transfer credit for
purposes of progress toward degree completion, an ap-
proved course will cany the specific number of credits
or hours assigned by its originating institution and will
be applied toward the student's credit total.

SUMMER SCHOOL/TRANSIENT CREDIT

Credit for approved summer/transient courses at
regionally accredited colleges and universities may be
applied to Agnes Scott degree requirements. Stu-
dents cannot earn transient credit at other colleges
during the fall and spring semesters for courses that
are being offered at Agnes Scott that same semester.
After enrolling at Agnes Scott, no credit is given for a

Agnes Scott College Catalog 2007-2009 35

summer school/transient course if the grade is below a
C-. Grades for summer school/transient courses are not
factored into a student's grade point average.

Students planning to take summer school/transient
courses should consult the Office of Academic Advis-
ing before enrolling in another institution. All courses
require approval by academic advising m consultation
with the appropriate academic program chair or direc-
tor. A student's academic adviser must also approve
these courses to ensure that they are compatible with
the student's overall academic program. Only one spe-
cific or distributional standard may be satisfied by work
in summer school/transient credit. Courses to satisfy
depth standards must also be approved by the chair of
the student's major program. Usually no more than two
semester courses of summer school/transient work may
apply to the requirements for a major.

Usually no more than one semester course of sum-
mer school/transient work may apply to minor require-
ments. Such courses must be approved by the chair of
the minor program.

A maximum of three courses (normally the equivalent
of !2 semester hours) may be taken each summer. No
more than two courses (normally the equivalent of
eight semester hours) can be taken at one time. These
totals include all courses being attended at any given
time no matter what school(s).

A maxmium of 24 semester hours of summer
school/transient work will be credited toward the 128
semester hours required for the Agnes Scott degree.
The dean of the college may make exceptions. Hours
in Agnes Scott summer programs are not included in
these limits.

one or two semesters, with a maximum of two semes-
ters during a student's college career.

A student may request the assistant dean of the col-
lege extend her leave of absence from one semester to
two semesters.

A student whose leave of absence is approved must pay
a nonrefundable $150 continuation fee. When she returns
to the college, the fee will be applied toward her charges.

Students participating in approved study-abroad pro-
grams are considered to be making progress toward their
Agnes Scott degree and are not considered on leave.

A student granted a leave of absence does not need
to apply for readmission. Within a reasonable time, she
should notify academic advising of her intent to return.
A student who does not return within the time speci-
fied for her leave will be considered withdrawn and
must apply for readmission.

A leave of absence may not be used to attend classes
full time at another institution. If, for good reason,
a student on leave wishes to take courses at another
college or university, she should first consult with the
assistant dean of the college, who will serve as her
academic adviser during the leave. Except under special
circumstances, strict limitations apply to the amount
of academic credit that may be earned during a leave
of absence: eight hours during a one-semester leave
and 1 2 hours during a two-semester leave, if academic
credit is attempted, a student must submit an official
transcript to the college prior to returning. If a student
is not in good standing at another institution, she must
apply for readmission to Agnes Scott.

The dean of the college may make exceptions to the
above policies.

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 apply for readmission. A leave
of absence form should be submitted to the Office of
Academic Advising for approval by the start of classes
prior to the semester or semesters requested. Except
under the most unusual circumstances, no requests for
a leave of absence during a semester will be considered
after classes have begun. A leave of absence may be for

WITHDRAWING FROM THE COLLEGE

A student who wishes to withdraw must obtain a
withdrawal form from the assistant dean of the college,
dean of students or associate dean of students. With-
drawal is not official until the form has been signed by
one of the deans. Withdrawal forms will not be signed
while academic or disciplinary actions involving the
student are in process. A student may not withdraw
after the last day of classes.

Grades for students who have signed withdrawal
forms will be determined on the basis described in the

36 Agnes Scott College www.agnesscott.edu

Academic Program section under Grades on page 39
and Completion of Semester Courses on page 39.

For the tinancial aspects of withdrawal from the col-
lege, see the Tuition and Fees section on page 23.

COURSES

The college operates on a semester calendar. The unit
of credit is the semester hour. Typically, each semester
course receives four credits regardless of primary con-
tact hours. There are some exceptions. Laboratories are
usually three contact hours and carry one credit hour.
Semester courses in physical education (and dance
courses applied toward the physical education require-
ment) carry no credit.

All courses are semester courses, i.e., courses begin-
ning and ending within a semester. Credit is given
upon successful completion of each semester course.

COURSE NUMBERING

Courses are numbered as follows:

100s introductory courses (introduction to an
academic discipline)

200s intermediate courses (often an introduction
to a subcategory of an academic discipline)

300s advanced courses (often of a thematic or
chronological focus)

400s advanced courses and special courses (in-
dependent study, capstone, etc.)

500s and 600s graduate courses

Students should consult instructors or faculty advis-
ers to determine the appropriate course levels.

COURSE LOADS

The normal load is eight full-credit courses per year,
four per semester. The minimum load for full-time
standing is three full-credit courses or 12 credits in a
semester, and seven full-credit courses or 28 credits in a
year. Normally in each year, a student may take a maxi-
mum of nine full-credit courses or the equivalent. The
associate dean of the college must approve exceptions
to this maxiniLim.

REGISTERING FOR COURSES

Students select courses in consultation with their
advisers according to a schedule published by the
registrar (typically in April for fall semester classes and
in November for spring semester classes). All students
must register at the start of each semester on dates an-
nounced in the college calendar. There is a $10 fee for
late registration. No student is allowed to register after
the lOth calendar day of the semester.

ADDING COURSES

A student may add a class during the first four business
days of the semester without the instructor's permission
(unless adding that course requires prior instructor's
permission). After four business days a student needs
the permission of the instructor to add a course, even
if the student has been on the waiting list. No student
is allowed to add a class after the 10th calendar day of
the semester.

If a student misses two or more consecutive class
meetings during the first 10 calendar days of the semes-
ter, she must justify those absences to the satisfaction of
the faculty member prior to the second absence,- other-
wise, the faculty member may drop her from the course.
It is not, however, faculty members' responsibility to
drop nonattending students from their courses. The
responsibility to drop a course belongs to the student.

THE PASS/FAIL OPTION

This option is included in the academic program to
encourage students to elect courses they otherwise
might not. Juniors and seniors may choose a total of
two courses on a pass/fail basis.

Request forms are available in the registrar's office.
They must be completed no later than 10 calendar
days after the mid-semester break.

Once a student has elected a course on a pass/fail
basis, she may not change it to regular credit.

The pass/fail option is not available for courses
taken to satisfy specific, distributional or social and
cultural analysis standards,- all courses taken in the
department(s) of the major, including required courses
outside the discipline,- all courses taken for a minor,
and certain courses in the teacher-education program.

Instructors submit regular letter grades for all

Agnes Scott College Catalog 2007-2009 37

students. If a student receives an A or F in a pass/fail
course, the grade will be recorded on her transcript
and averaged into her GPA. However, the credits will
be counted toward the total allowed for pass/fail hours.
All other grades will be converted to P.

Internship grades are recorded on a pass/fail basis.
These hours are in addition to the two courses allowed
for pass/fail. Internships are an exception to the policy
prohibiting courses taken to satisfy depth standards
from being pass/fail.

All physical education courses are graded on a pass/
fail basis. For RE. courses, the P or F is not calculated
in GPAs.

AUDITING COURSES

A student may audit courses with written approval
of the instructor and the student's adviser. Request
forms are available in the registrar's office. Students are
subject to any restrictions or requirements the instruc-
tor may wish to impose. Audited courses appear on a
student's transcript with a grade of AU.

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 1 0th
calendar day of the semester A student may not take
for credit a course she has audited.

WITHDRAWING FROM COURSES

The last day to drop a course without a W is five weeks
after the first day of classes. In this case, the course will
not be on the student's transcript. The last day to with-
draw from a class with a W is 10 calendar days after
the mid-semester break. No one may withdraw from a
course after this date.

In cases of medical emergency, a student may with-
draw from a course with the designation MED (medi-
cal withdrawal), which will appear on her transcript.
Medical withdrawals are authorized by the assistant
dean of the college or the dean of students only when a
medical emergency is described and certified in writing
by a licensed physician or psychologist at the time of
the emergency. The student is responsible for ensuring
written documentation is provided no later than the
last day of classes. Students are allowed one opportu-
nity for medical withdrawals.

Students in independent study (490 courses) are
covered by the independent-study program withdrawal
procedures, outlined in the guidelines on the indepen-
dent study/490 course application.

Hours dropped after the 10th calendar day of the
semester will be included in the computation of the
student's duration of financial aid eligibility. See the
Fmancial Aid section for detailed information.

REPEATING COURSES WITH A
GRADE OF D

A student may not repeat Agnes Scott courses for
which she received an A, B, C or P. Under unusual
circumstances and the following conditions, a student
may repeat a course for which she received a D:

She must obtain the written approval of the program
chair and the approval of the assistant dean of the
college for permission to repeat the course. If a stu-
dent withdraws from a repeated course, the original
grade will stand in her GPA and on her transcript,
and she cannot exercise this option again

The final grade for a course repeated with this spe-
cial permission will be substituted in the calculation
of the GPA, even if it is an F, but both grades will
appear on the transcript. Repeated courses may not
be taken pass/fail,

A repeated course will only count in the cumulative
academic credit once,

REPEATING COURSES WITH A
GRADE OFF

Students may repeat Agnes Scott courses for which
an F was received. Both the F and the grade for the
repeated course will be used in the calculation of GPAs.

CLASS ATTENDANCE

Academic work is the heart of the college experience
and academic success at Agnes Scott College is directly
related to class attendance. Attendance is part of the
student's overall responsibility and performance in a
given course. Excessive absenteeism will interfere with
the student's ability to learn and may result in a lower
final grade.

38 Agnes Scott College www.agnesscott.edu

Individual faculty shall set their own attendance
policies, with specific exceptions. Faculty shall provide
students with a written statement ol policies regard-
ing absences at the beginning ol the semester. Policies
must not penalize students lor absences from class
prior to their registration for the course.

Policies should make reasonable accommodations
for students who miss classes due to serious illness,
death of an immediate family member, observance of
religious holidays or participatuMT in events or activi-
ties sponsored by the college. Faculty should indicate
in their syllabi if they require advance notification of
anticipated absences.

Instructors must list any required course activities
or events to take place outside of scheduled class time
on the syllabus at the beginning of the semester. Any
course activities or events added to the syllabus after
classes begin may be optional or recommended, but
may not be required.

In addition, extracurricular or extra-classroom activi-
ties that conflict with regularly scheduled classes may
be optional or recommended, but may not be required.

It is the student's responsibility to assess obligations
for the semester as indicated on her course syllabi
and determine her ability to meet course attendance
requirements.

If a student becomes seriously ill or injured or
experiences an emergency that will require her to miss
academic work, she should notify the Office of the
Dean of Students (404 471-6391 ) as soon as possible to
inform the college of her situation.

A student on academic probation is permitted only
one absence in each academic course that is not due to
serious illness, death of an immediate family member,
religious observance or any other reason deemed ex-
cusable by the instructor.

TESTS

Tests are announced at least a week in advance. At-
tendance is mandatory. No student is required to take
more than two tests on one day provided she notifies the
instmctor when a third test is announced. If a student,
because of unavoidable circumstances, cannot take a test
at the appropriate time, permission to take the test at
another time may be granted by the instmctor.

COMPLETION OF SEMESTER COURSES

All wcjrk lor a semester course, except hnal examina-
tions and papers in lieu of final examinations, must be
completed by 9 a.m. of the second reading day of the
semester. Instructors may require work other than final
examinations to be completed earlier.

FINAL EXAMINATIONS

Final examinations are given at the end of each se-
mester. Except for a few exams scheduled in advance
(because of the nature of the course or the size of the
class), students self-schedule exams during the college's
final examination period.

If a student is unable to complete final exams during
the examination period because of illness or other
excused cause, she may take those examinations at a
time specified by the assistant dean of the college. A
notation of I will appear on the student's record until a
permanent grade has been recorded.

INCOMPLETE POLICY

A student seeking an incomplete (I) must see the as-
sociate or assistant dean of the college or the dean of
students, who may authorize an I in consultation with
the instructor. An I will be given only if the student has
received a passing grade for completed course work.
Incomplete work must be completed for the course no
later than 10 calendar days after the beginning of the
subsequent semester. If work is not completed by the
deadline, the 1 automatically becomes an F Only the
associate or assistant dean of the college or dean of
students may grant incompletes.

GRADES

Grades are assigned the following quality points:
A = 4 quality points per semester hour. A- = 3.67, B +
= 3.33, B = 3, B- = 2.67, C+ = 2.33, C = 2, C- = 1.67,
D+ = 1.33, D = 1,D- = .67, and F = 0. Grades of 1, P,
W and MED (medical withdrawal) are excluded from
GPA calculation. Grades for courses taken on a pass/fail
basis are recorded as A, P, or F (see explanation under
The Pass/Fail Option section). An F in a pass/fail
academic course is included in GPA calculation. Grades
in P.E. courses are excluded from GPAs. Only grades

Agnes Scott College Catalog 2007-2009 39

for courses taken at Agnes Scott are factored into a
student's GPA

POLICY FOR DISPUTED FINAL GRADES

When a student has substantial grounds to dispute a
final grade and is prepared to present evidence, she
must initiate the procedure by voicing her complaint
to the instructor. If the matter is not resolved, the
student may take the dispute to the department chair
for mediation.

If the matter is still not resolved, she may refer the
dispute to the dean of the college for further media-
tion. If the dean is unable to resolve the dispute, the
student must refer the matter in v^^riting to the commit-
tee on academic standards and admission no later than
30 days after the beginning of the next semester. The
committee's decision is final.

The voting student member of the academic stan-
dards and admission committee shall participate fully
in the final decision provided the student involved in
the dispute waives her right to confidentiality. Should
the involved student be the student member of the
committee, the vice president of the Student Govern-
ment Association shall serve in her place in this specific
case.

Should a committee member be the faculty member
involved in the dispute, the faculty member shall not
be involved in the committee's deliberations and shall
not vote. The chair of the faculty executive committee
shall serve in his/her place.

CONFIDENTIALITY OF
STUDENT RECORDS

The Family Educational Rights and Privacy Act of 1974
affords students certain rights with respect to educa-
tional records. These rights include:

l.The right to inspect and review the student's educa-
tion records within 45 days of the day Agnes Scott
receives a request for access.

Students should submit to the registrar, dean, head of
the academic department or other appropriate official,
written requests that identify the record(s) they wish
to inspect. The Agnes Scott official will make arrange-

ments for access and notify the student of the time
and place where the records may be inspected, if the
records are not maintained by the Agnes Scott official
to whom the request was submitted, that official shall
advise the student of the correct official to whom the
request should be addressed.

A student does not have the right to inspect and
review these education records:

Financial records, including any information those
records contain, of his or her parents

Confidential letters and confidential statements of
recommendation placed in the edtication records
of the student before Jan I, 1975, as long as the
statements are used only for the purposes they
were specifically intended

Confidential letters and confidential statements of
recommendation placed in the student's education
records after Jan. 1, 1975, if:

- The student voluntarily signed a waiver of right
to inspect and review those letters and statements

- Those letters and statements are related to the
student's:

- Admission to an educational institution

- Application for employment

- Receipt of an honor or honorary recognition

2. The right to request amendment of the student's
education records the student believes are inaccurate
or misleading.

To amend a record they believe is inaccurate or
misleading, the student should write the Agnes Scott
official responsible for the record, clearly identify the
part of the record she wants changed and specify why
it is inaccurate or misleading. If Agnes Scott decides
not to amend the record as requested, the college will
notify the student of the decision and advise the stu-
dent of her right to a hearing regarding the request for
amendment. Additional information regarding hearing
procedures will be provided to the student when noti-
fied of the right to a hearing.

40 Agnes Scott College www.agnesscott.edu

3. The right to consent to disclosures of personally
identifiable information contained in the student's
education records, except to the extent that FERPA
authorizes disclosures without consent.

One exception permitted without consent is disclosure
to school officials with legitimate educational interests.
A school official is a person employed by Agnes Scott
in an administrative, supervisory, academic or research,
or support-staff position (including law-enforcement
personnel and health staff), a person or company with
whom Agnes Scott has contracted (such as an attorney,
auditor or collection agent),- a person serving on the
board of trustees,- or a student serving on an official
committee, such as a disciplinary or grievance commit-
tee, or assisting another school official in performing
his or her tasks.

A school official has a legitimate educational interest
if the official needs to review an educational record
to fulfill his or her professional responsibility. Upon
request, Agnes Scott discloses education records with-
out consent to officials of another school in which a
student seeks or intends to enroll.

4. The right to file a complaint with the U.S. Depart-
ment of Education concerning alleged failures by
Agnes Scott to comply with the requirements of
FERPA.

The office that administers FERPA is:

Family Policy Compliance Office
Department of Education
600 Independence Ave. S.W.
Washington, D.C. 20202-4605

Certain information is considered publrc and is re-
leased by Agnes Scott at its discretion. In accordance
with FERPA, Agnes Scott has designated the following
as "directoiy information" that may be released without
the student's consent:

Name

Local address

Home address

Local telephone number

Home telephone number

Agnes Scott College Catalog 2007-2009 41

Cell-phone number

Campus e-mail address

Identification photograph

Date and place of birth

Major field of study

Enrollment status

Dates of attendance

Degrees and awards received (including honor rolls)

Participation in officially recognized activities and
sports

Most recent previous educational agency or institu-
tion attended

Students may withhold disclosure of directoiy
information. Written notification must be filed with
the registrar within 10 days after the first day of classes

for each semester. Request for nondisclosure will be
honored by the college for only one academic year,-
therefore, authorization to withhold directory informa-
tion must be filed annually.

Failure by a student to specifically request withhold-
ing of information indicates approval for disclosure.

STUDENT RIGHT-TO-KNOW ACT

in compliance with the Student Right-to-Know Act,
graduation rates for Agnes Scott College are available
on the Web at www.agnesscott.edu/~righttoknow.

A copy may be obtained upon written request tO:

Office of the Registrar

Agnes Scott College

141 E. College Ave.

Decatur, GA 30030

Z(2 Agnes Scott College www.agnesscott.edu

Academic Policies

ACNES SCOTT MAINTAINS HICH STANDARDS
of" excellence with an established set of policies
governing students' academic status, performance and
personal conduct.

GRADUATION

Degrees are conferred once a year at the May com-
mencement. A student must fulfill all graduation
requirements to participate in commencement.

STANDARDS OF PROGRESS

To assist degree-seeking students in achieving timely
completion of their degrees, the college has established
the following standards of progress guidelines. These
guidelines encourage students to explore a wide range
of liberal arts subjects and approaches during their first
two years before moving on to more in-depth work in
their major(s) and mmor{s).

Full-time, degree-seeking students are advised to
complete 25 percent of the semester hours required
in academic courses for a degree each academic year.
One hundred twenty-eight semester hours of credit are
required for graduation. The specific requirements for
progress toward the degree are as follows:

For entrance to the sophomore class or the third
semester:

Completion of a minmium of seven full-credit
courses or 28 semester hours (while eight full-
credit courses or 32 semester hours are normal
progress)

Completion of the First-Year Seminar and English
1 10 is required.

NOTE: The First-Year SanDuir diij Enijlish i jo are topk-based,
writing-intensive seminars that provide an intellectual orientation
to college learning. They emphasize writing, speaking, creativity,
collaboration and critical thought and provide a solid foundation
for stibsecjuent coursework.

For entrance to the junior class or the fifth semester:

Completion of a minimum of f5 full-credit courses
or 60 semester hours (while 16 full-credit courses
or 64 semester hours arc normal progress).

A student must declare a major.

NOTE: Generally students should complete at least six oj the
eight distributional standards and two semester courses in physical
education by the end oj their sophomore year orjourth semester,
though individual academic plans will vary and should be made
in consultation with an academic adviser Completing most oj the
distributional standards during thejirst two years oj study allows
students to (ocus on in-depth work in their major[s] and minor[s]
during their junior and senior years.

For entrance to the senior class or seventh semester:

Completion of a minimum of 23 full-credit courses
or 92 semester hours are (while 24 full-credit
courses or 96 semester hours are normal progress)

Part-time, degree-seeking students must meet the same
credit-hour minimum for entrance to these classes,
though their time requirements for degree completion
will vaiy.

Nondegree-seeking students, who may be transient
students earning a degree at another institution or sec-
ondaiy school students in a joint enrollment program,
may earn a maximum of 24 semester hours credit at
Agnes Scott. Exception requests should be directed to
the assistant dean of the college.

ACADEMIC PROBATION

Academic probation notifies a student that unless her
academic performance improves, she may be dismissed.
During the time of academic probation, a student will
not be considered in good standing. Any transcript
issued during the period of a student's academic proba-
tion will carry the notation of academic probation.

National Collegiate Athletic Association regulations
require a student be in good standing at the college

Agnes Scott College Catalog 2007-2009 43

to participate in intercollegiate athletics. As a result, a
student on academic probation may not participate in
NCAA-sanctioned competitions.

A student on academic probation needs to under-
stand the importance of focusing on academics She
is therefore placed on activity restriction and may not
hold any elective or appointive office and may not par-
ticipate with any noncredit performing group or in any
organized college activities except those activities that
are associated with her academic program. A student
on academic probation is permitted only one unex-
cused absence in each academic course even if she is in
a course without an attendance requirement. Further
absences may result in academic dismissal during the
semester. Additional restrictions may also be imposed.

A full-time, degree-seeking student usually is placed
on academic probation at the end of a semester if she
has an F in two academic courses,- or has achieved
fewer than 12 semester-hours credit in academic
courses,- or has a semester GPA less than the minimum
for her class standing, as follows: first-year student
1 .60; sophomore 1 .80,- junior 1 .95,- and senior 2.0.

A full-time, degree-seeking student usually is placed
on academic probation at the end of an academic
year if her cumulative GPA is less than the minimum
required for her class standing in that spring semester.
These minimums are: first-year student 1.60,- sopho-
more 1 .80; junior 1 .95. The minimum cumulative GPA
required for the degree is a 2.0.

A part-time, degree-seeking student usually is placed
on academic probation at the end of a semester if she
has an F in two academic courses; or passes less than
two-thirds of the academic work for which she regis-
tered; or has a semester GPA less than the minimum for
her class standing, as follows: first-year student 1 .60;
sophomore 1 .80; junior 1 .95; and senior 2.0.

A degree-seeking student who withdraws while on
academic probation will remain on probation when she
is readmitted, until her academic performance at Agnes
Scott returns her to good standing.

A nondegree-seeking student will not be permit-
ted to continue taking courses at Agnes Scott if she
receives an F in two academic courses.

ACADEMIC DISMISSAL

Full-time, degree-seekmg students are subject to aca-
demic dismissal for any of these reasons:

Failure to earn 24 semester hours of credit in aca-
demic courses m any academic year

Failure to achieve appropriate class standing for two
consecutive years

Two consecutive semesters of academic probation

The judicial review committee imposes academic dis-
missal and may specify a length of time a student must
wait before she may apply for readmission. A student
may be dismissed at any time if the judicial review com-
mittee judges her academic performance to be unsat-
isfactoiy or if she has violated the specific conditions
of her academic probation. A student readmitted after
academic dismissal will be placed on academic probation
for her first semester. Any transcript issued following the
academic dismissal will carry the notation of academic
dismissal.

The committee may waive the academic dismissal
guidelines if a degree-seeking student has been forced to
reduce her load because of extenuating circumstances.

A part-time, degree-seeking student may be dis-
missed if she is placed on academic probation for two
consecutive semesters.

A nondegree-seeking student is not subject to
the dismissal procedures described above, but if she
receives an F in two academic courses or her academic
performance is considered unsatisfactory in other ways,
she may only continue her work at the college at the
discretion of the assistant dean of the college.

DISCIPLINARY PROBATION,
SUSPENSION AND DISMISSAL

For violation(s) of social regulations or policies, the
F^onor Court may recommend to the Judicial Review
Committee a student be placed on disciplinary proba-
tion, suspended or dismissed.

Suspension is made with a stipulated time of return
when the student is automatically reinstated if she so
desires. A dismissed student must apply for readmis-
sion. The Judicial Review Committee may specify a

44 Agnes Scott College www.agnesscott.edu

length of time a student must wait before she may
apply for readmission.

During the time a student is on probation, she is not
considered a student in good standing. Any transcript
issued during the period of the student's probation will
carr>' the notation of a disciplinary probation.

EMERGENCY WITHDRAWAL

The college strives to promote the health and safety
of all community members by providing student
health care, counseling services, public safety and by
enforcing student-conduct regulations and protection
services.

To ensure the institution and its members are al-
lowed to carry out their activities without substantial
threat of interference or danger of harm, the college
has adopted a policy and the following procedures for
the emergency withdrawal of a student when deemed
necessary to promote the health and safety of either
the student or college community.

Criteria and Procedures for Immediate Withdrawal

A student will be subject to immediate withdrawal
from the college and/or college housing if the dean of
students determines the student:

Engages or threatens to engage in behavior posing a
significant risk to the health or safety of self or others,-

Engages or threatens to engage in behavior that would
cause significant property damage or directly and
significantly impede the lawful activities of others,-

Significantly disrupts the living and learning commu-
nity.

Once it is determined the student's conduct falls
within these criteria, the student will be notified in
writing and temporarily withdrawn from the college
and asked to leave campus immediately. The withdraw-
al will be continued until the Judicial Review Com-
mittee reaches a final decision regarding the student's
future status. During this withdrawal period and until
judicial review makes a determination, the student
may not return to campus nor participate in campus
activities without the prior approval of the dean of

students. The student shall be provided with a copy
of this Emergency Withdrawal Policy. At any time,
the student may terminate the process by voluntarily
withdrawing from the college.

The dean of students will make the initial determina-
tion whether the matter will be sent directly to the Ju-
dicial Review Committee (Section III, Student Handbook)
or whether the student will be referred to a licensed
psychiatrist or psychologist for evaluation (Section II,
Student Handbook). The student will be notified of this
decision in writing, either by personal delivery or certi-
fied mail. If the matter is sent directly to the Judicial
Review Committee, the committee shall convene and
consider the case (Section 111, Student Handbook) within
seven days of the notice to the student. If the student
wishes to be evaluated by a psychiatrist or psycholo-
gist, the student may request within 48 hours of receipt
of the notice from the dean of students that the matter
be pursued according to the following procedures.

Referral for Evaluation

The student may be referred by the dean of students, at
the college's expense, to a licensed psychiatrist or psy-
chologist for evaluation. The psychiatrist or psychol-
ogist's participation is intended to assist the college
in assessing the situation and to provide guidance to
the judicial review committee regarding the student's
future status. The student may select the psychiatrist or
psychologist from a list of three provided by the col-
lege. If the student declines to select a psychiatrist or
psychologist, the college will make the selection.

The dean of students shall also provide the psy-
chiatrist or psychologist a written description of the
student's behaviors that led to the referral, with a copy
to the student, along with a copy of the Emergency
Withdrawal Policy. The psychiatric or psychological
evaluation must be completed within one week from
the date of the referral letter, unless an extension is
granted in writing by the dean of students. Within 48
hours after the evaluation is completed, the dean of
students, psychiatrist or psychologist and student will
meet to discuss their assessment of the situation.

The student may also choose to provide the dean of
students and the Judicial Review Committee with an

Agnes Scott College Catalog 2007-2009 45

evaluation by an independent licensed psychiatrist or
psychologist of the student's own choosing and at the
student's expense. This second evaluation must take
place within one week of the first evaluation unless an
extension is granted in writing by the dean of students.

Presentation to judicial Review Committee

The final step in this process, whether the matter is
referred directly or following evaluation, will be the
presentation of the case to the judicial review com-
mittee. The student and dean of students will present
all pertinent and relevant information at the judicial
review committee meeting.

The usual procedures of the judicial review commit-
tee will be followed except the dean of students will
not participate as a member and will not vote in the
final decision.

As with other college procedures, neither the college
nor the student shall have attorneys or legal represen-
tation at this proceeding

The student who has been referred for psychiatric
or psychological evaluation and participates in this
judicial review committee proceeding acknowledges
and agrees this process may involve a discussion of the
student's relevant medical/psychiatric records and com-
munications and will result in some loss of confidential-
ity and privacy.

The judicial review committee decision will be final.
This decision may include reinstatement in good stand-
ing, probation or withdrawal,- or suspension or dismissal
of the student. The committee's written decision will
be delivered to the student and dean of students within
48 hours of the conclusion of the committee's formal
proceedings and shall contain a statement of the reasons
for any decision of withdrawal, suspension or dismissal. In
addition, the student may be encouraged to seek profes-
sional care.

Readmission from Withdrawal

A student may be considered for readmission after the
expiration of a minimum of one full semester. To be
considered for readmission, the student must submit
a description of her progress and activities during the

interim period and in cases in which professional care
has been recommended, a report from her psychiatrist
or psychologist to the dean of students.

The student must arrange for an interview in person
with the dean of students. If the student lives out of the
region, a phone interview is acceptable. These steps
must be completed by Nov. 15 for consideration to be
readmitted in January and by June 1 5 for consideration
to be readmitted in August.

The dean of students will determine whether the
student is eligible for readmission. When a student is
deemed eligible, the admission office will be informed
that she may reapply by the usual procedures, and the
student's application for readmission will be reviewed
by the dean of the college and by the dean of students.

Deviations from Established Procedures

Reasonable deviations from these procedures will not
invalidate a decision or proceeding unless significant
prejudice to a student may result.

JUDICIAL REVIEW COMMITTEE

The college's Judicial Review Committee is given these
responsibilities:

Reviewing and acting on recommendations of the
Student Senate that affect the powers and philoso-
phy of student government or pertain to major
regulations concerning student welfare

Acting on the recommendation of the dean of the
college that a student who has not met the academic
standards of the college be dismissed

Acting on the recommendation of the Honor Court
that a student be placed on disciplinary probation for
violation of academic regulations

Acting on the recommendation of the Honor Court
that a student receive disciplinaiy suspension or dis-
missal for violation of social or academic regulations

Acting as the court of final appeal for Honor Court
decisions and/or penalties,- or, when a student ap-
peals an Honor Court decision and/or penalty to the

46 Agnes Scott College www.agnesscott.edu

student body (as is her right), acting as the court of
final review in the case, its appeal and the student
body's judgment

Requiring the withdrawal of any student whose
presence is thought to be injurious to the interest of
the college community,- or imposing the penalty of
administrative probation, suspension or dismissal in
situations involving a student's failure to meet the
standards or expectations of the college community

Assuming original jurisdiction in a disciplinary action
upon the recommendation of the dean of students

Assuming original jurisdiction in a disciplinary action
at a time when no quorum of Honor Court nor the
president of SGA nor the president of Honor Court
is readily available

Acting upon a formal written student complaint
appealed to the committee by an individual directly
involved in the original complaint or referred to the
committee by a vice president as provided for in the
Student Complaint Policy

judicial Review Committee members are:

President of the college, chair

Dean of the college

Dean of students

Registrar

Four faculty members

Student Government Association president

Student Senate president

Honor Court president

Judicial Board president

Ex officio members (as provided in the Student
Complaint Policy)

Chair of the Faculty Executive Committee and
director of human resources when a faculty or staff
member is the subject of a formal written student
complaint referred to Judicial Review Committee
in accordance with the Student Complaint Policy

Agnes Scott College Catalog 2007-2009 47

Academic Support Services

ACADEMIC ACCOMMODATIONS FOR
STUDENTS WITH DISABILITIES

Accommodations are provided for students with
specific needs, which will be identified individually
based on disability documentation and academic his-
tory. Academic accommodations may include adjusting
examination times or the use of adaptive technology.
Students seeking accommodations must register with
the Office of Academic Advising and provide appro-
priate documentation of their disability. Accomoda-
tions are tailored to the individual to provide support
and reduce the impact the disability has on academic
performance.

Agnes Scott complies with Section 504 of the Reha-
bilitation Act of 1973 and the Americans with Disabili-
ties Act of 1990.

ACADEMIC ADVISING

A key resource for students is an academic adviser
Each incoming student is assigned a faculty adviser to
introduce her to the academic program and general
degree requirements.

First-year adviser assignments remain until a student
selects a major during her sophomore year at which
time a major adviser is assigned.

The adviser assists students in making informed
academic choices regarding courses, majors and career
or graduate school options. The academic adviser
provides consultation about decisions related to a
student's academic progression, including registration
and schedule changes. The adviser provides ongoing
guidance on campus resources to assist the student's
academic and personal growth.

Office of Academic Advising

The Office of Academic Advising provides services
that keep students and faculty informed of academic
policies, procedures and curricular opportunities. The
office supports the process of advising by coordinating
the assignment of all students to faculty advisers and is
a resource for students and advisers regarding academic
standards and policies. The Office of Academic Advis-

ing assists students in developing learning strategies,
provides accommodations to students with disabilities
and offers individualized assistance for students on
academic probation. In addition, the office adminis-
ters a number of special curricular opportunities such
as special studies, independent studies, the Year-Five
Post-Baccalaureate Studies program, the dual-degree
programs with Emory University, Georgia Institute of
Technology, Washington University and the domestic
exchange program with Mills College. The Office of
Academic Advising is also responsible for the adminis-
tration of all self-scheduled final examinations.

Study Sl<ills and Test-Tal<ing Strategies

The Office of Academic Advising contracts with Bal-
dridge Reading and Study Skills to facilitate a com-
prehensive program to improve students' reading and
learning skills. Offered each fall, the program is unique
in that it allows students to use their textbooks and
other reading material during instruction. By center-
ing instruction on students' courses, students experi-
ence immediate results in their studies. The program
includes techniques designed to:

Increase reading speed

Improve comprehension

Deepen concentration

Strengthen recall

The program also includes techniques for complet-
ing research papers and for developing critical analysis.
Additionally, many students benefit from practical
strategies for overcoming procrastination, taking better
organized lecture notes, budgeting time more wisely and
preparing more thoroughly for tests and examinations.

Throughout the year, academic advising offers
supplemental workshops to enhance students' overall
academic success at Agnes Scott.

MCCAIN LIBRARY SERVICES

Librarians provide reference assistance, individual
research consultations, group workshops and other
opportunities for learning about the library and its
resources. Librarians monitor instant messages to the

48 Agnes Scott College www.agnesscott.edu

Ask-a-Librarian service during most service hours. In
partnership with the faculty, they also provide course-
related instructional sessions and online guides that
build information fluency skills needed for academic
success, career development and independent learning.

Reserves are books, articles, videos and other items
that are required or recommended for a course by its
instructor. Instructors request that these items be made
accessible for their students. Reserves are located at the
main circulation desk. Through borrowing agreements
and interlibrary loan services, the library also expedites
student access to resources not contained in the local
collection.

Study carrels are located on most floors and can be
reserved by eligible students for use during an entire
semester These are intended to allow students doing
library-intensive work a place to work undisturbed
and keep their research materials together. A disability
study room (Group Study 1 32) is provided on the first
floor,- students with disabilities have priority use of this
room because of its equipment. Other group study
rooms are available on a first-come, first-served basis
for groups of two or more. The third floor is designated
a quiet study area.

THE CENTER FOR WRITING
AND SPEAKING

The Center for Writing and Speaking is a peer-tutoring
organization providing assistance to students for writ-
ing or oral communication projects. It has two special-
ized centers, the Writing Center and the Speaking
Center, both located on the ground floor of McCain
Library.

Students may visit the Writing Center or Speaking
Center at any stage of their projects. Tutors can help
them get started on an assignment, develop a draft or
polish the final version. Tutoring is free to Agnes Scott
students and is available Sunday through Friday during
posted hours.

In writing tutorial sessions, students are encouraged
to develop ideas and to evaluate how well their writing
communicates those ideas. In speaking tutorial ses-
sions, students are encouraged to clarify and develop
ideas for effective oral communication and to work on
presentation style and method.

Computers, audio and video equipment and other
resources are available in the Center for Writing and
Speaking for students to use in tutoring sessions or on
their own. Students interested in being tutors should
contact the director of the center to which they want
to apply.

INFORMATION TECHNOLOGY

Information Technology provides the campus with
technology services to support academic activities. A
combination of wireless and wired-network technologies
are employed throughout campus including:

544 networked computers and a variety of network
laser printers in various public labs, research labs and
classrooms

Access to online services and resources are available
through the course management system, Black-
board,- the academic information system, AscAgnes,-
electronic library resources,- the campus intranet and
local-area network.

The Internet

EDUCATIONAL TECHNOLOGY CENTER

The educational technology center offers a technol-
ogy-friendly learning environment, so students and
faculty can acquire the skills they need to use
the latest multimedia, computer, video and audio
resources. ETC staff regularly offer workshops on
a wide variety of topics and frequently work with
students and instructors in the technology produc-
tion studio. The studio is fully equipped with video
and audio editing equipment, software and other
digital tools to assist with web-page development,
DVD and CD burning, as well as digital image and
text scanning.

THE MATHEMATICS LEARNING
SUPPORT CENTER

The Mathematics Learning Support Center offers a
supportive environment for students seeking assistance.
Located in Buttrick Hall, it is open Monday through
Thursday in the late afternoon and evening and on
Sunday evenings. Learning assistants (advanced stu-

Agnes Scott College Catalog 2007-2009 49

dents in mathematics), the center coordinator and/or
faculty members are available during posted times.
Students are encouraged to drop in, to work among
themselves or to work with a learning assistant. Indi-
vidual appointments may be made.

The center endeavors to facilitate a student's under-
standing of mathematics by focusing on the process
rather than merely getting an answer. Its approach is
collaborative, and its objective is for the student to be
able to learn mathematics by herself. Workshops on
algebra review, using the graphing calculator, math
for the GRE and other topics are offered. Computers
with various math programs (Maple, SPSS, Winplot,
etc.) are available. The services are available free to all
Agnes Scott students.

THE CENTER FOR TEACHING
AND LEARNING

The Center for Teaching and Learning offers program-
ming, services and resources that promote dialogue and
disseminate information about teaching and learning.
Faculty, student and staff perspectives are all valued in
the development of conversations that will help the
college community better appreciate a full range of
teaching and learning issues and styles. Located in But-
trick Hall, the center is open Monday through Friday
during the academic year. The center houses a collec-
tion of materials related to postsecondary teaching and
learning which may be used in the center, photocopied
or checked out. All campus community members are
welcome to drop by and browse.

The center views teaching and learning as joint

enterprises of faculty, students and staff. It respects dif-
ferences among faculty, staff and students and among
disciplines, and it values a wide range of teaching and
learning styles. The center encourages faculty, staff and
students to be especially reflective about the teaching
and learning of women and of diverse populations.
Ongoing services of the center include assistance
with orientation of new faculty and the arrangement
of microteaching sessions with follow-up discussions.
For more information, go to the center's Web site at
http://ctl.agnesscott.edu/.

TUTORING SERVICES

Several academic departments, in particular biology,
chemistry and mathematics, have standing programs
offering student-to-student tutoring. Students may
contact the department chair for scheduling,

PERSONAL COUNSELING

The Office of Personal Counseling is committed to
providing professional, ethical and quality short-term
counseling, consultation and outreach services to help
students obtain the maximum benefit from their college
experience. These services help students cope more
effectively with personal, emotional and situational
barriers to learning,- adjust to stress,- experience per-
sonal growth and development and integrate into the
college's academic and social environments. Students
seek personal counseling for a variety of issues includ-
ing academic-support services such as time manage-
ment, stress management, assertiveness training, test
anxiety and study skills.

50 Agnes Scott College www.agnesscott.edu

Academic Honors

GRADUATION HONORS

Requirements for graduation honors are:

Cum Laude

1 . Attains a cumulative grade point average of at least
3.5 for all work completed at Agnes Scott.

2. Attains a cumulative GPA of at least 3.5 for tfie
semesters that include her last 64 academic hours
completed in residence at Agnes Scott. GPAs are
based on all academic work of a semester.

3. Has not received a final grade below a C in an aca-
demic course during the period defined in (2) as her
last 64 hours (including courses taken through cross
registration and study abroad).

4. Receives the recommendation of her major program.
When the student has more than one major, she shall
receive the recommendation of either one of her
major programs, unless she has done independent
study, in which case she must receive the recom-
mendation of the program in which she has done the
independent study. In the case of an interdisciplinary
major, this shall be interpreted to mean the recom-
mendation of all programs concerned in the major.

In the case of a student-designed major, the assistant
dean of the college will determine the programs
concerned in the major from which the student must
receive recommendations.

Magna Cum Laude

1 . Attams a cumulative GPA of at least 3.7 for all work
completed at Agnes Scott.

2. Attains a cumulative GPA of at least 3.7 for the semes-
ters that include her last 64 academic hours completed
in residence at Agnes Scott (including courses taken
through cross registration and study abroad). GPAs
are based on all academic work of a semester.

3. Has not received a final grade below a C in an aca-
demic course during the period defined in (2) as her
last 64 hours (including courses taken through cross
registration and study abroad).

4 Receives the recommendation of her major program.
When the student has more than one major, she shall
receive the recommendation of either one of her
major programs, unless she has done independent
study, in which case she must receive the recom-
mendation of the program in which she has done the
independent study. In the case oi an interdisciplinary
major, this shall be interpreted to mean the recom-
mendation of all programs concerned in the major.
In the case of a student-designed major, the assistant
dean of the college will determine the programs
concerned in the major from which the student must
receive recommendations.

SummaCum Laude

1 . Attams a cumulative GPA of at least 3.9 for all work
completed at Agnes Scott.

2. Attains a cumulative GPA of at least 3.9 for the
semesters that include her last 64 academic hours
(including courses taken through cross registration
and study abroad) completed in residence at Agnes
Scott. GPAs are based on all academic work of a
semester.

3. Has not received a final grade below a C in an aca-
demic course during the period defined in (2) as her
last 64 hours (including courses taken through cross
registration and study abroad).

4. Receives the recommendation of her major program.
When the student has more than one major, she shall
receive the recommendation of either one of her
major programs, except if she has done independent
study, in which case she must receive the recom-
mendation of the program in which she has done the
independent study. In the case of an interdisciplinary
major, this shall be interpreted to mean the recom-
mendation of all programs concerned in the major.

In the case of a student-designed major, the assistant
dean of the college will determine the programs
concerned in the major from which the student must
receive recommendations.

Agnes Scott College Catalog 2007-2009 51

HONORS LIST AND
DEAN'S HONOR LIST

Students are eligible for the Honor List at the end of a
semester if they have completed 16 semester hours in
academic courses with a semester GPA of at least 3.3
and no grade below a C in an academic course, includ-
ing courses taken under cross registration. Cross-regis-
tration courses are not calculated in the GPA.

Students are eligible for the Dean's Honor List at the
end of a semester if they have completed 16 semester
hours in academic courses with a semester GPA of
at least 3.7 and no grade below a C in an academic
course, including courses taken under cross registra-
tion. Cross-registration courses are not calculated in
the GPA.

OTHER ACADEMIC HONORS

The college recognizes superior academic work in
several ways:

Stukes Scholars are three students who rank first
academically in the sophomore, junior and senior
classes. Announced at Opening Convocation and
Honors Day, Stukes Scholars are selected on the
basis of their work the previous session and their
overall academic achievement.

The Dana Scholarship program began in 1970 with a
grant from the Charles A. Dana Foundation. Aca-
demic promise and leadership are criteria for this
honor.

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

Mortar Board is a National Senior Honor Society.
Its purposes are "to provide for cooperation among
fMortar Board) societies, to support the ideals of the
university, to advance the spirit of scholarship, to
recognize and encourage leadership and to provide
the opportunity for a meaningful exchange of ideas
as individuals and as a group." Members are elected
from the junior class on the basis of three ideals:
service, scholarship and leadership.

The National Society of Collegiate Scholars was
established on the principle that with scholarship
comes a responsibility to develop leadership and
a duty to perform service. To this end, the society
recognizes and celebrates high achievement among
first- and second-year students, encourages high
standards throughout the college experience, pro-
vides opportunities for personal growth and leader-
ship development and encourages learning through
community service. Membership is based on grade
point average. Eligible first- and second-year stu-
dents receive invitations during the spring semester.

Beta Beta Beta (TriBeta), the National Biological Honor
Society, seeks to promote scholarly activity in biol-
ogy among students, particularly undergraduates.

Its three-fold purpose is to stimulate scholarship,
disseminate scientific knowledge and promote bio-
logical research. The organization has two levels of
undergraduate membership. Associate membership is
open to all. Regular membership is open to students
majoring in biology who have completed at least one
term of their second year,- have taken at least three
biology courses, of which one is above the intro-
ductory level; have an average grade of B in their
biology courses, and are in good academic standing.
The Sicjma Upsilon chapter was established at Agnes
Scott in 1997.

The National German Honorary Society, Delta
Phi Alpha, Kappa Kappa chapter, seeks to recognize
excellence in the study of German and to provide an
incentive for higher scholarship. The society aims
to promote study of the German language, litera-
ture and civilization and endeavors to emphasize
those aspects of German life and culture that are

of universal value and contribute to man's eternal
search for peace and truth. Qualifications; minimum
of two years and registration in an advanced course,
minimum average standing of B-i- in all German
courses taken,- minimum of B- in all other courses,-
and indication of continued interest in the study of
German language and literature

52 Agnes Scott College www.agnesscott.edu

Omicron Delta Epsilon is the International Economics
Honor Society. The Mti chapter was established at
Agnes Scott in 1994. Omicron Delta Epsilon encourages
excellence in economics and devotion on the part

of its members as economists to the advancement
of their science and to the scholarly effort to make
freedom from v^'ant and deprivation a reality for all.
All students in their junior or senior years who have
taken at least 12 hours in economics with an average
of B or bettei are eligible.

The Kappa Kappa chapter of Pi Delta Phi, the National
French Honor Society, was established at Agnes
Scott in 1990. The purpose is to recognize outstand-
ing scholarship in the French language and literature
Membership is open to students who have taken at
least five courses in French and have been nominated
for academic achievement.

Phi Alpha Theta, the National Honor Society in His-
tory, was founded in 1921 to foster the research,
publication and teaching of history. The Agnes
Scott chapter was formed in 1998. Students who
have completed at least 12 semester hours in histoiy
with a 3. 1 average or better and rank m the top 35
percent of their class are eligible.

The Agnes Scott chapter of Phi Sigma Tan was
organized in 1979. The society links philosophy
departments in accredited institutions and students
interested in philosophy. Membership is open to
qualified students who have taken at least three
courses in philosophy.

Pii Chi is the National Honor Society in Psychology
and was founded for the purpose of "encouragmg,

stimulating and maintaining excellence in scholar-
ship and advancing the science of psychology." An
Agnes Scott chapter was established in 1990. Mem-
bership is open to students who have a B average in
psychology and rank in the top 35 percent of their
class.

Sigma Alpha Iota International music service fraternity is
an organization that promotes interaction between
students who share a commitment to music. The
Agnes Scott chapter. Gamma Eta, sponsors informal
and formal recitals featuring chapter members and
other Agnes Scott students in the music department
as well as serving where they are needed as stage
managers, ushers and door monitors. In addition to
personal encouragement and support, members may
receive scholarships and awards in many areas and at
all levels of music-related study. Sicjma Alpha Iota has
long been recognized as a leader in the field of music
and provides a lifetime of fraternity contact. To be a
member, students must be enrolled in or have taken
at least one music class and have a cumulative grade
point average of 2.5.

Sigma Deha Pi, the National Spanish Honorary So-
ciety, recognizes scholarship in and commitment to
the language, literatures and cultures of the Hispanic
world. Students must have completed three years of
college-level Spanish, including at least three semes-
ter hours of a course in Hispanic literature or culture.
A candidate must have a minimum GPA of 3.0 on a
4.0 scale in all Spanish courses taken, rank in the up-
per 35 percent of her class and have completed three
semesters of college work. The Sigma Chi chapter was
established at Agnes Scott in 1992.

Agnes Scott College Catalog 2007-2009 53

International Education

The acquisition of international perspectives and
intercultural-communications skills is a fundamental
component of a liberal arts education. Agnes Scott
offers students a variety of opportunities on and off
campus to develop global competence. Through the
curriculum, study abroad and contact with interna-
tional students and scholars on campus, Agnes Scott
students gain t^luency in languages other than English,
cross-cultural sensitivity and knowledge about world
cultures and societies.

The Office of International Education coordinates
linkages with educational institutions and organiza-
tions worldwide,- provides and administers experiences
abroad; supports the college in its efforts to integrate
global perspectives into the curriculum,- and assists
international students, faculty and visitors on academic,
cross-cultural communication and immigration regula-
tory matters.

Two broadly defined groups are sei"ved by the in-
ternational education office: outbound students, staff,
faculty and alumnae who will be studying, interning,
volunteering, researching or traveling abroad,- and
inbound individuals who will be coming to the campus
from abroad.

Agnes Scott is committed to providing a wide variety
of opportunities for study abroad and has dedicated
substantial resources both financial and human to-
ward assisting students in fulfilling their objectives for
study abroad. Agnes Scott's goal is for each student
who desires an international experience to be able to
participate.

Agnes Scott offers study abroad through Agnes Scott
faculty-led programs (Global Awareness, Global Con-
nections, Summer in Spain and other departmentally
based seminars), exchange programs and independent-
study programs. Programs vary in length, content,
format and cost. Some require an appropriate degree of
fluency in the language of the host country while oth-
ers use English as the language of instruction.

Students planning to join faculty-led international
programs, exchange or study-abroad programs must
meet the following basic requirements for participation:

Be in good standing

Have completed one year or 24 credit hours at Ag-
nes Scott prior to the experience abroad

Have a minimum 2.0 cumulative grade point aver-
age at the end of the semester prior to submitting
an application to participate in an ASC faculty-led
program

Have a minimum of a 2.75 grade point average
for participation through an exchange partner or
external study-abroad program provider if studying
abroad either semester during the ASC academic
year.

Have the minimum grade point average required by
the program provider for summer study abroad.

Other program-specific requirements must be met
before a student is eligible for participation.

Year Five, nondegree (special, exchange) and gradu-
ate students may participate in study-abroad programs
if space is available and if they pay the full cost of the
program. These students are not eligible for subsidies,
grants or financial aid.

CURRICULAR INITIATIVES

At the heart of international education at Agnes Scott
is the curriculum, which includes many courses with in-
ternational content and special programs. Faculty from
across the disciplines draw from their international
experiences and perspectives in these courses.

The college offers majors and minors in French, Ger-
man studies and Spanish and a minor in Asian studies,
in addition, the college also offers a major in classical
languages and literatures. Courses are also offered in
Japanese and Chinese.

The nationally recognized Language Across the Cur-
riculum program connects language study in French,
German and Spanish to other disciplines such as art
history, anthropology, political science, history and
music. Africana studies, which offers a major and a
minor, combines African and African-American courses

5^ Agnes Scott College www.agnesscott.edu

offered in the departments of history, political science
and sociology and anthropology^

FACULTY-LED INTERNATIONAL
EXPERIENCES

The two most common faculty-led short-term pro-
grams abroad, which are connected to and follow
an on -campus course or courses, are The Coca-Cola
Global Awareness and Global Connections. The
college will contribute a partial, one-tmie subsidy for
each degree-seeking student toward the cost of the
international-travel part of one faculty-led short-term
program.

ASC Summer in Spain

ASC Summer in Spain is a five-week program offered
every other summer, that focuses on language learn-
ing and culture. Participating students live with host
families in Oviedo, Spain, and receive academic credit.
For more information, contact Michael Schlig, associ-
ate professor of Spanish, or the Office of International
Education.

The Global Awareness Program

Through the Global Awareness Program, students
develop a better understanding of their cultural values
as well as an appreciation for the physical and cultural
diversity of the world. This introductory-level interna-
tional program offers students the opportunity to study
and experience a culture different from their own.
Students have an extended academic study and travel
experience under the guidance of Agnes Scott faculty.
Recent Global Awareness seminars include faculty-led
study in China, Ghana, India, Japan and Turkey,

Students must apply, be selected and then prereg-
ister for two courses: GA 200 and GA 201 . GA 200
is taught on campus in the semester preceding the
international experience and includes the study of
the history, culture, arts, geography, economics and
politics of the target countiy. All students will choose
a research project and develop survival language skills
when possible. The semester-long course is followed
by a two- to three-week study seminar in the country,
in which students conduct research on their selected
topics, keep journals and stay with local families when

possible. Upon return to campus, students reflect on
the international experience, complete research proj-
ects and often share the experience with the campus
and local community.

Global Awareness is open to all enrolled students
who meet the basic participation requirements. Stu-
dents must have satisfactorily completed the assign-
ments given in the GA 200 course that serves as the
basis for the international experience, and attendance
at predeparture and post-seminar sessions is manda-
tory. Grades for GA 200 will be assigned prior to the
international travel and an incomplete will be assigned
for GA 201 until after the international component and
requirements are met.

Global Connections

Global Connections allows students to enrich their
on-campus learning by connecting what they learn in a
specific course to a faculty-led international study and
travel experience. Faculty members across the disci-
plines may propose a Global Connections component
to an existing, on-campus course. The study-travel
component consists of two to three weeks of inter-
national travel connected to the course. Examples of
on-campus courses followed by two to three weeks of
faculty-led Global Connections include: Transnational
and Global Contexts of Gender, Economy and Society
in Post-Colonial Africa: The Case of Gambia, The
Copernican Revolution: Astronomy Meets Art F^istory
in the Czech Republic, Poland and Italy,- Religion and
Morality and Their Expression in Roman Art and Ar-
chitecture in Central Italy,- Creative Writing and Irish
Drama in Ireland,- Political Science in Latin America:
Chile and Classics and History of Dance in Greece.

A Global Connections component may include
research, journal writing, creative projects and group
sessions. Students are required to attend predeparture
orientation sessions held during the semester before
the experience abroad. Grades of incomplete will be
assigned until requirements of the Global Connections
component have been completed. Global Connections
IS open to all enrolled students who meet the basic
requirements for participation. They must be concur-
rently enrolled in the base course or have satisfactorily
completed the base course or other designated courses
previously.

Agnes Scott College Catalog 2007-2009 55

Eligibility for Faculty-Led Programs

To be eligible, students must apply and be admitted to
the program and meet all basic requirements, be full-
time, degree-seeking students at Agnes Scott and have
a minimum cumulative grade point average of 2.0 at
the end of the semester before submitting the applica-
tion. Eligible students can receive a partial subsidy for
the cost of travel for one faculty-led program, either
the Global Awareness or the Global Connections.

STUDY-ABROAD APPROVAL

A student wishing to participate and receive credit
for a study-abroad, international service-learning, or
an international-internship program should contact
the Office of International Education as early as pos-
sible in her college career The ASC Application for
Study Abroad Approval form is due March 1 for any
credit-bearing international experience for programs
beginning with the upcoming summer, fall, spring, or
academic year.

All students planning to receive credit for stud-
ies abroad must seek approval from the college. The
application process must start early so all Agnes Scott
deadlines and the deadlines of the selected study-
abroad program are met. While March 1 is the internal
ASC deadline for study-abroad approval for the follow-
ing academic year, the deadlines of the study-abroad
providers of the specific program selected vary and
may occur before or after the Agnes Scott March 1
deadline. Therefore, it is important that students begin
the process of selecting a study-abroad program a year
or more in advance.

Credit for Study Abroad

Without ASC preapproval for study abroad, students
will not receive ASC credit. Preapproval of the study-
abroad proposal is to ensure in advance that the study-
abroad program proposed and the courses desired are
eligible for ASC credit. With preapproval, academic
credit can be granted for courses taken abroad. Tran-
scripts, actual course descriptions and other documen-
tation must be submitted to the Office of Academic
Advising upon completion of the program for final
evaluation of credit.

While abroad, students must report any changes in

their course schedule to the director of international
education, the assistant director of academic advising
and their faculty advisers. Grading systems around the
world vary widely,- therefore credit for study abroad
will be granted with a passing grade for courses com-
pleted. A grade of C or better is considered passing.
Grades for courses taken abroad are not factored into
the Agnes Scott grade point average, although the
grades are recorded on the ASC transcript. Credits for
study abroad are considered Agnes Scott credit and
may count toward the student's major, minor, standards
or electives.

Mandatory Predeparture Study-Abroad Orientation

Students participating in study abroad are required to
attend a mandatory predeparture orientation session
offered each semester Prior to departure, they are
also required to complete and sign an agreement and
general release, a health-disclosure form and a signed
medical-approval form for independent study abroad
and for faculty-led programs. All forms are available in
the Office of International Education.

Upon their return, students are required to complete
an evaluation and are encouraged to participate in a re-
entry session especially designed for reflection on their
study-abroad experience.

INDEPENDENT STUDY ABROAD

Students may choose to participate for credit in sum-
mer, semester or yearlong study-abroad and exchange
programs at more than 1 27 colleges in 35 countries.

Study Abroad through Exchange Programs

Through institutional exchanges and the International
Student Exchange Program (ISEP), ASC students
matriculate at universities around the world, benefit-
ing from and contributing to the campus life in the
country where they have chosen to study, while the
Agnes Scott campus is enriched with an influx of short-
term (semester and yearlong) exchange students from
abroad. In most instances, exchange students pay their
tuition to the home institution, i.e. the one granting
them their degree. Agnes Scott students going on ex-
changes pay ASC tuition. Their international-student
counterpart comes to Agnes Scott for a semester or

56 Agnes Scott College www.agnesscott.edu

year and she too pays her tuition to her home institu-
tion. Payment of room and board varies by exchange
contract.

Through the International Student Exchange Pro-
gram, Agnes Scott students may choose from more
than 127 partner universities in 35 countries including:
Argentina, Australia, Austria, Brazil, Bulgaria, Canada,
Chile, China, Colombia, Costa Rica, Denmark, Esto-
nia, Fiji, Finland, France, Germany, Ghana, Hungary,
Iceland, Ireland, Italy, Japan, Kenya, Republic of Korea,
Latvia, Malta, Mexico, Netherlands, Nicaragua, the Phil-
ippines, Spain, Sweden, Switzerland, Thailand, United
Kingdom (England, Scotland, Wales) and Umguay.

Additionally, there are several institutional exchang-
es, such as the college's exchange with Kinjo Gakuin
in Nagoya, Japan, and FJong Kong Baptist University
in FJong Kong, People's Republic of China. Also, the
Association of Presbyterian Colleges and Universities
sponsors reciprocal exchanges between Agnes Scott
and several institutions in Northern Ireland, including
Queen's University of Belfast and the University of
Ulster.

Other Study-Abroad Opportunities

The second broad category of independent study-
abroad is accomplished through study-abroad program
providers. Study-abroad providers vary widely in
qLiality, services, length of program and opportunities
provided, therefore, ASC periodically reviews and
selects preferred program providers. Study abroad
providers offer traditional university study abroad,
independent research, international-service learning,
field-based study abroad, language learning, internships
and combinations of these. Current information about
independent study-abroad programs and providers is
available in the Office of International Education.
Students planning to participate in independent
study-abroad programs must seek ASC approval for
their selected study-abroad program and the specific
course work they propose taking while abroad. They
must submit the ASC study abroad approval form to
the Office of International Education on or before the
annual March 1 deadline. The majority of study-abroad
courses approved for credit do not have equivalents in
the ASC curriculum. ASC department chairs routinely

review and approve nonequivalent study-abroad cours-
es for major, minor, specific and distributional credit
within the academic discipline. The student completes
the study-abroad program provider's application forms
and submits a copy of the completed application to
the international education office.

Eligibility for Exchange and Study-Abroad
Programs

To be eligible, students must meet all basic require-
ments,- be full-time, degree-seeking students at
Agnes Scott; and in most instances have a minimum
cumulative grade point average of 2.75 at the end
of the semester before submitting the application.
The minimum GPA required for eligibility to engage
in independent study abroad during fall or spring
semester is 2.75 yet varies greatly across the exchange
partners and study-abroad program providers and is
most often higher than a 2.75. international students
studying at Agnes Scott are eligible to participate in
ISEP-Exchange programs, summer study abroad and
ASC faculty-led programs.

STUDY ABROAD-RELATED FEES

Airfare to the study abroad destination is usually the
largest expense beyond, tuition, room, and board.
Almost all study abroad programs have an applica-
tion fee which varies widely. Some programs require
a housing deposit. Many countries require a visa and
visa application fee. Some countries requiring a visa
also require the applicant to appear in person, which
might involve travel in the U.S. to the consulate with
jurisdiction for their state of residence.

Depending on the study-abroad program, some
students will pay a nonrefundable ASC study-abroad
administrative fee, which is separate from the ASC
continuation deposit that all ASC students must pay
each spring, whether thev study abroad or not.

FUNDING ASSISTANCE FOR
STUDY ABROAD

Agnes Scott students eligible to receive Agnes Scott
College institutional aid, federal financial aid (grants
and loans), state grants and/or privately funded
scholarships may or may not continue to receive

Agnes Scott College Catalog 2007-2009 57

those funds while participating in exchange and
preapproved study-abroad programs during the fall
or spring semesters. Agnes Scott work study is not ap-
plicable to study-abroad experiences. The director of
hnancial aid determines student financial aid eligibility.
Additionally, there are several ASC scholarships and
awards for study abroad. Each spring a call for applica-
tions is announced campuswide.

INTERNATIONAL SCHOLARSHIPS AND
FELLOWSHIPS

Among the prestigious scholarships and fellowships
available to Agnes Scott students are five that are in-
ternational in scope: Fulbright grants, British Marshall
scholarships, Rhodes scholarships, Rotary fellowships
and NSEP Scholarships. Agnes Scott students have
been recipients of the Thomas R. Pickering Foreign
Affairs Fellowship, the Freeman-ASIA Scholarship, the
Fulbright, the Rhodes and the Rotary Ambassadorial
Scholarship. For more information, visit the Office of
International Education in Buttrick F^all or its Web site
at www.agnesscott.edu/academics/p_internationaledu-
cation.asp.

The Benjamin A. Gilman International
Scholarship Program

The Benjamin A. Gilman international Scholarship
Program reduces barriers to study abroad by provid-
ing assistance to those undergraduate students who
have demonstrated financial need. This program offers
a competition for awards for study abroad, for U.S.
citizens who are receiving federal Pell Grant funding.
Pell recipients planning to study abroad should also
apply for a Gilman Scholarship.

This congressionally funded program is offered
through the Bureau of Educational and Cultural Affairs
of the U.S. Department of State and is administered
by the Institute of International Education. Selected
by competition, recipients are awarded up to $5,000
to defray costs associated with studying abroad.

Information on other study-abroad scholarships may
be obtained in the Office of International Education.

British Marshall Scholarships

Established by an act of Parliament in 1953 to
commemorate the ideals of the European Recovery

Programme (the Marshall Plan), British Marshall
scholarships are intended to enable "intellectually
distinguished young Americans to study in the United
Kingdom and thereby to gain an understanding and
appreciation of the British way of life."

Applications must be submitted on prescribed forms
available by mid-May from the Office of Internationa!
Education or the Marshall campus adviser. The cam-
pus application deadline is Oct. 1 .

Freeman-ASIA

The primary goal of the Freeman-ASIA Program is to
increase the number of U.S. undergraduates who study
in East and Southeast Asia by providing students with
the information and financial assistance they will need
Awardees share their experiences with their home cam-
pus to encourage study abroad by others and to spread
understanding of Asia in their home communities.

Fulbright Grants

Gongress created the Fulbright program in 1946 to
foster mutual understanding among nations through
educational and cultural exchanges. Each year, the
Fulbright program enables U.S. students, artists and
other professionals to study or conduct research in
more than 100 nations. The program offers Fulbright
full grants, Fulbright travel grants, foreign and private
grants and teaching opportunities. Brochures, applica-
tion forms and information are available from the of-
fice of international education or the Fulbright campus
adviser. The campus-application deadline is Oct. 1 .

NSEP Scholarships

Established by the National Security Education Act of
1991, NSEP Scholarships provide U.S. undergraduate
students with the resources and encouragement they
need to acquire expertise in languages, cultures and
countries less commonly taught in the United States.
NSEP scholarships can be applied for study in all
countries except Western Europe, Ganada, Australia
and New Zealand.

Applications can be obtained from the Office of
International Education or the NSEP campus adviser.
The campus application deadline is Dec. 1.

Rhodes Scholarship

The Rhodes Scholarship provides for study at the
University of Oxford and is one of the most competi-

58 Agnes Scott College www.agnesscott.edu

five awards available. Applicants must demonstrate
outstanding intellectual and academic achievement,
but they must also be able to show integrity of char-
acter, interest in and respect for their fellow beings,
the ability to lead and the energy to use their talents
to the fullest.

Forms and information are available from the office
of international education or the Rhodes campus ad-
viser. The campus application deadline is Oct. 1.

Rotary Ambassadorial Scholarships

The primary purpose of this program is to further
international understanding and friendly relations
among people of different countries. Scholarship
applications need to be made more than a year in
advance of the planned study-abroad program experi-
ence. Rotary awards provide for all expenses of most
semester and yearlong study-abroad programs.

Thomas R. Pickering Foreign Affairs Fellowship

Outstanding students who are interested m pursuing
a Foreign Service career with the U.S. Department
of State may apply for a Pickering Fellowship during
their sophomore year. The fellowship award includes
tuition, room, board and mandatory fees during the
junior and senior years of college and during the first
year of graduate study with reimbursement for books
and one round-trip travel.

The fellow must commit to pursuing a graduate
degree in international studies at one of the graduate
schools identified by the Woodrow Wilson National
Fellowship Foundation. Fellows meet annually in
Washington, D.C., for a program orientation. Only
U.S. citizens will be considered for Pickering Fellow-
ships. Women, members of minority groups histori-
cally underrepresented in the Foreign Service and
students with financial need are encouraged to apply.

INTERNATIONAL STUDENTS

international Student Orientation

Working with the Orientation Council's international-
student liaison, the Office of International Educa-
tion coordinates a three-day orientation preceding
the new student orientation. It is meant to give new
international students the opportunity to learn about
cross-cultural adjustment issues, housing, banking,
safety, transportation. Social Security, immigration
regulations, writing and speaking support, insurance,
health setA'ices and other information specific to them.
International students gain the opportunity to meet
one another in a small-group setting and to become
familiar with the campus before joining all other new
students for the general orientation.

International Student Support

Working with the Office of Admission, the Office of
international Education provides immigration advice
and strategies for obtaining a student visa before the
international student leaves her home country. From
predeparture orientation materials to arrival at the
Atlanta airport, the Office of International Education
coordinates special services and programs for interna-
tional students and exchange students. Support sei^ices
continue with ongoing assistance in cross-cultural
adjustment, immigration regulations, nonresident-tax
compliance, emergency response and other services
needed specifically by international students.

Agnes Scott College Catalog 2007-2009 59

Special Curricular Opportunities

AGNES SCOTT OFFERS a rich assortment of learning
opportunities on and off campus to accelerate students'
progress and extend their learning experiences beyond
the classroom.

ATLANTA SEMESTER

This distinctive program combines experiential learn-
ing through internships with courses designed to bring
the college and community together to study and
promote social change.

The emphasis on women and leadership in academic
and public settings distinguishes the Atlanta Semester
from other programs. Students are challenged to ex-
amine contributions to social change made by women
leaders, and they experience personally the challenges
and rewards of leadership in internships with Atlanta-
based organizations.

An interdisciplinary seminar and a speakers' forum
constitute the common academic core of the program.
Each student selects an internship suited to her needs
and interests and carries out an independent research
project bridging the experiential and academic compo-
nents of the program.

Each student is assigned an adviser and has many op-
portunities to discuss her individual program and goals.

Students enrolled in the Atlanta Semester program
may count the 12 semester-credit hours they earn as
fulfillment of electives or, with the approval of their
major or minor department, apply to receive credit for
their major or minor.

Women's studies majors and religious studies majors
concentrating in religion and social justice may count
credit hours earned for their major. Students are eli-
gible to enroll in the Atlanta Semester as early as their
sophomore year.

CROSS REGISTRATION

Cross registration at Atlanta Regional Council for
Higher Education member institutions allows students
to take courses not available at Agnes Scott. Students
from other member institutions may enroll in courses

at Agnes Scott. Students may cross register for a maxi-
mum of two courses per term and a total of 18 semester
hours.

Grades for courses taken through cross registration
are not factored into a student's GPA, but grades of
A, B, C or D are accepted for credit hours. Only one
specific or distributional or social and cultural analysis
standard may be fulfilled by courses taken under cross-
registration. (See the Transfer Credit section, page 36.)

Courses taken to satisfy the depth standard must be
approved by the student's adviser. Cross-registration
courses may satisfy requirements for a minor if ap-
proved by the chair of the minor program.

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 registrar's office before
the end of course selection for the semester in \A'hich
they plan to enroll in cross registration.

ARCF4E member institutions are:

Agnes Scott College

Brenau University

Clark Atlanta University

Clayton College and State University

Columbia Theological Seminary

Emory University

Georgia Institute of Technology

Georgia State University

Interdenominational Theological Center

Kennesaw State University

Mercer University Atlanta

Morehouse College

Morehouse School of Medicine

Oglethorpe University

Savannah College of Art and Design-Atlanta

Southern Polytechnic State University

State University of West Georgia

Spelman College

The University of Georgia

6o Agnes Scott College www.agnesscott.edu

INDEPENDENT STUDY (490)

Independent study gives superior students the op-
portunity to explore a particular field of intellectual or
artistic interest and to produce a related piece of work.

Every student with junior standing and a cumulative
SO GPA (B) or better is eligible to apply. The inde-
pendent study is to be taken in the student's major. If
there is substantial preparation in another department
or program, exceptions to this policy may be approved
by the assistant dean of the college. Applications must
be approved by the appropriate department chair or
program director. The project may begin as early as the
spring semester of the student's junior year.

Interested students should obtain the guidelines
(available in the Office of Academic Advising) and
apply in writing to the appropriate program chair. The
completed application for an independent study must
be submitted to the assistant dean of the college for
approval.

Students wishing to begin independent study dur-
ing the fall semester of their senior year miust apply
two weeks before course selection week in the spring
semester of their junior year.

Those wishing to begin their study in the spring
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 two weeks before
the fall semester deadline for course changes.

INTERNSHIP (450)

The college recognizes that learning through intern-
ships can be a valuable adjunct to classroom learning
and endeavors to make possible worthwhile experi-
ences for students whose academic programs benefit
from such opportunities.

Internships worthy of academic credit bear a close
relationship to the student's principal academic inter-
ests. Internships for which academic credit is inappro-
priate are those with little relationship to the college
curriculum. These may provide secondary benefits,
such as personal development, professional experi-
ence, service to the community or acquisition of purely
practical information. The Office of Career Planning
facilitates participation in both kinds of internships.

A student interested in an internship for credit

should obtain guidelines and an application from
the Office of Experiential Learning. She should then
consult her adviser. The completed application should
be submitted for approval to the director of experien-
tial learning. The deadline is registration day of the
semester during which the internship is to be taken.
Internships are offered on a pass/fail basis.

An approved internship is entered on a student's
course schedule, and tuition is charged based on the
student's course load for that semester. A student may
complete the practical component of an internship while
the college is not in session and complete the academic
component of the internship and receive credit for the
internship during the next semester. The internship must
be approved before work is begun.

HUBERT SCHOLARS PROGRAM

The Hubert Scholars Program is a model program, one
that combines experiential learning and exploration of
vocation with sei'vice to humanity. The college selects
Hubert Scholars each year with the hope that many of
them, whether as career professionals or willing volun-
teers, will help meet the world's need for food, medical
attention and faith.

Agnes Scott students compete for awards from the
Hubert Scholars Program. Applicants must have a 3.0
overall grade point average and he a rising sophomore,
junior or senior. An essay, budget and faculty recom-
mendation are required. Hubert Scholars receive a
$3,000 stipend to pursue their academic internship. For
more information, contact the Office of Experiential
Learning.

THE KEMPER SCHOLAR PROGRAM

The Kemper Scholar Program encourages students
to major in the liberal arts, while providing experi-
ences, contacts and training that may lead to careers
in administration or business. The foundation commits
financial support through scholarships and summer
stipends, in addition to personal assistance to each
Kemper Scholar, including placement in a nonprofit or-
ganization in Chicago during the sophomore summer.
Scholars commit themselves to regular contact with
the foundation, service in their community and the

Agnes Scott College Catalog 2007-2009 61

sophomore summer in Chicago.

Successful candidates will be interested in the liberal
arts and will maintain at least a 3.0 grade point average.
The Kemper Foundation hopes to foster future leaders
who pursue a vigorous, broad undergraduate education
while participating in community service, engaging
in campus activities and exploring their career aspira-
tions outside the classroom. First-year students with a
minimum 3.0 grade point average are eligible to apply
at the end of the fall semester. For more information,
contact the Office of Experiential [.earning.

SPECIAL STUDY (410)

special-study courses are ol'fered by all academic pro-
grams and are open to senior majors (and qualified ju-
niors) to pursue work outside a program's listed courses.
Nonmajors who demonstrate sufficient preparation in
the discipline may also take 410 courses. Applications to
take special study are available in the Office of Academ-
ic Advising and must be returned to the assistant dean
of the college for approval. A 410 course carries two
to four semester-hours credit. Ordinarily, a student will
take no more than two semester courses of special study.

The application should mclude the name of the
instructor who will offer the 410, the course title, 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 applica-
tion, as well as the chair of the department or director
of the program 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 program, her application also must describe her
preparation in the program offering the 410.

STUDENT-DESIGNED MAJORS

Students may design interdisciplinary majors if such a
major is not offered. A student-designed major must
be comparable in academic rigor and integrity to a
conventional major and must offer sufficient depth in a
subject area. It must also be cohesive and integrated.
Students need to identify two faculty members in
important areas of the planned major who approve

the program and are willing to serve as the student's
academic advisers.

The Office of Academic Advising has information
available on recent interdisciplinary majors, such as
art histoiy-religious studies, history-English litera-
ture, East-Asian studies and Latin-American studies.
Students may study the examples in preparing their
proposals but are not limited to those interdisciplinary
majors.

Proposals for student-designed majors must be
submitted to the associate dean of the college no later
than the second semester of a student's sophomore
year. The curriculum committee must approve all
proposals.

LANGUAGE ACROSS THE CURRICULUM

The Language Across the Curriculum program is de-
signed to enrich the study of the various disciplines. It
provides students and faculty the opportunity to study
materials in an original language, establish linkages
between foreign languages and various disciplines and
continue their language skills beyond the classroom.

Appropriate academic courses are coupled with a
one-hour Language Across the Curriculum component
where materials related to the course are read and
discussed in the original language. Pairs of faculty, one
a discipline instructor and one a language instructor,
co-teach the component.

More information about Language Across the Cur-
riculum courses may be found in these departments
or programs: art, English, history, modern foreign
languages and literatures, music, sociology and anthro-
pology, political science, religious studies and women's
studies.

Students wishing to enroll in the Language Across
the Curriculum component of offered courses must
have completed four semesters of a foreign language
(or equivalent).

RESEARCH SCHOLARS PROGRAM

The Research Scholars Program provides a collabora-
tive research experience between students and faculty.
Students are directly involved in research, and their
work is geared to produce publishable results. In this

62 Agnes Scott College www.agnesscott.edu

program, students receive invaluable experience while
faculty members receive research assistance in their re-
search areas. Students are expected to make a research
presentation to other students and faculty. Program
guidelines are available h"om the Office of the Dean of
the College.

JULIA T. GARY SUMMER RESEARCH
SCHOLARS IN SCIENCE

The Julia T. Gary Summer Research Scholars in Sci-
ence program supports collaborative summer research
projects for students and faculty in astronomy, biol-
ogy, chemistry, mathematics and physics. Students
considering applying should contact a professor in an
area of interest. Faculty members and students submit
a joint application to the Office of the Dean of the
College by March 15.

GOLDWATER SCHOLARS

The prestigious Barry M. Goldwater Scholarships
for sophomores and juniors are based on academic
merit in science, math and engineering and cover the
cost of tuition, fees, books and room and board up
to a maximum of $7,500 per year for their junior and
senior years. The Goldwater Foundation is a federally
endowed agency. The scholarship program honoring
U.S. Sen. Barry M. Goldwater was designed to foster
and encourage students to pursue careers in the fields
of mathematics, the natural sciences and engineering.
Students interested in applying can obtain the name of
the faculty adviser from the Office of the Dean of the
College.

In 2002-2003, Agnes Scott College students were
named a Goldwater Scholar in math and a Goldwater

Scholar in science, making it the only institution of
higher education in metro Atlanta to have two Gold-
water Scholars that year.

TRUMAN SCHOLARS

The Truman Scholarship, from the F^arry S. Truman
Foundation, is a prestigious, merit-based grant to un-
dergraduate students who wish financial support to at-
tend graduate or professional school in preparation for
careers in government. Students interested in applymg
can obtain the name of the current faculty adviser from
the Office of the Dean of the College. Final submis-
sion date for Agnes Scott is mid-December. Interested
students are encouraged to visit the Truman Web site
for additional information: www.truman.gov.

TEACHING CERTIFICATION

Agnes Scott has state-approved programs for teaching
certification in early childhood (P-5), secondary (6- 1 2,-
history and mathematics) and offers a Master of Arts
in Teaching secondary English, biology, chemistry,
mathematics, or physics. A student who completes any
of these programs satisfactorily is eligible for initial
Georgia certification and certification in states with
which Georgia has reciprocal agreements.

Agnes Scott undergraduate students interested in
teaching complete the teacher-education program in
addition to fulfilling their major requirements. The
professional program includes classroom study of theo-
retical and practical approaches to teaching and field
experiences in school settings.

Interested students should consult the director of
teacher education programs during their first year or as
early as possible in their college careers.

Agnes Scott College Catalog 2007-2009 63

Off-Campus Opportunities

DUAL-DEGREE PROGRAM WITH
GEORGIA INSTITUTE OF TECHNOLOGY

A student may combine three years of liberal arts
studies at Agnes Scott with two years of engineering
course work at Georgia Institute of Technology. Upon
completing the program, the student will receive a
bachelor of arts from Agnes Scott and a bachelor of
science from Georgia Tech.

For information about specific programs, students
should consult the dual-degree faculty coordinator
as early as possible, preferably during their first year
The student must select a major and plan a program
that satisfies all specific and distributional standards for
the Agnes Scott degree by the end of the junior year,
in addition to the mathematics and science courses
required for engineering programs at Georgia Tech.

Admission to the Georgia Tech program is based
on completion of the requirements listed above, a
mmimum GPA of 3.0 and the recommendation of the
dual-degree faculty coordinator

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 in St.
Louis for a combined undergraduate/graduate program.
Upon completing the three years at Agnes Scott and
the first year of architecture, the student receives a
bachelor of arts from Agnes Scott. She then continties
in the graduate program in architecture at Washington
University for three years to receive a master's degree
in architecture.

By taking advantage of this cooperative program,
a student may complete both degrees in seven years.
Interested students should consult the faculty coordi-
nator as early as possible, preferably in the first year
Admission to the program at Washington University is
based on completion of certain requirements and on the
recommendation of the program faculty coordinator

DUAL-DEGREE PROGRAM IN NURS-
ING WITH EMORY UNIVERSITY

Students enrolled at Agnes Scott who wish to prepare
for a career in nursing may pursue a three-year liberal
arts curriculum at Agnes Scott and, upon transfer to
Emory University's Nell Hodgson Woodruff School of
Nursing, may in two years complete requirements for
a bachelor of science in nursing.

The three-year prenursing program developed
by the Agnes Scott faculty, with the Nell Hodgson
Woodruff School of Nursing, consists of a minimum
of 92 semester hours (including AP and IB credits) of
coursework accepted at Agnes Scott, and will include
the general-education courses required for the nursing
curriculum at Emory and for the Bachelor of Arts at
Agnes Scott.

Upon successful completion of the dual-degree
requirements at Agnes Scott and of requirements for a
Bachelor of Science in nursing at Emory, the student
will be awarded a Bachelor of Arts from Agnes Scott
and a Bachelor of Science in nursing from Emory.

EXCHANGE PROGRAM WITH
MILLS COLLEGE

Agnes Scott and Mills College (in the San Francisco
Bay area in Oakland, Calif.) have an exchange agree-
ment enabling enrolled students to spend a semester or
year at the other college. Participants remain enrolled
in and pay all fees to their home college. A participat-
ing student may not transfer to the other college upon
completion of the exchange. The dean of the college
grants permission to participate in this program.

Students interested in attending Mills for a semester
or a year should consult the assistant dean of the col-
lege and the director of financial aid.

PUBLIC LEADERSHIP
EDUCATION NETWORK

Agnes Scott is a member of Public Leadership Educa-
tion Network, a consortium of women's colleges that
prepares women for public-leadership roles. Students

64 Agnes Scott College www.agnesscott.edu

have opportunities to study the process of public
pohcy with women leaders in Washington, D.C., and
abroad. Programs range from two-day mentor ses-
sions and longer seminars to the PLEN Public Policy
Semester. Students interested in a PL.EN program
should contact the director of experiential learnmg at
404 471-5187.

ROTC

Agnes Scott students may participate in the Air Force
or Army Reserve Officers Training Corps through the
ARCHE cross-registration program. Both programs
involve an elective curriculum taken alongside required
college classes. Students earn a college degree and an
officer's commission in the U.S. Air Force, U.S. Army,
U.S. Army Reserve, or U.S. Army National Guard at
the same time. A student who completes one of these
programs qualifies as a commissioned officer and will
be allowed to enter active duty in the US. Air Force or
the Army.

Air Force Reserve Officers'Training Corps

Agnes Scott students participating in the Air Force
ReseiA/e Officers Training Corps will attend ROTC
classes and training taught weekly at Georgia Institute
of Technology on Tuesdays and Thursdays. Air Force
ROTC offers competitive 4, 3.5, 3, 2.5, and 2-year col-
lege scholarships to qualified college students based on
merit. Noncompetitive scholarships are also available
based on major to include foreign languages. Scholar-
ships vaiy from $3,000, $9,000, $15,000, to full tuition
and required fees. Scholarship winners also receive
a stipend of up to $400 for each academic month in
addition to a $750 allowance for books and other edu-
cational items. Nonscholarship students also receive
the stipend and book allowance as contracted cadets in
the program.

Army Reserve Officers' Training Corps

Agnes Scott students participating in the Army Re-
serve Officers' Training Corps may participate with
the Georgia Institute of Technology ROTC classes
and training offered at Georgia Institute of Technol-
ogy, Emory University or Kennesaw State University
campuses.

Army ROTC offers two-, three-, or four-year college
scholarships to qualified high school seniors or college
stLidents. Scholarships, worth as much as $80,000
or more, are awarded on merit and pay ttiition and
required fees. Scholarship winners receive a stipend of
up to $400 for each academic month plus an allowance
for books and other educational items. Nonscholarship
students also receive the stipend and book allowance as
contracted cadets in the program.

Students interested in any of the above programs
should contact the Office of Academic Advising for
more information.

WASHINGTON SEMESTER

In the Washington Semester, students spend either the
fall or spring semester at American University in Wash-
ington, D.C. The program has 13 offerings, including
American politics, foreign policy, economic policy,
justice, international business and trade and journalism.
Each program consists of a seminar, an internship and
either a research project or a course taken at American
University. Students may attend during either their
junior or senior year.

Enrollment deadlines are early March for the fall
semester and early October for the spring semester. A
student participating in the Washington Semester pro-
gram at American University pays Agnes Scott tuition
to Agnes Scott during her semester in the program.
She is responsible for her room and board while in
Washington.

Agnes Scott does not provide institutional aid.
Limited scholarship money is available from American
University, Students are urged to apply early for con-
sideration. Students must submit an application that
entails a one-page essay, transcript and two letters of
recommendation from faculty members

Interested students should contact the Office of
Experiential Learning for more information.

Agnes Scott College Catalog 2007-2009 65

Preparation for Graduate
and Professional Sciiools

The Office of Career Planning assists students pursu-
ing graduate and professional education in a number
of ways. The office houses directories of numerous
graduate programs in the United States for reference.
Study guides for entrance exams and registration mate-
rials and instructions are available. Test preparation ses-
sions and application procedure workshops are offered
four to five Saturdays each semester. The career center
staff can provide resources and individual guidance to
assist with personal statements and other graduate/pro-
fessional school essays.

PREPARATION FOR ARTS
AND SCIENCES

A student interested in graduate study in arts or scienc-
es should consult first with her faculty adviser. Infor-
mation on the Graduate Record Examination may be
obtained from the Office of Career Planning. Graduate
catalogs are available on microfiche in McCain Library.

PREPARATION FOR MEDICINE

The college encourages students mterested in a career
in medicine, dentistry, veterinary medicine or allied-
health professions to pursue the major of their choice.
Medical schools are interested in liberal arts graduates.
Agnes Scott students have gone to medical school hav-
ing majored in classics, art, French and other subjects.

The health professions advising committee, advisory
to the assistant dean of the college, counsels students
on academic programs, preparation for professional
school and ways to improve their applications to
health programs. The committee writes letters of
evaluation to each school to which a student applies.
Students have the opportunity to meet with medical
college representatives as well as medical students,
including Agnes Scott alumnae.

The most critical step toward admission, other than
grades (GPA and grades in required science courses), is

the Medical College Admission Test or its equivalent
(DCAT for dentistry, VCAT for veterinary medicine).
This test should be taken during the spring of the ju-
nior year (except the VCAT) and may be repeated dur-
ing the late summer before the senior year to improve
performance.

Most medical, dental and veterinaiy colleges require
a full-year course with laboratory in biology, physics,
inorganic (general) chemistry and organic chemistry.
Some schools require calculus. These courses should
be in progress or completed by the spring of the junior
year to do well on the MCAT

A student can make many course choices. If she is
not majoring in chemistry or physics, she will most
likely defer physics until her junior year. A student who
majors in chemistry or biology should take introducto-
ry courses in that discipline during the first year. These
programs apply to any major.

A sample program:

First year: Biology 191 and 192 (196 recommended)

Sophomore year: Chemistry 101 and 10 iL, 102
and 102L

Junior year: Chemistry 201 and 202,- Physics 1 10
and I I 1

Another sample program:

First-year: Chemistry 101 and lOlL, 102 and I02L

Sophomore year: Chemistry 201, 202,- Biology 191
and 192 (196 recommended in some cases)

junior year: Physics 1 10 and 1 1 1

Students are responsible for knowing admission
requirements of the professional schools to which they
wish to apply. This information is in medical school
admission requirements, on reserve in the Office of
Career Planning. A student who plans to attend a

66 Agnes Scott College www.agnesscott.edu

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 out-of-state students. States with no dental or
veterinary colleges have agreements with other states
with such facilities.

The pre-law club, Publius, is active in sponsoring
campus events and programs helpful for students ap-
plying to law school. Those interested in law school
should consult with pre-law advisers. Current advisers'
names are available through the Office of Academic
Advising.

PREPARATION FOR LAW

American law schools reqLiire no specific courses or
major, but mterested students must develop strong
analytical and communication skills. Students should
take maximum advantage of the richness and variety of
a liberal arts curriculum.

Courses that might be of particular interest to stu-
dents include Philosophy 103, introduction to Logic,
which is useful preparation for the analytic reasoning
tested on the Law School Admissions Test, used in law
school and the practice of law. Political Science 203,
Constitutional Law,- Political Science 360, Rights at
Work; Women's Studies 235, Women and the Law, are
also excellent choices.

PREPARATION FOR BUSINESS

Business graduate schools require no specific courses
or major. However, the combination of the liberal arts
education and the many opportunities for experiential
learning prepares Agnes Scott graduates for M.B.A.
programs. The business curriculum exposes potential
candidates to many courses offered in M.B.A. pro-
grams, interested students should consult with the
Office of Career Planning about when to take and how
to prepare for the Graduate Management Admissions
Test. Additional resources are in the Office of Career
Plannintj.

Agnes Scott College Catalog 2007-2009 67

Post- Baccalaureate Programs

Agnes Scott offers three coeducational post-bac-
calaureate programs: The Master of Arts in Teaching
secondaiy English, the Master of Arts in Teaching
secondaiy biology, chemisti'v, mathematics or physics,
and the Post-Baccalaureate Pre-Medical Program. Each
program has its own admission standards, admission
process, degree requirements, curriculum and timeline
for completion of degree or certificate. Students apply
to each program by a separate application process, not
through the undergraduate admission process.

MASTER OF ARTS IN TEACHING
SECONDARY ENGLISH

Program Overview

The Master of Arts in Teaching (M.A.T) secondary
English is a coeducational program of professional
study comprising 48 semester hours of coursework. It is
designed for students who have completed a bachelor's
degree in English or a related field and are interested
in pursuing graduate study and credentials to teach
English in secondary schools. This degree program is
particularly appropriate for the college graduate who is
seeking a career in teaching, but who did not include
the courses for certification m her or his undergradu-
ate work. Graduates receive certification in grades six
through 12 from the Georgia Professional Standards
Commission, reciprocal with many other states.

The M.A.T. program reflects the liberal arts tradition
of Agnes Scott in its recognition of the importance of a
broad and sound academic background in the prepara-
tion of a teacher. It is further guided by the conceptual
framework that informs all the educational programs
of the college. Each candidate is expected to develop
and demonstrate strong reading and writing skills,
solid knowledge of literatures in English and a growing
competence in educational theory and practice.

The typical program for the prospective secondary-
school teacher will include;

Academic courses in English (the candidate's teach-
ing fieldj.

Professional education courses, including special
internships and supervised student teaching.

Admission Requirements and Procedures

Given the focused curriculum and sequenced intern-
ships of the M.A.T. program, candidates ideally launch
their studies with the summer session that begins after
Memorial Day. Students who would like to proceed
part time or who have transferable credits in educa-
tion may begin any semester. Those students who
require prerequisite work in English are advised to
undertake this work during the fall and/or spring terms
preceding their first summer session.

Admission decisions are made by an M.A.T. admis-
sion committee, composed of the director of teacher
education programs, one faculty member each from the
departments of English and education and the director
of graduate studies.

Eligibility requirements:

1 . A bachelor's degree in English or closely related
field from an accredited college or university, with a
GPA of 3.0 in the major, and an overall undergradu-
ate GPA of 3.0. The degree must be complete at the
time of admission

2. A passing score on the GAGE Basic Skills Test, or a
state-approved exemption. Note that a passing score
on PRAXIS 1: Academic Skills Assessment, is accept-
able only if the test was taken prior to September 1,
2006

3. Graduate Record Exam (GRE) scores above the 50th
percentile in two of the three areas

Application Procedures

The application for admission to the Master of Arts in
Teaching secondary English program is available on
the college's Web site (www.agnesscott.edu). An appli-
cation packet may also be requested from the Graduate
Studies Program Coordinator by calling 404-471-5168
or sending an e-mail message to graduatestudies(S'
agnesscott.edu.

68 Agnes Scott College www.agnesscott.edu

All application materials, fees and supporting docLi-
mcnts should be sent to:

Office of Graduate Studies
Agnes Scott College
141 E. College Ave.
Decatur, GA 30030-3770

A complete application includes:

1 $35 application fee

2. A statement of purpose for graduate study: A two-
three page (about 750 words) essay explaining the
applicant's background in the study of literature and
interest in teaching English at the secondary level.
Submit on a separate paper attached to the applica-
tion for admission,

3. A portfolio of applicant's writing samples. This
portfolio (minimum of two works) may contain
academic, professional and creative work or other
pieces that provide a sample of the applicant's writ-
ing style and ability. Preferably this should include
at least one paper from a prior upper-level English
literature course.

4. Three letters of recommendation from former'
teachers, advisers and/or employers attesting to
qualifications for graduate study. These should be
sent directly to the Office of Graduate Studies at
Agnes Scott College.

5. Signature attesting commitment to the ASC Honor
System. Applicants sign the Agnes Scott Honor
Pledge attesting their willingness to commit to the
Honor System.

In addition, the Georgia Professional Standards
Commission (GPSC) requires applicants for teacher
certification to pass the Georgia Crime Information
Center (GCIC) criminal background check. Once
admitted into the M.A.T program at Agnes Scott, you
will be required to undergo this check. Agnes Scott
College Public Safety will conduct this check at no
charge.

Tuition and Fees

Ttiition rates for the lollowing academic year (includ-
ing summer) are set during spring semester. Tuition for
2007-2008 is $455 per credit hour.

The student activity fee for 2007-2008 is $175 for
the fall and spring semesters, due at the beginning of
the first semester in which the student is enrolled for
at least six semester hours. A technology fee of $200
is due at the beginning of the first semester in which a
student is enrolled for six or more semester hours.

The college requires all students be covered by
health insurance and provides a health insurance pro-
gram ($522 for 2007-2008). The health insurance pro-
gram may be waived upon evidence that the student
IS covered by adequate alternative health insurance
arrangements.

Program of Study

An adviser from the department of English, usually
the coordinator of the M.A.T. in secondary English
program, will be assigned to each candidate to approve
the program of study and advise the student during
progress toward the degree.

So that students will be educated in areas where
they would most benefit, the undergraduate experience
in English will affect the choice of courses taken in
English at Agnes Scott. Credit earned in English as an
undergraduate will not count toward completion of the
M.A.T

It is usual for full-time students to proceed consecu-
tively through the course offerings of the program,
completing all course work described.

For more information about the Master of Arts in
Teaching secondary English, visit www.agnesscott.edu.

Curriculum for the M.A.T. in
Teaching Secondary English

Summer Semester
Session I

ENG 6oo Approaches to Teaching Literary Genres 4

The teaching of poetry, fiction, and drama with some attention
to film. Such issues as text selection, thematic and,'or generic
organization and literature studied in historical and cultural
contexts. Special focus on reading, writing and enjoying poetry.

Agnes Scott College Catalog 2007-2009 69

EDU 610 Understanding Learners 4

Theories of cognitive development (Piaget, Vygotsky, information
processing); learning theory (research in cognition and memory,
behaviorism, constructivism, schema theory, conceptual
change); motivation theory (attributions, intrinsic vs. extrinsic,
affect).

Session II

ENG608 TheStudy and Teaching of Language 4

The contemporary structure and historical origins of American
English, its standard and popular varieties and its social and
historical contexts, with a direct focus on the needs of classroom
teachers.

EDU 611 Social and Pliilosophical Foundations of Education 4

Using concepts and forms of analysis from the social sciences
and philosophy, the course examines the challenges and
possibilities of transformative education. Emphasis is placed
on the purposes of education, the nature of knowledge as
understood and practiced in schools and the tensions between
the role of schools in the transmission and transformation of
values. Includes field experience. Prerequisite; EDU 610

Fall semester

EDU 612 Curriculum Development in Secondary Schools 4

Higher level thinking (problem solving, metacognition, critical
thinking, questioning); classroom environment (community,
physical arrangement, behavior and discipline); classroom
assessment. Includes field experience.

EDU 6i2LThe Opening of School Experience

Students attend a middle or high school for one week during
the opening of the school year. They will observe, assist the
cooperating teacher in various ways and complete any tasks
assigned in advance by the instructor of Education 612. Note:
Separate credit for this experience is not awarded though it is
noted on the student's transcript. A student's performance is
evaluated as a concomitant of Education 612.

EDU 680 Teaching Exceptional Children 4

Introduction to special needs, including child development
and intelligence, major areas of exceptionality, identification
of learners with special needs. Introduction to other learner
differences including race, class, gender, ethnicity and first
language. Adapting curriculum and instruction for diverse needs.
Includes field experience.

ENG610 Writing Teachers' Worl<shop 4

An intensive workshop for advanced writers in the theories and
practice of teaching writing at the secondary level. Emphasis
on writing as process, teaching grammar in context, evaluating
student writing and designing scholarly and creative writing
assignments for both individuals and groups. Special sessions
on the uses of technology in the English classroom.

ENG 500-level One literature seminar 4

Specific topics will change each Fall semester; recent offerings
have included Authorial Studies: Chaucer; Erotic Politics of
Renaissance Verse; Metatheatricality in Shakespeare; Studies
in African American Literature: The Novel; American Literature:
Comparative Ethnic Studies; Studies in Modernism. Creative
writing and theatre courses may be substituted with approval
of adviser.

Spring semester

EDU 630 Student Teaching 10

(taken over a 12-week period, starting in early January)

Full-time supervised experience in a public school. Prerequisite:
EDU610, 612, 680.

EDU 631 Seminar in Teaching 2

Provides individual and group problem-solving sessions to
focus on issues and situations related to the student teaching
experience. Corequisite: Education 630.

ENG 680 Current Issues: Study and Teaching of English 4

Focus on issues of current controversy in the profession: cultural
literacy, ideology and teaching, race and gender in literature,
cultural criticism, and technology and learning. Emphasis on
the philosophical dimensions of educational practice and the
political realities of public education. (Four weeks)

To graduate, candidates must:

Achieve an overall GPA of 3.0 on all courses taken
in the program at Agnes Scott (both graduate and
undergraduate), and a grade of no less than a B- in all
education courses.

Submit a passing score on the relevant CAGE Con-
tent Assessments Test. Note: a passing score on the
PRAXIS II; Subject Assessments Test is acceptable
only if the test was taken prior to September 1 , 2006.

Complete a total of 48 credit hours, 40 of which
must be earned at Agnes Scott

Complete Education 680 or an equivalent course
taken within 10 years prior to enrollment

Complete an exit portfolio

MASTER OF ARTS IN TEACHING
SECONDARY BIOLOGY, CHEMISTRY,
MATHEMATICS OR PHYSICS

Program Overview

The Master of Arts (M.A.T) in Teaching second-
ary biology, chemistry, mathematics or physics is a
coeducational program of professional study compris-
ing 48 semester hours of coursework. It is designed
for students who have completed a bachelor's degree
with an undergraduate major or concentrated study
in one of the teaching disciplines (biology, chemistry,
mathematics or physics) or a related field but who have
not completed teacher certification, and are interested
in pursuing graduate study and credentials to teach in

70 Agnes Scott College www.agnesscott.edu

secondary schools. This degree program is particularly
appropriate for the college graduate who is seeking a
career in teaching, but who did not include the courses
For certiHcation in her or his undergraduate work.
Graduates receive certification in grades six through 12
from the Georgia Professional Standards Commission,
reciprocal with many other states.

The M.A.T program reflects the liberal arts tradition
of Agnes Scott in its recognition of the importance of a
broad and sound academic background in the prepara-
tion of a teacher. It is further guided by the conceptual
framework that informs all the educational programs of
the college.

In addition to a understanding and effectively ap-
plying educational theory, candidates in the M.A.T in
mathematics are expected to develop a deep understand-
ing of the mathematics they will teach, the skills to solve
mathematical problems with confidence, and an under-
standing and appreciation of the role mathematics plays
in the sciences, engineering and other professions.

Candidates in the MAT. programs in biology,
chemistry and physics are expected to develop an
understanding of educational theory and practice, and
to enhance their understanding of and curiosity for the
sciences and the importance of science in the educa-
tion of eveiy student.

The typical program for the prospective secondary-
school teacher will include:

A three course sequence (SCE 600-602 or MAT 600-
602 ) whichs link pedagogy with the content of the
candidate's teaching discipline

Two elective courses chosen from the candidate's
teaching field and related disciplines. These courses
will be selected in consultation with the candidate's
disciplinaiy adviser (for more details, see the indi-
vidual program descriptions at our Web site:
www.agnesscott.edu). An exceptionally well-pre-
pared student may request that one of these courses
be waived.

Professional education courses, including special
internships and supervised student teaching.

Admission Requirements and Procedures

Given the focused curriculum and sequenced intern-
ships of the MAT program, candidates ideally launch

their studies with the summer session that begins after
Memorial Day. Students who would like to proceed
part time may begin any semester under careful advise-
ment from the candidate's disciplinary adviser Those
stLidents who require prerequisite work are advised to
undertake this work during the fall and/or spring terms
preceding their t-irst summer session.

Admission decisions are made by an M.A.T. admis-
sion committee, composed of the director of teacher
education programs, one faculty member from each of
the candidate's disciplinary department and the depart-
ment of education, and the director of graduate studies.

Eligibility requirements:

A bachelor's degree from an accredited college or
university with a major or significant preparation in
biology, chemistry, mathematics or physics, with a
GPA of 3.0 in the major, and an overall undergradu-
ate GPA of 3.0. The degree must be complete at the
time of admission.

A passing score on the GAGE Basic Skills Test, or a
state-approved exemption. Note that a passing score
on PRAXIS 1: Academic Skills Assessment, is accept-
able only if the test was taken prior to Sept. 1 , 2006.

Graduate Record Exam (GRE) scores above the 50th
percentile in two of the three areas.

Application Procedures

The application for admission to the Master of Arts in
teaching secondary biology, chemistry, mathematics
or physics program is available on the college's Web
site, www.agnesscott.edu. An application packet may
also be requested from the Graduate Studies Program
Coordinator by calling 404 471-5168 or by sending an
e-mail message to graduatestudies@agnesscott.edu.

All application materials, fees, and supporting docu-
ments should be sent to:

Office of Graduate Studies
Agnes Scott College
141 E. College Ave.
Decatur, GA 30030-3770

Agnes Scott College Catalog 2007-2009 71

A complete application includes:

1 . $35 application fee

2. A statement of purpose for graduate study: A two-
to three-page (about 750 words) essay explaining the
applicant's academic background and work experi-
ences, their relevance for teaching in the chosen
discipline, and the candidate's interest in teaching

at the secondary level. Submit on a separate paper
attached to the application for admission.

3 Three letters of recommendation from former
teachers, advisers and/or employers attesting to
qualifications for graduate study. These should be
sent directly to the Office of Graduate Studies at
Agnes Scott College.

4 Signature attesting commitment to the ASC Honor
System. Applicants sign the Agnes Scott Honor
Pledge attesting their willingness to commit to the
Honor System.

In addition, the Georgia Professional Standards
Commission (GPSC) requires applicants for teacher
certification to pass the Georgia Crime Information
Center (GCIC) criminal background check. Once
admitted into the M.A.T program at Agnes Scott, you
will be required to undergo this check. Agnes Scott
College Public Safety will conduct this check at no
charge.

Tuition and Fees

Tuition rates for the following academic year (includ-
ing summer) are set during spring semester. Tuition for
2007-2008 is $455 per credit hour.

The student activity fee for 2007-2008 is $175 for
the fall and spring semesters, due at the beginning of
the first semester in which the student is enrolled for
at least six semester hours. A technology fee of $200
is due at the beginning of the first semester in which a
student is enrolled for six or more semester hours.

The college requires all students be covered by
health insurance and provides a health insurance pro-
gram ($522 for 2007-2008). The health insurance pro-
gram may be waived upon evidence that the student
is covered by adequate alternative health insurance
arrangements.

Program of Study

The programs of study for students in the M.A.T pro-
grams in biology, chemistry, mathematics and physics
have a common core. In addition, certain coursework
to strengthen the candidate's disciplinary background
is chosen to ensure that the candidate has content
knowledge that meets specific requirements. For more
information about the specific requirements of each of
these programs, go to http://www.agnesscott.edu. In
order to guide the candidate in choosing disciplinary
electives, which are courses in Agnes Scott's undergrad-
uate curriculum, an adviser from the candidate's disci-
plinaiy department will be assigned to each candidate
to approve the program of study and advise the student
during progress toward the degree. Credit earned as
an undergraduate will not count toward completion of
electives for the M.A.T.

It is usual for full-time students to proceed consecu-
tively through the course offerings of the program,
completing all course work descriloed.

CURRICULUM FOR THE M.A.T. IN
TEACHING SECONDARY BIOLOGY,
CHEMISTRY, MATHEMATICS AND
PHYSICS

Summer Semester
Session I

EDU 6io Understanding Learners 4

Theories of cognitive development (Piaget, Vygotsl<y, information
processing); learning theory (research in cognition and memory,
behaviorism, constructivism, schema theory, conceptual
change); motivation theory (attributions, intrinsic vs. extrinsic,
affect). Includes field experience.

SCE 600 Secondary Science from an Advanced Perspective 4

Examination of topics in secondary science from advanced
and interdisciplinary perspectives. History of development of
scientific thought and its importance in shaping major historical
events. Focus on investigative nature of science. Reading from
science and science education research literature, both within
disciplines and in interdisciplinary contexts. Prerequisite:
admission to the program; corequisite; EDU 610
OR

MAT 600 Secondary Mathematics from an 4

Advanced Perspective

Examination of topics in secondary mathematics from advanced
and interdisciplinary perspectives. Focus on problem solving
and applications of mathematics in other fields. Readings from
literature in mathematics education. History of mathematics,
with focus on historical roots of geometry, number concepts and
calculus. Corequisite: EDU 610

72 Agnes Scott College www.agnesscott.edu

Session II

EDU 611 Social and PhKosophical Foundations of Education 4

Using concepts and forms of analysis from the social sciences
and philosophy, the course examines the challenges and
possibilities of transformative education. Emphasis is placed
on the purposes of education, the nature of knowledge as
understood and practiced in schools and the tensions between
the role of schools in the transmission and transformation of
values. Prerequisite: EDU 610

EDU 680 Teaching Exceptional Children 4

Introduction to special needs, including child development
and intelligence, major areas of exceptionality, identification
of learners with special needs. Introduction to other learner
differences including race, class, gender, ethnicity and first
language. Adapting curriculum and instruction for diverse needs.
Includes field experience.

Or elective

(usually an undergraduate course tal<en to complete a
deficiency)

Fall semester

EDU 612 Curriculum Development in Secondary Schools 4

Higher level thinking (problem solving, metacognition, critical
thinking, questioning); classroom environment (community,
physical arrangement, behavior and discipline); classroom
assessment. Includes field experience.

EDU 612L The Opening of School Experience

Students attend a middle or high school for one week during
the opening of the school year. They will observe, assist the
cooperating teacher in various ways and complete any tasks
assigned in advance by the instructor of Education 612. Note:
Separate credit for this experience is not awarded though It is
noted on the student's transcript. A student's performance is
evaluated as a concomitant of Education 612.

EDU 680 Teaching Exceptional Children 4

Introduction to special needs, including child development
and intelligence, major areas of exceptionality, identification
of learners with special needs. Introduction to other learner
differences including race, class, gender, ethnicity and first
language. Adapting curriculum and instruction for diverse needs.
Includes field experience.

Or elective

(usually an undergraduate course taken to complete a
deficiency)

Elective 4

(usually an undergraduate course taken to complete a
deficiency)

SCE601 Teaching and Learning the Sciences 4

Field experience in secondary school or introductory college
science course or lab. Students apprentice with master teachers,
observe student learners, assist as learning or lab assistants.
Experience preparing labs, preparing and grading assignments,
using technology. Weekly seminar on issues of student learning
and assessment. Prerequisite; SCE 600, EDU 610, corequisite
EDU612
OR

MAT 601: Teaching and Learning Mathematics 4

Field experience in secondary school or introductory college
math course. Students apprentice with master teachers, observe

student-learners, reflect on their learning experience. Experience
preparing and grading assignments, using mathematical
software. Weekly seminar on issues of student learning and
assessment. Prerequisite: MAT 600, EDU 610; corequisite EDU
612

Spring semester

EDU 630 Student Teaching 10

(taken over a i2-week period, starting in early January)
Full-time supervised experience in a public school. Prerequisite:
EDU 610, 612,680.

EDU 631 Seminar in Teaching 2

Provides individual and group problem-solving sessions to
focus on issues and situations related to the student teaching
experience. Corequisite: Education 630.

SCE 602 Current Issues in the Study and Teaching of Science 4

(taken during a one-month period after EDU 630)
Reflection on both human interactions and science encountered
during student teaching, hlling disciplinary gaps, deepening
understanding of the nature and history of science and its
importance to individuals as citizens. Focus on issues of current
controversy in science education. Completion of exit portfolios.
Prerequisite: SCE 601, EDU 630

OR

MAT 602 Current Issues in the Study and Teaching 4

of Mathematics

(taken during a one-month period after EDU 630)
Reflection on both human interactions and mathematics
encountered during student teaching, filling disciplinary
gaps, deepening understanding of the nature and history of
mathematics and its importance to individuals as citizens. Focus
on issues of current controversy in math education. Completion
of exit portfolios. Prerequisite: MAT 601, EDU 630

To graduate, candidates must;

Achieve an overall GPA of 3.0 on all courses taken
in the program at Agnes Scott (both graduate and
undergraduate), and a grade ol no less than a B- in all
education courses.

Submit a passing score on the relevant CAGE Con-
tent Assessments Test. Note that a passing score on
the PRAXIS II: Subject Assessments Test is accept-
able only if the test was taken prior to Sept. 1 , 2006.

Complete a total of 48 credit hours, 40 of which
must be earned at Agnes Scott.

For candidates in the M.AT in biology, chemistry
and physics: Complete coursework including SCE
600, 601 and 602 and EDU 610, 61 1, 612/612L, 630
and 631.

Agnes Scott College Catalog 2007-2009 73

For candidates in the M.A.T. in mathematics: Com-
plete coursework including MAT 600, 601 and 602
andEDU 610, 611, 612/612L, 630 and 631.

Complete Education 680 or an equivalent course
taken within 10 years prior to enrollment. Complete
two undergraduate elective courses. An exception-
ally well-prepared student may request that one of
the two electives be waived, but at least one elective
must be taken at Agnes Scott after admission to the
program.

Complete an exit portfolio.

THE POST-BACCALAUREATE
PRE-MEDICAL PROGRAM

Program Overview

The Post-Baccalaureate Pre-Medical Program is a
coeducational one-year program designed for students
who have completed their baccalaureate degree in a
nonscience field and who now wish to pursue a medi-
cal career. The curriculum includes 32 credit hours of
undergraduate laboratory science and mathematics
courses needed for admission to medical school. A
certificate of Advanced Post-Baccalaureate Pre-Medi-
cal Science is awarded to students who remain in the
program for a second year, take advanced courses and
complete a minimum of 40 credit hours of science and
mathematics coursework.

Applicants should demonstrate a high degree of
motivation and commitment to the study of medicine.
It is desirable for applicants to have some experience in
a medical setting, either as volunteers or professionals.

Admission Requirements and Procedures

The Post-Baccalaureate Pre-Medicai Program is open
to women and men who have completed a bacca-
laureate degree in a nonscience field at a regionally
accredited college or university. This program is not
designed for students who are seeking to enhance their
undergraduate science grade point average and/or im-
prove their Medical College Admissions Test scores to
be successful in gaining admission to medical school.
Applicants who have completed a significant number
of the courses required for admission to medical school
will not be considered for this program. The college

normally does not allow post-baccalaureate students to
retake courses they took as undergraduates. The excep-
tions to this policy are the general chemistry courses
offered during summer school, it is recommended that
students who took general chemistry more than three
years ago retake the courses to build a solid foundation
for organic chemistry.

Successful candidates have an academic record that
is likely to be viewed favorably by medical school
admissions committees. Applicants should have a
cumulative GPA of 3.5 or higher for all undergraduate
work. Transfer credits that are not calculated in the
GPA of an applicant's degree-granting institution will
be considered when determining the cumulative GPA
for admission to this program.

Official score reports from college or graduate
school admissions tests must be requested from the
testing company and sent directly to the college. A stu-
dent whose undergraduate admissions test scores (SAT
or ACT) are more than 10 years old must take the GRE
and submit the scores to Agnes Scott College. Recom-
mended minimum scores are as follows:

Test

Component

Score

Component

Score Component

Score

SAT

Mathematics

560

Verbal

540

GRE

Quantitative

600

Verbal

560

ACT

Mathematics

24

Reading + Er

igli

sh

48 Composite

24

Application Procedures

The application for admission to the Post-Baccalaure-
ate Pre-Medical Program is available on the college's
Web site (www.agnesscott.edu/graduateandpost-bacc/
p_postbaccpremedprogram.asp). An application packet
may also be requested from the program assistant by
calling 404 471-5395 or sending an e-mail message to
post-bacc(S'agnesscott.edu.

All application materials, fees and supporting docu-
ments should be sent to:

Post-Baccalaureate Pre-Medical Program

Science Center for Women

Agnes Scott College

141 E. College Ave.

Decatur, GA 30030-3770

The following items must be received before an ap-
plication file will be reviewed:

1L, Agnes Scott College www.agnesscott.edu

Completed application

$35 application fee

Ofticial transcript from each college/university at-
tended. Transcripts must lie sent from tfie college to
the Post-Baccalaureate Pre-Medical Program office.
Transcripts issued to the student and/or submitted by
the student will not be accepted unless received in a
sealed envelope with an official college signature or
insignia across the seal. One transcript must show
the awarding of the bachelor's degree. Applicants
who are admitted prior to completing the bachelor's
degree will be required to submit a final transcript
that shows the degree prior to enrolling.

Admissions test scores, as described above

Two confidential letters of recommendation from
former and/or current professors, advisers and/or em-
ployers attesting to the applicant's qualifications for
and interest in pursuing a medical career. References
should be mailed directly to the Post-Baccalaureate
Pre-Medical Program office. If letters are included
with an application packet, they must be sealed and
have the author's signature across the seal. Faxed
letters will not be accepted without prior approval
of the program director and niList be followed by
delivery of a hard copy in U.S. mail.

A one-page statement of goals for entering the
program, including a description of the applicant's
educational background and interest in pursuing a
medical/health career

Signature attesting commitment to the ASC Honor
System

Application Deadlines and Notification Dates

The deadline tor summer admission is March I , and
June I for fall admission. Admission decisions are made
on a rolling basis, so early application is encouraged.

Review of an application will occur only after the file
contains all of the required components. Incomplete
files will not he reviewed.

Applicants are normally notified within two weeks
after the file is complete. Admitted students have a

minimum of 30 days in which to accept the offer of
admission and submit a $ 1 50 nonrefundable enroll-
ment deposit.

Tuition and Fees

Tuition rates for the following academic year (includ-
ing summer) are set during spring semester. Tuition for
2007-2008 is $455 per credit hour.

The student activity fee for 2007-2008 is $175 tor
the fall and spring semesters, due at the beginning of
the first semester in which the student is enrolled for
at least six semester hours. A technology fee of $200
is due at the beginning of the first semester in which a
student is enrolled for six or more semester hours.

The college requires all students be covered by
health insurance and provides a health insurance pro-
gram ($522 for 2007-2008). The health insurance pro-
gram may be waived upon evidence that the student
is covered by adequate alternative health insurance
arrangements.

Program of Study

A unique feature of the Post-Baccalaureate Pre-Medi-
cal Program is that students may begin the sequence
of courses in the summer or fall semester. Course
descriptions appear in the departmental sections of this
catalog.

Full-time students who enroll in the summer will fol-
low this course sequence:

Summer I

CHE 101 Fundamental Concepts of Matter and Reactions

CHE loiL Basic Laboratory Methods

CHE 102 Periodicity and Chemical Reactions

CHE 102L Basic Laboratory Methods !l

Fall

BIO 191 Cell and Animal Biology

CHE 201 Organic Chemistry I

One of the following courses, depending on student's matti
background:

PHY 102 Elements of Physics 4

PHY 110 Introduction to Mechanics and Electricity 4

Optional, but highly recommended:
MAT 118 Calculus I u

Agnes Scott College Catalog 2007-2009 75

Spring

BIO 192 Molecular Biology and Genetics 4

CHE 202 Organic Chemistry II 4

One of the following courses, depending on student's matfi
bacl<ground:

PHY 103 Elementsof Physics II 4

PHY 111 Introduction to Magnetism, Heat, Sound and Light 4

Optional, but highly recommended:
MAT 119 Calculus II 4

Summer II

Begin medical school application process

Tal<e the MCAT

Full-time students who enroll in the fall will Follow
this course sequence:

Fall I

BIO 191 Cell and Animal Biology 4

CHE 101 FundamentalConceptsof Matter and Reactions 3

CHE lolL Basic Laboratory Methods 1

One of the following courses, depending on student's math
background:

PHY 102 Elementsof Physics 4

PHY 110 Introduction to Mechanics and Electricity 4

Optional, but highly recommended:
MAT 118 Calculus I 4

Spring

BIO 192 Molecular Biology and Genetics 4

CHE 102 Periodicity and Chemical Reactions 3

CHE loiL Basic Laboratory Methods 1

One of the following courses, depending on student's math
background:

PHY 102 Elements of Physics 4

PHY 110 Introduction to Magnetism, Heat, Sound and Light 4

Optional, but highly recommended:

MAT 119 Calculus II 4

Summer

CHE 201 Organic Chemistry I 4

CHE 202 Organic Chemistry II 4

Late Summer/Early Fall

Take the MCAT

Begin the medical school application process

Part-Time Enrollment

The program also welcomes students interested in part-
time enrollment. The program director will work with
applicants and admitted students to design a program.
Enrollment in summer or fall is recommended as most
two-semester course sequences only begin in the sum-
mer or fall.

Glide Year

During the period between the end of the program and
the beginning of medical school, students may elect to
take additional courses or work in a hospital, clinic or
laboratory setting Course options include:

CHE 300 Biochemistry I 3

CHE 30oLBiochemistry Laboratory 1

BIO 305 Animal Physiology 3

BIO 305L Animal Physiology Laboratory 1

PHI 106 Medical Ethics 4

WS 270 Women, Health and Society 4

For more information about the Post-Baccalaureate
Pre-Medical Program, please see our Web site:
www.agnesscott.edu

YEAR-FIVE POST-BACCALAUREATE
STUDIES

Year-Five Post-Baccalaureate Studies provides an op-
portunity for students to complement their undergrad-
uate program by broadening studies in their major, ex-
ploring new academic areas or completing prerequisites
related to graduate studies and career preparations.
The 2007-2008 program is available on a tuition-free
basis only to Agnes Scott students who received their
Bachelor of Arts m May 2007.

Selection

The director of academic advising serves as the aca-
demic adviser for all Year-Five students. Students wish-
ing to participate in the Year-Five program must submit
a detailed academic plan and rationale with their
application by the end of the spring semester. Students
must demonstrate how proposed courses are linked to
their career and professional objectives. The Year-Five
committee reviews all applications.

76 Agnes Scott College www.agnesscott.edu

Eligibility

I'articipation in the Year-Five program on a tuition-
free basis is not guaranteed to students entering Agnes
Scott in fall 2003 or later. The tuition-free Year-Five
Program is subject to college enrollments and available
resources, and participation may be limited. The col-
lege will determine by Jan. 1 of each year the availabil-
ity of the program for the next academic year. Students
will not be eligible to enroll in the M.A.T program
or the Post-Baccalaureate Pre-Medical program on a
tuition-free basis through the Year-Five Program. The
Year-Five Program is for the upcoming academic year
(fall and spring semesters) only. The program is open
at full tuition to non-ASC students, both men and
women, and to those alumnae who do not meet the
above criteria for the tuition-free Year Five.

Year-Five students are eligible to take courses open
to undergraduate students, with exceptions noted be-
low, on a space-available basis. Tuition-paying students
have preference in courses in which enrollments are
limited. Space availability will not be determined until
fall registration is completed.

International Students

International students interested in Year Five need to
consult with the Office of International Education.
Information will be made available regarding immigra-
tion regulations as they relate to eligibility and visa
requirements.

Regulations Specific for Year-Five Students

Courses taken by Year-Five students must be for credit
and will appear on their permanent record. These
post-baccalaureate courses will appear after those taken
to complete the baccalaureate degree. Although the
overall grade point average will change, the GPA at
graduation will be evident on the transcript.

Year-Five students must maintain a 2.0 GPA in the
fall semester in order to be eligible to contmue in the
following spring semester.

Year-Five students will receive a letter grade in all
courses. No courses may be taken on a pass/fail basis.

Year-Five students may take a full-time course load
but must take a minimum course load of one course.

The following courses are not open on a tuition-hee
basis to Year-Five students: applied music, internships
(credit), independent study, special study, student
teaching and the student teaching seminar. These
courses may be taken only if Year-Five students pay
regular tuition for them. In the case of applied music,
Year-Five students pay the regular fees.

Year-Five students may not appeal for an overload.
FJowever, students may appeal all other academic
matters through channels open to undergraduates.

Year-Five students are not eligible for cross-registra-
tion.

Year-Five students may participate in The Coca-Cola
Global Awareness or Global Connections programs
on a space-available basis provided they meet the
prerequisites. However, they must pay the full cost
of the program including the part of the trip nor-
mally subsidized by the college. Year-Five students
should contact the Office of Financial Aid regarding
loan eligibility.

The FHonor System applies to Year-Five students.

Campus Housing

Campus housing may be available to Year-Five students
for the 2007-2008 academic year based on the residen-
tial needs of undergraduate, degree-seeking students.
Campus housing will be granted to Year-Five students
on a space-available basis.

Fees

Year-Five students attending on a tuition-free basis
must pay the student activity and technology fees.
The activity fee entitles them to participate in Student
Government Association activities. The technology fee
supplements the cost of maintaining and expanding the
technology environment and supports new instruc-
tional technology initiatives. In addition, the college
requires that all students be covered by the student
health insurance program.

Agnes Scott College Catalog 2007-2009 77

Courses of Study

AFRICANA STUDIES

Faculty

Violet M. Johnson, professor of history

Willie Tolliver, associate professor ofEnglisli and director

HistOH', culture and contemporary issues pertaining to
people of African descent are the focus of Africana Stud-
ies. Tlie core courses, offered in tfie departments of fiistory,
English, politics, philosophy, sociology and anthropology,
and religious studies, deal variously with Africa, African
Americans and the African Diaspora. Related courses are
offered in psychology, music and modern foreign languages
and literatures.

Students may choose the established major or minor or
select courses to complement their majors and minors in
other disciplines and areas. Students majoring m Africana
Studies are strongly encouraged to participate in relevant
faculty-led Coca-Cola Global Awareness or Global Connec-
tions programs or any other study-abroad program approved
by Agnes Scott.

Requirements for the Major:

Africana Studies 170; and 250, 251 or 350

Two courses from eacfi category, groups l-lll. A minimum of 32
credits, at least 16 of which must be above the 200-level

Requirements for the Minor:

Africana Studies 170; and 250, 251 or 350

One course from each category, groups l-lll. A minimum of 20
credits, at least eight of which must be above the 200-level.

Group I (historical and cultural perspectives):

Africana Studies 140, 216, 219, 243, 253, 254, 325, 352, 355

Group II (critical perspectives):

Africana Studies 230, 245, 335, 370

Group III (related perspectives):

Africana Studies 215, 229

English 317 (when the topic relates to Africana Studies)

Music 204

Political Science 355

Sociology 301, 325

Spanish 208

140s (Religious Studies 140) RELIGIONS OF AFRICA 4

See Religious Studies 140 for description.

i/of AFRICAN-AMERICAN CULTURE AND SOCIAL INSTITU-

TIONS 4

Overall framework for tine study of African Americans from
slavery to the present. Aspects of the African-American
experience are examined from a multidisciplinary perspective.

2i5f,s (Dance 215) (Music 215)

AFRICAN MUSIC AND DANCE ENSEMBLE 1

See Music 215 for description.

216s (English 216)

TOPICS IN BLACK WRITING 4

See English 216 for description.

219s (Anthropology 219) (Religious Studies 219)

TRANSATLANTIC VOODOO 4

See Anthropology 219 for description.

229 (Music 229)

AFRICAN MUSIC: TRADITIONAL AND CONTEMPORARY 4

See Music 229 for description.

230s (Sociology 230) (Women's Studies 231)

RACE, CLASS AND GENDER 4

See Sociology 230 for description.

245f (Philosophy 245)

PHILOSOPHY OF RACE 4

See Philosophy 245 for description.

25of (History 250)

AFRICAN SOCIETIES FROM 1500 TO THE PARTITION 4

See History 250 for description.

251s (History 251)

AFRICAN SOCIETIES FROM THE COLONIAL

ERA TO THE PRESENT 4

See History 251 for description.

253f (History 253)

AFRICAN-AMERICAN HISTORY TO EMANCIPATION 4

See History 253 for description.

254s (History 254)

AFRICAN-AMERICAN HISTORY SINCE EMANCIPATION 4

See History 254 for description.

78 Agnes Scott College www.agnesscott.edu

325f (English 325)

STUDIES IN AFRICAN-AMERICAN LITERATURE 4

See English 325 for description.

335f (History 335) (Religious Studies 340)

BLACK PROTEST THOUGHT IN AMERICA FROM
SLAVERY TO THE PRESENT 4

See History 335 for description.

35of (History 350)

The African Diaspora 4

See History 350 for description.

352f (English 352)

STUDIES IN POSTCOLONIAL LITERATURE 4

See Englisii 352 for description.

355s (French 355)

TOPICS IN FRANCOPHONE LITERATURE AND CULTURE 4

See Frencfi 355 for description.

370s (Sociology 370)

AFRICAN AMERICAN IMAGES IN POPULAR CULTURE 4

See Sociology 370 for description.

ARTAND ART HISTORY

Faculty

Anne E. Beldler, associate professor and chair

Nell Ruby, associate professor

Donna L. Sadler, professor

Katherine A. Smith, assistant professor

Lisa Alembik, director. The Dalton Gallery

We live in an increasingly visual world Recognition ol" the
inherent value of art and appreciation for the manner in
which It enriches the human experience lie at the core of the
art program. Faculty members are practicing artists and art
historians who believe the visual arts are essential to a liberal
arts education.

The art department offers an integrated program of studio
and history courses, while allowing the student to tailor the
major to fit her particular interests in either area. The art-his-
toiy focus is grounded in a choice of courses from different
chronological periods of art and courses that treat thematic
issues. The emphasis in the studio-art focus is on a strong
foundation in drawing and design. This allows the student to
take a range of courses in painting, printmaking, digital art
and mi.xed media. Both courses of study prepare majors for
productive professional or academic careers.

Dana Fine Arts Building, designed by the architect John
Portman, incorporates studio spaces, lecture halls, seminar
rooms and an auditorium. It also contains The Dalton Gal-
lery, a large multiroom exhibition space. The gallery hosts

exhibitions of historical and contemporary art works and the
spring student exhibition. The gallery program encourages
student participation through class projects and internships.
Indeed, senior students work closely with the gallery director
to understand the relationship between artistic intensions and
visual expression in the mounted exhibitions.

Students also have access to Atlanta's rich cultural offer-
ings. Visits to the many galleries, museums and artist studios
in the metropolitan area complement the art major's course
of study.

Art majors are strongly encouraged to participate in a
faculty-led Coca-Cola Global Awareness or Global Connec-
tions program or any other college-approved study-abroad
program.

Requirements for the Majors:

Art History (10 courses minimum):

Required courses: 150, 160 and 420

Seven additional art history courses at the 200 level or above

Studio Art (10 courses minimum):

Required courses: 150, 160, 240 and 381

One additional art-history course 200 level or above

Five additional studio-art courses at the 200 level or above

Requirements for the Minors:

Art History (five courses minimum):

Required courses: 150

Four additional art history courses at the 200 level or above

Studio Art (five courses minimum):

Required courses: 150 and 160

Three additional studio classes at the 200 level or above

Art History & Theory

(Any course in art historv and theory will satisfy the
distributional standard in fine arts.)

I50f,s ART HISTORY 4

Introduction to the major paintings, sculptures and architectural
monuments from the pyramids to postmodernism. Discussion of
stylistic movements, the importance of viewing works in context
and the broadening of the canon in the dialogue of non-Western
and Western art. This one-semester course is a prerequisite
forall upper-level courses in art history.

Agnes Scott College Catalog 2007-2009 79

2oif (Classics 242)

ARTOFANCIENTGREECE AND ROME n

Exa-'-;o- o*:-e =-: a"c s-:":e:;--e of the classical world
fro- :"e 3'o-ze Age to t"e "3.. :" Ro-e. Focus on the evolution
of Gree.^te~ples, t-e quest "'o' -2t-'sl:sm in sculpture and
the refinement of Black and Red figure pottery. In Rome,
we will consider the changes in scale, function and use of
building materials, the political landscape and the emphasis on
portraiture and illusionistic wall painting.
Prerequisite: 150 or permission of the instructor
Offe'ed 2007 and alternate years

202f (Religious Studies 202)

THE MIDDLE AGES: IMAGES AND IDEAS 4

Key rr.onuments from the Early Christian through the Gothic
periods will be examined. Issues of patronage, the impact
of the changing liturgy on art, the interaction of economic,
social and political factors on the production of cathedrals and
monasteries, sculpture, stained glass and the luxury arts v/ill be
addressed in this course.
Prerequisite: 150 or permission of the instructor
Offered 2007 and alternate years

202Lf (French 202L)

THE MIDDLE AGES: IMAGES AND IDEAS,

FRENCH COMPONENT 1

Reading a-d a iscussion of texts concerning the visual arts and

their historical context during the Middle Ages. (Conducted in

French)

Prerequisite: French 202 or permission of the instructor

Corequisite: Art 202

203

208

209

THE ART OF THE RENAISSANCE ^

Concentration on the apogee of painting, sculpture and
architecture in Italy. Between circa 1300-1550, artists trace a
visual arc between the rediscovery of nature by Giotto to the
creation of works synonymous with "high culture" such as
the Mona Lisa and the Sistine Ceiling. Addresses issues of style
and iconography and the effect of patronage and gender on the
visual arts.

Prerequisite: 150 or permission of the instructor
Offered 2008 and alternate years

19TH-CENTURY ART 4

Exploration of architecture, sculpture and painting from the

beginning of the 19th century through post-modernism. Primary

emphasis on social history that helped shape the various

artistic movements from realism to pop art to minimalism to

performance art of the 1980s.

Prerequisite: 150 or permission of the instructor

Offered 2008 and alternate years

20TH-CENTURY ART 4

Exploration of the major artistic movements in painting and
sculpture during the 20th century
Prerequisite: 150 or permission of instructor

Offeree 2007 and alternate years

215s MODERN ARCHITECTURE 4

Consideration of the key developments in architecture and urban
design from the mid-i9th century through post-modernism^
Prerequisite: 150 or permission of instructor
Offered 2009 and alternate years

220 MONUMENTS: MAKING MEANING AND MEMORY IN

VISUAL CULTURE 4

Explores the variety of puDiic art projects through a close
examination of monuments and memorials from Western
and non-Western art. This course ranges widely among time
periods and geographies to determine the ways that different
cultures and artists have given visual form to the rituals of and
opportunities for memory and mourning.
Prerequisite: 150 or permission of instructor
Offered 2008 and alternate vears

304s (Women's Studies 304)

WOMEN AS ARTISTS AND PATRONS FROM THE 12TH
TO THE 17TH CENTURIES 4

Introduction to the role of women as both creators and sponsors
of works of art. Not only were women the ambivalent object
of portrayal from Eve to the Virgin, but also a force behind
the pen and parchment. In monastic settings, women copied
and illuminated manuscripts and when promoted to abbess,
could become as powerful as Hildegard of Bingen. Queens and
aristocratic women were avid patrons in the later Medieval
period. By the Renaissance and Baroque periods, we encounter
a host of painters and sculptors whose names have finally joined
the ranks of the "old masters."

Prerequisite: 150 and a 200-level course or permission of
instructor

3i2f (Religious Studies 312)

THE AGE OF THE CATHEDRALS 4

Study of the period of cathedral building from circa 1140 to

circa 1350 in France, England, Italy and Spain. Theory and

construction practices, the iconography of sculpture, painting

and architecture, and the vicissitudes of stylistic change will

be explored. Is the cathedral the embodiment of the Heavenly

Jerusalem on earth?

Prerequisite: 150 and a 200-level course or permission of the

instructor

Offered 2008 and alternate vears

3i5f,s SPECIALTOPICS IN ART HISTORY 4

This course will focus on a theme or artistic movement that
may range from Paleolithic painting to the semiotic value of
architectural motifs used in college architecture.
Prerequisite: 150 and a 200-level course or permission of the
instructor

325s HISTORY OF PHOTOGRAPHY 4

Focuses on the docjmentap/ and artistic uses of photography
from its invention in the mid-igth century to the present. Also
investigates photography's relationships to work in other media.
Prerequisite: 150, or permission of instructor

Offered 2008 and alternate years

330s FACE-OFF: THE ART OF SELF-PORTRAITURE 4

Survey of the variety of approaches to self-portraiture from the

Renaissance to the present; examines and interrogates the

motivations behind particular approaches and styles while also

contextualizing artists within the art of their eras.

Prerequisite: 150 and a 200-level course or permission of

instructor

Offered 2009 and alternate years

80 Agnes Scott College www.agnesscott.edu

380 CONTEMPORARY ART AND THEORY n

Examination of l<ey artists and theories in the art of the last

three decades. Issues include: postmodernism, feminism and

multiculturalism. Visits to museums and/or area galleries will be

integrated into the course.

Prerequisite: 150 and a 200-levei course or permission of the

instructor

410s SPECIAL STUDY IN ART HISTORY 2-4

Individual research project supervised by instructor. Open to
majors, or by permission of instructor

42of ART HISTORY SENIOR SEMINAR 4

Research-intensive seminar discusses topics relevant to the
study of art in all periods. The focus will be determined by the
individual instructor. Open to senior majors and minors or by
permission of instructor

490 INDEPENDENT STUDY IN ART HISTORY 4-8

Advanced individual research project supervised by instructor.
Open to senior majors or by permission of instructor

Studio Art

The distributional standard in fine arts may be satisfied in
studio art by taking Art 160 or 170, If a student requests
a portfolio review and subsequently receives a positive
recommendation by studio faculty, the student will be
advised as to appropriate curricular choices, placement
and possible credit Refer to section on AP credit, page 18.
Students are expected to provide some of their supplies.

i6of,s VISUAL THINKING I 4

Introduction to drawing and design. Students will explore
issues of composition, color theory and creative development.
Experiments with a variety of drawing and design media will
develop students' visual skills and individual style.

240s DRAWING I 4

Problems in representation with a focus on life drawing and
the human body. Experimentation with drawing media and
various styles of drawing. Emphasis on personal expression and
thematic discovery.
Prerequisite: 160

24if PAINTING I 4

Introductory course in painting. Basic painting techniques
and experiments in color theory combined with an exploration
of conceptual approaches to painting. Emphasis on personal
expression and thematic discovery.
Prerequisite: 160

242s PRINTMAKING I 4

Introduction to printmaking processes with a focus on image
content and creative development. Printing processes may
include monoprint, relief, intaglio, silkscreen, book arts and
photographic processes in printmaking.
Prerequisite: 160

243s SCULPTURE I 4

Introduction to three-dimensional art making with a focus on
mass, space and light. Emphasis on exploration of materials
and conceptual development. Projects may include sculptural,
environmental, time-based, sound-based and kinetic works.
Prerequisite: 160

250f,s SPECIALTOPICS STUDIO I 4

This introductory course may vary in area of concentration.
Topics may include designing with type and image, digital or
film-based photography, projects in time-based digital media or
an announced topic m the instructor's area of expertise. May be
repeated if subject matter varies.
Prerequisite: 160

340s DRAWING II 4

Advanced studies in drawing
Prerequisite: 240

34if PAINTING II 4

Advanced studies in painting
Prerequisite: 241

342s PRINTMAKING II 4

Advanced studies in printmaking
Prerequisite: 242

343s SCULPTURE II 4

Advanced studies in sculpture
Prerequisites: 243

35of SPECIALTOPICS STUDIO II 4

Advanced studies in a topic to be announced. May be repeated if
subject matter varies.
Prerequisite: 250

42if ADVANCED STUDIO I 4

Development of a body of work in relation to contemporary
approaches to art making. Students are expected to broaden the
range of expression through the development and presentation
of ideas. Political, social and aesthetic perspectives related to
the visual arts will be explored through readings, lectures and
visits to galleries, museums and artists' studios.
Prerequisite: junior or senior standing; 160, 240; plus one other
course at the 200 level or above

460 SPECIAL PROJECTS 4

May be repeated if subject matter varies. Must be taken with a
300-level course taught by the mentoring instructor
May be repeated if subject matter varies

481 ADVANCED STUDIO II 4

Further development of contemporary approaches to art making.

Must be taken with ART 381

Corequisite: 381, permission of the instructor

Agnes Scott College Catalog 2007-2009 81

ASIAN STUDIES

FSCLLtN'

Chinese

lor ELEMENTARY CHINESE I i.

102s ELEMENTARY CHINESE I

20if INTERMEDLiiTE CHINESE I

riC5 stcliS in spDKS" End wrtie- 'I'^-rs- -

202s INTERMEDIATE CHINESE II

wTU bS'.

z :-:-^ndsaDn
:~ '--Lided In

Requirer^ents *0' the Minor:

Japanese

loif ELEMENTARY JAPANESE I

1Q2S ELEMENTARY JAPANESE II

20if INTERMEDIATE JAPANESE!

202s INTERMEDIATE JAPANESE II

30-s THIRD YEAR JAPANESE I

Prsreqiils'rte: 2C2

82

r.v.a5~sscc-rt.6C-

ATLANTA SEMESTER: WOMEN,
LEADERSHIP AND SOCIAL CHANGE

Isa Williams, director and associate professor of women' s studies

The Atlanta Semester challenges students, through an
interdisciplinary course of study, to examine the role of
women as leaders and participants in social change.

Students interact with community organizers, advocates,
policy makers and other leaders in the city of Atlanta to
examine the relationships between theory and practice.
Internships are designed to place students with women in
leadership positions while increasing their knowledge of the
organization's role in social change.

The program exposes students to professions in numerous
types of organizations, including nonprofits, government and
grass-roots advocacy groups. It enables students to recognize
the challenges facing society and to make informed decisions
about their future role in society. Students are eligible to earn
12 credits upon completing the program.

Agnes Scott students enrolled in the Atlanta Semester
may count the credits toward fulfillment of electives or, with
approval of their major or minor department, apply to receive
credit toward fulfillment of their major or minor. Women's
Studies and religion/social justice majors may count the
credits toward fulfillment of their majors.

Visiting students should consult with their institution
to determine how the credits will be applied. Students are
required to enroll in the Atlanta Semester seminar, choose an
experiential-internship opportunity and elect the option to
complete a research project on their studies.

301s THE ATLANTA SEMESTER SEMINAR 4

The Atlanta Semester seminar provides an interdisciplinary
exploration of women's contributions to leadership and social
change by combining theoretical presentations of faculty
members with practical presentations by community leaders.
Students are encouraged to engage in a critical examination
of the relationship between theory and practice through
discussions of women, leadership and social change in both the
historic and contemporary context. Selected seminar meetings
are held at community sites in Atlanta to further student
understanding of the relationship between assigned readings
and on-site practices applicable to political, social and economic
issues. Offered in 2007-2008 and alternate years.
Open only to students enrolled in the Atlanta Semester.
Corequisite (optional): 380

350s THE ATLANTA SEMESTER INTERNSHIP 4

Experiential learning through a supervised internship in an
organization. Offered in 2007-2008 and alternate years.
Open only to students enrolled in the Atlanta Semester.

380s THE ATLANTA SEMESTER RESEARCH PROJECT 4

Independent research drawing on the Atlanta Semester
internship and seminar and resulting in a paper that combines
theory and experience. The topic will be selected by the student
with approval from the instructor. Students will meet with a
faculty member to discuss topic selection, design, development
and research methodology. Offered in 2007-2008 and alternate
years.
Open only to students enrolled in the Atlanta Semester.

BIOCHEMISTRY & MOLECULAR
BIOLOGY

Douglas A. Fantz, co-director and assistant professor of cliemistry
Timothy S. Finco, co-director and associate professor of biology

Through the academic program in biochemistry and molecu-
lar biology, students gain a thorough grounding in biological
and chemical principles, especially as applied to this interdis-
ciplinary field.

The major provides background for a variety of career
goals, including advanced study in biochemistry, molecular
biochemistry, pharmacology, medicine, dentistry and veteri-
nary medicine; technical and nontechnical areas of biochemi-
cal, medical and pharmaceutical industries, and scientific
writing or editing.

The required courses provide fundamental knowledge of:

Structure and function relationships of biological mol-
ecules and systems

Chemical and biological reactions and their significance in
biological systems

Modern methods for acquiring, analyzing and retrieving
data

Collaborative research is an integral part of this rapidly
changing area and all biochemistry and molecular biology
majors are required to have a research experience as part
of their undergraduate requirements. This research experi-
ence may be a credit or noncredit program either on or off
campus.

Students considering a major in biochemistry and molecu-
lar biology should consult a biochemistry adviser as soon as
possible, as sequencing of courses and prerequisites requires
careful planning.

Agnes Scott College Catalog 2007-2009 83

Requirements for the Major:

Courses required in the discipline:

Biology 191, 192, 300 (or Chemistry 300), 316, and one additional
course chosen from 301, 309, 315, 317 and 318

Biology credits: 16-20

Chemistry 101, loiL, 102, 102L, 201, 202, 300 (or Biology 300),

301, 342L, 400 and one additional course chosen from 210, 211

302 and 484 (when the topic is appropriate)

Chemistry credits: 28-32

Note: Biology 300 and Chemistry 300 are cross listed. Either, but
not both, may be taken to satisfy the major.

Total credits in biology and chemistry courses: 48

Courses required outside the discipline:

Mathematics 118, 119
Physics 110, 111

Additional requirements:

All students must partake in a supervised research experience
approved by the directors of the biochemistry and molecular
biology program. Students may fulfill this requirement by
taking appropriate Agnes Scott research courses or by taking
part in biochemical research or internship experiences either
on or off campus, including possible summer opportunities.
Students must also give a formal presentation of their research
accomplishment, either at the Spring Annual Research Confer-
ence or other approved venue. For more information, contact
the directors of the biochemistry and molecular biology pro-
gram.

BIOLOGY

Faculty

Timothy S. Finco, associate professor

John F. Pilger, William R. Kenan In Professor of Biology and ciiair

Srebrenka Robic, assistant professor

Karen Thompson, associate professor

Harry Wistrand, professor

The biology program offers an integrated approach to
the study of living systems from molecules to ecosystems.
Unifying themes are evolution, relationships between form
and function, unity and diversity of life, the cycling of matter
and the flow of energy. Supporting pedagogy promotes
critical thinking, encourages scientific inquiry, fosters
quantitative reasoning and cultivates clear and persuasive
oral and written communication. Students are encouraged
to achieve an integrated and comparative understanding of
common themes and connections among the natural and

physical sciences

Major requirements establish a foundation of core
principles in the biology of molecules, cells and tissues,
organisms and environments. Flexibility in requirements
allows a student to design a program of study that fits her
goals and provides a broad range of experiences. Credit and
noncredit research opportunities are available with biology
faculty members and off campus.

Students who plan to major or minor in biology should
consult a department member early in their college careers
to ensure normal progression and discover opportunities
for interdisciplinary majors, internships, summer study and
research. Entrance requirements for postgraduate study in
advanced-degree programs may require mathematics, physics
and chemistry beyond the undergraduate major requirements.
Courses in the biology curriculum are also components of the
biochemistry and molecular biology major, the neuroscience
maior and dual-degree program requirements.

Requirements for the Major:

38 credits minimum excluding 380 as defined below:

Biology 191, 192, 210; seminar and research (491, 492, 493, 494,
495 or 496) or approved research internship (450)

Six additional biology courses, including at least one representing
diversity (240, 270, 301) and at least one representing ecology
or evolution (215, 230, 280, 308)

Chemistry 201

Mathematics 115; and 117, 118 or 119

Requirements for the Minor:

Biology 191, 192, 210 and two additional courses at the 200-level
or above.

loof.s TOPICS IN INTRODUCTORY BIOLOGY 4

An introduction to the science of biology intended for those who
do not plan to elect upper-division courses or postgraduate work
in biology. Topics may include genetics, evolution, environmental
biology, disease, diversity, behavior, health, biotechnology,
microbiology, reproduction and development. Human
applications will be included where appropriate.
3 LEC, 1 LAB

Not open to students who have taken 191, 192, 193 or 194
May not be used to fulfill the minimum requirements for the
biology major

i5of,s CONCEPTS IN BIOLOGY 4

Introduction to concepts and principles of biology and biological
thought. Topics alternate depending on instructor's area of
specialization. May not be used to fulfill minimum requirements
for the major.

84 Agnes Scott College www.agnesscott.edu

251S

270S

CELLAND ANIMAL BIOLOGY 4 25of

Structure and function of cells and animals. Biological
molecules. Functional organization of prokaryotic and eukaryotic
cells. Cellular energetics and metabolism. Organization of animal
bodies. Homeostatic mechanisms and integrative processes
regulating major organ systems and producing animal action
3 LEC, 1 LAB

MOLECULAR BIOLOGY AND GENETICS 4

Cellular communication and signal transduction. Replication
and expression of genetic information. Genetic engineering and
biotechnology. Patterns of inheritance. Chromosomes and their
variation. Introns and transposable elements. Regulation of gene
expression. Epigenetics. Genomics.
3 LEC, 1 LAB
Prerequisite: 191

TUTORIAL IN BIOLOGY 2

Partial course to accommodate transfer, advanced-placement

or joint-enrollment students. Appropriate placement based on a

student's background and needs. May be repeated for credit to

fulfill prerequisites for advanced courses in the department.

Prerequisite: Permission of the chair 28of

(Psychology 201)

TOPICS IN NEUROSCIENCE 4

New technologies emerging from neuroscience, such as designer

drugs, MRI use as lie-detector, and gene therapy for neural

disorders. Examination of the basic science behind these and

other technologies as well as important social, political and

ethical implications. May not be used to fulfill the minimum 30OS

requirements for the biology major. May be used as elective

credit in the psychology major.

Prerequisite: igi, 193 or Psychology 100

INQUIRY AND COMMUNICATION IN BIOLOGY 4

Methods of scientific inquiry and communication in the

biological sciences. Scientific thinking, methods of investigation

and data analysis. Written, oral and visual communication of

science. Literature skills. Ethics in science and the scientific

collective.

Prerequisite: 191 and sophomore standing

MARINE BIOLOGY 4

Ecological approach to the study of marine organisms

as exemplified in temperate, semitropical and tropical

environments. A three-week field course; dates to be

determined. Limited to eight students.

Prerequisite: One biology course and the instructor's permission

Offered 2008 and alternate years.

EVOLUTIONARY BIOLOGY 4

Processes and patterns of adaptation and speciation. Population
genetics and population biology as they relate to evolutionary
biology.
Prerequisite: 210

VERTEBRATE BIOLOGY 4

Morphology of the vertebrate body and evolution of vertebrate 305s

groups. Comparative anatomy and histology. Includes dissection

of selected animals.

3 LEC, 1 LAB

Prerequisite: 210

Offered 2008-2009 and alternate years.

300LS

301s

(Psychology 250)

FOUNDATIONS OF NEUROSCIENCE I:

EXCITABLE CELLS AND SYNAPSES 4

Structure and function of neurons. Electrical properties of

membranes. Synaptic transmission and modulation. Sensory

transduction, muscular and endocrine function.

3 LEC, 1 LAB

Prerequisite: 192, Psychology 100 recommended

(Psychology 251)

FOUNDATIONS OF NEUROSCIENCE II 4

(See Psychology 251 for description)

INVERTEBRATE BIOLOGY 4

Comparative anatomy, functional morphology, systematics and

evolution of major and minor invertebrate phyla to achieve an

understanding of unity, diversity and evolution in these animals.

Laboratory includes some fieldwork.

3 LEC, 1 LAB

Prerequisite: 210

Offered 2007-2008 and alternate years

ANIMAL BEHAVIOR 4

Development, ecology and causation of animal behavior.

Emphasis on comparative analysis of mechanisms underlying

the production of species-specific behavior.

3 LEC, 1 LAB

Prerequisite: 210

Offered 2008-2009 and alternate years

(Chemistry 300)

BIOCHEMISTRY I 3

Fundamentals of biochemistry, including structure and function
of biomolecules, enzyme kinetics, bioenergetics, catabolic
and anabolic pathways, signal transduction and regulation of
biochemical processes.

Prerequisite: Chemistry 202; For biology majors only: Biology
210; Corequisite: 300L

(Chemistry 300L)

BIOCHEMISTRY I LABORATORY 1

Fundamental biochemical laboratory techniques including
spectroscopy, enzymology, chromatographic separations, and
electrophoresis.
Corequisite: 300.

MICROBIOLOGY 4

Cell biology, metabolism, genetics and phytogeny of bacteria
and archaea. Introduction to eukaryotic microbes and viruses.
Principles of pathogenesis, immunology and environmental
microbiology. Applications in biotechnology, medicine and
industry. Individual laboratory project and use of representative
literature in the discipline.
3 LEC, 1 LAB

Prerequisite: 210; Chemistry 201
Offered 2007-2008 and alternate years

ANIMAL PHYSIOLOGY 4

Comparative study of respiration, circulation, sensory and neural
integration, locomotion, metabolism and temperature and water
regulation in animals. Balanced emphasis on lower vertebrates,
invertebrates and human systems. Selected topics studied in
depth in the laboratory.
3 LEC, 1 LAB

Prerequisite: 210; Chemistry 201
Offered 2007-2008 and alternate years

Agnes Scott College Catalog 2007-2009 85

308f ECOLOGY 4

Interactions of plants with their abiotic and biotic environments.

Study of plant species, populations, communities and

ecosystems from ecoiogicai and evolutionary perspectives.

Laboratory and field studies, environmental analysis.

3 LEC, 1 LAB

Prerequisite: 210; Mathematics 117, 118 or 119 recommended

Offered 2008-2009 and alternate years.

309f CELLS AND TISSUES 4

Structure and function of eukaryotic cells as entities and as

components of tissues. Laboratory to include the study of cell

and tissue types using standard and advanced microscopic

methods and microtechnique.

3 LEC, 1 LAB

Prerequisite: 210; Chemistry 102

Offered 2007-2008 and alternate years

3i5f GENETICS 4

Structure, function, regulation and transmission of hereditary

materials in viruses, prokaryotes and eukaryotes.

3 LEC, 1 LAB

Prerequisite: 210; Chemistry 201

316s MOLECULAR BIOLOGY 4

Genes and their activities at the molecular level in viruses,
prokaryotes and eukaryotes. Mechanisms of gene expression
and regulation in health and disease. Advanced topics in genetic
engineering and biotechnology. Emphasis on experimental
strategies and data analysis.
3 LEC, 1 LAB

Prerequisite: 210; Prerequisite or corequisite: Chemistry 201
Offered 2007-2008 and alternate years.

317 IMMUNOLOGY 4

Study of mammalian immune system at cellular and molecular

level. Topics include: recognition of antigen, development

of lymphocyte repertoire, innate and adaptive immune

responses and immune disorders such as autoimmunity and

immunodeficiency

3 LEC, 1 LAB

Prerequisites: 210; Chemistry 102

3i8f DEVELOPMENTAL BIOLOGY 4

Morphological patterns and developmental mechanisms in the

ontogeny of animals. The role of development in the evolution of

animal forms. Emphasis on classical vertebrate and invertebrate

models.

3 LEC, 1 LAB

Prerequisite: 309; Chemistry 102

Offered 2008-2009 and alternate years

38of,s RESEARCH IN BIOLOGY 2

Lab or field research conducted with a biology faculty member.
Student collaboration is encouraged. Recommendation of
faculty member and approval by department are necessary.
Approval may be contingent on the number of projects
supervised by a faculty member each semester. The project may
be in conjunction with an ongoing research project or with a
biology course (see below). Advanced planning is essential and
application must be approved prior to the beginning of course
selection week. Research opportunities may be available with
the following courses: 215, 270, 280, 301, 305, 308, 309, 315,
316, 317, 318. Open to biology and biochemistry and molecular
biology majors only. May be repeated as appropriate with
approval of department. Continuation of multisemester research
to the next semester is contingent on a minimum grade of C in
Biology 380.

Prerequisite: appropriate advanced courses as required by the
department. One credit is equivalent to a minimum of three
hours of work per week.

490f,s INDEPENDENT OR COLLABORATIVE STUDY 4-8

Independent or collaborative laboratory and/or held research
under the supervision of biology faculty members. An
individual thesis and a seminar presentation are required.
Recommendation by the department is based on the student's
choice of a suitable research project, her potential for biological
research, course work and background and evidence of
motivation for undertaking the research.

49i-496f,s SEMINAR AND RESEARCH 2

Integrative experience for senior biology, biochemistry and
molecular biology majors. Connects knowledge and skills
with current topics in biology. May involve literature study and
analysis, a research internship and/or laboratory research.
Conducted under the guidance of a biology faculty member.

49if,s SEMINAR IN ECOLOGY 2

Prerequisite: 308, junior or senior standing, and permission of
the instructor

492f,s SEMINAR IN NEUROBIOLOGY 2

Prerequisite: 250 or 305, junior or Senior standing, and
permission of the instructor

493f,s SEMINAR IN MOLECULAR BIOLOGY 2

Prerequisite: 316, junior or senior standing, and permission of

the instructor

494f,s SEMINAR IN MICROBIOLOGY 2

Prerequisite: 301, junior or Senior standing, and permission of
the instructor

495f,s SEMINAR IN EVOLUTIONARY GENETICS 2

Prerequisite: 230, junior or senior standing, and permission of
the instructor

496f,S SEMINAR IN DEVELOPMENTAL BIOLOGY 2

Prerequisite: 318, junior or senior standing, and permission of
the instructor

86 Agnes Scott College www.agnesscott.edu

CHEMISTRY

Faculty

Nancy Devino, assistant professor and director ofttie Science
Center for Women

Douglas A. Fantz, assistant professor

Lilia C. Harvey, associate professor

Ruth E. Riter, associate professor and chiair

T. Leon Venable, associate professor

Sarah Winget, assistant professor

The academic program in chemistry, approved by the
American Chemical Society, introduces students to the
principles and applications of modern chemistry and
provides extensive practical experience with research-qLiality
instruments and experimental design.

The curriculum is stmctured to serve chemistry majors,
biochemistry and molecular biology majors, chemistry-
related disciplines majors and nonscience majors. Two major
options are available; an ACS-approved chemistiy major and
a non-ACS major.

After completing a chemistry major, a student should have
the basic background required to be part of an industrial
or academic scientific team devoted to pure or applied
chemistry. The required courses provide fundamental
knowledge of;

Theories that describe matter and chemical reactions rang-
ing from elemental to biological systems

Techniques and instruments ordinarily used to investigate
atoms, molecules and chemical reactions

Modern methods for acquiring, analyzing and retrieving
data

Students considering a major in chemistry should consult
a department member as soon as possible. The sequence
of courses and prerequisites for the major requires careful
planning of both lower-level and upper-level courses.

Requirements for the Major:

Courses required in the discipline:

101, lOiL, 102, 102L or equivalent, preferably In Hrst year; 201,
201L, 202, 202L, 211, 301, 302, 312, 342L and 343L.

The non-ACS approved major requires an additional eight credits
beyond the core listed above. The eight credits must include
chemistry 431 and chemistry 431L. The remaining four credits
must be fulfilled by an advanced chemistry course.

The major approved by the ACS requires an additional 12 credits
beyond the core, and must include 300, 300L, 431 and 431L.
The remaining four credits requirement must be fulfilled by an
advanced chemistry course.

Courses required outside of the discipline:

Mathematics 118, 119 (to be completed in the first year).

Physics 110 and 111, to be completed prior to Chemistry 301;
Physics 242, 243

Courses recommended for the Major:

Additional mathematics, advanced biology or advanced physics
reflecting students' particular interests.

Requirements for the Minor:

Minimum of eight credits beyond 202, with at least four credits at
the 300 level. Students majoring in biochemistry and molecular
biology cannot minor in chemistry.

loof CONTEMPORARY ISSUES IN CHEMISTRY 3

Designed for students not planning to major in the sciences,
this course will explore social needs and research in chemistry.
These may include pharmaceuticals, renewable energy and
environmental cleanup. Case studies will illustrate the economic,
ethical, technical and fundamental science issues. No previous
course work in chemistry is assumed.

loif FUNDAMENTAL CONCEPTS OF MATTER

AND REACTIONS 3

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

lOiLf BASIC LABORATORY METHODS I 1

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

102s PERIODICITY AND CHEMICAL REACTIONS 3

Chemistry of the elements and their compounds with emphasis
on periodic relationships. A more detailed examination 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 reactions
both quantitatively and qualitatively.
Corequisite: 102

Ills ENVIRONMENTAL CHEMISTRY 4

Central aspects of the chemistry underlying environmental
problems in air, water and soil. Major topics include air pollution,
the Greenhouse effect, global warming, water pollution,
wastewater treatment, organic and heavy metal contamination
of soils. Fulfills the second science requirement.

Agnes Scott College Catalog 2007-2009 87

20if ORGANIC CHEMISTRY I 3

Systematic study of the chemistry of aliphatic and aromatic
hydrocarbon compounds, including their derivatives, such
as all<y[ halides, and alcohols. Sterochemistry, electronic
effects, resonance theory, acid-base properties and reaction
mechanisms emphasized.

Prerequisite: loi, 102 or the equivalent bacl<ground as
determined by results of the departmental placement/
exemption examination and faculty-student conference.
Corequisite; 201L.

20iLf ORGANIC CHEMISTRY LABORATORY I 1

Introduction to fundamental experimental techniques of organic
chemistry. Aspects of chromatography and spectroscopy
explored.
Corequisite: 201.

202s ORGANIC CHEMISTRY II 3

Continuation of Organic Chemistry I. The chemistry of carbonyl
compounds and amines is examined in detail. The mechanisms
of important organic reactions and the applications of these
reactions to synthesis are studied.
Prerequisite: 201
Corequisite: 202L.

202LS ORGANIC CHEMISTRY LABORATORY II 1

Qualitative organic analysis and multistep organic synthesis.
Corequisite: 202.

2iof BIOINORGANIC CHEMISTRY 4

Drug design/therapy and toxicity described through molecular
structure and chemical activity; essential and toxic elements
viewed in terms of overall chemical reactivity; nerve impulses
regulated by alkali metals; transition metals as catalysts.
Prerequisite: Chemistry 102, 102L

2iif QUANTITATIVE CHEMICAL ANALYSIS z,

Integrated lecture-laboratory course in quantitative chemical
analysis including gravimetric, titrimetric and electrochemical
methods, chemical equilibrium and statistical analysis of data.
Prerequisite: 102.

30of (Biology 300) BIOCHEMISTRY I 3

Fundamentals of biochemistry, including structure and function
of biomolecules, enzyme kinetics, bioenergetics, catabolic
and anabolic pathways, signal transduction, and regulation of
biochemical processes.

Prerequisite: Chemistry 202; For biology majors only: Biology
191, 192; Corequisite: 300L

300L (Biology 300L) BIOCHEMISTRY I LABORATORY 1

Fundamental biochemical laboratory techniques including
spectroscopy, enzymology, chromatographic separations and
electrophoresis.
Corequisite: 300.

30if PHYSICAL CHEMISTRY I 3

General principles of thermodynamics and equilibria. Gas phase
and solution kinetics, solution dynamics and catalysis.
Prerequisites: 202; Mathematics 118, 119; Physics 110, 111;
Mathematics 220 recommended

302s PHYSICAL CHEMISTRY II 4

Quantum theory, as applied in chemistry and biochemistry,
including structural and spectral relationships. General
principles of statistical mechanics.
Prerequisite: 301; 301L recommended

312s

342Lf

343LS

400s

4iof,s

43if

43iLf

481
482
483
484
485
49of,s

INSTRUMENTAL ANALYSIS 3

Advanced study of instrumental and theoretical approaches for
chemical analysis.
Prerequisite: 301; Physics 242
Corequisite: 302 and Physics 243

PHYSICALAND INSTRUMENTAL METHODS OF
EXPERIMENTATION I 1

Survey of techniques used by physical and analytical chemists.
Includes electrochemistry, thermochemistry, reaction kinetics,
physical properties of materials and chromatography.
Prerequisite or Corequisite: 301. Chemistry 211 is strongly
recommended.

PHYSICALAND INSTRUMENTAL METHODS OF
EXPERIMENTATION II 1

Survey of techniques used by physical and analytical chemists.
Emphasis is on spectrometric methods including absorption,
fluorescence, IR and NMR.

Prerequisite: 301, 211, Physics 242; Pre- or corequisite: 302, 312,
Physics 243

BIOCHEMISTRY II 4

Fundamentals of biophysical and bio-analytical chemistry.

Advanced experimental techniques for characterization of

macromolecules, separation methods and enzyme kinetics.

Significant laboratory work will be required as part of this

course.

Prerequisite: 300 or Biology 300; 301

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.
Prerequisite: varies according to topic

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
bioinorganic chemistry.
Prerequisite: 302

MODERN TECHNIQUES IN INORGANIC SYNTHESIS 1

Synthesis and characterization of inorganic and organometallic
compounds. Inert atmosphere techniques. Nonaqueous
chemistry. Spectroscopic characterization.
Prerequisite: 431

TOPICS IN INORGANIC CHEMISTRY 4

TOPICS IN ANALYTICAL CHEMISTRY 4

TOPICS IN PHYSICAL CHEMISTRY 4

TOPICS IN ORGANIC CHEMISTRY 4

TOPICS IN BIOCHEMISTRY 4

INDEPENDENT STUDY 4-8

Independent research conducted under the supervision of a
department member. Thesis and seminar presentation of results
are required. Departmental recommendation for admission to
the program is necessary and depends on choice of a suitable
research problem, demonstrated potential for chemical
research and student motivation for pursuing the laboratory and
nonlaboratory aspects of the project.

Prerequisite: 302, 311, 312; Corequisite: appropriate advanced
courses, as approved by the department

88 Agnes Scott College www.agnesscott.edu

CLASSICS

Faculty

Megan 0. Drinkwater, assistant professor
Sally A. MacEwen, associate professor and chair

The classics student learns how to use a wide ran^'e ol
compelling textual and material remains, anthropology,
history, sociological methods, political theory, literary
criticism and art histoiy to examine the ancient culture
ot Greece and Rome. With rigorous application ot these
methods, she begins to grasp the essence of another
culture that sometimes seems remote from our own Of
primary importance to this study is careful engagement
with languages of these periods, their historical context and
individual writers. This sort of learning about what words
mean in their fullest sense trains the mind to understand
the nuances of language and thought in other disciplines as
well. Finally, as she understands the original meanings and
historical development of ideas like freedom and equality, the
student can practice the best analysis of modern society and
institutions.

The department offers two majors. The Classical
Civilization major is designed for the study of culture
through the history, literature, material remains, art and
philosophical thought of the period , while enabling
facility in one or both languages. It serves as an excellent
background for students interested in areas such as law
school, medical school, archaeology, library work, creative
writing and further study in history, art or philosophy.
The Classical Languages major concentrates on language
proficiency supplemented by an understanding of the history
and culture from which it arose. Students in this major have
pursued careers in such areas as teaching either at secondai'y
or college level, editorial work, comparative literature studies
and cultural linguistics.

The classics department offers courses at all levels of Greek
and Latin as well as courses about ancient Greek and Roman
society in English. The intermediate level (two courses
at the 200-level) satisfies the language specific standard,
and one additional course at the advanced-intermediate or
advanced level satisfies the literature distributional standard.
All courses in English satisfy either the historical studies and
classical civilization distributional standard or the literature
distributional standard.

Students considering a major m classics are encouraged to
take Greek or Latin in their first year. Classics majors are also
strongly encouraged to participate in the Coca-Cola Global
Awareness Program and other college-approved study-abroad
programs.

Requirements for the Majors:

Classical Languages:

At least 10 courses plus Senior Seminar

At least four courses in Greek and/or Latin above the intermediate
level

At least two courses in each language (101-102 are only counted
in one language)

Classical History and Culture 121 or 122

Classical Literature 232 or 331

Classical History and Culture 242 or 341

One to six other courses selected from Classics, Latin and Greek

Senior Seminar (two credit research component with CLA 341 or
CLL331)

Recommended courses outside the major that do not count to-
ward the major are Art 201, Philosophy 206 and Philosophy 321

Classical Civilization:

At least nine courses plus Senior Seminar

At least one language course above Latin 202 or at the 300-level
in Greek

Classical History and Culture 121 and 122

Classical Literature 232 or 331, which may be the corequisite
course for the senior seminar

At least five other courses selected from Greek, Latin and Clas-
sics, including Art 201, Philosophy 206 and Philosophy 321

Senior Seminar (two credit research component with CLA 341 or
CLL331)

Requirements for the Minor in Classical Civilization:

Six courses in Greek, Latin or classics
At least two courses at the 300 level

Greek

loif ELEMENTARY GREEK I 4

The fundamentals of ancient Greek grammar with selected
reading.

102s ELEMENTARY GREEK II 4

Readings from Greek authors, especially New Testament writers.
Prerequisite: 101 or two entrance credits

Literature courses in Greek are offered at the 200 and 300 levels.
Students in both levels meet at the same time but follow different syllabi.
Prerequisites for 200-level courses, Greek 102; for 300-level, completion of
two 200-level courses. Exceptions to the these course prerequisites may be
granted by the department chair. Any 300-level course may be repeated with
permission of the instructor.

Agnes Scott College Catalog 2007-2009 89

221/321 GREEK TRAGEDY 4

Stories of Greek mythic figures like Oedipus and Clytemnestra
in one or two plays of Aeschylus. Sophocles, or Euripides, with
attention to theories of literature, historical context, myth,
metrics and production.

22iL/32iLf HISTORY OF GREEK CIVILIZATION,

GREEK COMPONENT 1

Reading in Greek of texts from the Homeric Age to Hellenistic

times.

Corequisite: Classics 121/History 121

222/322 PLATO 4

Short works in their entirety or selections from longer works like
the Symposium or the Republic that exemplify the teachings of
Socrates and philosophy of Plato,

223/323 GREEK LYRIC 4

Selections on themes from love, war, and personal reflection
from poets of Archaic Greece like Sappho, Alcaeus and
Archilochus.

224/324 GREEK ORATORY 4

Selections from speeches of the 4th C. BCE orators like Lysias
and Demosthenes giving the background for stories about
adultery, politics, or Alexander the Great, with particular
attention to historical and legal context.

225/325 GREEK HISTORIANS 4

Selections from Herodotus, Xenophon, and Thucydides about
Sparta and Athens, ancient ethnicities, the beginnings of
political history, with special attention to their conception of
historical writing.

226/326 GREEK COMEDY 4

Humor about the relations of the sexes, philosophy, politics
and love in one or two plays of Aristophanes or Menander,
with attention to theories of comedy, historical context, myth,
metrics, and production.

227/327 GREEK EPIC 4

Selections from the ///odor the Odyssey, and/or from the
works of Hesiod, with particular attention to the heroes and
conventions of epic.

228/328 LATER GREEK LITERATURE 4

Post-Classical period of Greek literature, selected from
Hellenistic poets like Callimachus, and Theocritus, philosophical
works such as the "Second Sophistic" and works Lucian,
Plutarch, and others, and/or the Greek novel.

231L/331LS GODS AND HEROES OF ANCIENT GREEK AND

ROMAN MYTH. GREEK AND LATIN COMPONENT 1

Reading myths in Greek and Latin texts.
Corequisite: Classics 331/Anthropology 331

241L/341LS WIVES, WARRIORS, SLAVES AND CITIZENS,

GREEKAND LATIN COMPONENT 1

Reading of texts in Greek or Latin relevant to study of family and
political structures in the ancient Greek and Roman world.
Corequisite: Classics 341/Sociology 341/Women's Studies 341.

35of,s ADVANCED READING COURSE 2-4

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

490f,s INDEPENDENT STUDY

Independent research arranged under the supervision of a
department member.

4-8

Latin

loif ELEMENTARY LATIN I 4

Fundamentals of Latin grammar with selected reading.

102s ELEMENTARY LATIN II 4

Readings from Latin authors with emphasis on the love poetry

of Catullus.

Prerequisite: 101 or two entrance credits

20if INTERMEDIATE LATIN I 4

Review of Latin grammar with readings from Apuleius and other

Latin authors.

Prerequisite: 102 or three entrance credits

202s INTERMEDIATE LATIN II 4

Readings of Latin poetry. Authors may include Catullus, Virgil,
and/or Ovid, among others.
Prerequisite: 20:

Literature courses in Latin are offered at the 200 and 300 levels. Students
in both levels meet at the same time but follow different syllabi. The
prerequisite for all Latin 2oo-level courses beyond 202 is 202. The
prerequisite for all 300-level courses is one 200-level course beyond 201.
Exceptions to the prerequisites may be granted by the department. Courses
at the 300 level may be repeated with permission of the instructor.

212/312S ROMAN HISTORIANS 4

Readings on civil uprisings and Rome's imperial ambitions from
Caesar, Sallust, Livy, or Tacitus, with special attention to their
conception of historical writing.

Prerequisite: 202 or four entrance credits Offered 2007-2008 and
every third year.

213/313 LATER LATIN LITERATURE 4

Latin literature's changing focus over time as seen in writers of
the post-Augustan period, Late Antiquity, or Medieval times with
focus depending on the selection of readings.

214/314 CICERO 4

Selections from the letters, speeches, and treatises of Rome's
great statesman and legal mind with particular attention to their
historical context.

2i5/3i5f ROMAN EPIC 4

Stories of myth, history, philosophy, or learning from texts such
as Virgil's Aeneid, Ovid's Metamorphoses, or Lucretius' De
Rerum Natura. Offered 2007-2008 and every third year,

216/316 ROMAN ELEGY 4

Selections from the letters, speeches, and treatises of Rome's
great statesman and legal mind with particular attention to their
historical context.

218/318S COMEDY 4

The humorous ups and downs of love, families and urban life,
as presented in one or two plays of Plautus and Terence, with
particular attention to the influence of Greek New Comedy.
Offered 2007-2008 and every third year.

22i/32if ROMAN SATIRE 4

Social criticism at its most biting from Horace, Jevenal, Persius,
Petronius and/or Martial, authors of a genre that one Roman
literary critic claimed was "entirely ours." Offered 2008-2009
and every third year.

222/322SLATIN LYRIC 4

Personal and intimate poetry of Horace in the Odes and the
elegiac poets. Offered 2008-2009 and every third year.

90 Agnes Scott College w/vi/w.agnesscott.edu

222L/322Lf HISTORY OF ROMAN CIVILIZATION, LATIN

COMPONENT 1

Reading in Latin of texts from tfie Roman Republic througli
Constantine's adoption of Christianity.
Corequisite: Classics 122/History 122.

231L/331LS GODS AND HEROES OF ANCIENT GREEK AND

ROMAN MYTH, GREEK AND LATIN COMPONENT 1

Reading myths in Greel< and Latin texts.
Corequisite: Classics 331/Anthropology 331.

241L/341LS WIVES, WARRIORS, SLAVES AND CITIZENS.

GREEK AND LATIN COMPONENT 1

Reading of texts in Greek or Latin relevant to study of family and
political structures in the ancient Greel< and Roman world.
Corequisite: Classics 3Z(i/Sociology 341/Women's Studies 341.

350f,s ADVANCED READING COURSE 2-4

Selections from Latin prose and poetry, not covered in other
courses, chosen to meet the needs of individual students.
Prerequisite: 202 and the department's permission

490f,s INDEPENDENT STUDY 4-8

Independent research arranged under the supervision of a
department member.

Classical History and Culture in English

The tollowiny coLiises are condiictcd in English and hilHII the
Historical Studies and Classical Civilization Standard (except
242 and 321)

341s

12lf

122f

242!

243s

321s

(History 121)

HISTORY OF GREEK CIVILIZATION 4

The literature, people and ideas of the ancient Greeks from
Bronze Age to Hellenistic times, including the basic outline of
events with methods for understanding history and culture.
Offered 2007-2008 and alternate years

(History 122)

HISTORY OF ROMAN CIVILIZATION 4

The development of Roman institutions from the Etruscan period

through Constantine's adoption of Christianity as evidenced from

literature, art and archaeology in constructing Roman social

history.

Offered 2008-2009 and alternate years

(Art 201)

ART OF ANCIENT GREECE AND ROME 4

See Art 201 for description.

TOPICS IN HISTORY AND CULTURE OF ANCIENT
GREECE AND ROME 4

May include Gender In Antiquity, Alexander the Great, Roman
Imperialism. Introduction to methods for understanding ancient
society.

(Philosophy 321)

PLATO AND ARISTOTLE 4

See Philosophy 321 for description

4iof,s

480

49of,s

(Sociology 341) (Women's Studies 341)

TOPICS IN CLASSICAL STUDIES: WIVES, WARRIORS

SLAVES AND CITIZENS 4

Topics in ancient history: possible topics include Ancient
Slavery, Rome and Northern Africa, Greek and Roman
Imperialism, Fall of the Roman Empire, Democracy and
Republicanism in the ancient world. Interdisciplinary approach
that may embrace history (including material culture), art and
archaeology, sociology, anthropology and literature.
Prerequisite: One course in Classical History or Literature.

SPECIAL STUDY 2-4

Directed study to meet the individual needs of students
whose major is classical languages and literatures or classical
civilization.

SENIOR SEMINAR 2

Study of the unique combination of skills and methods
used by classicists to understand ancient Greece and Rome.
Demonstration of skills through a formal research project.
Prerequisite: restricted to majors in the Classics department.

INDEPENDENT STUDY

Independent research arranged unt
department member.

4-8

er the supervision of a

Classical Literature in English

The following courses are conducted in English and fiilHll the
Literature Standard,

HEROES IN ANCIENT GREEK AND ROMAN
LITERATURE 4

Ancient heroes from Oedipus to Aeneas provide the paradigm
of heroism for Western literature. This course examines models
of heroism in ancient drama and epic. Theories of spectator and
identity examine how heroes of different cultures work their
magic.

MYTHOLOGY 4

The study of ancient literature, including epic, drama, poetry and
prosopography, and its relations to classical myths such as that
of Oedipus, Clytemnestra, Achilles and Penelope. Introduction to
methods for understanding ancient society.

232

331s

HEROES, MONSTERS, LOVERS AND TRICKSTERS 4

Topics in the literature of ancient Greece and Rome: a study of
some of the many texts from ancient Greece and Rome, with
emphasis on historical and cultural background, poetic genres
and styles, ancient and modern literary criticism and/or the later
influence of classical literature. May be repeated if the topic
varies.

Prerequisite: Any 200-level literature class in any language and
literature department.

Agnes Scott College Catalog 2007-2009 91

ECONOMICS

Major in Economics and Organizational Management:

Faculty

Rosemary T. Cunningham, Hal and Julia T. Smith Chair of Free

Enterprise

Li Qi, assistant professor

Thomas G. Will, assistant professor

David Williams, visiting instructor

Madeline Zavodny, associate professor and chair

Economics is the study of ways in which individuals, groups
and nations combine scarce resources to produce, exchange
and consume goods and services. Within this context,
unemployment, intlation and poverty are among the most
important issues facing society. The economics curriculum
helps students understand the basic theories that explain such
problems and examines the various ways in which they might
be alleviated.

The department offers courses in economic theory as well
as a variety of electives, including international, monetary
and financial economics. The department also offers business
courses appropriate to the college's liberal arts curriculum
that are open to all interested students.

In addition to a traditional economics major, students
interested in a career in business may pursue a major in
economics and organizational management. Students who
plan graduate study in economics should complete the
mathematics-economics interdisciplinary major or double-
major in mathematics and economics.

Economics majors are strongly encouraged to participate
in The Coca-Cola Global Awareness Program and other
college approved study-abroad programs.

Requirements for Economics Major:

Economics 101,102, 306, 307, 338 and 400

Four courses at the 300 or 400 level

One course in statistics (Mathematics 115 or 328 or Psychology
206)

A major In economics requires a minimum of 40 credits in eco-
nomics and one course in statistics.

Requirements for Economics Minor:

Economics 101,102 and either 306 or 307

Three courses at the 300-level

One course in statistics (Mathematics 115, 328 or Psychology 206)

Required courses:

Economics 101, 102, 202, 211, 306 and 307
Economics 240 or 327
Economics 400 or 401

One course in statistics (Mathematics 115, 328 or Psychology 206)
An additional three elective courses in economics or Psychology
205, Religious Studies 280, Political Science 360, Political 421,
and Sociology 301 are required, with at least one course outside
the Department of Economics.

Minimum number of credits: 48

loif.s ECONOMIC ISSUES AND POLICY 4

An introduction to macroecoromics and microeconomics witii
an emphasis on economic concepts and methods for analyzing
issues and policies from an economic perspective. Students who
have taken one course of a two-semester introductory sequence
elsewhere should consult with a member of the department and
would usually begin with 102.

i02f,s PRINCIPLES OF ECONOMICS 4

A continuation of loi, this course uses more sophisticated
analytical techniques to explore concepts in macroeconomics
and microeconomics.
Prerequisite: 101

202f INTRODUCTION TO ORGANIZATIONAL MANAGEMENT 4

Provides a foundation for critical thinl<ing about organization and
management, for competent action as practicing managers, and
for learning from our own and others' experience. Involves an
experiential exercise in organizing.

2iof INVESTMENTS 4

The importance of financial investments to the economy. The
structure of different markets and the theories behind the pricing
of certain assets explored. Students manage a hypothetical
portfolio for the duration of the semester. Does not satisfy the
distributional standard in the social sciences.

2iif FINANCIAL ACCOUNTING 4

An introduction to the principles of accounting theory and the
application of these principles in business and government
to record business transactions and journal entries. Does not
satisfy the distributional standard in the social sciences.

212s MANAGERIAL ACCOUNTING 4

Builds on concepts developed in 211. Concentration is on the
development and use of accounting information within the
organization to make managerial decisions. Does not satisfy the
distributional standard in the social sciences.
Prerequisite: 211

240f BUSINESS AND SOCIETY 4

Investigates business' social and ethical responsibilities to
both external and internal stakeholder groups. Topics include
personal and organizational ethics, business' relations with
government, consumers, the environment and the community;
and employee rights, employment discrimination and affirmative
action.

92 Agnes Scott College www.agnesscott.edu

LABOR ECONOMICS 4

Study of how wage and employment levels are determined.
The course will stress the application of economic theory
to important policy issues such as immigration, executive
compensation, unions, minimum wage laws, welfare policies,
occupational health and safety standards and antidiscrimination
policies.
Prerequisite: 101

MICROECONOMICS 4

Advanced study of the operation of markets with emphasis on
consumer-demand theory, theory of the hrm, differing market
structures and the pricing and employment of inputs. General
equilibrium and the role of the government in markets are
discussed.
Prerequisite: 102

MACROECONOMICS 4

General model is developed to analyze theories of inflation and
unemployment. Evaluation of theoretical bases for different
monetary and fiscal policies.
Prerequisite: 102

MONEY AND BANKING 4

Evolution of the banking system and related issues of public
policy. Analysis of monetary factors and their impact on
economic activity.
Prerequisite: 102

HISTORY OF ECONOMIC THOUGHT 4

Evolution of economic theories and doctrines from the 18th
century to the present. This course explores the major debates
among schools of economic thought: classical, Marxist, neo-
classical, Keynesian and monetarist.

COMPARATIVE PUBLIC POLICY 4

Examination of the role of government in the different types of
economic systems with an emphasis on a comparative study of
public policy.
Prerequisite: 101

ECONOMICS OFTHE MIDDLE EAST AND

NORTH AFRICA 4

Examination of current economic issues and challenges
facing countries in the Middle East and North Africa, the area
comprising the Arab states. Israel, Iran and Turkey. Topics include
population growth, agriculture, labor migration, oil, economic
liberalization and the economics of war and peace.
Prerequisite: 101
Offered 2007-2008 and alternate years

ECONOMICS OF THE FAMILY 4

Examination of how individuals and households make decisions

about labor force participation, marriage, divorce, childbearing

and child care, among other topics.

Prerequisite: 101

Offered 2007-2008 and alternate years

ENVIRONMENTAL ECONOMICS 4

Study of the causes of environmental degradation and the role

that markets can play in both causing and solving pollution

problems.

Prerequisite: 101

Offered 2007-2008 and alternate years

327s ORGANIZATION THEORY 4

Examines diverse perspectives on organizations and organizing.
Topics include behavioral, institutional, population ecology,
resource dependence, agency, transaction cost, structuration,
complexity, critical and garbage can theories.
Prerequisite: 202

330s POVERTY AND DISCRIMINATION 4

This seminar examines selected topics on poverty, discrimination
and the distribution of income including the nature and extent
of poverty in the United States, race and sex discrimination in
the workplace and changes in the distribution of income. Special
attention is focused on policy issues including affirmative action,
the minimum wage and welfare reform.
Prerequisite: 101
Offered 2008-2009 and alternate years

334f ECONOMIC DEVELOPMENT 4

Historical patterns and contemporary theories of economic
development are used to clarify major issues such as the
distribution of income, stabilization policy and problems of trade
and finance.
Prerequisite: 101

338s ECONOMETRICS 4

Study of sampling, statistical significance, correlation and
regression analysis with emphasis placed on their application to
economic problems.
Prerequisite: 101; a course in statistics

342f LAW AND ECONOMICS 4

Study of U.S. legal institutions and regulations from an economic
perspective. Uses microeconomic tools to examine and explain
legal and political rules, social conventions and norms, firms and
contracts, government organizations and other institutions.
Prerequisite: 101
Offered 2008-2009 a"d alternate years

344s INDUSTRIAL ORGANIZATION 4

Study of the theory of the firm, monopoly and price

discrimination, oligopoly, mergers and antitrust, cartels and

collusions, advertising and other aspects of the field of industrial

organization.

Prerequisite: 306

Offered 2008-2009 and alternate years

346f BEHAVIORAL ECONOMICS AND FINANCE 4

Study of how we enhance understanding of economic and
finance theories and real economic phenomena with a behavioral
approach. Students will participate in laboratory experiments to
explore various topics (competitive markets, bargaining, risk and
decision making, auctions, and asset markets).
Prerequisite: 102

355s INTERNATIONAL ECONOMICS 4

Analysis of gains from trade, theory and policy of trade
protection, foreign exchange rates and balance of payments.
Prerequisite: 101

370f ECONOMIC INTERNSHIP 4

Supervised field experience in economics or business. In
addition to placement activities, students attend a weekly
seminar to discuss relevant readings and experiences.
Prerequisite: 101

Agnes Scott College Catalog 2007-2009 93

40of SENIOR ECONOMIC SEMINAR 4

Overview of research methods and analysis of a set of current
economic policy issues, with emphasis on the completion of a
student-designed research project. Open only to senior majors
and minors in economics and in economics and business
Prerequisite: 306 or 307; a course in statistics

401s SENIOR SEMINAR AND STRATEGIC MANAGEMENT 4

An overview of the determinants of firm performance. Examines
relationships between strategy, structure and environment
from both positional advantage and distinctive competencies
perspectives. Focal topics include differentiation, cost
leadership, alliances, vertical integration, outsourcing,
acquisitions, diversification, multimarket contact and corporate
governance.
Prerequisite: 202, 306, and a course in statistics

4iof,s SPECIAL STUDY 2-4

Supervised intensive study in a special field of economics.

49of,s INDEPENDENT STUDY 4-8

Independent research arranged under the supervision of a
member of the department.

EDUCATION

Faculty

Lesley Coia, associate professor and chair

Victoria Deneroff, visiting assistant professor

Gordon Malcolm Emert Jr., assistant professor and director of
teacher education programs

Marquita Jackson-Mlnot, assistant professor

Jennifer A. Lund, director of international education and assistant
professor

Tommye Thomas, visiting assistant professor

The mission of tlie education department at Agnes Scott is
to prepare exemplary teacliers who possess the necessary
knowledge skills and dispositions of teaching and learning
for increasingly complex schools. The attributes of mind
and character fostered by a liberal education are essential
characteristics of excellent teachers. The department seeks
to engage candidates in connected teaching and learning
experiences that enhance the constructs that ground
our conceptual framework: content knowledge, social
constructivism, culturally responsive pedagogy and reflective
practice. These values, built on a foundation of disciplinary
knowledge, are integrated with specific understandings of
the sociocultural and technological complexities of schools.
The department is committed to creating a community of
scholarly inquiry within which students begin to explore
their potential and shape their futures as teachers and lifelong
learners.

The Professional Semester (Student Teaching)

Upon completing all prerequisites and with the
recommendation of the undergraduate teacher-education
committee, students are admitted to student teaching.
Candidates for student teaching must apply to the committee
during the spring semester of the year preceding student
teaching for formal admission to the teacher education
program. Applications are available from the director of
teacher education program. Candidates for certification must
fulfill the following minimum requirements to be considered
tor admission to student teaching:

2.5 or higher grade point average

2.5 or higher grade point average in major

No grade below C (no pass/fail) in a course required for
certification. (For secondary certification, this includes
courses required for the major.)

Appropriate faculty recommendations, including the rec-
ommendation of the student's major department

Demonstrated interpersonal behavior necessary for effec-
tive teaching

A passing score (as defined by the Georgia Professional
Standards Commission) on a test of minimum competency
in reading, writing and mathematics. (This requirement
may be satisfied by an acceptable score on GACE I, SAT,
GRE/ACTorCLAST),

Post-Graduation Option

Agnes Scott students pursuing certification in any of the approved
fields who have been admitted to a teacher-education program
before graduation may defer completion of the requirements for
certification until after graduation.

Early Childhood (P-5) Certification (BA) requirements:

Hold an undergraduate degree

Education 210, 212, 213, 217, 303, 306, 307, 308, 320, 380, 420,
421.

Completion of courses designated as special fields for the
elementary teacher:

One mathematics course (101, 115, 117 or 118)

Students are also strongly encouraged to take a second math
course. Math 104 is recommended.
One course in American history

Secondary education certification requirements:

Completion of a major in one of the fields approved for certifica-
tion:

History, mathematics

Education 210, 217, 310, 312, 380, 430 and 431

94 Agnes Scott College www.agnesscott.edu

Additional requirements:

Mathematics majors: Mathematics 115 or 328 and 314.

UNDERSTANDING LEARNERS 4

Currenl theory and research on learning. Includes cognitive
development, theories of learning and motivation and qualitative
methods of classroom research. Includes held experience.

THE ARTS IN EDUCATION 2

Exploration of the role of the arts in education; approaches to
integrating the arts throughout the curriculum.

TEACHING PHYSICAL EDUCATION IN THE ELEMENTARY
SCHOOL 2

Methods, materials and techniques used in teaching physical
education in the elementary school.

(Sociology 217) SCHOOLS AND SOCIETY 4

See Sociology 217 for description.

LANGUAGE, LITERACY AND ASSESSMENT z,

Addresses language development and literacy acquisition,
writing and comprehension strategies, the selection of quality
children's literature for diverse learners and assessment
strategies. The focus of the course is on the integrated
development of communication skills vtfith literature as a primary
resource. Includes field experience.
Prerequisite: 210 and admission to the teacher-education
program

EXPLORING SOCIAL STUDIES WITH CHILDREN 4

Examination of social studies processes and content in an
interdisciplinary context. Includes field experience.
Prerequisite: 210 and admission to the teacher-education
program

EXPLORING MATHEMATICAL IDEAS WITH CHILDREN 4

Using manipulatives to teach analytic and quantitative skills and
develop abstract reasoning. Includes field experience.
Prerequisite: IVlathematics 101, 115, 117 or 118; Mathematics 117
or 118 recommended and admission to the teacher-education
program

EXPLORING THE NATURAL WORLD WITH CHILDREN 4

Examination of science processes and content in an
interdisciplinary context. A five-day, full-time internship in a
public school classroom to occur prior to the start of the fall
semester in conjunction with public school openings. Includes
field experience.

Prerequisite: 210, one lab science course and admission to the
teacher-education program

METHODS FOR SECONDARY EDUCATION 4

Introductory methods course that connects the learning process
with appropriate teaching strategies and approaches.
Prerequisite: 210, corequisite 312 and admission to the teacher-
education program

CURRICULUM FOR SECONDARY SCHOOLS 4

Curriculum development and lesson planning to accommodate

all learners. Two hours in class, six hours field experience

weekly, and a five-day, full-time internship in a public school

classroom to occur prior to the start of the fall semester in

conjunction with public school openings.

Corequisite: 310, and admission to the teacher-education

program

320f

38of

4iof,s

420s

421s

430s

431s

440s

EXPLORING CHILDREN'S/ADOLESCENTS' LITERATURE4

Study of major authors and illustrators and notable books for
young people; development of criteria for selecting quality
children's literature. Includes field experience.
Prerequisite: 210

TEACHING EXCEPTIONAL CHILDREN 4

Introduction to special needs, including child development
and intelligence, major areas of exceptionality, identification
of learners with special needs. Introduction to other learner
differences including race, class, gender, ethnicity and first
language. Adapting curriculum and instruction for diverse needs.
Includes field experience.
Prerequisite: 210

SPECIAL STUDY 2-4

Supervised study in a selected field of education.
Prerequisite: Permission of the department

STUDENTTEACHING, EARLY CHILDHOOD 10

Full-time, professional experience in a public school.
Prerequisite: Successful completion of all other program
requirements with a grade of C or better in all courses required
for certification, a GPA of 2.5 or above and passing scores on
GACE I. GACE II recommended.
Corequisite: 421

PROBLEMS SEMINAR FOR EARLY CHILDHOOD
CERTIFICATION 2

Scholarly analysis of teaching experiences, including conducting
research in the classroom. Creation of a cumulative teaching and
learning portfolio.

Prerequisite: Successful completion of all other program
requirements with a C or better in all courses required for
certification, a GPA of 2.5 or above and passing scores on GACE I.
GACE II recommended.
Corequisite: 420

STUDENTTEACHING. SECONDARY 10

Full-time, professional experience in a public school.
Prerequisite: Successful completion of all other program
requirements with a grade of Cor better in all courses required
for certification. A GPA of 2.5 or above and passing scores on
GACE I. GACE II recommended.
Corequisite: 431

STUDENT-TEACHING SEMINAR, SECONDARY
EDUCATION 2

Scholarly analysis of teaching experiences, including conducting
research in the classroom. Creation of a cumulative teaching and
learning portfolio.

Prerequisite: Successful completion of all other program
requirements with a C or better in all courses required for
certification, a GPA of 2.5 or above and passing scores on GACE I.
GACE II recommended.
Corequisite: 430

AMERICAN EDUCATION 2

Exploration of schooling in the United States and current issues
in education. Topics vary.
Prerequisite: junior or senior standing
Corequisite: 420 and 421 or 430 and 431

Agnes Scott College Catalog 2007-2009 95

ENGLISH

Faculty

Brian Artese, visiting assistant professor

Charlotte Artese, assistant professor

Christine S. Cozzens, professor

Amber Dermont, assistant professor

James K. Diedrick, professor, associate dean oftfie college

Steven R. Guthne, professor and chair

Waqas A. Khwaja, associate professor

Peggy Thompson, Ellen Douglass Leyburn Professor of Englisii

Willie Tolliver, associate professor

Rachel Trousdale, assistant professor

Cynthia Wu, assistant professor

The study ot language and literature can elevate our
minds, animate our imaginations and enlarge our capacity
to understand one another. The English curriculum gives
students breadth of knowledge and depth of understanding
of British, American and postcolonial literatures. Students
learn to read perceptively, think critically, write intelligently
and imaginatively and develop their creative abilities.

In English 1 10, first-year students sharpen their writing
skills and improve as critical and analytical readers. The
department also runs the Center for Writing and Speaking,
where students at any level can go to trained tutors for
help with papers, other written assignments and oral
presentations. The department offers a variety of courses
through which students can satisfy the distributional
standards in literature and fine arts.

There are two ctjncentrations within the department: the
maior in English literature, which focuses on the academic
study of literature, and the major in English literature-
creative writing, which allows the student to develop artistic
craft while at the same time giving her a solid scholarly
background.

A student takes courses emphasizing both breadth and
depth of knowledge and addressing a variety of literary
periods and genres. She may compose her program with
a specific focus in mind, or she may aim at a broad and
balanced course of literary study.

A student may plan a program of concentrated study m
which she emphasizes her major interests in literature and
chooses related courses from other disciplines (for example,
medieval studies or American studies).

English majors may participate in both credit and
noncredit internships, in faculty-led Coca-Cola Global
Awareness or Global Connections programs, or in any other
college-approved study-abroad program.

Requirements for the Majors:

English Literature:

The English literature-creative writing major requires a minimum
of 10 and a maximum of 13 courses. {110 does not count towards
the major.)

The program of study must include 280, 480, at least three 200-
level literature courses and at least three 300-level courses. At
least three literature courses must focus primarily on materials
before 1800 and at least three on materials after 1800.

English Literature-Creative Writing:

The English literature-creative writing major requires a minimum
of 10 and a maximum of 13 courses. (110 does not count toward
the major.).

The program of study must include 280, 480, at least two 200-
level literature courses, two 300-level literature courses and four
creative-writing courses in a minimum of two genres. Two litera-
ture courses must focus primarily on materials before 1800 and
two on materials after 1800. At least two creative-writing courses
must be at the 300 level or above.

Requirements for the English Minor:

A minor in English must contain at least six courses {110 does not
count toward the minor).

The student may design her program to reflect a particular inter-
est or emphasis, such as a focus on a genre or literary period.

The program must be approved by the English department chair.

Expository Writing

Every student takes English 110 in the first semester of her first
year, unless she is exempted from this requirement by her score
on an AP English, International Baccalaureate or A-Level exam.

iiof THE CRAFT OF WRITING 4

Literary texts and contexts; discussion-based class with
emphasis on techniques of reading and on the craft of college
writing, especially the thesis-driven essay and the research
paper,

210 ADVANCED COMPOSITION 4

Expository writing for the student who wishes to develop and
refine her use of language and her understanding of the writing
process. Emphasis on forms of academic discourse, revision and
research writing. Students will write several kinds of academic
essays using topics of their devising. The mechanics of effective
revision will be the focus of the course.
Prerequisite: 110

96 Agnes Scott College www.agnesscott.edu

English Literature

Prerequisites:

For 200-level literature courses, the prerequisite is Englisti no or
the equivalent, including exemption.

For 300-level literature courses, the prerequisite is a 200-level
literature course or permission of chair.

211s BRITISH AND AMERICAN LITERATURE TO 1700 n

Literary texts in historical context. Poetry, prose and drama
of the medieval and early modern periods, including Chaucer,
Shakespeare, Milton and American writers of the early Colonial
period.

2i2f BRITISH LITERATURE AFTER 1700 4

Literary texts in historical context. Poetry, prose and drama of
the modern age, including writers such as Swift, Wordsworth,
Austen, Yeats and Woolf.

213s AMERICAN LITERATURE 1700 TO PRESENT 4

Literary texts in historical context. American poetry, prose and
drama, including the work of such authors as Douglass, Poe,
Hawthorne, Whitman, James, Hemingway, Hurston, Faulkner,
Baldwin and Morrison.

2i5f LITERATURE OF IRELAND 4

Exploration of Irish literature from the myths, monastic and
bardic poetry and ballads of pre-Norman Ireland to texts written
in English from the 16th century to the present, including works
by writers such as Swift, Edgeworth, Carleton, Wilde, Synge,
Yeats, Kavanagh, Johnston, Heaney and Boland. Offered 2007-
2008 and alternate years.

216s (Afrlcana Studies 216) (Women's Studies 216, when the
topic pertains to Women's Studies)
TOPICS IN BLACK WRITING 4

Exploration of the varieties of American and international black
writing across literary periods (for example, Black Women
Writers or The Literature of the African Diaspora).

2i7f (Women's Studies 217, when the topic pertains to
Women's Studies)
TOPICS IN LITERATURE AND EMPIRE 4

Exploration of themes of colonization and imperialism across
periods and genres (for example. The Adventure Novel,
Narratives of the Empire and Orientalist Texts and Contexts).

2i8f TOPICS IN ETHNIC AMERICAN LITERATURES 4

The study of works by members of ethnically defined groups
(for example, Asian-American literature or Native-American
literature).

2i9f,s TOPICS IN LITERARY HISTORY 4

Exploration of a literary issue, theme or form across literary
periods (for example. Necessary Mythologies or The Gothic).

220S (Women's Studies 221)

TOPICS IN WOMEN AND LITERATURE 4

Women as authors and subjects in literature. Gender as a central
factor of analysis. Offered 2007-2008 and alternate years.

22if DEVELOPMENTS IN THE NOVEL 4

Exploration of topics in the history of the novel across literary
periods (for example, The Protest Novel or The Origins of the
Novel). Offered 2008-2009 arid alternate years.

222f DEVELOPMENTS IN POETRY 4

Exploration of topics in the history of poetry across literary
periods (for example, Lyric Voices or The History of the Ballad).
Offered 2007-2008 and alternate years.

223f DEVELOPMENTS IN DRAMA 4

Exploration of topics in the history of drama across literary
periods (for example. Women Dramatists or Revenge Plays). A
survey of Medieval and early modern drama of all genres.

230f TOPICS IN FILM STUDY 4

Approaches to film from the viewpoints of history, genre and
technique. (Introduction to Film will alternate with Film History).

280S PERSPECTIVES ON LITERATURE 4

Research methods, critical techniques, theoretical approaches.
Required of English literature and English literature-creative
writing majors; should be taken in the first or second year. Does
not meet the distributional standard in literature.

3o6f,s (Women's Studies 306, when the topic pertains to
Women's Studies)
AUTHORIAL STUDIES 4

Focuses on the work of one or two major figures in context (for
example, Chaucer, Milton, Austen, Richardson and Fielding or
Morrison).

308s HISTORY OF THE ENGLISH LANGUAGE 4

Developments in the language from Anglo-Saxon to the present,
including processes of language change, issues of language and
society and stylistic analysis of literature. Offered 2007-2008
and alternate years.

3iof,s STUDIES IN EARLY LITERATURE 4

Thematic or generic studies in medieval and early modern
literatures (for example. Love and Poetry in the Middle Ages or
Medieval and Renaissance Drama).

3i3f STUDIES IN SHAKESPEARE 4

Thematic, generic or period studies (for example, The
Elizabethan Plays, The Tragedies or Shakespeare and Race).

3i7f STUDIES IN RESTORATION AND 18TH-CENTURY

LITERATURE 4

Thematic, generic or period studies (for example: The Colonial
Imagination or Forms of Fiction).

32if STUDIES IN ROMANTICISM 4

Thematic, generic or period studies (for example, British
Romantic Writers, Transatlantic Romanticisms, Romanticism
Through the Ages, or Romanticism, Orientalism and
Imperialism). Offered 2008-2009 and alternate years.

322f,s (Women's Studies 322, when the topic pertains to
Women's Studies)
STUDIES IN 19TH-CENTURY LITERATURE 4

Thematic, generic or period studies (for example, Victorian
Historicism, The Realist Novel or 19th-century Poetry), including
courses that combine British and American literature.

325f (Africana Studies 325)

STUDIES IN AFRICAN-AMERICAN LITERATURE 4

Thematic, generic or period studies (for example. The African-
American Novel or Major African-American Writers)

330f,s STUDIES IN LITERARY GENRE 4

Studies focusing on specific traditional, marginal or innovative
literary genres (for example, Modern Drama. Autobiography or
The Graphic Novel). Offered 2008-2009 and alternate years.

Agnes Scott College Catalog 2007-2009 97

3^os

345f
35of

352f

355s

370s

4iof,s

48of

490s

(Women's Studies 345)

STUDIES IN GENDER AND SEXUALITY 4

Exploration of constructions and representations of gender
and sexual identities in literature (for example, Lesbian Novel,
American Genders and Sexualities).

STUDIES IN AMERICAN LITERATURE 4

Thematic, generic or period studies (for example, The American
Renaissance or American Realism and Naturalism).

(Women's Studies 350, when the topic pertains to

Women's Studies)

STUDIES IN MODERNISM 4

Thematic or generic studies (for example. Modern Poetry, or
Virginia Woolf and Modernism).

(Africana Studies 352)

STUDIES IN POSTCOLONIAL LITERATURE 4

Study of literature written in nations that were formerly

European colonies (for example, the literature of South Asia,

South-East Asia, the Middle East, Africa, the Caribbean,

Australia, New Zealand and Canada). Offered 2007-2008 and

alternate years.

(Women's Studies 355, when the topic pertains to

Women's Studies)

STUDIES IN 20TH-CENTURY AND CONTEMPORARY

LITERATURE 4

Studies of themes in recent literature (for example.

Postmodernism, Transatlantic Literature or Postwar Literature).

Offered 2007-2008 and alternate years.

(Spanish 370) (Women's Studies 370, when the topic

pertains to Women's Studies)

TOPICS IN LATINO LITERATURE 4

See Spanish 370 for description.

SPECIAL STUDY 2-4

Selected texts to meet the interests of individual students,
designed to allow the student to explore an area of study
outside the regular department offerings. Requires permission
of instructor.

SENIOR RESEARCH SEMINAR IN LITERATURE 4

Independent research in a seminar setting, with discussion of
research methods and ongoing work by seminar members. By
the beginning of the senior year, the student identifies a topic of
particular interest to her. During the senior seminar, she explores
the topic and develops the inquiry into a substantial scholarly
essay For the relationship of this seminar to senior independent
study, see 490 (literature) below.
Prerequisite: must be a senior major

INDEPENDENT STUDY IN LITERATURE 4

Independent research carried out under the supervision of a
department member, designed to allow the student to pursue in
greater depth a study begun in English 480. On the basis of the
work reflected in her senior-seminar essay, the English-literature
major may apply to expand the inquiry through independent
study in the spring semester. The English literature-creative-
writing major may apply for independent study either in
literature or in creative writing (see 490 under creative-writing
courses).

Prerequisite: senior standing, completion of 480, permission of
instructor and department approval

Creative and Expository Writing

Ills INTRODUCTION TO CREATIVE WRITING 4

A multigenre course that will introduce students to writing in
the forms and modes of creative non-fiction (personal essay,
new journalism, memoir, travel writing and the lyric essay),
fiction, including microfiction and short story, and poetry (prose,
narrative, and lyric), and dramatic writing.

200s INTRODUCTION TO NONFICTION WRITING 4

An introduction to the craft of nonfiction writing focusing on the
rhetorical skills underlying print journalism (news, editorials,
interviews and features) and other forms, such as the essay

20if INTRODUCTION TO FICTION WRITING 4

Principles and forms of narrative writing. Illustrative readings
and frequent writing.

202f INTRODUCTION TO POETRYWRITING 4

The craft of poetry, through regular written assignments
and readings in a variety of contemporary poets and poetic
movements and traditions.

203s (Theatre 203) DRAMATIC WRITING I 4

See Theatre 203 for description.

205f (Theatre 205, when the topic pertains to
dramatic writing)
TOPICS IN CREATIVE WRITING 4

Topics in creative writing, including courses taught by visiting
writers. Specific topics will be announced before spring course
selection.

300f NONFICTION WORKSHOP 4

Intermediate nonfiction writing with emphasis on the feature
article, the personal essay and experimental forms.
Prerequisite: 200 or 205 (if in nonfiction)

301s FICTION WORKSHOP 4

Intermediate fiction writing. Readings in theory and practice;
the writing and rewriting of a group of stories. Individual
conferences and group sessions.
Prerequisite: 201 or 205 (if in fiction)

302s POETRY WORKSHOP 4

Intermediate poetry writing. Presentation and discussion of
student work and exploration of poetic craft and current issues
in poetry and poetics.
Prerequisite: 202 or 205 (if in poetry),

303s (Theatre303) DRAMATIC WRITING II 4

See Theatre 303 for description.

4i5f,s DIRECTED STUDY IN CREATIVE WRITING 4

Advanced study in literary craft under the supervision of a

department member

Prerequisite: 300-level course in the chosen genre

48if SENIOR RESEARCH SEMINAR IN CREATIVE WRITING 4

Independent creative writing in a seminar workshop setting,
with discussion of process, craft and revision. By the beginning
of the senior year, the student identifies a project and genre
of particular interest to her. During the senior seminar, she
researches, drafts and develops a manuscript-length project with
an accompanying critical craft essay For the relationship of this
seminar to senior independent study, see 490 (creative writing)
below).

Prerequisite: restricted to senior English Literature-Creative
Writing majors.

98 Agnes Scott College www.agnesscott.edu

490S SENIOR INDEPENDENT STUDY IN CREATIVE WRITING 4

Independent creative work carried out under tine supervision of
a creative-writing faculty member; designed to allow the student
to pursue in greater depth work begun in previous courses.
Application is made on the basis of a portfolio of advanced work
already completed. The student may also apply to do a combined
creative-scholarly project.

Prerequisite: senior standing in English literature and creative
writing, completion of 480, permission of instructor and
departmental approval.

FIRST-YEAR SEMINARS

Director

Tracey E.W. Laird, associate professor of music

First-Year Seminars are designed to introduce students to
advanced study at the college level. Students learn to write
more effectively, begin to tfiink more deeply and develop an
extensive knowledge of tPie seminar topic. Seminars are open
only to entering students, are limited in size, are led by a
faculty member who has selected and researched the special
topic for the course and are interdisciplinary so that students
may explore the topic from different perspectives.

I90f,s FIRST-YEAR SEMINAR 4

Seminars offering first-year students an opportunity to study
focused topics in small groups. Some sections may be connected
and organized around a related theme. All courses include a
significant writing component.
Open only to first-year students; class size limited to 16

FRENCH AND GERMAN

French

Faculty

Olivier Bourderionnet, assistant professor
Julia C. Knowlton, associate professor and cliair
Pfiilip Adegboye Ojo, assistant professor

All courses offered by the Fiench program are designed to
develop students' proficiency in the understanding, speaking
and writing of French and to foster a knowledge of French
and Francophone cultures. Upper-intermediate and advanced
courses are devoted to literature written in French and the
social, political and historical contexts of its production.
With the office of international education, the French
program offers students a wide range of opportunities for
spending an academic year or a semester abroad studying
Fiench and the culture and literature of the Francophone

world. Courses of foreign study recently selected by students
include French literature and culture at the Sorbonne, French
linguistics and literature at I'Universite Catholique I'Ouest at
Angers and African economics and the French language in
Senegal, With some restrictions, courses taken abroad count
toward fulfilling requirements for the major or minor. Further
possibilities for foreign study are available through the Coca-
Cola Global Awareness and Global Connections programs.

Each year, the French program is joined by a teaching
assistant from France, whose responsibilities include working
alongside full-time faculty members in grammar classes,
teaching intermediate conversation and supervising the
French table.

Entering students who elect French must take a placement
test. Those who place into 2^0 or above will have satisfied
the specific standard for study of a foreign language.
Otherwise, this standard is achieved through successhil
performance in 202, The distributional standard for study
of literature in the language of its composition is fulfilled by
successful performance in any one of the upper-intermediate
courses (241 , 242, 24.3) or in any 300-level course

Students also have an opportunity to improve their
language skills by completing a one credit French component
in a Language Across the Curriculum interdisciplinary course.

Requirements for the Major:

Prerequisite coursevyork for completion of the major: French 202

230 and 231

Two courses from the following: 241, 242 and 243

Four courses at the 300 level

207 and Global Connections courses do not count toward the

minimum major.

Majors are strongly encouraged to study abroad and to partici-
pate in Language Across the Curriculum courses.

Requirements for the Minor:

230 and 231

Two courses from 241, 242 and 243
One course at the 300 level

207 and Global Connections courses do not count toward the
minimum min or.

loif ELEMENTARY FRENCH I 4

For students who begin French in college. Introduction to the
French language and culture. Three class periods followed by a
session of oral practice.

I02f,s ELEMENTARY FRENCH II 4

Continuation of 101; 101 and 102 are the equivalent of two years
of secondary school preparation.
Prerequisite: 101

Agnes Scott College Catalog 2007-2009 99

20if.s INTERMEDIATE FRENCH I 4

Grammar review, oral and written comprehension, reading and

composition.

Prerequisite: 102

202f,s INTERMEDIATE FRENCH II 4

Continuation of 201 with emphasis on selected readings.
Prerequisite: 201

202 Lf (Art 202 L)

THE MIDDLE AGES: IMAGES AND IDEAS,

FRENCH COMPONENT 1

See Art 202L for description.

207f,s INTERMEDIATE FRENCH CONVERSATION 2

This course may be repeated once with permission from the

department or faculty members designated by the department

chair.

Prerequisite: 202 with a grade of B- or above

230f,s ADVANCED GRAMMAR AND COMPOSITION i^

In-depth review of French syntax at an advanced level and
development of linguistic skills necessary for fluent writing in
French. Emphasis on composition in various styles and registers.
Some practice in translating English to French will be included.
Prerequisite: 202

23if,s STUDIES IN FRENCH CIVILIZATION 4

A survey highlighting essential aspects of French civilization and
culture from the Middle Ages to the present day. Course content
will focus on the relationships between sociopolitical change
and artistic expression in France and in the Francophone world.
Prerequisite: 202

24if SELECTED READINGS IN FRENCH LITERATURE

FROM THE MIDDLE AGES THROUGH 1800 4

Literary selections from the origins of the French tradition
through the French Revolution will be studied in their cultural,
historical and socio-political context. Various literary genres will
be presented. Readings will emphasize diverse depictions of
women's limitations, resistance and liberation.
Prerequisite: 230 or equivalent
Offered 2007-2008 and alternate years

242f SELECTED READINGS IN FRENCH LITERATURE, 1800 TO
THE PRESENT 4

Literary selections from Romanticism onward studied in their
historical and cultural contexts. Discussion topics may include:
Romanticism and the self; Realism and industrial culture;
relations among the arts; Symbolist poetry and prose; avant-
garde prose, poetry and theatre; colonialism and exoticism;
political engagement and "disengagement;" feminism and the
novel; literature In French produced outside France.
Prerequisite: 230 or equivalent

243f,s INTRODUCTION TO FRANCOPHONE LITERATURES AND
CULTURES 4

An introduction to selected texts representing the diversities of
Francophone identities will afford students the opportunity of
refine their reading, writing, and speaking skills while learning
he richness, variety and complexity of the Francophone world.
Prerequisite: 230

309Lf

345f

355s

365f

375s
390

4iof,s
49of,s

(History 309L)

THE ENLIGHTENMENT AND THE FRENCH

REVOLUTION, FRENCH COMPONENT 1

Reading and discussion of complementary and parallel texts to
those used in History 309. Conducted in French.
Prerequisite: 202; Corequisite: History 309

FRENCH LITERATURE AND GENRE 4

Prose, poetry and theatre will be considered either individually

or in relation to one another.

Prerequisite: 230 and one 200-level literature course

(Afrlcana Studies 355) TOPICS IN FRANCOPHONE
LITERATURE AND CULTURE 4

Francophone literary and other texts will be analyzed
with particular emphasis on colonization, decolonization,
neocolonialism and nationalism, slavery, marginalization,
identity and otherness, language and orality. Specific regions of
Francophone production may include Canada, Africa, Europe, the
Caribbean and Asia.

This course may be repeated when specific content varies.
Prerequisite: 230, and one 200-level literature course

(Women's Studies 365)

WOMEN AND FRENCH CULTURE 4

Contributions of women to French literature, culture and history

will be analyzed with a complementary emphasis on feminist

theory

Prerequisite: 230 and one 200-level literature course

FRENCH FILM 4

Topics in French cinema from avant-garde to the present, with an
introduction to film theory. Screenplays may also be studied.
Prerequisite: 230 and one 200-level literature course

SPECIAL TOPICS IN FRENCH LITERATURE

AND CULTURE 4

Topic changes by semester, as determined in advance by the
instructor and in consultation with the French faculty. This course
may be repeated as specific content varies.
Prerequisite: 230 and any one of 241, 242, 243

SPECIAL STUDY 2-4

Supervised to meet the needs of individual students.

INDEPENDENT STUDY 4-8

Independent research arranged under the supervision of a
program member.

German Studies

Faculty

Susanne M. Wagner, visiting assistant professor

Cotirses in the program emphasize the communication skills
of understanding, speaking and writing German. Cultural
and linguistic aspects of the German-speaking world are
also explored in all classes at all levels. A wide selection
of classical and contemporary literary works is read in
intermediate and advanced courses.

Majors, minors and other interested students are
encouraged to practice German aided by a resident teaching

100 Agnes Scott College www.agnesscott.edu

assistant from Austria or Germany. They are also invited
to join the German Club and the German coffee table on
Wednesday afternoons

Students can further improve their language skills by
completing a one credit German component in a Language
Across the Curriculum interdisciplinary course.

Qualified students may participate in a one- or two-
semester program in a German-speaking counti-y such as
affiliate programs in Graz and Salzburg. Other possibilities
for foreign study are available through the Coca-Cola Global
Awareness and Global Connections programs.

Students considering a double major should consult with
the German studies program director early in their studies.

Requirements for tfie Major:

Required courses:

210, 212, 222, 324 and 480

Three of the following: 305, 306, 310, History 314 with language
component. History 315 with language component. History 318
with language component

Only one of the following can be selected: History 314 with lan-
guage component. History 315 with language component. History
318 with language component
Minimum credits for the major: 32 beyond the intermediate level

All majors must take the Zertifikatsprufung at the Goethe Institute
in their senior year.

Entering students who are placed in an advanced level of German
may be given permission to complete the major with fewer than
32 credits. Permission is given by the program director and the
assistant dean of the college.

Recommended courses:

Students are strongly encouraged to acquire experience in a
German-speaking country through affiliate programs in Graz and
Salzburg. The ZertiHkatsprLifung and Mittelstufenprufung at the
Goethe Institute are also highly recommended.

Requirements for the Minor:

210, 212

Two of the following: 222, 305, 306, 310, 324, 480, History 314
with language component, History 315 with language component.
History 318 with language component

Only one of the following may be selected: History 314 with lan-
guage component. History 315 with language component. History
318 with language component

Minimum credits: 16 beyond the intermediate level

Recommendations for the Minor:

Students are strongly encouraged to acquire experience in a
German-speaking country through affiliate programs in Graz and
Salzburg. The Zertih'katsprufung and Mittelstufenprufung at the
Goethe Institute are also highly recommended.

loif ELEMENTARY GERMAN I 4

Emphasis on speaking and understanding spoken German, with
a solid basis of grammar. Reading and discussion of simple texts.
All students with one or more years of German in high school are
required to take the placement test.

102s ELEMENTARY GERMAN II 4

Continuation of 101. All students with one or more years of
German in high school are required to take the placement test.
Prerequisite: 101 or equivalent

20if INTERMEDIATE GERMAN I 4

Practice in spoken German, accompanied by grammar review.
Reading and discussion of literary texts. All students with one
or more years of German in high school are required to take the
placement test.
Prerequisite: 102 or equivalent

202s INTERMEDIATE GERMAN II 4

Continuation of 201. All students with one or more years of
German in high school are required to take the placement test.
Prerequisite: 201 or equivalent

2iof COMPOSITION 4

Practical course designed to develop fluency in writing German.
Prerequisite: 202

2iif CONVERSATION 2

Theoretical and practical aspects of German pronunciation with
intensive drills. Does not fulfill the language requirement for the
international relations major.
Prerequisite: 102

212s ADVANCED CONVERSATION 4

Practical course designed to develop fluency in oral

communication.

Prerequisite: 202

222f INTRODUCTION TO LITERATURE 4

Emphasis on lyrical poetry of the 19th and 20th centuries, a 19th-
century novelle and a contemporary novel. Taught in German.
Prerequisite to all 300-level literature courses
Prerequisite: 202

305s 20TH-CENTURY DRAMA IN THE GERMAN-SPEAKING

COUNTRIES 4

Emphasis on Brecht's epic theatre. Also includes Swiss
playwrights (Durrenmatt and Frisch), the documentary play in
Germany (Hochhuth), Austrian contemporary drama (Bernhard).
Prerequisite: 222

306f FRANZ KAFKA 4

Discussion of major short stories, excerpts from letters and
diaries and selections from one novel. Taught in German.
Prerequisite: 222
Offered 2007-2008 and alternate years

310S GERMAN LIFE AND THOUGHT 4

Society and culture in the contemporary German-speaking
world. Taught in German.
Prerequisite: 222

Agnes Scott College Catalog 2007-2009 101

314LS (History 314L)

EUROPE FROM THE COLD WAR TO THE EUROPEAN
UNION, GERMAN COMPONENT 1

Reading and discussion of texts about post-World War 11

Germany, from division througfi unification. Conducted in

German.

Prerequisite: German 202; Corequisite: History 314

3i5Lf (History 315L)

EUROPE IN THE ERA OF WORLD WARS,

GERMAN COMPONENT 1

Study of Weimar and Nazi Germany based on selected primary

sources in German.

Prerequisite: 202; Corequisite: History 313

318LS (History 318L)

THE HOLOCAUST, GERMAN COMPONENT 1

Reading and discussion, in German, of selected primary sources

about the origins and course of the Holocaust.

Prerequisite: 202 and sophomore standing; Corequisite: History

318

324s ADVANCED GERMAN LANGUAGE STUDY 4

Emphasis on stylistics, composition styles and vocabulary
building working with contemporary text materials.
Prerequisite: 210

350f,s ADVANCED READING 4

Subject matter chosen according to student interest and needs.
May be repeated for credit when topic varies.
Prerequisite: 210

4iof,s SPECIAL STUDY 2-4

Supervised to meet the needs of individual students.

480s ADVANCED TOPICS IN GERMAN LITERATURE 4

intensive study of a single author, genre or period. May be
repeated for credit when topic varies.
Prerequisite: 210

490f,s INDEPENDENT STUDY 4-8

Independent research arranged under the supervision of a
program member. Results are presented both orally and in
writing. May be done in English with program approval.

GLOBAL AWARENESS

Director

Jennifer A. Lund, director of international education

The Coca-Cola Global Awareness Program combines two
courses for a total of six credits in either the fall or spring
semester The semester is followed by a December-January
or May-June mternational experience. This introductory-
level program offers students the opportunity to study and
experience a culture drfferent from their own. The purpose
of this trwo-course program is to make the theory of culture
real by providing background theory, experience in the
selected country and a time to integrate the experience upon
return. The purpose is also for students to see personal and
global issues from a cross-cultural perspective. This course

will include a survival-language component, when feasible.
Students must apply and be accepted to the program to
register for CA 200 and 20 1 .

200f,s GLOBAL AWARENESS CONCEPTS 4

Concepts and theories of culture, cultural diversity and cross-
cultural perspectives and communications will be applied to the
student, to the cultures of the country to be visited, to cultures
represented in class and to global issues and their solutions.
The course may include study of the history, arts, geography,
environment, economics and politics of the country.
Required corequisite course: Global Awareness 201
Prerequisite: 12 credits of Agnes Scott credit

20if,s GLOBAL AWARENESS EXPERIENCE 2

The Global Awareness faculty will lead students on a two- to
four-week international experience to enhance their cultural
learning by experiencing aspects of the host country and culture.
A minimum of one class session will be devoted to the study of
culture and language (whenever possible) to complement the
four-credit Global Awareness Concepts class (GA 200). These
two courses will be taken simultaneously.
Required corequisite course: Global Awareness 200
Special fees are required for the international travel component.
Agnes Scott College provides a partial subsidy to defray some of
the costs. See the office of international education.

HISTORY

Faculty

Mary C. Cain, assistant professor

Tammy L. Ingram, yomes 7". and Ella Rather Kirl< Visiting Assistant
Professor of U.S. History

Violet M. Johnson, professor and cliair

Katharine D. Kennedy, Charles A. Dana Professor of History

Micfiael R. Lynn, associate professor

Shu-chin Wu, assistant professor

The central purpose of the history curriculum is to give
students who come from a variety of cultural traditions an
understanding of the development of values, institutions and
social structures during short and long periods of time.

By offering courses on different regions of the world and
on different eras in history, and by emphasizing diversity
within cultures, history courses seek to deepen each student's
understanding of human experience in its multiple facets. By
challenging students to learn about people who are different,
history teaches open-mindedness and respect for differences.
The study of history provides a perspective from which to
assess events of the present and prospects for the future.

History students are required to read widely, to think
critically and to strengthen their skills in research, writing
and speaking. They learn to organize and analyze textual.

102 Agnes Scott College www.agnesscott.edu

visual and oral sources while honing their ability both to
tell a story and to develop an argument. History provides a
framework and a context for insights from other disciplines
and in this sense is one of the foundation disciplines of
a liberal education, bringing coherence and continuity
to mformation that might otherwise be fragmented and
disjointed.

History courses contribute significantly to interdisciplinaiy
programs at Agnes Scott, including Africana Studies, Asian
Studies, International Relations and Women's Studies.
History majors regularly participate in programs dedicated
to teacher education, study abroad, independent research
and experiential learning. Resources in Atlanta enable history
majors to undertake research in archives and specialized
collections and to participate in internships in historic
presei'vation, museLims, libraries, business, government
agencies and nonprofit organizations.

History majors pursue careers in an almost infinite variety
of fields. History is an especially desirable background for
further study in law, journalism and public affairs. More
directly associated with the discipline are careers in teaching,
museum work, historic preservation and information
technology, but many majors also pursue careers in business.

History majors are strongly encouraged to participate
in a faculty-led Coca-Cola Global Awareness or Global
Connections programs or any other college-approved study-
abroad program.

Requirements for the Major:

History 290, 420

One course witfi a number below 290

At least six additional courses, five of wfiich must be above the
200 level

Courses cfiosen for the major must include at least one course
from eacfi of the following groups. At least two of these groups
must be satisfied with a course at the 300 level.

European history: 101, 102, 215, 217, 220, 305, 308, 309, 311, 312,

313. 314. 318, 343. 344

United States history: 108, 109, 253, 254, 260, 264, 325, 326,

330, 331. 333. 334. 335. 336, 338

Non-Western history: 113, 114, 115, 230, 250, 251, 350, 352, 354,

362

A major in history requires the completion of at least 36 credits of
work in history. Cross-listed courses taught outside the depart-
ment may not be used to satisfy the minimum requirements for
the major.

Requirements for the Minor:

A minor in history must contain at least 24 credits of work in
history, at least 12 of which must be above the 200 level. The pro-
gram must reflect a degree of thoughtful planning and coherence
and must have the approval of the department chair.

loif EUROPE FROM THE MIDDLE AGES TO THE FRENCH

REVOLUTION 4

European society and culture from the High Middle Ages to the
Age of Revolutions including: marriage and family, religion and
religious reform, women and gender, popular and elite culture,
science and medicine and interaction with world cultures and
state building.

102s EUROPE IN MODERN TIMES 4

European culture, society and politics in the 19th and 20th
centuries, with a focus on nations and nationalism, women
and gender, romanticism and modernism, war and peace,
communism and post-communism and Nazism and the
Holocaust.

io8f THE FOUNDATIONS OF UNITED STATES HISTORY 4

A survey of early American history from European conquest to
1877. Main topics include Native-American life; the structure
of Colonial society; the Revolution; industrialization; slavery;
Westward expansion; the Civil War and Reconstruction.

109s THE UNITED STATES IN MODERN TIMES 4

Survey of the history of the United States since Reconstruction.

113s INTRODUCTION TO JAPANESE HISTORY 4

A survey of Japanese cultural, literary and institutional history
from ancient times to the present.

114s INTRODUCTION TO ANCIENTAND MEDIEVAL CHINESE

HISTORY 4

This course is a general survey of ancient and medieval Chinese
history, from antiquity to roughly 1700 A.D. Topics include the
origins of Chinese civilization, the establishment of the empire,
and the economic and social development through the middle
empires.

ii5f INTRODUCTION TO MODERN CHINESE HISTORY 4

This course surveys the major social, intellectual and political
developments in China from the Opium War of 1839 to the
present. Themes include the fall of imperial China, the Chinese
revolutions, post-Mao reforms and contemporary Chinese social
issues.

i2if (Classics 121) HISTORY OF GREEK CIVILIZATION 4

See Classics 121 for description.

i22f (Classics 122) HISTORY OF ROMAN CIVILIZATION 4

See Classics 122 for description.

215s (Religious Studies 215) RELIGION, MAGIC AND

SCIENCE IN EARLY MODERN EUROPE 4

The development of competing and complementary European
world views, including religion (Catholicism, Protestantism and
ludaism), magic, science and witchcraft, with a focus on how
these ideas shaped culture and society from the 15th through
the 18th centuries.

Agnes Scott College Catalog 2007-2009 103

217S HISTORY ON FILM: CINEMATIC EXPLORATIONS OF THE

EUROPEAN PAST 4

This course introduces students to the representation of history
on film. With a focus on Europe before the 20th century, students
will analyze how filmmakers and others interpret social, political
and cultural events.

220s (Women's Studies 222) EUROPEAN WOMEN SINCE THE
MIDDLE AGES 4

Experiences of and ideas about European women in the public
and private spheres from the late Middle Ages through the 20th
century.

230s THE VIETNAM WARS 4

An examination of the origins, expansion, and consequences of
the Vietnam War from Vietnamese and American perspectives.
Topics include French colonialism, the rise of nationalism in
Vietnam, the responses to imperialism, American foreign policy
and the "wars" at home.

25of (Africana Studies 250) AFRICAN SOCIETIES FROM 1500
TO THE PARTITION 4

Structures of sub-Saharan African societies, the developments
leading to the partition of the continent and the imposition of
colonial rule.

251s (Africana Studies 251) AFRICAN SOCIETIES FROM THE
COLONIAL ERA TO THE PRESENT 4

Changes which followed Western domination, African responses
to the new structures and the road to independence.

253f (Africana Studies 253) AFRICAN-AMERICAN HISTORY

TO EMANCIPATION 4

Developments that shaped the history of the black population
of the United States through the Civil War. Topics include African
beginnings, the Atlantic slave trade, the institution of slavery and
the slave community and black activism.
Offered 2007-2008 and alternate years

254s (Africana Studies 254) AFRICAN-AMERICAN HISTORY
SINCE EMANCIPATION 4

Developments that have influenced the history of the black
population of the United States since the Civil War. Topics
include the Great Migration, the Harlem Renaissance and the
Civil Rights Movement.
Offered 2007-2008 and alternate years.

26of OLDSOUTH, NEW SOUTH, NO SOUTH 4

Introduction to the study of the American South, from
lamestown to the present, with a focus on theme of Southern
"distinctiveness." Topics include plantation slavery, Cherokee
Removal, Civil War and Reconstruction, the New South, )im Crow,
the Civil Rights Movement and "Dirty South" hip-hop music.

264s SOUTHERN HISTORY THROUGH FILM: WRITING

HISTORYWITH LIGHTNING 4

Exploration of Southern history using classic films about the
South such as "Gone With the Wind," "To Kill a Mockingbird,"
and "Norma Rae." Focus on storytelling through cinema and
learning to read films as texts.

290s THE HISTORICAL IMAGINATION 4

An introduction to the study and practice of history. This course
presents students with an overview of historical interpretations
through discussions of relevant historiographies, theories
and methods for analyzing primary and secondary source
material. Designed for majors and minors. Does not meet
the distributional standard in historical studies and classical
civilizations.

305 MEDIEVAL CIVILIZATION 4

Emergence of European cultural traditions, political institutions
and social organization between the decline of the Roman
Empire and the end of the high Middle Ages.

308 (Religious Studies 309)

RENAISSANCE AND REFORMATION EUROPE 4

Culture, politics, religion and society in Europe from
approximately 1350 to 1648. The rise of Italian city-states,
humanism, northern Renaissance, Luther, Calvin and Wars of
Religion.

309 THE ENLIGHTENMENT AND REVOLUTIONARY EUROPE4

European culture and society in the age of the Enlightenment;
causes and events of the French Revolution and its impact upon
Europe.

309Lf (French 309L)

THE ENLIGHTENMENT AND REVOLUTIONARY
EUROPE, FRENCH COMPONENT 1

See French 309L for description

311s EUROPE IN THE VICTORIAN ERA 4

Industrialization, nationalism, imperialism, international affairs,
culture, gender and public and private life in 19th-century
Europe.

312s RUSSIA AND THE SOVIET UNION IN THE TWENTIETH

CENTURY 4

Revolution, ethnicity, reform, stagnation and disintegration in
Russian and Soviet politics, culture, economy and society from
1905 to the present.

3i3f EUROPE IN THE ERA OF THE WORLD WARS 4

World War I, Nazism, the interwar years. World War II and the
Holocaust, with emphasis on ideology, culture and diplomacy.
Offered 2007-2008 and alternate years

314s EUROPE FROM THE COLD WAR TO THE EUROPEAN

UNION 4

Society, economy, culture and foreign affairs in Western and
Eastern Europe since the end of World War II, with emphasis on
European division and unity, the welfare state, immigration and
diversity as well as relations with the United States. Offered
2007-2008 and alternate years.

314LS (German Studies 314L)

EUROPE FROM THE COLD WAR TO THE EUROPEAN
UNION, GERMAN COMPONENT 1

See German 314L for description.

3i5Lf (German Studies 315L)

EUROPE IN THE ERA OF WORLD WARS,

GERMAN COMPONENT 1

See German 315L for description.

3i8f THE HOLOCAUST 4

Victims and perpetrators of German genocide, with emphasis
on anti-Semitism, origins of the Final Solution, Nazi ideology,
survivors' memories and historiographical controversies.

318LS (German Studies 318L)

THE HOLOCAUST, GERMAN COMPONENT 1

See German 318L for description.

104 Agnes Scott College www.agnesscott.edu

THE AMERICAN REVOLUTION: CAUSES AND
CONSEQUENCES 4

The political, social, economic and ideological roots of the
American Revolution; the Constitution and early government;
the creation of an American national culture; and the contested
meanings of freedom in the early republic. Offered 2007-2008
and alternate years

THE CIVIL WAR AND RECONSTRUCTION 4

Economic, political and social change in antebellum America;
the sectional struggle over slavery; the war experience;
emancipation and the limits of Reconstruction. Offered 2007-
2008 and alternate years

(Women's Studies 330)

HISTORY OF WOMEN IN AMERICA 4

Women's experiences and contributions from the Colonial
period to the present, with special emphasis on the impact of
industrialization; feminism and reform; and differences across
race, class, ethnicity, sexual orientation and region. Offered
2008-2009 and alternate years.

SOUTHERN (AUTO)BIOGRAPHY 4

19th and 20th century biography and autobiography as Southern
history and as social critique. Readings include works by
Southerners, people writing about Southerners, and biographers
or autobiographers whose stories have a tangential relation to
the South.

RACE AND REBELLION IN THE NEW SOUTH 4

The history of insurgent social movements in the South,
beginning with the agrarian movements of the late 19th century
and ending with recent labor struggles among immigrant farm
workers and factory workers. Focus on the centrality of race in
these struggles and how they have distinguished the South from
other regions of the country

THE RISE OF MODERN AMERICA 4

The major themes and events in American social, cultural
and political life between 1900 and 1945. Topics include
Progressivism; technological innovation; the Great Depression
and the New Deal; the World Wars; race relations and evolving
gender roles. Offered 2008-2009 and alternate years

(Afrlcana Studies 335) (Religious Studies 340)
BLACK PROTEST THOUGHT IN AMERICA FROM SLAV-
ERY TO THE PRESENT 4

Political, social and ideological currents which influenced and
shaped the black struggle for freedom, citizenship and equality.
Offered 2007-2008 and alternate years

TOPICS IN THE HISTORY OF RACE, ETHNICITY AND IM-
MIGRATION IN THE UNITED STATES 4

Racial and ethnic diversity in the United States from Colonial
times to the present, with particular focus on the various waves
of immigration; acculturation of immigrants and their influence
on the American society; and relationships between and within
ethnic groups. Offered 2008-2009 and alternate years

UNITED STATES SINCE 1945 4

The social, cultural, political and diplomatic history of the United
States since World War II. Topics include the Cold War, the Civil
Rights Movement, Vietnam, feminism, the modern media and
current events.

340s (Political Science 328)

UNITED STATES-LATIN AMERICAN RELATIONS 4

See Political Science 328 for description.

343 (Women's Studies 343)

FAMILY, LOVE AND MARRIAGE IN

PREMODERN EUROPE 4

The social and cultural history of families, love and marriage
in Europe prior to 1800. Topics include: family and marriage
structures; developing gender identities; sexuality; patriarchy;
childhood, adolescence and old age; family planning; celibacy
and virginity; family, sex and law.

344f SCIENCE AND SOCIETY FROM THE BLACK DEATH

TO DARWIN 4

An examination of the relationship between people and the
natural world from about 1350 to 1850. Topics include: the
scientific and medical revolution; plagues; the conquest
of nature; scientific institutions; monsters and unnatural
nature; the expanding universe; science and religion;
professionalization; and evolution.

35of (Africana Studies 350)

THE AFRICAN DIASPORA 4

History of the dispersal of Africans from the continent to various
regions of the world; the catalysts of dispersal; the distribution
of Africans, especially in the Americas; and the communities
which evolved out of the Diaspora. Offered 2008-2009 and
alternate years

352s THE CHINESE REVOLUTIONS 4

A study of the complex sociopolitical crises of modern China,
including an evaluation of the revolutions and their impacts
on recent Chinese history; particular focus on the Republican
Revolution of 1911, the Communist Revolution of 1949 and the
Cultural Revolution.

354f CHINESE WOMEN ON FILM: HISTORY AND THE

CINEMATIC IMAGINATION 4

This course examines the history of women and gender in China
as depicted in film. Emphasis will be placed on the ways in which
modernization, imperialism, and globalization have shaped
women's roles and representations of women throughout the
20th century.

362f LITERATURE AND FILM IN 20TH-CENTURY CHINA 4

This course uses literature and film as primary sources to
examine cultural and political changes in 20th century China. It
is organized as a research seminar and will focus on research
methods, primary sources and writing.

4iof,s SPECIAL STUDY 2-4

Supervised study in some field or period of history

420f SENIOR SEMINAR 4

Preparation of a major research paper on a topic chosen by the
student. Workshop sessions devoted to all phases of research
and writing. Required of senior history majors.

490f,s INDEPENDENT STUDY 4-8

Independent research under the supervision of a department
member.

Agnes Scott College Catalog 2007-2009 105

HUMAN RIGHTS

Faculty

Juan A. Allende, associate professor of political science and
director

Tina Pippin, professor of religious studies

Harald Thorsrud, assistant professor of philosopiiy

Human rights have become a central and widely recognized
standard for assessing a just and good society, judging good
government, protecting vulnerable groups both at home
and abroad and identifying standards for upholding human
dignity. The human rights minor provides an academic space
for addressing these concerns and for asking difficult moral
and political questions. The courses listed in the minor
provide a framework for analysis, and the internship which
requires students to complete a project reflecting on the
theory and practice of human rights links the classroom
with practical experience. The minor incorporates a variety
of disciplines, including literature, history, philosophy,
political science, religion, sociology, anthropology and
women's studies

Students mmoring in human rights are strongly
encouraged to participate in a faculty-led Coca-Cola Global
Awareness or Global Connections program or any relevant
college-approved study-abroad program.

Requirements for the Minor:

A minimum of six courses (including the internship). Three of
these courses must be taken at Agnes Scott; not more than three
courses at or below the 200-level.

Core courses: POL 125 (Introduction to Human Rights) and HRS
450 (internship in Human Rights). Internship should be selected
in consultation with the director, and may be chosen from an
established list of Atlanta organizations; students may also
propose other courses, projects or options including approved
international experiences.

Related Courses:

Group i: One of the following: PHI 112 (IVIoral Problems); PHI 212
(Moral Philosophy); PHI 216 (Law, Morality, and the State); or
REL 363 (Religious Social Ethics)

Group 2: Three additional courses chosen In consultation with
the Human Rights director from the approved list of courses.
These courses must come from at least two disciplines.

Approved courses:

English: 218 (When topic relates to Human Rights), 352

History: 230, 253, 318, 335

Philosophy: 112, 212, 216, 245

Political Science: 203, 355, 360, 444

Religious Studies: 212, 331, 363

Sociology: 230, 301, 325

Anthropology: 340

Women Studies: 235, 263 (When topic relates to Human Rights),
340, 363 (When topic relates to Human Rights), 499

INTERNATIONAL RELATIONS

Director

Krista Johnson, assistant professor of political science

In this program, students explore the enduring questions
of the origins of war and the maintenance of peace, the
nature and exercise of power within an international system,
and the changing character of the actors (both state and
non-state) who participate in the various dimensions of
international decision-making. As an interdisciplinary
program, the international relations major relies upon the
perspectives, theories, insights and methods of several liberal
arts disciplines, including economics, history, sociology/
anthropology and political science.

Students who wish to major in international relations
should consult the director of the program to develop a
course of study with an appropriate balance among the
disciplines They should acquire proficiency in a foreign
language, especially it they plan to study abroad. Completing
the intermediate level of a second foreign language is also
recommended.

International relations majors are strongly encouraged to
participate in a faculty-led Coca-Cola Global Awareness or
Global Connections program or any other college-approved
study-abroad program.

Requirements for the Major:

A minimum of 11 courses and a maximum of 15 courses

Required Introductory Courses:

Economics 101; Political Science 103

Required advanced courses:

International Relations 400; Political Science 326

106 Agnes Scott College www.agnesscott.edu

Theory courses:

Three courses, only one of which may be at the loo- or 200-level,
and at least one of which must be in Economics:

Political Science 105, 125, 282, 322, 323, 425, 444

Economics 315, 334, 355

Geographic areas:

Those students who wish to include study abroad as a component
of the major are encouraged to plan as soon as possible. All inter-
national relations majors should discuss their area of geographic
concentration and corresponding foreign language with their
adviser as early as possible.

Three courses from no more than two different areas. No more
than one area course may be at the 100 level.

Europe: History 102, 220, 311, 312, 313, 314 and 318

Asia: History 113, 114, 115, 230, 352, 354, 362

Africa: History 250, 251 and 350; Political Science 355

Latin America: Political Science 211, 320, 325, 328 and 442

Middle East: Economics 318; Religious Studies 370

Global Awareness 201 may be counted toward the appropriate
geographic requirement. Students are encouraged to enroll in the
foreign-language sections of area courses when possible. Credits
from these courses will count toward the major.

Language:

Four credits of coursework beyond the intermediate level in a
modern foreign language. This course work should correspond
to the student's geographic area of focus as much as possible.
i* .*: . I ,!,:,..,: ...1 *:.. . akers of a

iguage to fulfill

to tne stuaent s geograpnic area or rocus as mucn as poss
International relations majors who are native speakers of
language other than English may not use their language to fulfill
the modern foreign language requirement unless the student can
demonstrate academic proficiency in the language.

400s SENIOR SEMINAR IN INTERNATIONAL RELATIONS 4

Required seminar for international relations seniors that allows
for independent research on a topic of current interest and
importance in international relations chosen by the student. It
provides opportunities for majors to integrate the theoretical,
historical and geographical components of the major through
readings, discussion, research and writing on the topic of their
choosing.

Prerequisite: Political Science 103 and 326. Open only to senior
IR majors.

4iof,s SPECIAL STUDY 2-4

Supervised study in a selected held of international relations.

49of,s INDEPENDENT STUDY 4-8

Independent research arranged under the supervision of a
department member.

MATHEMATICS

Faculty

Alan Koch, associate professor
Myrtle H. Lewin, professor
Lawrence H. R\dd[e, professor and chair
James S. Wiseman, assistant professor

The mathematics program is designed to help students
think clearly and logically, learn to use the language of
mathematics effectively, write and speak about mathematical
ideas coherently and appreciate the broad power of
mathematics to describe phenomena in the real world

The courses develop the student's ability to analyze
problems, understand and use the theory and techniques of
mathematics and acquire the skills and mathematical tools
needed in the application of mathematics.

Students learn how to use mathematical software and to
appreciate its role as a tfjol in the study and application of
mathematics. The courses are also designed to develop the
student's ability to work with abstract ideas as she meets
some of the major themes and profound ideas in modern
mathematics.

The mathematics faculty provides placement advising for
mathematics courses to incoming students Sttidents in 100-
level courses are offered opportunities for interaction outside
the classroom through the mathematics Learning Support
Center

Advanced mathematics students are encouraged to
consider internships in the Atlanta area and to apply for
summer-research programs on other campuses. Study topics
of particular interest beyond the courses listed are also
available through cross registration or through directed or
independent studies.

A major in mathematics is excellent preparation for
professional employment in a variety of areas such as
business, technology and actuarial science,- for teaching at
the secondary school level; and for entry into medical or law
school. The program is also designed to give mathematics
majors a solid background for graduate study, not only in
mathematics but in related areas as well.

Students with an interest in science are encouraged to
combine that study with mathematics, either through the
interdisciplinai'y mathematics-physics major, through a
student-designed major or through the mathematics minor.

Agnes Scott College Catalog 2007-2009 107

Requirements for Mathematics Major:

Mathematics 118, 119, 204, 206, 220, 321 and 480.

At least three additional 300-level courses selected from at least
two of the following groups: (331, 352), (314, 317), (309, 311, 325
and 328). The minimum number of credits required to fulfill a
mathematics major is 38.

All mathematics, mathematics-economics and mathematics-phys-
ics majors are required to take an exit exam: the Mathematics
Field Test of the ETS.

Requirements for Mathematics Minor:

The mathematics minor is designed for those students who wish
to study mathematics significantly beyond the introductory level
and focus on an area of special interest without accomplishing a
major.

A student planning a minor in mathematics is required to consult
with the department to ensure the coherence and relevance of the
program of study planned.

Mathematics 118 and 119.

At least one course from 204, 206 or 220.

At least three additional courses at the 200 or 300 level, one of
which must be at the 300 level.

loif.s FINITE MATHEMATICS 4

Exposure to some basic concepts and techniques of
mathematics in concrete and relevant ways. Possible topics
include: the mathematics of voting, scheduling problems,
counting problems, networks, symmetry (architectural designs
and naturally occurring geometrical patterns), censuses and
surveys, graphing and summarizing data, financial mathematics
and rudimentary probability.

104s INTRODUCTION TO MATHEMATICAL THOUGHT 4

Introduction to some of the major themes and ideas in
mathematics and their historical and cultural contexts. Focus on
logical thinking and coherent writing. Topics may include ancient
number systems, patterns in numbers and geometry, dimension
and the mathematical infinite.

Ii5f,s ELEMENTARY STATISTICS 4

Statistical measures and distributions, probability and its
application to statistical inference, linear correlation, hypothesis
testing, confidence intervals and applications in the natural and
social sciences.

Ii7f FUNCTIONS AND MODELING 4

A study of polynomial, rational, exponential, logarithmic and
trigonometric functions, and their applications and use in
modeling real-world situations in the natural and social sciences.
Functions are studied from numerical, graphical and algebraic
viewpoints. Emphasis on conceptual understanding and problem
solving.

iiSf.s CALCULUS I 4

Introduction to the basic concepts of differential and integral
calculus, emphasizing conceptual understanding and
applications. Topics are covered from a graphical, algebraic and
numerical perspective. Mathematical writing is emphasized.

ii9f,s CALCULUS II 4

Continuation of 118. Topics include the integral and its
applications, techniques of integration, improper integrals and
an introduction to series and differential equations.
Prerequisite: 118 with a grade of C- or better

20if TOPICS IN MATHEMATICS 4

A semester study centered around a mathematical or
interdisciplinary topic. Recent topics have included fractals and
dynamical systems, game theory, mathematics in medicine and
public health, and the history of mathematics. May be repeated
for credit when topics change.
Prerequisite: 118

204f THE ART OF MATHEMATICAL THINKING 4

An introduction to the study of the role of proof in mathematics,
mathematical writing and grammar and abstraction and critical
thinking, using topics from areas such as set theory, logic,
discrete mathematics and number theory.
Prerequisite: 119 with a grade of C- or better

206s LINEAR ALGEBRA 4

Real and abstract vector spaces, linear transformations, matrices
and determinants, with applications to systems of linear
equations, geometry and other selected topics.
Prerequisite: 119 with a grade of C- or better

220s MULTIVARIABLE CALCULUS 4

The geometry of curves and surfaces and the calculus
of functions of two or more variables, including partial
differentiation, multiple integrals and vector analysis.
Prerequisite: 119 with a grade of C- or better

309f DIFFERENTIAL EQUATIONS 4

First- and second-order differential equations, higher order,
linear ordinary differential equations, existence and uniqueness
theorems and applications.
Prerequisite: 206 or 220 with a grade of C- or better

3iiS CHAOTIC DYNAMICAL SYSTEMS 4

Chaos theory and dynamical systems. Topics include fractals,
bifurcations, measurement of chaos, and behavior of orbits.
Possible applications to physics, biology, astronomy and the
social sciences.

Prerequisite: 206 or 220 with a grade of C- or better
Offered 2007-2008 and alternate years

3i4f MODERN GEOMETRIES 4

A study of axiomatic systems in geometry, including afhne,
projective, Euclidean and non-Euclidean geometries and the
historical background of their development.
Prerequisite: 204 and 220 with a grade of C- or better.
Offered 2007-2008 and alternate years

3i7f NUMBER THEORY 4

Divisibility, prime numbers, Diophantine equations, congruence
of numbers, methods of solving congruencies, quadratic
reciprocity and applications to cryptology.
Prerequisite: 204 with a grade of C- or better
Offered 2008-2009 arid alternate years

32if ABSTRACT ALGEBRA 4

Important algebraic structures, including groups, rings, integral

domains and fields.

Prerequisite: 204 and 206 with a grade of C- or better

108 Agnes Scott College www.agnesscott.edu

325S MATHEMATICAL MODELS AND APPLICATIONS 4

Development of techniques of model building. Applications to
illustrate tfie techniques drawn principally from the natural and
social sciences.

Prerequisite: 206 or 220 with a grade of C- or better
Offered 2007-2008 and alternate years

328s MATHEMATICAL STATISTICS AND PROBABILITY 4

Basic statistical methods in the classical theory of inferential

statistics, probability theory, estimations, hypothesis testing and

applications.

Prerequisite: 206 or 220 with a grade of C- or better

Offered 2008-2009 and alternate years

331s REAL ANALYSIS 4

The topology of the real number system and the axiom of
completeness. Rigorous development of some central ideas
in analysis, including limits, continuity of functions and
convergence of sequences and series.
Prerequisite: 204 with a grade of C- or better
Offered 2007-2008 and alternate years

352s COMPLEX VARIABLES 4

The algebra of complex numbers, analytic functions, elementary
functions, linear fractional transformations, mappings, integrals,
power series, Laurent series and residue calculus.
Prerequisite: 220 with a grade of C- or better
Offered 2008-2009 and alternate years

4iof,s SPECIAL STUDY 2-4

Open to majors only.

48of MATHEMATICS SEMINAR 2

Integrates topics in a variety of areas of undergraduate
mathematics and emphasizes problem-solving, writing and
speaking skills. Open to seniors majors in mathematics,
mathematics-economics or mathematics-physics and to minors
in mathematics.

49of,s INDEPENDENT STUDY 4-8

Independent research arranged under the supervision of a
department member.

MATHEMATICS-ECONOMICS

The mterdisciplmai'v mathematics-economics ma|or allows
the student to combine her interests in economics and
mathematics. It is also highly recommended for students
anticipating graduate studv in economics.

Requirements for the Major:

Students elect at least 20 credits in mathematics and 20 credits
in economics. Other courses are elected in either mathematics or
economics, not to exceed a combined total of 64 credits.

Economics 101, 102, 306 and 307

Mathematics 118, 119, 206, 220 and 309

Either Economics 338 or Mathematics 328

Either Economics 400 or Mathematics 480

An additional two elective courses In mathematics or economics
are required w/ith at least one in economics, excluding 211 and
212.

These courses must be at the 200-level or above and must be ap-
proved by advisers to the major In the respective departments.

All mathematics, mathematics-economics and mathematics-phys-
ics majors are required to take an exit exam: the Mathematics
Field Test of the ETS.

MATHEMATICS-PHYSICS

This major provides an integrated study ot mathematics and
Its application in theoretical physics. Students elect at least
24 credits in mathematics and 24 credits in physics. Other
courses may be elected in mathematics and physics, not to
exceed a combined total of 64 credits.

Requirements for the Major:

The minimum number of credits required to complete the major In
mathematics-physics is 48.

Mathematics 118, 119, 206, 220, 309 and at least four additional
credits In Mathematics. The additional course must be at the 200-
level or above and must be approved by the adviser to the major
In mathematics.

Physics 110, 111 and 16 additional credits as approved by the
department of physics and astronomy.

All mathematics, mathematics-economics and mathematics-phys-
ics majors are required to take an exit exam: the Mathematics
Field Test of the ETS.

MUSIC

Faculty

|uan Roque Chattah, assistant professor
Calvert Johnson, Charles A. Dana Professor of Music
Tracey E.W. Laird, associate professor and ctiair
John D. Winzenburg, assistant professor

The music department offers women an integrated
curncLiliim that nurtures their understanding and involvement
in the musical arts Instruction in the areas of music theoiy,
music history and ethnomusicology, and solo-ensemble
performance prepare music maiors for graduate study and
career's in music, while providing minors and other students
with a fundamental exposure to the musical field. As part
of a humanistic discipline, the department teaches students
to engage music through critical thinking, writing and
speaking, in the area of artistry, it develops a competence in
musical activity through listening, analysis, composition and
performance, and pursuant to the goals of the college, the

Agnes Scott College Catalog 2007-2009 109

department provides musical opportunities for experiential
learning and service.

The program offers its majors a balanced approach to
the study of the history, theory and performance of music,-
and it ends with a capstone senior seminar Music majors
and minors pursue a course of study that emphasizes one
of the primary areas within the discipline, i.e. performance,
composition, music history, ethnomusicology, world music
and music theoiy.

A student can choose from a variety of courses in music
histon,', music appreciation, world music, music theory,
applied music and ensemble performance. Instruction is
available on all modern orchestral instruments, keyboard and
voice, as well as some Renaissance and Baroque instruments,
jazz, improvisation and accompanying. Some academic
courses have Language Across the Curriculum components or
are cross listed with other departments.

Presser Hall, which houses the department of music, has
classrooms, studios and offices, rehearsal and performance
halls, a music technology lab, practice rooms and storage
rooms for instruments owned by the college or by students.

The department makes available to students a variety
of musical instruments, including Steinway grand pianos,
a German double harpsichord (Wolf Instruments), organs
(Austin, Brombaugh and Schlicker), a complete set of drums
from Ghana and some orchestral and percussion instruments.

Requirements for the Major:

Students may elect to emphasize theory, history, ethnomusi-
cology and world music, or performance within the major. The
required courses for all students include the following:
Theory: iii, 211 and 212

History: One 200-level course in appreciation or history (204, 205,
206, 207, 208, 219, 220, 229), 301 and 302
Senior Seminar: 480

Music 108 may not count toward the credits earned for the major.
Students who choose performance as their emphasis must elect
499 (senior recital). Students must elect at least one additional
four-credit course relevant to their emphasis at the 300-level or
above. Students may elect more than one emphasis (e.g. perfor-
mance and theory, theory and history, etc.) as long as they can
satisfy the requirements for each.

Performance: A minimum of six credits in one instrument or
voice and a maximum of 18 credits in applied music. A minimum
of seven credits in one applied area including 499 if the student
elects performance as her emphasis.

Students with an emphasis in vocal performance must satisfy
piano-proficiency requirements prior to graduation (requirements
are listed in the music student handbook.)

Ensemble Experience: A minimum of two years in an approved
college ensemble. Students normally satisfy this requirement in
the major ensemble related to the student's applied-music area
during the last four semesters in which they are enrolled for class
work on campus.

Students begin this four-semester sequence in their sophomore
year if anticipating student teaching during the spring semester
of their senior year or studying abroad during their junior year.

The minimum number of credits required of a music major Is 43
for those who elect performance as their emphasis and 42 for
those who elect history, ethnomusicology and world music, or
theory as their emphasis.

Requirements for the IWinor:

A minimum of 20 credits in the department including Music 106
and 111 and four credits in one applied area.

A minor program may have an emphasis in performance, theory,
ethnomusicology and world music, or history, but its specific
design must be created with the guidance and approval of a full-
time department member.

Minors may apply a maximum of 14 credits in applied music
toward graduation.

Music Appreciation

io6f,s INTRODUCTION TO THE ART OF MUSIC 4

Basic concepts and terminology appropriate to various kinds of
music. The relationship of music to society and the other arts.

204s HISTORY OF JAZZ 4

A study of the personalities and styles that define American
jazz and an examination of the socioeconomic conditions that
fostered and nurtured it. Offered 2008-2009 and alternate years

205f AMERICAN POPULAR MUSIC 4

A chronological study of American popular music in the 18th,
19th and 20th centuries. Works examined in terms of musical
and textual content and in the light of their sociological contexts.
Offered 2007-2008 and alternate years

206s MUSICANDCINEMA: FILM MUSIC 4

An exploration of the interaction of music and cinema from both
historical and aesthetic perspectives. Central to this course is
the critical listening of original scores and pre-existent music,
developing awareness and understanding of the music's
potential to enhance and mold the viewer's perception. The
films covered include Hollywood cinema, documentaries, foreign
films, experimental films, musicals and cartoons. Offered 2008-
2009 and alternate years

207s HISTORY OF THE AMERICAN MUSICAL THEATRE 4

The history of the American musical theatre from the 18th
century through the present, using readings, lectures and class
discussions. A significant part of the class will be the listening
component. Women's roles will be emphasized and studied
whenever possible.

110 Agnes Scott College www.agnesscott.edu

Music History and Ethnomusicology

2o8s (Religious Studies 208)

HISTORY OF SACRED MUSIC 4

Development of liturgy and worship practices and especially
of the role of music in Jewish and Christian worship. It is highly
recommended that students take 106 prior to enrolling in this
course. Offered 2008-2009 and alternate years

2i9f (Women's Studies 219)

WOMEN IN WORLD MUSIC 4

An historical and sociological overview of the various roles
women have played in music in cultures around the world as
composers, performers, teachers, entertainers and patrons, etc.,
from antiquity to the present day, with emphasis on non-Western
traditions. It is highly recommended that students take 106 prior
to enrolling in this course. Offered 2008-2009 and alternate
years

22of (Women's Studies 220)

WOMEN IN MUSIC: THE WESTERN MUSICAL
TRADITIONS 4

A historical survey of women composers, performers, teachers
and support personnel from Hildegard von Bingen to such
contemporaries as Laurie Anderson, Soha Gubaidulina, Betsy
lolas, loan La Barbara, Tania Leon, Thea Musgrave, Pauline
Oliveros, loan Tower and Ellen Zwilich, including a study of the
forces that shaped their lives and styles of composition.
Offered 2007-2008 and alternate years. It is highly
recommended that students take 106 prior to enrolling in this
course.

229 (Africans Studies 229)

AFRICAN MUSIC: TRADITIONALAND

CONTEMPORARY 4

As a fundamental course in Sub-Saharan African music, this
course will introduce students to the role of traditional music
in African societies, gender issues, musical instruments
and their symbolism, performance practices and various
rhythmic patterns. The influence of Western music on African
music through commercialization, commodification and
communications media will also be addressed.

30if MUSIC BEFORE 1750 4

A chronological study of Western art music from the Greek
civilization through Baroque era. Offered 2007-2008 and
alternate years
Prerequisite: 106 and 111

302s MUSIC SINCE 1750 4

A chronological study of Western music since the mid-i8th
century. Offered 2008-2009 and alternate years
Prerequisites: 106 and 111

306s MUSIC IN THE UNITED STATES 4

Explores traditions borne of unique circumstances and
interactions of diverse groups in the United States from the pre-
Colonial era to the present. Topics include "Yankee tunesmiths,"
broadsides, shape-notes, with emphasis on concert music from
the late 19th century onward.
Prerequisite: 106

308s (Religious Studies 308)

SACRED MUSIC OF WORLD RELIGIONS 4

A study of sacred music, the genres, the participants and
the doctrinal and cultural contexts of religions outside the
ludeo-Christian traditions, including Islam (including Suh'sm),
Hinduism, Buddhism, Shintoism and the traditional religions of
Native Americans, Africans (including American descendants),
Australian Aborigines and other animist and ancestor-related
religious groups. It is highly recommended that students take
Music 106 before enrolling in this course. Offered 2007-2008
and alternate years

350f,s TOPICS IN MUSIC HISTORY 4

Special interest topics, such as genres, repertoires, and national
music, offered on an occasional basis according to student
interest and as the need arises.
Prerequisites: 106 and 111

36of,s TOPICS IN ETHNOMUSICOLOGY 4

Special interest topics, such as methods in ethnomusicology,

area studies and history of the discipline, offered on an

occasional basis according to student interest and as the need

arises.

Prerequisites: 106 and 111

Music Theory

io8f FOUNDATIONS OF MUSIC THEORY 4

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 understand chord
relationships and simple forms. Not open to students who have

had 111.

111s MUSIC THEORY I 4

The study of music's structure and notation, including
composition and development of aural skills via computer-
assisted instruction. Using repertoire from classical, popular,
and non-western musics, course topics include diatonic
harmony, voice leading, cadences, inversion of triads, non-chord
tones and others.
Prerequisite: 108 or permission as determined by examination

2iif MUSIC THEORY 11 4

Students will gradually develop an understanding of music's
structure and notation, improving their aural skills and technical
vocabulary, and increase their musical creativity through
composition. A continuation of 111, covering topics such as
dominant seventh chords and modulation to closely related
keys. Auralia, Musition and Compass software will be taught
for computer-based ear training, theory and composition. The
primary repertoire for analysis is classical music with excursions
into popular and non-western traditions.
3 LEC, 1 LAB
Prerequisite: 111

212s MUSIC THEORY III 4

The study of music's structure and notation, including
composition and development of aural skills via computer-
assisted instruction. Using repertoire from classical, popular,
and non-western musics, course topics include advanced
functional harmony, chromaticism, modulation, set theory and
non-functional pitch centricity.
3 LEC, 1 LAB
Prerequisite: 211

Agnes Scott College Catalog 2007-2009 111

3iif ORCHESTRATION H

The principal aim of this course is to equip students with the
fundamental techniques of instrumental scoring and layout, and
to examine the tonal resources of acoustic as well as electronic
instrumental media. Orchestration techniques will be studied
through the examination of scores as well as through the
creative application of writing skills.
Prerequisite: 212 or 111 and the instructor's permission
Offered 2007-2008 and alternate years

3i2f FORM AND ANALYSIS 4

An examination of musical form drawing parallels between
traditional and non-traditional musical practices. Through
discussion and study of the classical repertoire, and comparative
analysis with jazz, popular, and non-Western music, students
will develop versatile tools for the analysis and comprehension
of structures and organizing principles in a wide variety of
musical styles.
Prerequisite: 212
Offered 2008-2009 and alternate years.

370f,s TOPICS IN MUSIC THEORY 4

Special interest topics in Music Theory, offered on an occasional
basis according to student interest and as the need arises.
Prerequisite: 212

Advanced Study

4iof,s SENIOR STUDY IN MUSICTHEORY OR HISTORY 2-4

Specialized study for majors to meet the needs of individual
students.

480s SENIOR SEMINAR 4

Specialized areas of music designed to meet the needs of

students in the seminar.

Open to senior music majors only

49of,s INDEPENDENT STUDY 4-8

Independent research arranged under the supervision of a

department member.

Applied Music

For the 2()U7-20U8 academic year, the apphed-music fee is
$580 per semester per enrollment in individual lessons. The
applied-music fee for group instruction ( I 50, 170, 180, 190)
is $290 per semester per enrollment, provided there are at
least two students studying with the same professor at the
same time. These fees hold for all full-time and part-time
students. However, lessons m the primary applied-music area
are subsidized for officially declared music majors and music
minors who are also concurrently participating actively in an
approved music ensemble the applied-music fee for mtisic
majors for instruction in the primary applied-music area is
$1 30 per semester,- the applied-music fee for music minors for
the first four semesters of enrollment in one applied-music
area is also $1 30 per semester. The fee for music majors with
an emphasis in vocal performance for the first four semesters
of enrollment in class piano in preparation for the piano-
proficiency examination is $65 in group instruction, the fee

for additional piano enrollments in individual instruction is
$580 per semester per enrollment. Applied-music fees are
charged after the add period ends. To qualify for the applied-
music subsidy, a student must officially declare her music
major or music minor at the registrar's office by the end of
the withdrawal period, otherwise the hjll applied-music fee
will be charged.

Credit IS awarded for applied music offered by the college
as follows: one credit for each hour of instruction. Two
credits for an optional junior recital (399) or senior recital
(499). Student may register for half-hour lessons for one-half
of the credit and one-half the fee, however, this option is not
available for group instruction or for 399 or 499, Students
who do not major or minor in music may apply a maximum
of 14 credits toward graduation

Applied-music lessons do not satisfy the distributional
standard in fine arts. The prerequisite for applied music is
written permission of the department chair.

The college offers beginning-level instruction in the
following courses:

i5oAf,s CLASS PIANO I 1

Class instruction on piano for beginning students. Students are
taught in a piano laboratory, and those who complete 150A will
normally proceed into 150B unless the instructor believes the
student's skills are developed sufficiently to warrant her being
placed in 151 for individual lessons.

i50Bf,s CLASS PIANO II 1

Class instruction for students who may have had some training
on the instrument but whose skills are undeveloped and in
need of review. Laboratory instruction for them begins at this
level. Students from 150A also elect 150B unless exempted by
the instructor. Students with adequate training begin individual
lessons in 151.

iSoCf.s CLASS PIANO III 1

Development of skills necessary to demonstrate piano-
proficiency competencies required of singers.

i50Df,s CLASS PIANO IV 1

Continuation of 150C. Completion of all piano-proficiency
requirements of singers, including repertoire requirements.

VoAf.s CLASS GUITAR I 1

Beginning instruction for students with no previous experience
with playing the guitar. Introduction to guitar tablature and
exposure to easier repertoire including classical, folk and
popular material.

i70Bf,s CLASS GUITAR II 1

Continuation of i/oA for advanced beginners.

i8oAf,s CLASS VOICE I 1

Development of elementary singing skills, including
fundamentals of vocal technique, diction and pedagogy.
Develops self-confidence for small ensemble and solo singing.
Repertoire includes popular, musical theatre, classical and
traditional musics. This course is a prerequisite for further
applied-voice study.

112 Agnes Scott College www.agnesscott.edu

i8oBf,s CLASS VOICE II i

Continuation of 180A for advanced beginners.

a90Af,s CLASS WINDS I 1

i90Bf,s CLASS WINDS II 1

Nonmajors may apply a maximum of 14 credits for applied music
toward graduation.

Courses in applied music are numbered as follows:

Accompanying: 153, 353

Bass: 174,374

Bassoon: 194, 394

Cello: 173.373

Clarinet: 193, 393

Composition: 143, 343

Flute: 191, 391

Guitar: 175,375

Harp: 176, 376

Harpsichord: 141, 341

Horn: 197, 397

Improvisation: 156, 356

Lute: 178, 378

Oboe: 192, 392

Organ: 161, 361

Percussion: 292, 492

Piano: 151, 351

Recorder: 291, 491

Saxophone: 195, 395

Trombone: 198, 398

Trumpet: 196, 396

Tuba: 293. 493

Viola: 172, 372

Viola da Gamba: 177,377

Violin: 171, 371

Voice: 181, 381

Junior Recital: 399 (2 credits)

Senior Recital: 499 (2 credits)

Music Ensembles

Many opportunities exist for participation in musical ensembles
for students, staff and faculty. The ensembles that require an
audition for membership include Collegiate Chorale. Sotto Voce
and the Agnes Scott Community Orchestra. Those that do not
require an audition include loyful Noise (gospel choir), Jazz
Ensemble and Chamber Ensemble.

Students may receive a maximum of eight credits for
participation in ensembles. The ensembles offer one credit per
semester and are numbered as follows:

i3if,s Collegiate Chorale*

i32f,s Sotto Voce*

i33f.s Joyful Noise

i34f,s Orchestra*

i35f,s Chamber IWusic Winds (Flute Choir;

Woodwind Ensemble)

i36f,s Chamber Music Strings (String Quartet)

i37f,s Chamber Music Keyboard (Piano Duets)*

i38f Musical Theatre Workshop*

i39f,s Jazz Ensemble*

215s (Dance 215) (Africana Studies 215) African Music &
Dance Ensemble

'Prerequisite: Written permission of the ensemble director. Ensemble
courses do not satisfy the distributional standard in hne arts.

NEUROSCIENCE

Faculty

William D. Hopk\ns, associate professor of psychology
Barbara ). Blatchley, associate professor of psychology
Karen Thompson, associate professor of biology

The neuroscience pi'ogram offers an interdisciplmarv
approacti to tlie study of tfic netA'ous system witfi the
goal of understanding the biologrcal liasis of behavifjr,
Neuroscience includes a wide range of approaches from the
molecular biology of nerve cells to neural circuit analysis
to the biological basis of complex phenomena such as
disordered behavior and cognition. The academic program
in neuroscience provides a foundation for understanding the
biological, chemical and psychological principles underlying
this Held, Specific courses in the major provide knowledge
of the methods and practice of science and fundamental
concepts in neuroscience. Flexibility in choice of upper-level
electives allows a student to design her major depending
upon her goals and interests. A final capstone experience in
neuroscience provides an opportunity to engage in research
projects in contemporary problems within the Held.

A student considering a major in neuroscience should
consult with a neuroscience adviser early in her college
career to ensure normal progression in the major Students
are encouraged to participate in summer research programs
in neuroscience or research experiences with biology and
psychology faculty members Entrance rec|uirements for
postgraduate study in advanced-degree programs may
require mathematics, physics and chemistry beyond the
undergraduate major requirements,

Neuroscience, in its boradcast deHnition, is the study of
the stmcture and function of the brain, SpeciHc areas of
studv within neuroscience include physiology, l^ehavior,
biochemistry, development, pharmacology and pathology.
Because of the wav the brain organizes and processes
information and coordinates and controls behavior, any full
understanding of how the brain functions must include a
variety of approaches and perspectives. Historically, brain
study developed out of the shared interests of biologists
and psychologists, and more recentiv mathematicians and

Agnes Scott College Catalog 2007-2009 113

chemists to understand how brain, mind, and behavior are
related. Not surprisingly, investigators from these disciplines
proceeded differently in their studies of how the brain
kinctions, but today scientists in these fields share their
perspectives and methodologies to investigate questions
about the brain and behavior. This synthesis of approahes has
created a truly interdisciplinary field of study.

Requirements for the Major:

Required courses:

Biology 191, 192, 210
Psychology 100, 206
Chemistry 101, loiL, 102, 102L
Biology 250, 251
Biology 492 or Psychology 400

Elective courses (choose any three):

Biology 280, 305
Psychology 210, 220, 315
Biology or Psychology 202

Recommended courses:

Physics 102, 103
Chemistry 201, 201L

PHILOSOPHY

Faculty

David P. Behan, professor

Lara Denis, associate professor and chair

Elizabeth Hackett, associate professor

Elizabeth Kiss, president of the college; professor

Harald Thorsrud, assistant professor

The program offers two different but complementary
approaches to philosophy: the systematic approach, through
courses that deal with specific problems (e.g., I 15 and 304)
and the historical approach, through courses in history
of philosophy 'e.g., 206 and 209). Students interested
in philosophy should seek the advice of members of the
department concernmg particular courses.

The requirements for the major in philosophy embody two
goals. The first is that the student learn, through close work
with primary sources, the ideas of the major philosophers.
The second is that the student develop and practice
techniques of critical analysis and constructive skills.

In kilHlling the requirements, the philosophy major gains
a thorough grounding in the key areas of the discipline and
also develops critical and creative philosophical skills.

Requirements for the Major:

Logic: 103 or 220

History of Philosophy: 206 and 209

Value Theory: 212

Advanced Courses: three 300 or 400 level courses, including one
of the following: 310, 325, 326, 341

Religious Studies 345 counts toward the major.

Students considering a major in philosophy should try to com-
plete 103, 206 and 209 before the end of the sophomore year.

The minimum number of courses required for the Major in
Philosophy is 10.

Those students who are planning to attend graduate school

in philosophy should take a more intensive program of study.

The following list of courses is strongly recommended,

although substitutions can be made after consulting with an

adviser

Logic: 220

History of Philosophy: 206, 209, 210

Value Theory: 212; and 304 or 318

Metaphysics and Epistemology: three of the following: 230, 310,

325,326,341
A minimum of 11 courses in the major is recommended for this

intensive version of the major.

Requirements for the Minor:

Logic: 103 or 220

History of Philosophy: 206 and 209

Value Theory: 106, 109, 112, 212 or 216

Advanced courses: two 300 or 400 level courses, including one of

the following: 310,325,326,341
Religious Studies 345 counts toward the minor.
The minimum number of courses for a philosophy minor is seven.

114 Agnes Scott College www.agnesscott.edu

INTRODUCTION TO LOGIC 4

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.

MEDICAL ETHICS 4

Recent moral issues in medicine, such as euthanasia, abortion,
experimentation on human and other animal subjects, justice in
providing health care and in the allocation of scarce resources.

TOPICS IN APPLIED ETHICS u,

This entry-level course will introduce students to one area of
applied ethics. The area of focus may be environmental ethics,
sexual ethics, bioethics, or something else. Students will also
learn how to read, analyze and write philosophy.

INTRODUCTION TO PHILOSOPHY 4

An introductory approach to the questions: What is philosophy:
What is its subject matter? What is its method?

CONTEMPORARY MORAL PROBLEMS 4

An introduction to applied ethics through a variety of issues.
Topics may include ethical treatment of animals, abortion,
poverty, euthanasia or the death penalty. Ethical theories will
also be introduced.

MIND, SELF AND PERSONAL IDENTITY 4

An introduction to philosophical theories of the nature of
the mind, bundle and substance theories of the self and the
philosophical basis of personal identity.
Offered 2007-2008 and alternate years

HISTORY OF ANCIENT PHILOSOPHY 4

The thought of major figures in Western philosophy from the
pre-Socratic era to the Hellenistic age.

A SURVEY OF MEDIAEVAL PHILOSOPHY 4

The major philosophical issues and figures of the mediaeval
period. Particular attention to St. Augustine, St. Anselm, St.
Thomas Aquinas and William of Dockhand.

17TH- AND i8th-CENTURY PHILOSOPHY 4

An overview of Western philosophical thought during the 17th
and 18th centuries. Readings may include works by Descartes,
Spinoza, Leibniz, Locke, Berkeley, Hume and Kant. Topics may
include God, substance, causation, knowledge and freedom of
will.

BERKELEY, HUME AND KANT 4

An examination of Kant's Critique of Pure Reason in the context
of Berkeley's Principles and Hume's Treatise.
Prerequisite: 209

MORAL PHILOSOPHY 4

An introduction to some of the West's most significant and
influential ethical theories through original texts. Works
of Aristotle, Hobbes, Kant, and Mill are among those to be
discussed.

LAW, MORALITY AND THE STATE 4

The major figures in political and legal philosophy from Plato to
Marx.

SYMBOLIC LOGIC 4

The language and rules of derivation for sentential and predicate

logic.

Prerequisite: permission of the instructor

Offered 2007-2008 and alternate years

23of PHILOSOPHY OF SCIENCE 4

An introduction to basic issues in the philosophy of science:
induction, lawlikeness, realism and instrumentalism,
confirmation and explanation.
Offered 2007-2008 and alternate years

245f (Africana Studies 245)

PHILOSOPHY OF RACE 4

What is race? An examination of the evolution of the concept of
race in the United States (focusing particularly on science and
law) and contemporary philosophical treatments of race as a
social construction with moral and political implications. Topics
include: ethnicity vs. race; the intersection of race with gender,
class, sexuality, disability and nationality; white privilege; and a
current policy issue, such as affirmative action.

304s TOPICS IN ETHICS 4

A semester-long exploration of the work of a particular
philosopher (such as Kant) a particular approach to ethics (such
as contemporary virtue theory), or a theoretical problem or
debate (such as criticism of morality or moral theory).

310s EPISTEMOLOGY 4

A critical study of major issues in contemporary epistemology.
Prerequisite: 209

3i5f (Women's Studies 340) CONTEMPORARY FEMINIST

THEORY 4

See Women's Studies 340 for description.

318s ADVANCED ETHICS 4

Advanced critical study of moral philosophy, both normative and

metaethical.

Prerequisite: one course in value theory and any 200-level

course in philosophy

321s (Classics 321) PLATO AND ARISTOTLE 4

Advanced study of selected topics in Plato and Aristotle
Prerequisite: 206

325s METAPHYSICS 4

A critical survey of philosophical theories about the fundamental
nature of reality.
Prerequisite: 206 and 209

326s DESCARTES 4

Descartes' major philosophic works in the context of his natural

science.

Prerequisite: permission of instructor

34if CONTEMPORARY ISSUES IN LANGUAGE PHILOSOPHY4

Consideration of issues such as realism and the autonomy
of language, raised by contemporary thinkers, such as
Wittgenstein, Kripke, Rortyand Putnam.
Prerequisite: 209

4iof,s SPECIAL STUDY 2-4

Supervised intensive study in fields or periods of philosophy.

49of,s INDEPENDENT STUDY 4-8

Independent research arranged under the supervision of a
department member.

Agnes Scott College Catalog 2007-2009 115

PHYSICS & ASTRONOMY

Faculty

Arthur L. Bowling Jr., associate professor
Christopher G. DePree, associate professor
Amy J. Lovell '90, associate professor and chair

Physics and astronomy are attempts to understand and
predict natural phenomena, using a l^ew conceptual
models tested by experiment and obsei-vation. Through
concentration in physics or astrophysics, students acquire
a general, flexible foundation for graduate study or for
professional work in physics, astronomy or engineering.

For students majoring in other disciplines, the problem-
solving and critical-thinking skills developed in physics and
astronomy courses are valuable in a wide range of fields from
architecture to law.

Students interested in both physics and mathematics are
invited to major in mathematics-physics or astrophysics.

Astronomy courses incorporate the use of modern
observing and image-processing equipment in Bradley
Observatory. In addition, students can make observations
using national facilities, such as the Very Large Array in
Socorro, N.M.

Requirements for the major in Physics:

Discipline courses:

Physics 110, 111, 210, 211, 242, 243, 310, 312, 321, 331, 341 and
361

Courses required outside the discipline:

Mathematics 220

Requirements for the major in Astrophysics:

Discipline courses:

Astronomy 120, 121, 121L, 300, 301 and 400

Physics 110, 111, 210, 211, and either 310 or 312

Two additional 300-level physics courses as approved by the

department

Courses required outside the discipline:

Mathematics 220

Requirements for the minor in Physics:

Physics 110, 111, 210, 211 and eight additional credits as approved
by the department

Requirements for the minor in Astrophysics:

Astronomy 120,121 and 121L and one additional astronomy or
physics course as approved by the department

Physics 110, 111 and 210

Physics

I02f ELEMENTS OF PHYSICS 1 4

Quantitative discussion of motion and gravitation, illustrated by
laboratory experiments. Knowledge of algebra and trigonometry
is essential. Students planning to major or minor in physics or
astrophysics should take Physics iio-iii. Physics 102 will fulfill
the laboratory science distributional standard.
3 LEC, 1 LAB

103s ELEIVIENTS OF PHYSICS II 4

Continuation of Physics 102. Quantitative discussion of

electricity, magnetism, thermodynamics and optics.

3 LEC, 1 LAB

Prerequisite: 102
iiof INTRODUCTION TO MECHANICS AND ELECTRICITY 4

Motion, gravitation and electrical phenomena. Calculus-based

course.

3 LEC, 1 LAB

Prerequisite: Mathematics 119, AP Calculus or the instructor's

permission
Ills INTRODUCTION TO MAGNETISM, HEAT, SOUND

AND LIGHT 4

Elements of electricity magnetism, thermodynamics and the

physics of wave phenomena. Calculus-based course.

3 LEC, 1 LAB

Prerequisite: 110

160s GEOLOGY OF THE EARTH AND TERRESTRIAL PLANETS 3

An introduction to geology, including the study of common
minerals, rocks and fossils. Discussion of the modification of
the Earth's surface by geological processes such as volcanism,
tectonism, gradation (gravity, wind, water and ice) and impact
catering. Consideration of geology of other terrestrial planets
and moons. Includes an optional laboratory component. Taken
without the lab 160L, this course fulfills the second science
requirement.

160LS INTRODUCTORY GEOLOGY LAB 1

Geology laboratory designed to introduce students to mineral,
rock, fossil and meteorite identification. Participants will have
direct "hands-on" access to geological specimens. Lab exercises
include the geological mapping of the Earth and other terrestrial
planets and visits to Georgia geological sites. Physics 160 taken
with i6oL fulfills the lab science requirement.

2iof MODERN PHYSICS 4

One-semester introduction to the fundamentals of optics and
modern physics with integrated modern physics laboratory.
Many examples and applications drawn from astronomy. Topics
include: relativity, wave phenomena, quantum mechanics,
nuclear and particle physics. Course provides a broad base
of understanding of modern physics for use in upper-level
astronomy and physics courses.
Prerequisite: 111

116 Agnes Scott College www.agnesscott.edu

SCIENTIFIC COMPUTING 4

Lab-based course introducing computation and numerical
analysis as used in the sciences. Introduction to tine
fundamentals of the Unix operating system and applications.
Computer resources for scientists on the Internet. Students
will use and modify existing programs as well as write their
own. Semester projects will be built around areas of interest of
enrolled students.
Prerequisite: ill

ANALOG ELECTRONICS 2

Lab-based overview of analog electronics, including DC and
AC circuits, semiconductor devices, operational amplifiers and
power supplies.
1 LEC, 1 LAB
Prerequisite; 111

DIGITAL ELECTRONICS 2

Continuation of Physics 242. OpErational amplifiers and linear
circuits followed by digital electronics, including, number
systems. Logic gates and theorems, memories, introduction to
microprocessors.
1 LEC, 1 LAB
Prerequisite: 242

METHODS OF THEORETICAL PHYSICS I 4

Mathematical methods appropriate to classical mechanics and

quantum mechanics, with examples and illustrations chosen

from both areas.

Offered fall 2007 and alternate years

Prerequisite: 111

METHODS OF THEORETICAL PHYSICS II 4

Mathematical methods appropriate to electromagnetic theory
and thermal physics with examples and illustrations chosen from
those areas. Offered fall 2008 and alternate years.
Prerequisite: 111

CLASSICAL MECHANICS 4

Newton's system for describing and predicting motion,

the formulations of Lagrange and Hamilton, central forces,

oscillations, chaos, rigid bodies, accelerated reference frames,

relativity, continua and waves.

Prerequisite: 310

Offered 2007-2008 and alternate years

THERMAL PHYSICS 4

Equilibrium thermodynamics, statistical methods, quantum

methods in thermal physics, discussion of thermal phenomena

such as phase transitions, superconductivity, superfluidity,

magnetism and applications in chemistry, engineering and

astrophysics.

Offered 2008-2009 and alternate years

Prerequisite: 312

ELECTROMAGNETISM 4

Maxwell's equations applied to static and to dynamic situations,
production and propagation of electromagnetic radiation; optics
and lasers.
Prerequisite: 312

QUANTUM PHYSICS 4

Spin and matrix mechanics. Dirac notation. Schroedinger's

equation applied to one-dimensional situations and then to

atomic, nuclear and molecular phenomena. Systems of identical

particles.

Prerequisite: 210, 310

Offered 2007-2008 and alternate years

40of,s (Astronomy 400)

ADVANCED SEMINAR 4

See Astronomy 400 for description.

4iof,s SPECIAL STUDY 2-4

Supervised study in specific areas of physics.

490f,s INDEPENDENT STUDY 4-8

Independent research arranged under the supervision of a
department member.

Astronomy

i2of THE SOLAR SYSTEM 4

A survey of the solar system, including the planets, minor bodies
and the sun. An overview of orbital motion, the properties
of light and fundamentals of astronomical instrumentation.
Includes a laboratory component in which students learn
introductory observational methods, including telescope
alignment and calibration and visual, photographic and CCD
observations of the sun, the moon, planets and stars.
3 LEC, 1 LAB

121s GALAXIES AND COSMOLOGY 3

A survey of the universe beyond our solar system. Fundamental
techniques and discoveries in galactic and extragalactic
astronomy. Topics include stellar evolution, structure of the
Milky Way, large-scale structure and cosmology. Includes an
optional (required for minors and majors) laboratory component
in which students learn intermediate observational methods
of astronomy. Taken without the lab 121L, this course fulfils the
second science requirement.
Prerequisite: 120

121LS OBSERVATIONALTECHNIQUES 1

The observational/laboratory component in which students
learn intermediate observational methods of astronomy. Use of
computer-controlled telescopes, photographic and electronic
(CCD) imaging and photometry. Astronomy 121 taken with 121L
fulfills the lab science requirement.
Prerequisite: 120L

150S TOPICS IN PHYSICS AND ASTRONOMY 4

A semester study of a topic chosen from such areas as planetary

astronomy, the search for life in the universe, astrobiology,

elementary particles, cosmology, energy and the environment.

Possibility for interdisciplinary topics and informal astronomical

observations.

Satisfies second science requirement

May be repeated for credit when topics change

30of ASTROPHYSICS I: RADIATION 4

The application of physics to the study of astronomical radiation.
Topics include multiwavelength astronomical telescopes and
instruments, stellar and planetary radiation transfer, stellar
evolution, the interstellar medium the intergalactic medium,
magnetic fields and cosmology.
Prerequisite or Corequisite: Physics 111
Offered 2007-2008 and alternate years

BOif ASTROPHYSICS II: DYNAMICS 4

The application of physics to the study of astronomical
structures and motions. Topics include dynamics from planetary
to galactic scales, distance determination, galaxy evolution,
mass distributions, large-scale structure and cosmology.
Prerequisite or corequisite: Physics 111
Offered 2008-2009 and alternate years

Agnes Scott College Catalog 2007-2009 117

Z(Oof,s (Physics 400)

ADVANCED SEMINAR 4

A capstone experience for astrophysics and physics majors.
Topics will include use of online and other research resources,
research methods and the ethics of scientific research. Students
in the class will report regularly on their research experiences,
or if they are not actively engaged in a research project with a
faculty member on recent advances as reported in the scientific
literature.
Prerequisite: Enrollment limited to juniors and seniors

4iof,s SPECIAL STUDY 2-4

Supervised study in various specific areas of astronomy.

490f,S INDEPENDENT STUDY 4-8

Independent research is arranged under the supervision of a
department member.

POLITICAL SCIENCE

Faculty

)uan A. Allende, associate professor

Augustus B. Cochran \\\, Adeline A. Loridans Professor of Political

Science

Krista jofinson, assistant professor

Catherine V. Scott, professor and chair

Political science is a discipline that encourages students
to think systematicallv about and evaluate critically our
political life. From abortion to living wage, trom political
violence to globalization, there are few contemporary issues
that do not involve a significant political dimension. The
program's goal is to prepare majors for a life of informed and
critical citizenship and to encourage them to creatively and
independently engage politics.

The department offers courses on a variety of topics that
range in format from introductory lecture-discussion classes
to participatory seminars. Courses at the 100 and 200 levels
introduce students to the subfields of political science and to
selected topics of interest to non-majors as well as majors.
Approaches to Study of Politics (POL 301) prepares majors
for further upper-division work. At the 300 level, courses
offer depth as well as breadth. The 400-level seminars
address specific topics of special interest to instructors and
students The culmination of the student's major is the senior
seminar, whose topic changes from year to year and in which
all faculty members of the department participate.

Political science majors often take part in internships,
participate in off-campus study such as the Washingtc:)n
Semester program and study abroad in programs such as the
Coca-Ccila Global Awareness and Global Connections,

Requirements for the political science Major:

A minimum of eight four-credit courses and a maximum of 13

One course from 102, 103 or 105; 301 and 499

Two additional 300-level courses

One 400-level seminar in addition to 499

Requirements for the political science Minor:

A minimum of five four-credit courses, three of w/hich must be
chosen from the 300 or 400 level. Three of these courses must be
taken at Agnes Scott.

I02f AMERICAN POLITICS IN GLOBAL PERSPECTIVE 4

American political institutions and issues, including the Supreme
Court, Congress, the presidency, parties, elections, interest
groups and contemporary political ideologies viewed from
comparative and global perspectives.

i03f,s INTRODUCTION TO WORLD POLITICS 4

Examines issues in international conflict and global political
economy, as well as the forces transforming the nation-state and
the state system in an era of globalization and the actors newly
impressing themselves on global politics, such as human rights,
environmental and feminist movements. Different approaches to
world politics are also examined.

105s COMPARATIVE POLITICS 4

Comparative study of contemporary politics and political
systems. Country studies are used to examine broader issues
such as the changing welfare state, democratization and
development and specific topics such as elections, party
dynamics and policy-making. Stresses the interactive nature of
global and domestic processes.

i25f (Religious Studies 125)

INTRODUCTION TO HUMAN RIGHTS 4

An exploration of the theoretical and historical foundations of
human rights from a multidisciplinary perspective. Presents
human rights as a framework of analysis and as a moral
discourse. Examines group rights for example women,
indigenous peoples, or inmates and analyzes particularly
challenging human rights problems such as genocide, torture
and immigrants' rights.

202f MODERN POLITICAL THOUGHT 4

An examination of major thinkers, such as Hobbes, tocke,
Rousseau, Wollstonecraft, Burke, Mill and Marx, whose ideas
have shaped the politics and ideologies of the modern world.
We will also consider several contemporary political issues and
commentators to illustrate the continuing influences of these
modern theorists.

203s CONSTITUTIONAL LAW 4

Examination of the rights of individuals in the American
constitutional framework. Includes issues of civil liberties
and civil rights for women and minorities such as due process
and equal protection. Emphasis on legal reasoning and the
development of law.

118 Agnes Scott College www.agnesscott.edu

211S (Sociology 214) (Women's Studies 211)

WOMEN IN LATIN AMERICA 4

Women in Latin American history, especially in the 20th century.
Focuses on women's social, political, economic and cultural
struggles and contributions. Includes discussions of Latin
American feminism, indigenous women, women in revolutions,
regime transitions and social movements.

211LS (Sociology 214L) (Spanish 301L)
(Women's Studies 211L)
WOMEN IN LATIN AMERICA, SPANISH COMPONENT 1

See Spanish 301L for description

282f U.S. FOREIGN POLICY SINCE 1945 4

Analysis of the Cold War, the Vietnam War and especially the
post-Cold era. Examines the historical and global context of U.S.
foreign policy making and the governmental and societal factors
that influence key foreign policy areas including the economy,
environment and national security.

30if APPROACHES TO THE STUDY OF POLITICS 4

Examination of the major ideologies used to understand politics,
the major research approaches used in the discipline and
attention to the way political science research is developed and
written. Required of all political science majors. Should be taken
in the sophomore or junior year.

Prerequisite: one loo-level course. Open to political science
majors and minors and prospective majors and minors.

3iif LATINO/A POLITICS 4

Overview of the experience of Latinos/as in the United
States. Examines the cultural background, demographics,
economic struggles and political strategies of this fast-growing
minority group. Discusses issues important for Latinos/as,
such as immigration, education, economic opportunities and
bilingualism and looks at public policies affecting them.
Prerequisite: one lOO-level course
Offered in alternate years

3i3f (Women's Studies 313)

GENDER POLITICS 4

Engagement with the theoretical and empirical literature on

women, gender and politics. Topics include representation,

sexuality and reproductive politics and gender politics at the

local and global levels. Uses feminist theory to understand

politics.

Prerequisite: one aoo-level course

Offered 2008-2009 and alternate years

3i7f POLITICS OF THE MASS MEDIA 4

The role of mass media in political life, including the structure
and decision-making processes of the media, the interaction of
the media with government and other institutions, the impact of
mass media in elections and public policies affecting the media.
Offered 2007-2008 and alternate years
Prerequisite: One 100-level course

320f LATIN AMERICAN POLITICS 4

Politics in contemporary Latin America with special emphasis
on political participation, economic development, military rule,
liberal democracy, revolution and human rights. Topics are
discussed from a comparative politics perspective in several
countries/regions such as Chile, Peru, Venezuela and Central
America.

Prerequisite: one lOO-level course
Offered 2007-2008 and alternate years

322f THEORIES OF DEVELOPMENT AND

ANTI-DEVELOPMENT 4

Overview of development theory, including the modernization
paradigm. Also examines criticisms of development theory
and practice in the south (Latin America, Asia and Africa),
which call into question many of the tenets of modernization
and work consciously to define antidevelopment strategies.
Includes examination of postcolonial social theory as well as
environmental, feminist and other social movements in the
south.

Prerequisite: one loo-level course
Offered 2007-2008 and alternate years

323s INTERNATIONAL POLITICAL ECONOMY 4

Examines the politics of global economic relations. It focuses
on international trade, the role of global financial institutions,
alternatives to neoclassical trade theory, Third World debt,
stabilization packages and the relationship of the world
economy to development in poor countries. The global AIDS
pandemic will be used to examine this relationship. Offered
2007-2008 and alternate years
Prerequisite: one loo-level course

325f GLOBALIZATION AND SOCIETY IN LATIN AMERICA 4

Examines globalization and its political, economic and
social impact on Latin America. Special attention is given to
understanding its effects on social groups, and on how these
groups adapt or resist. Topics are discussed from a political
economy perspective in several countries/regions, such as
Brazil, Mexico and the Caribbean. Offered 2008-2009 and
alternate years
Prerequisite: one 100-level course

326f APPROACHES TO INTERNATIONAL RELATIONS 4

Examines the development of international relations as
an academic field, the major theories used to understand
international relations and the ways research is carried out.
Prerequisite: 103

328s (History 340)

UNITED STATES-LATIN AMERICAN RELATIONS 4

Analyzes the United States' guiding rationales since the Monroe
Doctrine for interaction and intervention in the region and Latin
American responses to United States hegemony. Discusses
current issues such as the war on drugs, immigration, military
aid and economic integration. Offered in alternate years.
Prerequisite: one lOO-level course.

35if DEMOCRACY AND ITS CRITICS 4

Exploration of various meanings of democracy through the
examination of selected contemporary issues arising in
democratic societies. Critical questions include the nature and
potential of deliberation, the role of the mass media, alternative
conceptions of freedom, the role of voluntary associations and
health of civil society, the shrinking public sphere, the efficacy of
participation and the future of democracy in the global order.
Prerequisite: one 100-level course
Offered 2009-2010 and alternate years

355s SOUTH AFRICAN POLITICS 4

Analysis of the history, dynamics and dismantling of apartheid
of South Africa. Examines the major actors and movements
involved in the politics of the transition to a new order, with
particular focus on efforts to address apartheid legacies.
Prerequisite: one loo-level course
Offered 2008-2009 and alternate years

Agnes Scott College Catalog 2007-2009 119

36os RIGHTS AT WORK 4

Examination of workplace issues and laws that govern the
employment relationship. Special attention is given to race and
sex discrimination, harassment and the legal processes for
protecting employee rights.
Prerequisite: one loo-level course

4iof,s SPECIAL STUDY 2-4

Supervised study in a selected field of political science.

42if THE END OF POLITICS? GLOBALIZATION,

CORPORATIONS AND THE STATE 4

Study of several dimensions of globalization and contending

positions about its impact on states and societies. Particular

attention given to conflicting views about the role of the state

and the implications of the emerging power of markets for

democratic politics.

Prerequisite: junior or senior standing

Offered in alternate years

425f INTERNATIONAL SOCIAL MOVEMENTS IN THE

20TH CENTURY 4

This course takes an interdisciplinary approach to understand
social movements, the dynamics of collective action and specific
features of key movements. It draws on theoretical approaches
and case studies to understand their emergence, potential, and
the sorts of political change they may effect.
Prerequisite: Junior or senior standing
Offered 2008-2009 and alternate years

442f (Religious Studies 350)

RELIGION AND POLITICS IN LATIN AMERICA 4

Surveys the role religion plays in politics and civil society.
Focuses on Roman Catholicism and Pentecostalism and also
covers other religions. Special attention is given to Bible
interpretation, liberation theologies, popular church movements
and church-state relations.
Prerequisite: junior or senior standing.
Offered 2007-2008 and alternate years

444f WARFARE AND HUMAN RIGHTS 4

Analyzes human rights violations of individuals and groups
when deadly conflict engulfs political systems. Discusses the
evolution of the concept of human rights and how domestic and
international politics interact to strengthen or undermine them.
Assesses the prospects for international protection of human
rights, including humanitarian intervention, war tribunals and
efforts to end impunity. Several case studies are examined.
Prerequisite: junior or senior standing
Offered 2008-2009 and alternate years

454f MARX AND RETHINKING MARXISM 4

Topics include the thought of Karl Marx and subsequent
developments in socialist theory and practice, the adaptation
of neo-Marxism to the failures of Marxist revolution, and the
relevance of Marxism compared to other radical thought for
analyzing contemporary capitalism.
Prerequisite: junior or senior standing
Offered 2010-2011 and alternate years

490f,s INDEPENDENT STUDY 4-8

Independent research arranged under the supervision of a
program member.

492s MANIFEST DESTINY IN A GLOBAL WORLD 4

Examines the changing meaning of deeply resonant categories
in U.S. foreign policy such as captivity and rescue, race war,
masculinity and patriotism. Case studies focus on the post-
Vietnam War era (for example, Iran, Somalia, Bosnia and Iraq).
Prerequisite: any 300-level course in politics
Offered 2007-2008 and alternate years

499s CRITICAL READINGS ON POLITICS 4

Departmental faculty and senior political science majors discuss

selected texts on politics. Integrates both substantive fields and

major methods of inquiry in the discipline. Required of all senior

majors.

Prerequisite: Open only to senior majors and qualified minors in

political science

PSYCHOLOGY

Faculty

Barbara ]. Blatchley, associate professor

Lerita Coleman Brown, visiting professor and interim chiair

Eileen L. Cooley, associate professor

Jennifer Randall Crosby, assistant professor

William D. Hopkins, associate professor

lennifer L. Hughes, associate professor

Laura Pa[uck\-B\ake, assistant professor and director of

assessment

Psychology is the scientific study of behavior and mental
pi-ocesses. The courses offered reflect the diversity of areas
within the field. The program for majors provides a strong
background in academic psychology, including opportunities
for both first-hand laboratoi-y experiences and field
experiences.

Students who are planning to major or minor in
psychology should consult with a department faculty
member as early in their college careers as possible.

Psychology majors are strongly encouraged to obtain
additional experience outside of the classroom through
internships, conducting research or studying abroad.

Requirements for the Psychology Major:

The minimum number of credits required is 36.
Required core courses: 100, 206, 207 and 405; one course from
400, 406, 410, 450 and 490

Additional requirements: at least four of the following: 200, 205,
210, 220, 305, 312, 315 and 316

All majors must take the Psychology Area Concentration Achieve-
ment Test in their senior year as part of the assessment plan.

120 Agnes Scott College www.agnesscott.edu

Requirements for the Psychology Minor:

The minimum number of credits required is 28.

Required courses: 100, 206 and 207

Additional requirements: at least two of the following: 200, 205,
210, 220, 305, 312, 315 and 316

loof.s INTRODUCTORY PSYCHOLOGY 4

An introduction to the broad field of psychology. Emphasis is on
the primary methods, theoretical points of view and research
findings in the various subfields within psychology.
Psychology 100 is the prerequisite for all other psychology
courses.

130s (Women's Studies 130)

PSYCHOLOGY OF GENDER z,

Critical review of psychological theory and research toward an
understanding of the cognitive, social and emotional behavior
of women.
Prerequisite: 100

200f DEVELOPMENTAL PSYCHOLOGY 4

Development of the individual throughout the lifespan.
Prerequisite: 100

201 (Psychology 201)

TOPICS IN NEUROSCIENCE 4

See Biology 201 for description.

202s (Women's Studies 202)

PSYCHOLOGY OF SEXUAL BEHAVIOR 4

Study of psychological determinants and consequences of
human sexual behavior. Atlitudinal and emotional factors will be
emphasized.
Prerequisite: 100

205s INTRODUCTION TO INDUSTRIAL/ORGANIZATIONAL

PSYCHOLOGY 4

Explores how people think and behave at work from industrial/
organizational perspectives. The industrial perspective examines
the theory and practice of selection, training and evaluation of
workers. The organizational perspective investigates employee
satisfaction, motivation, leadership and cooperative processes.
Prerequisite: 100

2o6f,s (Sociology 206)

RESEARCH STATISTICS 4

Basic theory, principles and applications of statistics in

behavioral science research.

Prerequisite: 100, priority given to psychology majors and

minors.

207f,s RESEARCH DESIGN AND METHODS 4

Fundamentals of research methodology in psychology. Topics

include experimental, quasi-experimental and descriptive

research designs, internal and external validity and research

ethics.

Prerequisite: 206, Priority given to psychology majors and

minors.

210s LEARNING AND MEMORY 4

Principles of learning, behavioral change and motivation in
humans and other animals. Emphasis on current research in the
field as it relates to the acquisition and formation of different
memory processes and their neurobiological correlations.
Prerequisite: 100

220s INTRODUCTION TO SENSATION AND PERCEPTION 4

The study of how our sensory systems detect the physical world
around us and how we understand what these sensations mean.
Emphasis on current research.
Prerequisite: 100

24of (Women's Studies 240)

PSYCHOLOGY OF CROSS-CULTURAL CONTACT 4

Theories and research on how individuals confront and interact
with members of other cultures, with special emphasis on
factors that promote cross-cultural effectiveness among women.
Prerequisite: 100

25of (Biology 250)

FOUNDATIONS OF NEUROSCIENCE I:

EXCITABLE CELLS AND SYNAPSES 4

See Biology 250 for description.

251s (Biology 251)

FOUNDATIONS OF NEUROSCIENCE II 4

This course focuses on the function and properties of neural
circuits and systems. This includes the development of the
CNS, brain anatomy, sensory systems, perceptual processes
and cognition. Laboratories provide an introduction to
neuroanatomy, sensory system structure and function, CNS
regulatory and behavioral/cognitive function using microscopy,
computer software systems and EEG recordings. 3 LEC, 1 LAB
Prerequisite: 100, Biology 191, 192 and 250

305f SOCIAL PSYCHOLOGY 4

Behavior of the individual as influenced by the behavior and
characteristics of other individuals.
Prerequisite: 100, 206 and 207

310s PSYCHOLOGICAL ASSESSMENT 4

Principles and issues of psychological assessment with an
emphasis on tests of personality and cognitive abilities.
Prerequisite: 100, 206 and 207

3i2f ABNORMAL PSYCHOLOGY 4

Coverage of the diagnostic characteristics, theoretical
perspectives and treatments of the major psychological disorders.
Prerequisite: 100, 206 and 207

3i4f.s INTRODUCTION TO COUNSELING 4

This course will provide an introduction to counseling principles,
research and skills. Role-play practice sessions will be included.
Prerequisite: 100, 206 and 207

3i5f COGNITIVE NEUROSCIENCE 4

Human cognition and perception and their neurophysiological
correlates as revealed by functional imaging techniques and
clinical populations. Selected topics include basic neuroanatomy
and brain imaging techniques and their application to the study
of attention, memory imagery, concept formation, language,
problem solving, creative thinking and intelligence
Prerequisite: 100, 206 and 207

316s PERSONALITY 4

Theory and research in the field of personality.
Prerequisite: 100, 206 and 207

324f,s SPECIALTOPICS IN PSYCHOLOGY 4

A seminar focusing on a topic of contemporary interest in

psychology. Each year the department will announce the topic(s)

to be offered during the next academic year.

Credits and prerequisites beyond 100 vary according to topic.

The nature of the topic determines the inclusion of a laboratory

component.

Prerequisite: 100, 206 and 207

Agnes Scott College Catalog 2007-2009 121

400f,s RESEARCH IN PSYCHOLOGY 4

Seminars focusing on researcln in area of psychology. Tine
specific research topic in each section of the class will be
determined by the individual class instructor. Students will
conduct collaborative research projects in the designated
research area.

A) RESEARCH IN COGNITIVE NEUROSCIENCE

Original psychological research carried out in an area or areas
selected from basic neuroanatomy and brain imaging techniques
and their application to the study of attention imagery, concept
formation and language.
Prerequisite: 207, 315 and the instructor's permission

B) RESEARCH IN CLINICAL PSYCHOLOGY AND PSYCHOLOGICAL
ADIUSTMENT

Individual and small-group research project(s) in clinical
psychology and/or psychological adjustment will be conducted.
Students may register for one or two semesters.
Prerequisite: 207 and the instructor's permission

C) RESEARCH IN SENSATION AND PERCEPTION

An examination of the effects of the characteristics of the early
rearing environment on central nervous-system structure
and function. Students will conduct an original collaborative
experiment from design through data collection and analysis.
Prerequisite: 207, 320 and the instructor's permission

D) RESEARCH IN SOCIAL PSYCHOLOGY

Students will examine selected research and issues in the

areas of social and intercultural psychology and will conduct

a collaborative research project involving data collection and

analysis.

Prerequisite: 207 and the instructor's permission

E) RESEARCH IN INDUSTRIAL/ORGANIZATIONAL PSYCHOLOGY
Students will conduct collaborative research project(s) in
industrial/organizational psychology from research design
through data collection and analysis.

Prerequisite: 207 and the instructor's permission

404f HISTORY OF THEORY AND RESEARCH IN PSYCHOLOGY

Historical background for current theories and research issues
In psychology.

Prerequisite: 100, 206 and 207; senior standing; priority given to
psychology majors

405f,s SENIOR SEMINAR IN PSYCHOLOGY 4

This course considers controversial and important topics
across broad areas in contemporary psychology. The format is a
seminar, based on student-led discussions and presentations.
Prerequisite: lOO, 206 and 207; senior standing

4o6f,s PRACTICUM 4

Supervised held placement focusing on psychopathology,
counseling, industrial/organizational psychology or related
areas. Placement activities are supplemented by a weekly
seminar and research literature reviews. Depending on
availability, and with a different practlcum placement, this course
may be repeated once for credit.

Prerequisite: 100, 206 and 207; Instructor's permission. Priority
given to seniors.

4iof,s SPECIAL STUDY 2-4

Supervised intensive study in fields or problems of psychology.
Interested students should see the department chair for a
departmental application. Applications are due mid-semester
the semester prior to the independent study
Prerequisite: permission of the department

49of,s INDEPENDENT STUDY 4-8

Independent research is arranged under the supervision of

a department member. Interested students should see the

department chair for a departmental application. Applications

are due mid-semester the semester prior to the independent

study.

Prerequisite: 207 and permission of the department

RELIGIOUS STUDIES

Faculty

Marie T. Friedmann Marquardt, visiting assistant professor
Dennis McCann, Wallace M. Alston Professor of Bible and Religion
Tina Pippin, professor and chair
Abraiiam Zablocki, assistant professor

Courses in this program cover the distinctive beliefs and
practices, sacred literatures and cultural expressions of the
great religious traditions of the world. Students explore some
of the most creative expressions of the human spirit in its
responses to personal and cultural concepts of a supreme
deity. Special emphasis is placed on biblical literature and on
contemporary expressions of religious thought in cultures.

Religious studies majors are strongly encouraged to study
abroad through a faculty-led Coca-Cola Global Awareness or
Global Connections program or any other college-approved
study-abroad program.

Requirements for the Religious Studies Major:

A minimum 32 credit major (eight courses), with at least three
courses at the 300 or 400 level within the department

One introductory course in sacred texts: 100, 101 or 120

One introductory course in world religions: 130, 131 or 140

One course in area II: World Religions

One course in area III: Religious Thought and Social Context

One course in area IV: Special Studies in Religion (other than 463)

465, Senior Research Seminar In Religion

Two electives from within the major courses

Requirements for the Religious Studies Major with a Concentra-
tion in Religion and Social justice:

The religion and social justice concentration requires nine courses
on an approved list for religion and social justice.

We also recommend a variety of elective "tools courses," that
is, courses in other departments that are essentially related to
the broader study of peace and justice (e.g., political science,
international relations, art, history (especially Holocaust studies),
sociology, anthropology, Africana Studies, Women's Studies, Latin
American studies, economics, mathematics, philosophy, psychol-

122 Agnes Scott College www.agnesscott.edu

ogy, modern foreign languages (especially with refugee work),
environmental sciences and Coca-Cola Global Awareness/Global
Connections, etc.). The concentration will have the flexibility to be
geared toward particular student interests.

A concentration is a directed version of the religious studies
major. Unlike a minor, a concentration involves additional course-
work to develop within the major the appropriate learning and ex-
periential components required for any course of study seriously
intending to address issues of religion and social justice.

Required courses:

275 or FYS 190, The Bible and Human Rights in Atlanta (offered
alternate years)

One 450 Internship or the Atlanta Semester (junior or senior year)

One of each:

One introduction to a sacred text: 100, 101 or 120

One introduction to a world religion: 130, 131 or 140

One 400 level course (in addition to 450 or the Atlanta Semester):
465 when the topic applies, 410 or 490

Two courses from religious thought and social context (no more
than one at the 200 level): 210, 224, 275, 280, 331, 340, 345, 350
or 370

The rest from the above and/or other related courses as approved
by the department.

Requirements for the Minor in Religious Studies:

A minimum five-course minor (20 credits), with at least one of
those courses at the 100 level and one at the 300 or 400 level
within the department. One cross-listed course may be applied to
the minor.

I. Sacred Text and Traditions

100s HEBREW BIBLE 4

Religious history and society of the people of ancient Israel as
contained in their sacred scriptures with a link to contemporary
)ewish practice and interpretation.

loif NEW TESTAMENT 4

Literature of the New Testament and its origins and development
in the early lesus movement and early Christianity, with links to
contemporary Christian practice and interpretation.

I20f SACRED TEXTS OF THE WORLD'S RELIGIONS 4

Investigates the major sacred texts of the world's religions and
include such issues as textual authority, canons, primary and
secondary texts and the function of sacred texts in religious
communities.

132s RELIGIONS OF EAST ASIA 4

This course examines the religious traditions of East Asia,
including Taoism, Confucianism, Buddhism, and Shinto.

I33f RELIGIONS OF SOUTH ASIA 4

This course examines the religious traditions of the South Asian
subcontinent, including Hinduism, lainism, Buddhism, Sikhism,
and Islam.

131s JUDAISM, CHRISTIANITY AND ISLAM 4

A consideration of the origins, divisions and beliefs of the three
major religions of the Middle East.

150s RELIGIONS OF ATLANTA 4

Practically every religious tradition is represented in the
Atlanta area. This course provides students with an excellent
opportunity to gain a better understanding of the complex
religious landscape in a major metropolitan area. In addition to
relevant readings, students will engage in fieldwork where they
spend time interviewing and interacting with particular religious
communities in the area. Methods for conducting appropriate
field research will be presented in class. Comparisons will be
made between the religious makeup of Atlanta and other major
U.S. cities

335f JESUS IN HISTORY AND CULTURE 4

An examination of the quest for the historical jesus, with an
analysis of literary and cultural sources (especially from film,
music and art), and also the ethical implications of jesus' life and
message, from the 19th century to contemporary times.
Prerequisite: one course in religious studies

II. World Religions

1405 (Africana Studies 140)

RELIGIONS OF AFRICA 4

Basic elements of African religious beliefs and practices. It
aims to treat in a coherent, though summary way, the principal
themes and topics of African religious teaching and to examine
how the various themes and topics cohere with one another and
influence African life. The course will survey African traditional
religions, along with the impact of Islam and Christianity in
Africa.

20if INTRODUCTION TO CHRISTIANITY 4

The course will introduce students to the basic logic of Christian
faith and practice, through a critical examination of the history
of Christianity and will provide an opportunity to explore and
evaluate various forms of Christian theology in the current period
of globalization.

207s RELIGION IN AMERICA 4

Introduction to the major historical and cultural factors that have
shaped the religious history of the United States, with some
specific attention to regional phenomena. It will familiarize
students with the diversity of religious groups and movements
and a brief account of their development in the United States.
It will also provide an opportunity to survey trends and issues
facing religious groups in the United States. Religions other than
Christianity will be examined and special attention will be given
to marginalized groups and women writers/thinkers in American
religious culture.

219s (Africana Studies 219 (Anthropology 219)

TRANSATLANTIC VOODOO 4

See Anthropology 219 for description.

221s JEWISH FAITH AND PRACTICE 4

Basic beliefs and practices of Judaism, from the exodus from
Egypt to the present. Special attention given to ludaism as
a dynamic civilization, women's roles, Jewish Feast Days,
institutions, life cycle practices, values and major branches of
the religion.

Agnes Scott College Catalog 2007-2009 123

23if ISLAMIC FAITH AND PRACTICE 4

The course will focus upon Islam. It will survey Islamic history,
its distinctive forms of faith and practice, its roles in society
and its worldwide involvement in a host of issues related to
social, economic and political developments. The course will
explore sympathetic, critical and creative perspectives on Islam,
particularly as related to the struggles of today's Muslim women.
The course will include opportunities for experiential learning,
primarily in the form of field trips to one or more Islamic
communities in the Atlanta metropolitan area.

232s BUDDHIST FAITH AND PRACTICE 4

This course examines the life and teachings of the Buddha, the
religious institutions that he founded to carry on his doctrine
and the ways that Buddhism later developed in India and spread
through Asia and to the West.

233s CONSTRUCTING TIBET THROUGH FILM AND

LITERATURE 4

This course examines the construction of Tibet as a mythic object
of fantasy in the Western imagination. Close attention will be
given to the way Tibet has been portrayed in a variety of literary
and film genres.

241s ROMAN CATHOLIC FAITH AND PRACTICE 4

Roman Catholicism, its history, distinctive institutional forms and
beliefs and its worldwide involvement in a host of issues related
to social and economic justice. The course will explore diverse
perspectives on Catholicism, particularly as these relate to the
struggles of today's women and will include opportunities for
experiential learning, primarily in the form of field trips to one or
more Catholic communities in the Atlanta metropolitan area.

255f PROTESTANT FAITH AND PRACTICE 4

Protestantism, its history, distinctive institutional forms and
beliefs and the diversity of Protestant self-understandings of the
church, its mission and ministry and its proper role in society.
The course will explore sympathetic and critical perspectives
on Protestantism, particularly as these relate to the struggles
of today's women. The course will include opportunities for
experiential learning, primarily in the form of field trips to one or
more Protestant communities in the Atlanta metropolitan area.

332 RELIGIONS OF CHINA 4

Explores the range of Chinese religious traditions, in both
their ancient origins and their modern expression. We will
explore the indigenous forms of religious practice and Chinese
thinking about them, the development of the high traditions of
Confucianism and Taoism the impact of foreign religions, such
as Buddhism, Islam and Christianity, and seek to understand
the ways in which all of these traditions are changing under
the impact of China's current attempts at economic and social
modernization. Wherever possible, the course will provide
students with opportunities to explore the experience of Chinese
women and their distinctive spiritual and religious concerns.
Prerequisite: one religious studies course

333 RELIGIONS OF NATIVE AMERICANS 4

A survey of a wide variety indigenous religions, histories and

cultures of North America, with focus on the traditions of the

Southeast, Plains and Southwest and the issues past and

present.

Prerequisite: one religious studies course

334s (Women's Studies 334)

SEX, GENDER AND EMBODIMENT IN BUDDHISM 4

This course examines the ways that different Buddhist societies
have addressed the challenges of human sexuality, gender, and
physical embodiment. Attention will be given to Buddhism in
India, Tibet, and America.
Prerequisite: One course in Asian Religions

III. Religious Thought and Social Context

i25f (Political Science 125)

INTRODUCTION TO HUMAN RIGHTS 4

See Political Science 125 for description.

2iof (Women's Studies 210)

SCIENCE, RELIGION AND WOMEN 4

A consideration of various topics of mutual interest to science
and religion, such as creation, origins of life, medical ethics
and environmental concerns. Special emphasis will be given to
the roles of women in the sciences and to the feminist science
debate.

2i2f (Sociology 212)

RELIGION AND IMMIGRATION 4

An examination of how immigration shapes religious life in the
United States, using historical and sociological approaches.
The course will also attend to the role of religious organizations
and practices for immigrant incorporation into U.S. social and
cultural life, and to religious voices in contemporary policy
debates on immigration.

213s (Sociology 213)

SOCIOLOGY OF RELIGION 4

This course will explore the relationships between religion,
society and culture by introducing students both to the work
of key classical and contemporary sociologists of religion and
to a range of religious traditions as they are practiced and
understood by their participants.

215s (History 215)

RELIGION, MAGIC AND SCIENCE IN

EARLY MODERN EUROPE 4

See History 215 for description.

224s (Women's Studies 224)

FEMINISMS AND RELIGION 4

The roles of women in shaping religious history from the ancient
to the modern period, accompanied by the development of
feminist theories in various world religions. Primary historical
writings and theological statements, as well as contemporary
cultural expressions.

275f RELIGION AND MORALITY 4

Explores the religious presuppositions of various Eastern and
Western moral traditions, with a primary emphasis on the
biblical and philosophical foundations of Christian ethics.
The course also will seek to explore the personal dimensions
of religious ethics and focus attention on the ways in which
questions of social justice emerge in various religious systems
of morality.

124 Agnes Scott College www.agnesscott.edu

28os RELIGIOUS AND MORAL VALUES IN BUSINESS AND

THE PROFESSIONS z,

An exploration of the ethical dimensions of business and
professional practice, designed specifically for women who
are either planning careers in business and the professions or
seeking to understand the religious and ethical basis of society's
increased expectations for moral leadership in business and the
professions. The course will be practical as well as theoretical
and thus, in addition to introducing students to the major
theories, philosophical and religious, that inform the study of
business and professional ethics, it will focus on various case
studies of actual conduct both ethical and unethical in business
and the professions. Cases will be selected with careful attention
to the needs and interests of women. In addition, the course will
provide opportunity for field trips to Atlanta-area businesses and
community organizations and will seek to involve alumnae as
guest lecturers and resource persons for students.

309s (History 308)

RENAISSANCE AND REFORMATION EUROPE 4

See History 308 for description.

314s (Sociology 314) (Women's Studies 314)

GENDER IN U.S. RELIGION 4

This course uses a sociological approach to examine how
religious beliefs, practices, and institutions shape gender in the
United States. We will explore the relationship between gender
and religion for everyday practitioners of a range of religious
traditions, including Christianity, ludaism, and Hinduism.

3i6f THE POLITICS OF THE APOCALYPSE 4

An interdisciplinary course that includes biblical studies, politics,
ethics, literary criticism, philosophical and critical theory, social
movements, history, art, music, dance, and film studies. We will
consider the apocalyptic imagination and representations in
religion, politics, and culture.
Prerequisite: one course in religious studies

331s (Women's Studies 331)

FEMINIST AND WOMANIST ETHICS AND
SPIRITUALITY 4

Exploration into the ethical and theological bases of women's
ways of knowing and the broader religious conversation of white
feminists and women of color.
Prerequisite: one religious studies or Women's Studies course

34of (History 335) (Africana Studies 335)

BLACK PROTEST THOUGHT IN AMERICA

FROM SLAVERY TO THE PRESENT 4

See History 335 for description.

341s (Women's Studies 342)

GENDER AND ISLAM 4

An exploration into the diverse beliefs and practices of Islam
around gender issues.

345f PHILOSOPHY OF RELIGION 4

This course is an introduction to the discipline known as
philosophy of religion, that is, the philosophical analysis of the
logic of religious language as expressed in religious faith and
practice, primarily in the Western philosophical and religious
traditions. This course will also feature the works of a range of
contemporary women whose religious thought is conversant
with or speaks to various issues that are perennially prominent
in the philosophy of religion.
Prerequisite: one religious studies course

35of (Political Science 442)

RELIGION AND POLITICS IN LATIN AMERICA 4

See Political Science 442 for description.

363f RELIGIOUS SOCIAL ETHICS 4

Investigates how religious ethics, both Christian and non-
Christian, address the social question(s): the nature of the social
order and its religious significance, if any; the dehnition(s) and
moral justifications of social justice and other central social
virtues and imperatives; and the resources for social change
offered by particular religious systems, i.e., each tradition's
distinctive approach to politics.
Prerequisite: one religious studies course

370s RELIGION AND POLITICS IN THE MIDDLE EAST 4

The religion, history, society, politics and cultures of the Middle
East. Movements and the complexities of cultures are included.

390s THEORIES OF RELIGION 4

This course will survey the major theoretical perspectives that
help to define the field of religious studies, particularly in
relationship to philosophy and the social sciences. The course
will also help students to develop criteria for making useful
assessments of the relative strengths and weaknesses of the
various theories, and their continued relevance to both the
descriptive and the normative tasks of religious.
Prerequisite: one loo-level religious studies course

IV. Special Studies in Religion

202f (Art 202) THE MIDDLE AGES: IMAGES AND IDEAS 4

See Art 202 for description.

208s (Music 208) HISTORY OF SACRED MUSIC 4

See Music 208 for description.

225f,s TOPICS IN RELIGION AND LITERATURE 4

This course is an interdisciplinary exploration of the significance
of religious writings as literature and literary works as avenues
for the exploration of religious perspectives and practices. Each
time the course is offered it will focus on a specific author or
related group of authors whose works are distinguished for both
their religious content and their literary merits.

308s (Music 308) SACRED MUSIC OF WORLD RELIGIONS 4

See Music 308 for description.

3i2f (Art 312) THE AGE OF THE CATHEDRALS 4

See Art 312 for description.

330f TOPICS IN WORLD RELIGIONS 4

Seminar focusing on a special problem within one of the

world's historic religions or on new developments in the field

of comparative literature. May be taken more than once if topic

varies.

Prerequisite: one religious studies course

4iof,s SPECIAL STUDY 2-4

Directed reading course supervised by a department member
Prerequisite: the instructor's permission

465f SENIOR RESEARCH SEMINAR IN RELIGION 4

The focus of the seminar is on research, writing and peer editing
in the field of religion. Students will focus on a specific research
project and work with the instructor of the seminar, with
consultation with a second faculty member when warranted by
the research topic.
Prerequisite: Restricted to Religious Studies majors and minors.

490f,s INDEPENDENT STUDY 4-8

Independent research arranged under supervision of a
department member

Agnes Scott College Catalog 2007-2009 125

SOCIOLOGY & ANTHROPOLOGY

Faculty

Douglas Falen, assistant professor

Brenda A. Hoke, associate professor and ciiair

Yvonne D. Newsome, associate professor

Rosemary Levy Zumwalt, professor, vice president for academic
affairs and dean of the college

Sociology focuses on the study of human society, including
social action and social organizations. Sociologists use
theories and scientific research methods to examine social
life m its multitude of settings. They investigate the
interconnections of race, class and gender m the lives of
members of our society.

Anthropologists compare societies and cultures, both
the unity of humankind and the diverse and unique ways
different peoples meet basic human needs. Much of the
information anthropologists have gathered comes from
small-scale, non-Western societies. This represents an
opportunity to step outside familiar experience and broaden
our understanding of what it means to be a human being.

Students are encouraged to organize an internship of
cross-cultural research or living experience and pursue
fluency in a foreign language.

Sociology and anthropology majors are strongly
encouraged to study abroad through a faculty-led Coca-Cola
Global Awareness or Global Connections program or any
other college-approved study-abroad program

Requirements for the Major in Sociology & Anthropology:

Required discipline courses :

Anthropology: loi
Sociology: 101, 251
Anthropology or Sociology: 390, 391

Three electives: Two at the 300 level (two in sociology and one in
anthropology or two in anthropology and one in sociology)
Recommended course for the major:
Sociology 206 (Psychology 206)

Requirements for the Minor In Sociology & Anthropology:

Anthropology: 101

Sociology: 101 and 251

Anthropology or Sociology: 390

Four additional credits in anthropology or sociology

Sociology

loif.s INTRODUCTION TO SOCIOLOGY 4

Current sociological theory and research as they relate
to primary units of social life, social processes and social
institutions. Emphasis on relating concepts to contemporary
American society.

2o6f,s (Psychology 206)

RESEARCH STATISTICS 4

See Psychology 206 for description.

211s (Women's Studies 212)

MARRIAGE AND THE FAMILY 4

The family as a basic social institution. The range of alternative
behaviors in contemporary family life. Role relationships within
the family and changes in family patterns. Family organization in
different social classes, ethnic groups and Utopian communities.
Prerequisite: Sociology 101 or Anthropology 101

2i2f (Religious Studies 212)

RELIGION AND IMMIGRATION 4

See Religious Studies 212 for description.

213s (Religious Studies 213)

SOCIOLOGY OF RELIGION 4

See Religious Studies 213 for description.

214s (Political Science 211) (Women's Studies 211)

WOMEN IN LATIN AMERICA 4

See Political Science 211 for description.

214LS (Political Science 211L) (Spanish 301L)
(Women's Studies 211L)
WOMEN IN LATIN AMERICA, SPANISH COMPONENT 1

See Spanish 301L for description.

2i7f (Education 217)

SCHOOLS AND SOCIETY 4

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.
Prerequisite: Sociology 101 or Anthropology 101 or Education 210

22if SOCIAL PROBLEMS 4

Examination of alternative ways of defining, measuring and

intervening in social problems.

Prerequisite: Sociology loi or Anthropology loi

230s (Women's Studies 231) (Afrlcana Studies 230)

RACE, CLASS AND GENDER 4

Survey of the history, basic theories and recent research
integrating these key concepts for modern society Systematic
examination of the effects of these variables on different groups
in society.
Prerequisite: Sociology 101 or Anthropology 101

25if HISTORY OF SOCIAL THEORY 4

Introduction to theory in social science, review of the major
theoretical constructs of the 19th century and application in
modern social science.
Prerequisite: Sociology 101 or Anthropology 101

301s COLLECTIVE BEHAVIOR AND SOCIAL MOVEMENTS 4

Examination of organized efforts at social change through
discussion of traditional and contemporary perspective relative
to collective action and American social movements, such as, but
not limited to, civil rights and feminist movements.
Prerequisite: Sociology 101 or Anthropology 101
Offered 2007-2008 and alternate years

126 Agnes Scott College www.agnesscott.edu

lOlf

202f

219s

314s (Religious Studies 3iZ() (Women's Studies 314) Anthropology

GENDER IN U.S. RELIGION 4

See Religious Studies 314 for description.

3i9f PRACTICUM IN THE SOCIAL SCIENCES 4

Bridges theory and practice by placing students in agencies or
organizations with preparation and supervision. The objective is
to expose the students to interactions with career professionals
and connect practical experience with social theories.
Prerequisite: Sociology 101 or Anthropology 101
Offered 2008-2009 arid alternate years

325f URBAN LIVES 4

An exploration of social change, particularly the ways societal
processes and social structures influence human behavior in
urban settings. Issues such as deindustrialization, urban poverty,
environmental pollution and gentrification will be discussed.
Prerequisite: Sociology 101 or Anthropology 101
Offered 2007-2008 and alternate years

341s (Classics 341) (Women's Studies 341)

TOPICS IN CLASSICAL STUDIES: WIVES,

WARRIORS, SLAVES AND CITIZENS 4

See Classics 341 for description.

35of CONTEMPORARY THEORY IN SOCIOLOGY 4

Survey of current theories with a rotating concentration on
particular theories and issues.
Prerequisite: 251

370s (Africana Studies 370)

AFRICAN-AMERICAN IMAGES IN POPULAR CULTURE 4

Emphasis given to the influence of race on U.S. culture and the
interplay of race and culture with politics.
Prerequisite: Sociology loi or Anthropology loi

39of (Anthropology 390)

FOUNDATIONS OF SOCIAL RESEARCH 4

Introduction to social research, including developing research
questions, reviewing literature, carrying out held research and
data analysis. Involves teamwork. Basic skills include kinship,
ethnography, interviews and surveys. Topic varies by semester.
Prerequisite: Sociology 101, Anthropology 101 and iunior
standing

391s (Anthropology 391)

SPECIAL AREAS IN SOCIAL SCIENCE INQUIRY 4

Topics vary by semester, according to professor teaching the
course. Each student will design and carry out a research project.
Prerequisite: Sociology 390 or Anthropology 390

4iof,s SPECIAL STUDY 2-4

Supervised intensive study in a special field of sociology.

482f SOCIOLOGY SEMINAR 4

An exploration of important sociological research topics. Topics
include issues related to the intersection of race, class and
gender. Open only to junior and senior sociology-anthropology
majors.

490f,s INDEPENDENT STUDY 4-8

Independent research arranged under the supervision of a

program member. 345S

270f

308f

340s

CULTURAL ANTHROPOLOGY 4

Overview of cultural universals and cultural diversity, using
comparative analysis of African, American, Asian and other
cultures. Examination of the impact of contact between cultures
and the contemporary condition of indigenous peoples, using
case studies (ethnographies), ethnographic film and class
activities.

HUMAN ORIGINS 4

Overview of evidence of the biological, social and ecological
bases of human behavior, from East African fossils to the
present; modern biological variation and its effect on society.
Examination of fossil material, artifacts and contemporary
skeletal material. Theoretical explanations for physical and
cultural development of humans and other primates, including
evolution and ecology, with specific attention to the origins of
race and gender and implications for contemporary society.

(Africana Studies 219) (Religious Studies 219)

TRANSATLANTIC VOODOO 4

Traces Voodoo/Vodun religious traditions from West Africa to the
Caribbean and North America, including the history of European
contact and the slave trade, European views of African religions,
and the cultural and symbolic meanings of Voodoo spirits and
dancing.

CULTURE AND THE GLOBAL ECONOMY 4

Economic anthropology is concerned with the interconnections
between culture and material life. This course examines the
development, dynamics and experience of "the global economy,"
as well as emerging alternatives, from a theoretical, historical
and contemporary, cross-cultural perspective.
Prerequisite: Sociology 101 or Anthropology 101

(Women's Studies 270)

WOMEN, HEALTH AND SOCIETY 4

Cross-cultural concepts of women's bodies and health, including
reproduction and child care, health practitioners and disease.
Focus on gender, ethnic and class differences in health, health
concepts and health practices.
Offered 2007-2008 and alternate years

FOLKLORE: CREATIVE EXPRESSIONS OF SELF AND OF
GROUP IDENTITY 4

An examination of the forms and analysis of folklore. The focus
will be on the way in which folklore forms the core of social
identity; encourages creative interpretation; and allows the
individual to perform her identity in social context.
Prerequisite: Sociology 101 or Anthropology 101

WORLDS OF CULTURE: GLOBAL ETHNOGRAPHY 4

A sample of ethnographies offering detailed anthropological
studies of a range of geographic regions and cultural themes.
The course probes other cultures' ways of knowing and how they
deal with religion, ecology, economics, kinship, gender, health,
language, and globalization.
Prerequisite: Anthropology 101
Offered 2008-2009 arid alternate years

ANTHROPOLOGY OF PUBLIC HEALTH 4

This course examines anthropological perspectives and practices
for understanding public health and medicine. It considers a
variety of health issues, discourses, knowledge, and practices
among different societies and social strata within various
societies. It likewise explores globalization's effects on health.
Prerequisite: Sociology 101 or Anthropology 101

Agnes Scott College Catalog 2007-2009 127

354S ANTHROPOLOGICALTHEORY 4

Survey of anthropological theories, including evolution,

functionalism, structuralism, Marxism, feminism,

postmodernism, ecology and cultural change. Specific topics

vary by semester.

Prerequisite; Sociology loi or Anthropology loi

Offered 2007-2008 and alternate years

39of (Sociology 390)

FOUNDATIONS OF SOCIAL RESEARCH 4

Introduction to social research, including developing research
questions, reviewing literature, carrying out field research and
data analysis. Involves teamwork. Basic skills include kinship,
ethnography, interviews and surveys. Topic varies by semester.
Prerequisite: Sociology 101, Anthropology loi and junior
standing

391s (Sociology 391

SPECIAL AREAS IN SOCIAL SCIENCE INQUIRY 4

Topic varies by semester, according to the professor teaching the
course. Each student will design and carry out a research project.
Prerequisite: Sociology 390 or Anthropology 390

4iof.s SPECIAL STUDY 2-4

Supervised intensive study in a special field of anthropology.

49of,s INDEPENDENT STUDY 4-8

Independent research arranged under the supervision of a
program member.

SPANISH

Faculty

Patricia Andino, visiting instructor

Gisela Norat, associate professor and cliair

Rafael Ocasio, Charles A. Dana professor ofSpanisti

Stacy Schmitt Rusnak, visiting instructor

Michael Schlig, associate professor

The language courses ( !0I -202) tulHll the college's specific
standard requirement of proficiency in a foreign language at
the intermediate level and promote the appreciation ot- the
cultural diversity that characterizes the Spanish-speaking
world and Latino communities on the United States.

To be better prepared for language courses, students
should have taken a few years of Spanish, including a course
during their senior year in high school, incoming students
with more than one year of Spanish must take a placement
test before enrolling in courses

Students have the opportunity to improve fluency and
cultural awareness by participating in the weekly Spanish
table or in special activities hosted on campus by a teaching
assistant from a Spanish-speaking country. The program
encourages students to explore the lively Hispanic cultural
life of metropolitan Atlanta and to volunteer in local
institutions that support the growing Latino population

The Spanish department recommends that students spend
time abroad either through Agnes Scott's summer program in
Oviedo, Spain, or through any of the approved programs in
Spanish-speaking countries sponsored by the international
Student Exchange Program, or affiliated programs In Latin
America and Spain. Recently, our students have completed
semester or yearlong programs in Argentina, Chile, Mexico
and Spain.

Students are strongly encouraged to take part In the Coca-
Cola Clobal Awareness and Global Connections programs,
especially when trips are arranged to destinations in Spanish-
speaking countries.

The Major and Minor

Students who maior or minor in Spanish receive advanced
training in the Spanish language, Hispanic literatures and
cultures. The course of study emphasizes written and oral
communication that prepares students to function in a
Spanish-speaking community. Majors are further trained to
evaluate literature and other cultural expressions that add to
the scope of their understanding of the Hispanic world.

Requirements for the Spanish Major:

480; 28 credits from the following courses: 205, 206, 207, 208,
223, 280, 281, 344, 361, 364, 370, and 380
Credits from the Spanish component of Language Across the Cur-
riculum courses, Spanish program-sponsored Global Connections
and Coca-Cola Global Aw/areness courses and summer classes
in Oviedo, Spain, also satisfy requirements toward the major.
Spanish majors are required to complete four courses from those
offered by the department. Students who study in a Spanish-
speaking country for one year may be granted an exception to this
policy The student must petition the Chair of the Spanish Depart-
ment in writing before initiating study abroad.

Requirements for the Spanish Minor:

A minor requires completion of 16 credits beyond Spanish 202,
not to include 370. Credits from the Spanish component of
Language Across the Curriculum courses, Spanish-program spon-
sored Global Connections and summer classes in Oviedo, Spain,
also satisfy requirements toward the minor. At least eight credits
must be from courses taught by department faculty

loif ELEMENTARY SPANISH I 4

Fundamentals of Spanish for speaking, listening, writing and
reading. Emphasis on proficiency achievement and cultural
awareness of the Hispanic world. Not open to students with one
or more years of Spanish in high school. All students with more
than one year of Spanish are required to take the placement test.

I02f,s ELEMENTARY SPANISH II 4

Continuation of 101. All students with more than one year of
Spanish are required to take the placement test.
Prerequisite: 101

128 Agnes Scott College www.agnesscott.edu

20if,s INTERMEDIATE SPANISH I 4

Grammar review, conversation, listening, comprehension,
composition and reading. All students with more than one year
of Spanish are required to take the placement test.
Prerequisite: 102

202f,s INTERMEDIATE SPANISH II 4

Continuation of 201. All students with more than one year of
Spanish are required to tal<e the placement test.
Prerequisite: 201

205 READING AND WRITING ABOUTTHE

HISPANIC WORLD 4

Continued study of Hispanic cultures with special emphasis
on the development of conversational, written and listening
expression in Spanish.
Prerequisite; 202 with a minimum grade of C-.

206s SPANISH CULTURE IN SPAIN 2

Intermediate and advanced students will complement their
studies at the University of Oviedo by completing weekly
activities and projects while they visit sites, live with families
and study in Spain.
Prerequisite: 102.

207 SPANISH CIVILIZATION AND CULTURE 4

Important historical events, trends and ideas of Spain from

earliest times to the present.

Prerequisite: 202 with a minimum grade of C-

208 LATIN AMERICAN AND CARIBBEAN CIVILIZATIONS AND
CULTURES 4

The study of historical, political, social and cultural aspects
that unify Latin America as a region from the preconquest to the
present and an exploration of the diversity within countries and
across borders.
Prerequisite: 202 with a minimum grade of C-

223 APPROACHES TO LITERATURE 4

Presentation of representative Latin-American and Spanish texts
to foster reading, writing and analytical skills.
Prerequisite: 205 with a minimum grade of C-

280 INTRODUCTION TO LATIN AMERICAN LITERATURE 4

The study of representative works of literature and literary

movements from classic to contemporary writing in Latin

Am.erica.

Prerequisite: 205 with a minimum grade of C-

281 INTRODUCTION TO THE LITERATURE OF SPAIN 4

A historic and thematic introduction to representative works of
significant literary movements from the Middle Ages to present-
day Spain.
Prerequisite: 205 with a minimum grade of C-

301L (Political Science 211L) (Sociology 214L) (Women's
Studies 211L)
WOMEN IN LATIN AMERICA, SPANISH COMPONENT 1

Reading and discussion of texts complementary and parallel to
those used in Political Science 211. Conducted in Spanish.
Corequisite: Political Science 211, Sociology 214 or Women's
Studies 211
Prerequisite: Spanish 202

344

361

364

370

380

410
480

49of,s

CONTEMPORARY SHORT STORIES 4

Traces the history and development of the genre with emphasis
on examining the elements specific to the short story and the
literary devices contemporary writers employ in their craft.
Prerequisite: 223

20th-CENTURY SPAIN 4

Examines how societal changes throughout the century are
reflected in representative works of literature and other forms
of artistic expression such as film and painting. Topics include
the avant-garde, the dictatorship of Francisco Franco and the
transition to democracy.
Prerequisite: 223

LATIN AMERICA ON FILM:

FROM LITERARY CLASSICS TO POPULAR ICONS 4

An exploration of film production representing the broad
spectrum of Hispanic experience. Course study includes screen
renditions of notable literary works, popular icons, historical
figures and marginal groups.
Prerequisite: 223

(English 370) (Women's Studies 370, when the topic

pertains to Women's Studies)

TOPICS IN LATINO LITERATURE 4

A critical analysis of a specific topic, genre, or period in Latino
literature and other English-language media produced in the
United States. fVlay be repeated for credit when topic varies.
Prerequisite: English 110

INTERDISCIPLINARY APPROACHES TO HISPANIC LIT-
ERATURES AND CULTURES 4

Examination of selected aspects of the cultures of Spain and/or
Latin America through the study of literature, film, mass media,
social institutions and movements. May be repeated for credit
when the instructor changes.
Prerequisite: 223

SPECIAL STUDY 2-4

(Women's Studies 481, when the topic pertains to
Women's Studies) TOPICS IN HISPANIC THEMES 4

A detailed critical analysis of a specific topic, genre or period in
Spanish or Latin American literatures and other media. May be
repeated for credit when topic varies.
Prerequisite: 223

INDEPENDENT STUDY 4-8

Independent research arranged under the supervision of a
program member.

Agnes Scott College Catalog 2007-2009 129

THEATRE & DANCE

Faculty

David Lawrence, visiting associate professor of communications

and rtietoric and director of the speal<ing center

Bridget Roosa, visiting assistant professor and director of dance

studies

Dudley Sanders, professor

David S.Thompson, associate professor and chair

Theatre

Theatre is perhaps the quintessential liberal art, taking for its
subject matter what it means to be human. It promotes self-
e.xamination and self-discipline, fosters the development of
artistic, analytical, critical and organizational capabilities and
stimulates the student to realize her full creative potential.
Now, as in Shakespeare's day, theatre holds a mirror up to
nature, allowing us to see ourselves and our place in the
universe in a manner that is at once both immediate and
timeless.

The curriculum integrates theory, history and practice,
including foundational training in actmg, directing, dramatic
writing and design, and culminates in a senior capstone
project. In addition, the department works closely with
Blackfriars, a volunteer student theatre organization, to create
a student-centered production program that encourages
individual leadership and responsibility.

With the Winter Theatre, an intimate ,31()-seat auditorium
with a modified-thrust stage, seizing as laboratory and home,
the department and Blackfriars mount one major production,
a play for children, and a number of student-generated
projects annually

Requirements for the Theatre Major:

Required courses: loo, 131, 203, 250 and 326
Three of the following: 313, 322, 323, 324 and 325
Two of the following: 235, 303, 327, and 350

One of the following: 400, 410 or 490, with department permis-
sion and approval

Major requires a minimum of eleven courses {44 credits) in the
discipline.

Other requirements:

A student electing a theatre major must play an active partici-
patory role in the Agnes Scott theatre production program as
determined by the faculty

Requirements for the Theatre Minor:

100 and four additional courses, not including 108 or 117

The student may design her program with the department guid-
ance and approval to reflect a particular interest or emphasis,
including performance, design, dramatic writing, history and
criticism or some combination of the above. A student electing
a minor in theatre must play an active participatory role in the
Agnes Scott theatre production program as determined by the
department.

100s INTRODUCTION TO THE THEATRE 4

The study of drama and the practice of theatre as a performing
art. Explorations of dramatic theory, dramatic literature,
performance and design.

io8f VOICE AND DICTION 4

Practices of effective voice and speech production, with
an emphasis on articulation, pronunciation, flexibility and
effectiveness of the speaking voice leading to good usage
in standard American English. Does not satisfy the fine arts
distributional standard

ii7f,s INTRODUCTION TO PUBLIC SPEAKING 4

Techniques of effective oral communication including rhetorical
theory and criticism, methods of organization, means of
presentation and voice and diction, practiced in the context of
group process and oral presentation.
Does not satisfy the fine arts distributional standard

i3if,s ACTING I 4

As a foundation in acting technique, exercises and presentations
contribute to the process of freeing the student's imagination
and creativity for application to scene study and class
performance.

203f (English 203)

DRAMATIC WRITING I 4

Principles of the craft of the playwright with an emphasis on
dramatic structure and the resources of the theatre through the
reading of play scripts and the writing of a one-act play.

205 (English 205 when the topic relates to

dramatic writing)
TOPICS IN CREATIVE WRITING 4

See English 205 for description.

235s ACTING II 4

Text analysis, scene study and acting theory with major
emphasis on character and approach. Concentration on
practice in the preparation and presentation of performance
assignments.
Prerequisite: 131

250f DESIGN FOR THE STAGE I 4

Principles of costume and scenic design for the theatre.
Emphasis on basic composition, script analysis, period research,
rendering techniques and execution of designs in a color

medium.

303s (English 303)

DRAMATIC WRITING II 4

Principles of the craft of the screenwriter with an emphasis on

film structure and format through reading of screenplays and

writing of a feature-length scenario.

Prerequisite: 203

Offered 2008-2009 and alternate years

130 Agnes Scott College www.agnesscott.edu

49of,s

313s SPECIALTOPICS IN THEATRE 4 Zjiof.s

Study in selected areas of theatre history, dramatic literature,

dramatic theory or performance theory. Topic for Spring 2008:

Award-Winning Women Playwrights

A study of plays written by women that have received major

dramatic prizes, including a consideration of the attendant

theatrical trends, reception issues and societal concerns

suggested by each citation.

May be repeated if subject matter varies. Offered 2007-2008

and alternate years

322f THEATRICAL ORIGINS AND TRADITIONS 4

A consideration of the origin of theatre and the establishment of
significant theatrical traditions in selected countries. Emphases
include comparisons of European and Asian forms and theatre in
social, civic and religious contexts.

323s MEDIEVAL AND RENAISSANCE THEATRE 4

An examination of the role of theatre in Western society from
the fall of Rome through the 17th century. Emphases include
the mutual influences among theatre companies, individual
performers, religious institutions and governmental structures.

324f ROMANTICISM TO REALISM 4

A study of the development and influence of realism in theatrical
presentation. Emphases include dramatic movements of the
18th through early 20th centuries, the shift from essentialism to
observed reality, and reactions to realism and naturalism.

325s CONTEMPORARY THEATRE 4

A study of current theatrical practice including background from
significant movements in the twentieth century. In addition
to important American commercial productions, topics may
include fringe and alternative theatre, international artists and
considerations of selected locales.

326f DIRECTING I 4

Study in approaches to realizing a script in performance. Focus
on text analysis, creation of a promptbook and the presentation
of directed scenes.
Prerequisite: 100 and 131

327s DIRECTING II 4

Practical and creative application of directing theories and
techniques through the analysis, audition, rehearsal and public
performance of a one-act play.
Prerequisite: 326

350s DESIGN FOR THE STAGE II 4

Advanced principles of scenic and lighting design. Emphasis

on proscenium design practice, theatrical drafting, mechanical

perspective methods and lighting equipment and design.

3LEC, 1 LAB

Prerequisite: 250

Offered 2007-2008 and alternate years

40of,s SENIOR PROJECT 4

Culminating project in acting, directing, design, dramatic writing,
research or other approved theatre-related endeavor. Open only
to senior theatre majors with the instructor's permission.
Prerequisite: 131 and 235 for acting; 326 and 327 for directing;
250 or 350 for design; 203 or 303 for dramatic writing;
appropriate courses as determined by the department for
research

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 or directing.

ADVANCED CREATIVE WRITING 4

Individual conferences with emphasis on sustained dramatic
writing projects in theatre, him or television. May be repeated if
the subject matters varies.
Prerequisite: 203

INDEPENDENT STUDY 4-8

Exploration of an area of intellectual or artistic interest that
results in the creation of a major work of theatre arts or a
significant research project.

Dance

The dance major or minor experiences dance as a cultural
endeavor in the liberal arts tradition. This program prepares
the student to dance and perform in a variety of settings and
combmes the discipline of dance with other areas of study.
One-credit dance-technique courses (111, 112, 113,211,
212, 21 .3, 311, 312 and 313) may be counted toward the
physical education requirement If the student elects this
option, the course will carry no credit and will be graded
on a pass/fail basis. Courses taken to fulfill the physical
education requirement cannot apply to the dance minor.

Requirements for the Dance Major:

1. Dance Technique: 14 hours drawn from the studio courses be-
low. Students are required to achieve advanced-level proficien-
cy in two techniques (ballet, modern or jazz). Dance technique
courses may be repeated for credit. Courses used for Physical
Education credit may not count toward the Dance Major. (Note
that dance students typically enroll in 1-2 credits of technique
courses per semester)

Dance 111, 112, 113, 211, 212, 213, 311, 312, 313

2. Each of the following courses:
Theatre 131
Dance 240, 308, 314 (taken twice) 315, 317, 340

3. One of the following: Dance 400 or 410

Agnes Scott College Catalog 2007-2009 131

Requirements for the Dance Minor:

The dance minor requires a minimum of 20 credits in the disci-
pline.

Course requirements are as follows:

A minimum of four credits in dance technique (studio course-
work):

The dance minor must reach standing in the advanced level (300
level) in one dance technique (ballet, modern or jazz), typically
two- to three-credits.

The dance minor must reach standing in the intermediate level
(200 level) in one other dance technique, typically one- to-two-
credits.

Dance 308 , 315 and 317

Theatre 131 or Music 108

All dance minors must audition. A panel of qualified dance
professionals adjudicates these students to determine proper
placement. Students who wish to excel beyond the minor are en-
couraged to talk with the dance director about an interdisciplinary
self-designed major.

A dance minor is encouraged to pursue active participation in the
Agnes Scott student dance company

iiif.s INTRODUCTION TO BALLET 1

Introduction to ballet technique, terminology and history.

ii2f,s INTRODUCTION TO MODERN DANCE 1

Introduction to modern-dance technique and improvisation.

Ii3f,s INTRODUCTION TO )AZZ DANCE 1

Introduction to jazz dance elements along with iazz technique,
terminology and history

2iif,s INTERMEDIATE BALLET 1

Intermediate ballet technique, terminology and history

2i2f,s INTERMEDIATE MODERN DANCE 1

Intermediate modern dance technique, improvisation and
elements of contemporary are emphasized.

2i3f,s INTERMEDIATE JAZZ DANCE 1

Intermediate elements of jazz dance are explored alongwith jazz
technique, terminology and history.

2i5f,s (Africana Studies 215) (Music 215) AFRICAN MUSIC

AND DANCE ENSEMBLE 1

See Music 215 for description.

2ii0f DANCE KINESIOLOGY 4

A study the basic anatomy of bodies in motion by comparing
normal and deviated skeletal and muscular systems. Primary
emphases include the understanding of physical systems and
the detection and prevention of injuries.

308f HISTORY OF DANCE 4

Explorations from origins of dance to the present with
concentration on court dance and beginnings of ballet through
modern and contemporary forms.

3iif,s ADVANCED BALLET 1

Advanced ballet technique and terminology.

3i2f,s ADVANCED MODERN DANCE 1

Advanced modern dance technique, improvisation and
contemporary forms.

3i3f,s ADVANCED JAZZ DANCE 1

Advanced elements of jazz dance and jazz technique.

3i4f,s DANCE PERFORMANCE 1

Supervised rehearsal and performance resulting in a public
presentation. May be repeated once for credit.

315s CHOREOGRAPHY I 4

Exploration of skills and techniques necessary for students to
develop dance compositions.

3i7f CHOREOGRAPHY II 4

Exploration of all ranges of dance composition usingthe
elements of levels, space, time, rhythm, dynamics, textures and
styles.

340s LABANOTATION 4

tabanotation is one form of documenting dance using abstract
symbols to describe what the body does to perform movement.
Students would learn basic symbols and concepts to allow them
to read and document movement phrases.

400f,s SENIOR PROJECT 4

Culminating project in dance performance, choreography, dance
research or other dance-related endeavor. Open only to senior
dance majors with the instructor's permission.

4iof,s SPECIAL STUDY 2-4

Supervised intensive study in dance technique or choreography.
May be repeated if the subject matter varies.

WOMEN'S STUDIES

Faculty

Elizabeth Hackett, associate professor and director
Elizabeth Kiss, president of tine college; professor
Isa Williams, assistant professor

Women's Studies critically examines women's lives and
employs gender as a primary category of analysis, both in
Itself and in relationship to other factors such as ability,
age, class, ethnicity, nationality, race, religion and sexuality.
Women's Studies courses expose students to feminist
scholarship from around the world and across the disciplines,
and more than one-third of the Agnes Scott faculty members
teach in the program. Over the years, two types of cross-
listed courses have evolved. The first contributes to the
cLirriculum by exposing students to the experiences of
women. The second analyzes the experiences of women
or the implications of sexism from an explicitly feminist
perspective. The Program welcomes both types of courses.

132 Agnes Scott College www.agnesscott.edu

Women's Studies courses address, for example, the roles
of women in Latin America, how notions of masculinity
inlkicncc global politics and the work of black women
writers. In Women's StLidies classrooms, controversial issues
are approached from various viewpoints, inspiring lively
debate and critical thinking. Program goals include increased
knowledge about women and gender, a commitment to social
justice, honed critical-thinking skills, effective oral and written
expression and heightened self-awareness.

The Atlanta Semester affords Women's Studies students
a unique opportunity to explore the connections between
feminist theory and practice by combining an internship
experience with a seminar focused on issues of women,
leadership and social change. (Credits earned in the Atlanta
Semester may be counted toward the Women's Studies major
or minor) Majors and minors also are encouraged to enhance
their knowledge of women and gender globally by studying
abroad

The liberal education provided by Agnes Scott and
in Women's Studies focuses on intellectual inquiiy and
developing habits of mind that will enrich students' lives
well beyond their college years. Much of the knowledge and
many skills honed here also have straightforward applications
in employment contexts. Upon graduation. Women's Studies
majors commonly work in organizations dedicated to social
justice, pursue graduate study or law school, and work in
social service or nonprofit organizations, and work with
agencies and businesses that focus on women and teach

The Women's Studies Program's Mission

The Women's Studies program is committed to providing
a curriculum, cocurricular programming, community
activities and program governance that are feminist. We
understand feminist efforts to be those that critically analyze
the conditions of women's lives and that intentionally and
consistently promote the floLirishing of girls and women
of all abilities, ages, classes, ethnicities, nationalities, races,
religions and sexualities.

Requirements for the Major:

I. Core Courses: loo, 340, 499, and the Atlanta Semester (WLSC
301 & 350)*

II. Elective Courses (six)

A. Topical: Three courses that share a common theme (at least
one of which must be a Women's Studies course that serves to
link the non-Women's Studies courses to Women's Studies),
plus three Women's Studies courses of the student's choos-
ing. At least three of the six must be at the 300-level or higher.
(Must be approved by the Women's Studies advisory group.)

OR

B. Divisional: Six Women's Studies courses, at least two from
the humanitites/arts list and two from the social sciences/
natural sciences list. At least three of the six must be at the 300
level or higher.

ill. Global Diversity: One course with a non-U. S. focus.

The minimum number of credits required for the major is 40; the
maximum allowed is 56.

* In exceptional circumstances, WS 450 may be used to meet this
requirement, with permission of the Women's Studies adviser.

Requirements for the Minor:

Required courses: 100, 340

Three additional courses chosen in consultation with the director;
499 is highly recommended.

loof.s INTRODUCTION TO WOMEN'S STUDIES 4

An introduction to Women's Studies. Using feminist perspectives
and scholarsliip, tliis interdisciplinary course examines the
experiences of women in tfie United States, analyzes institutions
and practices tfiat affect women and develops connections to
women in other cultures.

130 (Psychology 130)

PSYCHOLOGY OF GENDER 4

See Psychology 130 for description.

202 (Psychology 202)

PSYCHOLOGY OF SEXUAL BEHAVIOR 4

See Psychology 202 for description.

210 (Religious Studies 210)

SCIENCE, RELIGION AND WOMEN 4

See Religious Studies 210 for description.

211 (Political Science 211) (Sociology 214)

WOMEN IN LATIN AMERICA 4

See Political Science 211 for description.

211L (Political Science 211L) (Sociology 214L)
(Spanish 301L)
WOMEN IN LATIN AMERICA, SPANISH COMPONENT 1

See Spanish 301L for description.

212 (Sociology 211)

MARRIAGE AND THE FAMILY 4

See Sociology 211 for description.

216 (English 216, when the topic pertains to
Women's Studies)

TOPICS IN BLACK WRITING 4

See English 216 for description.

217 (English 217, when the topic pertains to
Women's Studies)

TOPICS IN LITERATURE AND EMPIRE 4

See English 217 for description

219 (Music 219)

WOMEN IN WORLD MUSIC 4

See Music 219 for description.

Agnes Scott College Catalog 2007-2009 133

220 (Music 220)

WOMEN IN MUSIC: THE WESTERN

MUSICAL TRADITIONS 4

See Music 220 for description.

221 (English 220)

TOPICS IN WOMEN AND LITERATURE 4

See English 220 for description.

222 (History 220)

EUROPEAN WOMEN SINCE THE MIDDLE AGES 4

See History 220 for description.

224 (Religious Studies 224) FEMINISMS AND RELIGION 4

See Religious Studies 224 for description.

225 TOPICS IN WOMEN'S HEALTH 4

This course will examine women's health issues from scientific
and sociopolitical perspectives. This course meets the second
science requirement.

231 (Africans Studies 230) (Sociology 230)

RACE, CLASS AND GENDER 4

See Sociology 230 for description.

235 WOMEN AND THE LAW 4

Selected aspects of American constitutional and statutory law
that have a particular impact on women. Likely topics include:
legal guarantees of race and gender equality, employment
discrimination (including sexual harassment), affirmative
action, marriage, rape, domestic violence, reproductive rights,
pornography and prostitution.

240 (Psychology 240)

PSYCHOLOGY OF CROSS-CULTURAL CONTACT 4

See Psychology 240 for description.

263 TOPICS IN WOMEN'S STUDIES 4

A detailed, critical analysis of a specific topic in Women's
Studies. Previous topics have included: Theorizing the Female
Body, Women in Families, Marginalized Women Redefining
Feminism, and Audre Lorde: Challenging and Transforming
Feminist Thought. Course may be repeated for credit when
subject matter warrants.
Prerequisite; 100

270 (Anthropology 270)

WOMEN, HEALTH AND SOCIETY 4

See Anthropology 270 for description.

304 (Art 304)

WOMEN AS ARTISTS AND PATRONS FROM

THE 12TH TO THE 17TH CENTURIES 4

See Art 304 for description.

306 (English 306, when the topic pertains to

Women's Studies)
AUTHORIAL STUDIES 4

See English 306 for description.

3iof FEMINISM AND SEXUALITY 4

Feminism is understood by many to have implications for
understanding not only gender, but sexuality as well. This course
explores these implications by investigating such issues as the
social construction of sex, gender and sexuality; heterosexuality
as a site of women's oppression; lesbianism as feminist practice;
and queer theory.
Prerequisite: one course in women's studies

313 (Political Science 313)

GENDER POLITICS 4

See Political Science 313 for description.

314 (Sociology 314) (Religious Studies 314)

GENDER IN U.S. RELIGION 4

See Religious Studies 314 for description.

322 (English 322, when the topic pertains to

Women's Studies)
STUDIES IN I9th-CENTURY LITERATURE 4

See English 322 for description.

330 (History 330)

HISTORY OF WOMEN IN AMERICA 4

See History 330 for description.

331 (Religious Studies 331)

FEMINIST AND WOMANIST ETHICS AND
SPIRITUALITY 4

See Religious Studies 331 for description.

334 (Religous Studies 334)

SEX, GENDER AND EMBODIMENT IN BUDDHISM 4

See Religious Studies 334 for description.

34of (Philosophy 315)

CONTEMPORARY FEMINIST THEORY 4

A cross-disciplinary study of feminist theorists representing a

variety of approaches.

Prerequisite: 100 or any philosophy course

341 (Classics 341) (Sociology 341)

TOPICS IN CLASSICAL STUDIES: WIVES, WARRIORS,
SLAVES AND CITIZENS 4

See Classics 341 for description.

342 (Religious Studies 341)

GENDER AND ISLAM 4

See Religious Studies 341 for description.

343 (History 343)

FAMILY, LOVE AND MARRIAGE IN

PREMODERN EUROPE 4

See History 343 for description.

345 (English 340

STUDIES IN GENDER AND SEXUALITY 4

See English 340 for description.

350 (English 350, when the topic pertains to

Women's Studies)
STUDIES IN MODERNISM 4

See English 350 for description.

355 (English 355, when the topic pertains to

Women's Studies)

STUDIES IN 20TH-CENTURY AND CONTEMPORARY
LITERATURE 4

See English 355 for description

363 ADVANCED TOPICS ON WOMEN'S STUDIES 4

A detailed, critical analysis of a specific topic in Women's Studies
designed for students with significant background in Women's
Studies and/or advanced undergraduates.

134 Agnes Scott College www.agnesscott.edu

365

370

410

450
48i

(French 365)

WOMEN AND FRENCH CULTURE 4

See French 365 for description.

(Spanish 370, when the topic pertains to

Women's Studies)

TOPICS IN LATINO LITERATURE 4

See Spanish 370 for description.

SPECIAL STUDY 2-4

Supervised intensive study of selected texts or a particular field
within Women's Studies.

INTERNSHIP 1-10

(Spanish 480, when the topic pertains to

Women's Studies)

TOPICS IN HISPANIC THEMES 4

See Spanish 480 for description.

490 INDEPENDENT STUDY 4-8

Independent research arranged under the supervision of a
faculty member.

499f THEORIES OF LIBERATION: FEMINISM IN

CONVERSATION 4

Examines feminist theory's relationship to other libertory
theoretical work (e.g., human rights discourse, queer theory,
anti-racist theory, post-colonial theory, disability studies, etc.)
Restricted to senior majors or minors

Agnes Scott College Catalog 2007-2009 135

Physical Education and Athletics

Joeleen Akin, director of athletics

Agnes Scott recognizes that physical activity is an essential
component of the total growth and education ot" women.
Physical education is required of all students in the academic
program, not only for physical well-being, but to develop
lifetime activities for health fitness and recreation.

Two semester courses of physical education are required
for graduation. These are in addition to the 128 academic
credits required. One-credit dance-technique courses (111,
1 12, 1 13, 21 1, 212, 213, 311, 312 and 313) may count
toward the physical education requirement. If the student
elects this option, the course will carry no credit and will
be graded on a pass/fail basis. Courses taken to fulfill the
physical education requirement cannot apply to the dance
minor.

Although courses taken to fulfill the two-semester
requirement may be selected from any area, it is strongly
recommended that students take at least one course from the
area of lifetime activities.

The Robert W. Woodruff Physical Activities Building
provides quality facilities for classes, NCAA intercollegiate
sports, club sports, mtramurals and recreation activities.
Facilities include a basketball court and volleyball courts, an
eight-lane, 25-meter competition swimming pool, a sports-
medicine center, a cardiovascular/strength training room,
an all-weather six-lane track and soccer field, and six tennis
courts

Fitness & Health Assessment

loif.s WOMEN'S HEALTH AND FITNESS

Students will examine an array of health, exercises and wellness
issues related to women and then apply these issues to their
personal lifestyles to develop a personal exercise program that
they will implement and carry out.

I02f,s STRENGTH TRAINING

Fitness through use of weight training.

i03f FITNESS SWIMMING

Fitness through lap swimming and interval workouts;
participants will receive instruction on four basic strokes (FL, BK,
BR, PS). Swimmers will work toward becoming both independent
and "team" lap swimmers.

Prerequisite: Must be able to swim length of the pool with over-
arm freestyle and rhythmic side breathing.

i04f,s LIFETIME FITNESS

The first two weeks in each semester will focus on each student's
personal-fitness assessment (body mass index, body fat,
Harvard Step Test, etc.). Following personal assessment, each
participant will be exposed to multiple "cross-training" aerobic
activities such as: jogging, step aerobics, swimming, weight
training and cycling (indoor and outdoor).

i07f,s POWER WALKING

Fitness through power walking. Emphasis on techniques and
aerobic endurance, flexibility, strength, speed, agility and
nutrition.

i09f,s STEP AEROBICS

Fitness achieved through continuous movement using levels to
vary intensity, resistance and speed.

Lifetime Activities

ii2f,s FENCING

Foil fencing for the individual with little or no experience. Skills,
techniques and bouting covered.

115s GOLF

Basic skills covered. Rules and golf etiquette are included.
Several trips made to the driving range and golf course. (Fee
required)

Ii7f,s RIDING I

Beginning riding; dressage seat geared toward combined
training. Taught off campus. (Fee required)

ii8f,s RIDING II

Intermediate riding. Continuation of Riding I. Taught off campus,
(Fee required)
Prerequisite: 117

ii9f,s RIDING III

Advanced riding. Students perform basic dressage on difficult
horses. Includes possibilities for jumping. Taught off campus.
(Fee required)
Prerequisite: 118

I20f BEGINNING SWIMMING

For novice swimmers or nonswimmers only. Focus on principles
of breathing, floatation, propulsion. Instruction in four strokes
(FS, BK, BR and elementary BK).

i2if,s YOGA

The first two weeks will be dedicated to teaching students
yoga postures and proper breathing techniques. Students will
participate in a yoga exercise routine progressing from basic to
complex yoga postures for remainder of the semester.

I23f,s TENNIS

Tennis for the individual with little or no prior experience.
Forehands, backhands and serves with game procedures and
rules covered.

i28f,s CARDIO COMBO

A cardioaerobic combination exercise class to include low-impact
aerobics, power walking, introduction to step aerobics and floor
work for toning the major muscle groups.

136 Agnes Scott College www.agnesscott.edu

211S INTERMEDIATE GOLF

Continuation of beginning golf with emphasis on advanced
strol<e techniques.
Prerequisite: 115

213 INTERMEDIATE TENNIS

Building on beginning skills while developing advanced shot
techniques and strategy for singles and doubles.
Prerequisite: 123

22if,s YOGA II

The first two weeks will be spent reviewing familiar postures
and breathing techniques. From there, the focus will move to
teaching new, more challenging and vigorous practice. Students
will learn intermediate-breathing techniques and meditation.
Prerequisite: 121

244 FENCING II

Will allow Fencing I students the opportunity to continue the
development of basic fencing skills and include epee and sabre
instruction while working toward a competitive level of fencing.
Prerequisite: 112

Specialized Activities

142s LIFEGUARD TRAINING

Red Cross Lifeguard certification which includes Lifeguard
Training (3 years). First Aid (3 years) and CPR for the Professional
Rescuer (1 year), (Fee required)
Prerequisite: See department chair.

I45f,s SELF DEFENSE

Emphasis on awareness or warning signs that may prevent an
assault from taking place. Basic attacks and counter attacks will
be addressed.

147 WATER-SAFETY INSTRUCTORS

Red Cross water-safety instructor course. Students perfect
swimming skills, learn techniques of teaching all swimming
levels. (Fee required)

Prerequisite: Introduction to Health Services Education course
taught at Red Cross service centers (four credits); advanced
lifesaving; the instructor's permission; screening test given.

245 SELF DEFENSE II

Self Defense II provides students with the opportunity to build
upon the foundation of self-defense options, both verbal and
physical, that they have learned in Self Defense I.
Prerequisite: 145

Varsity Intercollegiate and Club Sports

Varsity stLidcnt-athlctcs and approved club-sport participants
fulfill their two semester physical education rer]uiremcnt
by participating on two or more varsity athletic teams, or
approved club sports. For club-sport activities, the chair of
physical education department must approve participation
for credit prior to initial engagement in the activity. Team
selections for competitive play are made each preseason by
the head coach and her/his assistants,

200s VARSITY BASKETBALL TEAM

Prerequisite: the instructor's permission

202f VARSITY CROSS COUNTRY

Prerequisite: the instructor's permission

205f VARSITY SOCCER TEAM

Prerequisite: the instructor's permission

206s VARSITY SWIMMING TEAM

Advanced competitive swimming including home and away-
varsity competitions.
Prerequisite: the instructor's permission

207s VARSITY TENNIS TEAM

Prerequisite: team tryouts and the instructor's permission

209f VARSITY VOLLEYBALL TEAM

Prerequisite: the instructor's permission

212s VARSITY SOFTBALL TEAM

Prerequisite: the instructor's permission

Agnes Scott College Catalog 2007-2009 137

Agnes Scott College Faculty

Nancy C. Albert (2002)

Registrar

AB, Harvard Unwenity

M.S^, The John Hopkim Ihuvenity

Juan A. Allende (1993)

Associate Professor of Political Science

BS., Iowa State Unwersity

A'l.S., University of North Carohna

M.Div., Emory University

PhD, Uniiyersity 0} North Carohna

Patricia Andino (2000)

Visiting Instructor in Spanish
6. A., Georgia State University
MA,, Georgia State University

Brian Artese (2006)

Visiting Assistant Professor of Englisfi
B.A., University oj Colorado
M-A., University oj Colorado
Ph-D , Northivestern University

Charlotte Artese (2003)

Assistant Professor of Englisfi

B,A., Yale University

Ph D., Northwestern University

Elizabeth Bagley (2006)

Director of Lifirary Sei^ices
A.B., Mount Holyoke College
MLn , Emory University

David P. Behan (1974)

Professor of Pfiilosophy

B.A , Yale University

Ph D , Vanderbilt University

Anne E. Beidler (1992)

Associate Professor of Art

B.A., Earlham College

B.EA,, University of Connecticut

M.F.A., University of Massachusetts, Artiherst

Barbara J. Blatchley (1990)

Associate Professor of Psychology

BA, Indiana University

Ph D , University of South Carolina

Olivier Bourderionnet (2006)

Assistant Professor of French

Ucence d'anglais, Utiiversite de Paris III, La

Sorbonne Nouvelle

M.A., University of New Orleans

Ph D., Tulane University

Arthur L. Bowling Jr. (1977)

Associate Professor of Physics
B.S., College of William and Mary
MS , University of Illinois, Urhana
PhD., University of Illinois, Urhana

Lerita Coleman Brown (2006)

Visiting Professor of Psychology and
Interim Chair

B A., University of California, Santa Cruz
Ph D , Harvard University

Mary C. Cain (1999)

Assistant Professor of History
B A , Yale University
MA., Emoiy University
Ph D , Enioiy University

Juan Roque Chattah (2006)

Assistant Professor of Music

B.M., Hogeschool voor de Kiinslein-Faculteit

Muziek, The Netherlands

M M., Florida State University

Ph D , Florida State University

Augustus B. Cochran 111 (1973)

Adeline A. Loridans Professor of

Political Science

B.A., Davidson College

MA., Indiana University

PhD , University of North Carolina

J.D., Georgia State University College of Law

Lesley Coia (2002)

Associate Professor of Education

B.A., University College London, Ey^gland

M.A., The Institute of Education University oj

London

PhD , The Institute of Education University

of London

Eileen L Cooley (1988)

Associate Professor of Psychology
B.A., University of Colorado
MS, University of Oregon
MA., Enioiy University
Ph D , Emoiy University

Christine S. Cozzens (1987)

Professor of English,- Director of the

Center for Writing and Speaking

B.A., Stanford Llniversity

MA , Stanford Llniversity

PhD , Llnii^ersity of California, Berkeley

Jennifer Randall Crosby (2006)

Assistant Professor of Psychology

B.A., Stanford University

M.S., Yale Llniversity

PI3 D., Stanford University

Rosemary T. Cunningham (1985)

Hal and Julia T Smith Professor of Free

Enterprise

B.A., Fordham University

MA., Fordham Llniversity

Pb.D , Fordham Llniversity

Christopher G. De Pree (1996)

Associate Professor of Astronomy
BS , Duke Llniversity
MS., University of North Carolina
Ph.D., Llniversity of North Carohna

138 Agnes Scott College www.agnesscott.edu

Victoria Deneroff (2005)

Visiting Assistant Professor of Edticatlon
B A., University of California, Los Anijeles
iWA., University of California, Los Anijeks
PhD , University of California, Los Anijeles

Lara Denis (2002)

Associate Professor of Philosophy

B.A,, Smith Collecje
MA., Cornell University
Ph D , Cornell University

Amber Dermont (2005)

Assistant Professor of English
B.A., Vassar College
M.A., Emerson College
M.FA., Lhiiversity of loiva
Ph D , University of Liouston

Nancy Devino (2005)

[3irector of the Science Center

for Women,- Assistant Professor of

Chemistry

B.A-, Carleton College

PhD., Floriiia State University

James K. Diedricl< (2005)

Associate Dean of the College,
Professor of English
B.A., Western Washington Lbnversity
M.A., University of Washington
Ph D , University of Washington

Megan 0. Drinkwater (2006)

Assistant Professor of Classics
B.A., Cornell University
PhD , Duke Unwersity

Gordon Malcolm Emert Jr. (2005)

Assistant Professor of Education,

Director of Teacher Education Programs

B.A., Longivooii College

M.Ed., The College of William and Maiy

MA., Lhiiversity of Tennessee

Ph.D., University of Virginia

Douglas Falen (2005)

Assisant Professor (jf Anthropology

B.A., Emoiy University

Ph D . University of Pennsylvania

Douglas A. Fantz (2004)

Assistant Professor of Chemistry

B S., Furman University

Ph.D., Lhiiversity of South Carolina

Timothy S. Finco (1999)

Associate Professor of Biology

B.S., Lhiiversity of Georgia

PhD , Lhiiversity of North Carolina

Steven R. Guthrie (1985)

Professor of English
B.A., Antioch College
Ph D , Broivn Lhiiversity

Elizabeth Hackett (1999)

Associate Professor of Women's Studies

and Philosophy,

Director of Women's Studies Program

BA., University of Notre Dame

MA., Llniversity of Pennsylvania

PhD , Lhiiversity of Pennsylvania

Lilia C. Harvey (1994)

Associate Professor of Chemistry
B.S., Florida International Lhiiversity
PhD., Georgia Institute of Technolocjy

Brenda A. Hoke (1993)

Associate Professor of Sociology
B.A., North Carolina Central University
M.A., Atlanta Llniversity
MA , SUNY at Stony Brook
PhD , SU NY at Stony Brook

William D. Hopkins (2006)

Associate Professor of Psychology
B.A , Llniversity of V/iscoiisiii-Aljiiisoii
A'l A., Georgia State University
Ph D , Georijia State University

Gue P. Hudson '68 (1974)

Vice President for Student Life and
Community Relations and
Dean of Students
B.A., Agnes Scott College
M A.T, Emory Llniversity

Jennifer L. Hughes (1998)

Associate Professor ol Psychology
B.S., Auburn Llniversity
M.S., Kansas State Lhiiversity
Ph.D., Kansas Slate University

Tammy L. Ingram (2007)

James T and Ella Rather Kirk Visiting
Assistant Professor of History
B.A., Lhiiversity of Georgia
M.A., Llniversity of Georgia
MA., Yale University
PhD , Yale Lhiiversity

Marquita Jackson-Minot (2002)

Assistant Professor of Education
B.S., Boston Llniversity
M.A., Cambridge College
Ph.D., Emory Llniversity

Calvert Johnson (1986)

Charles A, Dana Professor of Music
B A., Kalamazoo College
M.M., Northwestern Llniversity
DM., Northwestern University

Krista Johnson (2005)

Assistant Professor of Political Science
B A., The Johns Hopkins Llniversity
Ph D , Northwestern Llniversity

Violet M. Johnson (1992)

Professor of History

B.A., Fourah Bay College, Llniversity of Sierra

Leone

MA, Llniversity of New Brunswick

PhD , Boston College

Agnes Scott College Catalog 2007-2009 139

Katharine D. Kennedy (1981)

Charles A. Dana Professor of Histoiy
B A , Duke University
MA-, Stanjord University
PhD , Stanfoni University

Waqas A. Khwaja (1995)

Associate Prot-essor of" English

LIB., Punjab University Law College, Lahore

iVl.A , University of the Punjab

M.A.. Emory University

Ph D , Emoty University

Elizabeth Kiss (2006)

President of the College,

Professor of Philosophy and Women's

Studies

6 A , Davidson College

B Phil, The University oj Oxjord

D Phil, The University oj Oxford

Julia C. Knowlton (1996)

Associate Professor of French
B A., Duke University
MA., University oj North Carolina
Ph D , University of North Carolina

Alan Koch (2000)

Associate Professor of Mathematics
B A , University of Vermont
MA, State University of New York at Albany
Ph D , State University of New York at Albany

Tracey E.W. Laird (2000)

Associate Professor of Music
B A., Loyola Llniversity
M-A-, University of Michigan
Ph D , University of Michigan

David Lawrence (2007)

Visiting Associate Professor of
Communication and Rhetoric,
[3irector of the Speaking Center
6.A , Concord College
MA., The Ohio State University
PhD , The Ohio State Lhiiversity

Myrtle H. Lewin (1983)

Professor of Mathematics

B Sc , University of the Witwatersrand,

Johannesburg

B.Sc.Hons, University of the M^itii'iitfrsriiiui

Johannesburg

M A , University of Wisconsin

PhD , University of M'^iscoiisin

Amy J. Lovell '90 (2000)

Associate Professor of Astronomy

B.A., Agnes Scott College

PhD., University of Massachusetts, Amherst

Jennifer A. Lund (2000)

Director of International Education,-
Assistant Professor of Education

B A., University of Tennessee

M.A., Peabody College of Vanderhilt

University

PhD . University of Florida

Michael R. Lynn (1998)

Associate Professor of History
B.A., Pacific Lutheran University
B.S., Pacific Lutheran University
MA, University of Wisconsin-Madison
PhD . University of Wisconsin-Madison

Sally A. MacEwen (1982)

Associate Professor of Classics

B A , Mount Holyoke College

Ph D , University of Pennsylvania

Marie T. Friedmann Marquardt
(2006)

Visiting Assistant Professor of Religious

Studies

B A , Princeton University

MA, University of Florida

Ph D , Emoiy University

Dennis McCann (1999)

Wallace M. Alston Professor of Bible
and Religion

A.B., St Charles Borromeo Sfiiiindty
STL,, Gregorian University (Rome, Italy]
M.A., University of Chicago Divinity School
Ph D , University of Chicago Divinity School

Yvonne D. Newsome (1998)

Associate Professor of Sociology
B.A., University of Memphis
M.A., University of Memphis
PhD , Northwestern University

Gisela Norat (1993)

Associate Professor of Spanish

B.S., St Peter's College

B A., Montclair State College

M.A , Neiv York Llniversity, Madrid

PhD , Washington University m St. Louis

Rafael Ocasio (1989)

Charles A, Dana Professor of Spanish
6,A , L/iiu'crsify of Puerto Rico
MA, Eastern New Mexico University
Ph D , University of Kentucky

Philip Adegboye Ojo (2003)

Assistant Professor of French
B.Ed., University of Ihadan, Ihadan, Nigeria
MA., University of Ihadan, Ibadan, Nigeria
Ph D., University of Oregon

Laura Palucki-Blake (2005)

Director of Assessment,-

Assistant Professor of Psychology

B A, Smith College

M.A., The Claremont Graduate School

Ph D , The Claremont Graduate University

John F. Pilger (1979)

William R, Kenan jr Professor of

Biology

BS., University of Southern California

Ph D , University of Southern California

Tina Pippin (1989)

Professor of Religious Studies

B.A., Mars Hill College

M.Div., Candler School of Theology

M.Tb., Southern Baptist Theological Seminary

Ph D , Southern Baptist Theological Semmaiy

140 Agnes Scott College www.agnesscott.edu

Li Qi (2005)

Assistant Pmlessor ot Economics

B.S , Univcriity of hiteniationul Btninas auci

Economici, Beijiiu]

Ph D , Uiuvmity of Pittibunlh

Lawrence H. Riddle (1989)

Professor of Mathematrcs
B.S., Carnecjie-Mellon Univenity
A'l S , University oj Illinois
Ph [) , University of Illinois

Ruth E. Riter (1999)

Associate Professor of Chemistry
B S., Tennessee Technological University
MS , Tennessee Technological University
PhD., Vanderbilt University

Srebrenl<a Robic (2006)

Assistant Professor of Biology

B S , Bcloit College

PhD, University of California. Berkeley

Bridget Roosa (2002)

Visiting Assistant Professor of Dance,
Director of Dance Studies
B.A-, Southern Methodist University
MFA , Florida State University

Nell Ruby (1999)

Associate Professor of Art

BA, Rice University

M FA , Washington University

Stacy Schmitt Rusnak (2007)

Visiting Instructor of Spanish
B.A., Agnes Scott College
M-A-, Georcjia State University

Donna L. Sadler (1986)

Professor of Art
B.A., Bosfoii University
MA., Indiana University
Ph D , Indiana University

Dudley Sanders (1979)

Professor of Theatre

A B., Kenyon Collei^e

M FA , Northwe^krn Lhiiversity

Michael Schlig (1998}

Associate Professor of Spanish

B A., Dickinson Collet)e

M A , Middlebmy College

Ph D , University of Texas at Austin

Catherine V. Scott (1984)

Professor of Pohtical Science
B.A., University of Florida
MA , Emory University
Ph D , Emoiy University

Katherine A. Smith (2003)

Assistant Professor of Art
B A., University of Georgia
MA , New York University
PhD , New York University

Tommye Thomas (2005)

Visiting Assistant Professor of Education

B.S. .University of Tennessee

M.Ed , University of South Carolina

Ph D , University of South Carohna

David S. Thompson (1998)

Associate Professor of Theatre
B.A , University of Tennessee
MFA, University of Tennessee
Ph D , University of Texas at Austin

Karen Thompson (1992)

Associate Professor of Biology
B A , Occidental College
Ph D , University of Oregon

Peggy Thompson (1985)

Ellen Douglass Leyburn Professor of
English

B.A , Arizona State University
M.A., (Philosophy] Emory University
M-A , (Humanities') Arizona State University
M.A., (English) Indiana University
Ph.D., Indiana University

HaraldThorsrud (2006)

Assistant Professor ol Philosophy
BA, University of Nevada, Reno
MA., University of Nevada, Reno
Ph D , University of Texas at Austin

Willie Tolliver Jr. (1996)

Associate Professor of English
B.A. , Williams College
MA, University of Chicago
Ph D , University of Chicago

Rachel Trousdale (2002)

Assistant Professor of English
B.A., Yale University
MA., Yale University
A'l Phil , Yale University
Ph D, Yale University

T. Leon Venable (1983)

Associate Professor of Chemistry

B.S , Davidson College

Ph D-, University of Virginia

Susanne M. Wagner

Visiting Assistant Professor of German

6 A . Alhert-Ludwigs University Freiburg i Br ,

Cermany

M A., University of Massachusetts, Amherst

Ph D . University of Massachusetts, Amherst

Thomas E. Will (2006)

Assistant Professor of Economics and

Organizational Management

B.A.. Duke University

M A., Clemson University

Ph D , The University oj Georgia

David Williams (2000)

Visiting Instructor of Economics

B.S., Aiil'iini University

M E , Georc)ia State University

Agnes Scott College Catalog 2007-2009 141

Isa Williams (1995)

Director of Experiential Learning and

the Atlanta Semester,-

Associate Professor of Womens Studies

B.A-. Spelman College

i\[ A , Georgia Shite Ihuversity

Ph D., Emoiy University

Sarah H. Winget (2005)

Assistant Professor of Cfiemistry
BS., University oj New Castle upon Tyne
D. Phil, The University oj Oxford

John D. Winzenburg (2004)

Assistant Professor of Music
6, A., Hamlme University
l\\ M,, University oj Minnesota
DAI, L/iiii'frsify oj loiva

James S. Wiseman (2005)

Assistant Professor of Mathematics
SB-, Massachusetts Institute oj Technology
iW.S., Northwestern University
Ph D., Northwestern University

Harry Wistrand (1974)

Professor of Biology
BA., Austin College
M.A., University oj North Texas
PhD-, Arizona State University

Cynthia Wu (2006)

Assistant Professor of English
A-B., Biyn Mawr College
M.A., University oj Michigan, Ann Arbor
Ph.D-, University oj Michigan, Ann Arbor

Shu-chin Wu (2005)

Assistant Professor of History,-
Director of Asian Studies
B-A , Fu -Jen Catholic University
M.A-, University oj Wisconsin-Madison
Ph.D., University oj Wisconsin-Madison

Abraham Zablocki (2007)

Assistant Professor of Religious Studies
B.A., Amherst College
M.A., Cornell University
Ph.D., Cornell University

Madeline Zavodny (2004)

Associate Professor of Economics

B.A., Claremont McKenna College

Ph D., Massachusetts Institute of Technology

Rosemary Levy Zumwalt (2001)

Vice President for Academic Affairs and

Dean of the College,

Professor of Anthropology

B.A-, University oj Calijornia, Santa Cruz

Ai.A., University oj Calijornia, Berkeley

Ph.D., University oj California, Berkeley

142 Agnes Scott College www.agnesscott.edu

Emeritae/i Faculty and Staff

(Drtffs 111 parenllKid indicate ihc hcijintuiu; iiiui auiinil oj service at Acpici Scott Colleefe. ]

FACULTY

Mary Virginia Allen '35, PhD

(1 948- 1 951; 1954-1979)
Professor of French

Gunther Bicknese, D Phil

(1976-1991)
Professor of German

Bona W. Ball, PhD

(1967-2001)
Professor of English

Sarah Blanshei, Ph D

( 1990-1997)

Dean of the College,-

Professor of History

Sandra T. Bowden, PhD

(1968-2006)
Professor of Biology

Christabel P. Braunrot, Ph D

(1976-1995)

Associate Professor of French

JackT. Brooking, Ph D

(1974-1985)
Professor of Theatre

Michael J. Brown, Ph D

(1960-1962, 1965-1998)
Professor of History

Mary Brown Bullock '66, Ph D

(1995-2006)

President of the College

Ronald L Byrnside, Ph D

(1975-2000)
Professor of Music

GailCabisius, PhD

(1974-2004)

Associate Professor of Classical

Languages and Literatures

Frances Clark Calder '51, Ph D

(1953-1969, 1974-1986)
Professor of French

Penelope Campbell, Ph D

(1965-2004)
Professor of History

John J. Carey, PhD

(1989-1998)

Professor of Religious Studies

Kwai Sing Chang, Ph D

(1956-1986)

Professor of Bihle and Religion

Alice J. Cunningham, Ph D.

(1966-1967, 1968-1992)
Professor of Chemistry

Marylin B. Darling, Ph D

(1971-2004)
Professor of Dance

Miriam Koontz Drucker Ph D

(1955-1990)

Professor of Psychology

Julia T.Gary PhD

(1957-1984)

Dean of the College,

Professor of Chemistiy

Mary Eloise Herbert, K4 A

(1954-1991)

Associate Professor of Spanish

Linda L.Hubert '62, PhD

(1968-2004)
Professor of English

Mary K. Jarboe '68, B A

(1974-2002)
Registrar

Judith B.Jensen, MLS

(1977-1993)
Lihranan

Edward C. Johnson Ph D

(1965-1995)

Associate Professor of Economics

C. Benton Kline Jr. PhD

(1951-I')6'>)

Dean of the Faculty

Robert A. Leslie PhD

(1970-2005)

Professor of Mathematics

Raymond Jones Martin, S NLD

(1950-1986)
Professor of Music,
College Organist

Theodore K. Mathews Ph D

(1967-2004)
Professor of Music

Terry S. McGehee, M FA

(1976-200t))
Professor of Art

Kate McKemie, Ed D

(1956-1988)

Professor of Physical Education

Agnes Scott College Catalog 2007-2009 143

Jack L Nelson PhD

l^rotessor of English

Lillian Newman M Ln.

11948-1991 1
Associate Librarian

Richard D. Parry, Ph.D.

(1967-2006)

Professor of Philosophy

Patricia G. Pinka, Ph D

f 1969-2003)
Professor of English

Marie Sophie Huper Pepe Ph D

(1951-1986)
Professor of Art

Margaret W. Pepperdene Ph D

1 1956-1985)
Professor of English

Regine P. Reynolds-Cornell Ph I)

(198(3-1997)
Professor of French

Sara L Ripy, Ph D

(1958-1989)

Professor of Mathematics

Ruth Schmidt, PhD

(1982-1994)

President of the College

Edmund J. Sheehey, Ph D

(1987-2004)
Professor of Economics

JohnA.TumblinJr., PhD

(1961-1990)

Professor of Sociology and

Anthropology

Ingrid Wieshofer, Ph D

(1970-2004)
Professor of German

STAFF

MaryAlverta Bond '53, B A

( 1960-1994)

Administrative Assistant to the

President

144 Agnes Scott College www.agnesscott.edu

Administration and Staff

OFFICE OF THE PRESIDENT

Elizabeth Kiss. B A,, B I'hil , DPhil
['resident ot the College,

Professor of Philosophy and

Women's Studies

Lea Ann Grimes Hudson '76, B A

Director of the Office ot the
President,
Secretary of the Board of Trustees

ACADEMIC AFFAIRS

Rosemary Levy Zumwalt, B A , MA

PhD
Vice President for Academic Affairs
and Dean of the College,
Professor of Anthropology

James K. Diedrick, B A , MA, Ph D

Associate Dean of the College,
Professor of English

Nancy C. Albert, AB, MS

Registrar

Jennifer W. Cannady, B A, MA

Assistant Dean of the College,
Director of Academic Advising

Nancy Devino, B A , Ph D

Director of the Science Center for
Women, Assistant Professor of
Chemistry

Laura Palucl<i Blake, B A , MA,

PhD,
Director of Assessment
Assistant Professor of Psychology

Jennifer Lund, B A , MA, Ph D
Director of International Education
Assistant Professor of Education

LaNeta Counts, BS ME

Director ol Information Technology

AmyJ. Lovell, BA, PhD

Director of the Center for Teaching

and Learning
Associate Professor of Astronomy

Isa Williams, BA , M A , PhD,
Director of Experiential Learning,
Director of the Atlanta Semester,-
Associate Professor of Women's
Studies

STUDENT LIFE AND
COMMUNITY RELATIONS

Gue Pardue Hudson '68, B A ,

MA,T
Vice President for Student Life and
Community Relations and
Dean of Students

Stephanies. Balmer, B S , MBA
Dean of Admission and Associate

Vice President for Enrollment

Management

Betty Derrick '68, B A, MA

Special Assistant to the Vice President
for Student Life and Community
Relations

John Lucy, B A , MA, Ph D
Associate Dean of Students

Michelle T.Hall, BAMS
Associate Dean of Students

Joeleen Akin, B S , MA
Director ol Athletics

BUSINESS AND FINANCE

John P. Hegman, BS, MBA

Vice President for Business and
Finance

Lai Chan, BS, MB A

Controller

Robert Gaskins, B B A

Senior Financial Analyst

Henry Hope, B S

Director of Public Safety

Karen Gilbert, B S

Director of F^uman Resources

INSTITUTIONAL ADVANCEMENT

Amy F.Nash, BA, MBA

Interim Vice President for Institutional
Advancement
and Director of Development

Jennifer Bryon Owen, B A

Interim Director of Communications

KimberlyA. Vickers, BA

Director ot Alumnae Relations

Agnes Scott College Catalog 2007-2009 145

Board of Trustees 2007-2008

OFFICERS
Harriet M. King '64

Chair

J. William Goodhew

Vice Chair

Lea Ann Grimes Hudson '76

SccretarT,'

Elizabeth Kiss

President of the College
ex officio

MEMBERS OF THE
BOARD

Gay 0. Abbott

Executive Vice President
SunTrust Banks, Inc
Atlanta, Ga

Ann Stein Alperin '58

Executive Director (retired)
Young Audiences ot Atlanta
Atlanta, Ga

Kathy Blee Ashe '68

State Representative
Atlanta, Ga

Pamela J. Bevier'6i

San Antonio, Tx , and New
York, NY

Robert L. Brown Jr.

President

R L Brown & Associates, Inc.

Decatur, Ga,

Mary Tyrena Carr '89

Senior Consultant
Electronic Data Systems
Corporation
Herndon, Va

JoAnn Sawyer Delah'eld '58

New York N Y

John Walter Dral<e

Attorney

McCurdy & Candler
Decatur, Ga.

Suzanne C. Feese '84

Attorney

King & Spalding LLP

Atlanta, Ga

Barbara Byrd Gaines '77

KLinager, Customer Interfaces
BellSouth Advertising and
Publishing
Tucker, Ga

Larry L. Gellerstedt ill

President, Office/Multi-Family

Division

Cousins Properties Incorporated

Atlanta, Ga

J.William Goodhew III

Vice President
Intelligent Systems
Norcross, Ga

Audrey L. Grant *77

Regional Medical Director
Team Health, Inc

Fairfax, Va

Sandra T. Johnson '82

Johnson Art and Antirjiics
Atlanta, Ga

Elizabeth Rhett Jones '73

Attorney
Mendham, N.j

Harriet M. King '64

Associate Professor of Law
Emory University
Atlanta, Ga

Nancy Moore Kuykendall '61

Davidson, N.C

Jeanne Kaufmann
Manning '72

President, The Azalea

Foundation

Sea Island, Ga , and

Santa Fe, N.K4.

SallieT. Manning '82

Property Operations Manager
h^ull Storey Retail Group
Augusta, Ga.

Phil Noble Jr.

Phil Noble and Associates
Politics Online
Charleston, S C

Marsha Norman '69X, H '05

Playwright
New Yirk, N Y

Mildred Love Petty '61

Atlanta, Ga.

James D. Philips Jr.

Managing Partner
La Querencia LLC
Atlanta, Ga , and Seattle, Wash

B. Clayton Rolader

President (retired)
Balentine & Go.
Teacher, Westminster Schools
Atlanta, Ga.

Susan E. Gamble
Smathers '75

Attorney
Jacksonville, Fla.

Boiling P. Spalding

Principal, Jackson Spalding
Communications
Atlanta, Ga

0. Benjamin Sparks

Pastor (retired)

Second Presbyterian Church

Richmond, Va

Linda Grant Teasley '61

Tampa, Fla

Jean HoeferToal'Ss

Chief kistice

Supreme Court of South

Carolina

Cokimbia, S C.

Clyde C. Tuggle

President, Russia, LIkraine and
Belams Division
The Coca-Cola Company
Moscow, Russia

David L. Warren

I'lesideiit

National Association of
Independent Colleges and
Universities
Washington, DC

Robert C. Williams

Vale Professor of FHistory
Emeritus, Davidson College
Center, Lovell, Maine

TRUSTEES EMERITI
AND EMERITAE
Dorothy H. Addison '43

Atlanta, Ga.

Elizabeth H. Cameron '43

Wilmington, N C

Evelyn B. Christman '40

New Orleans, La

Katherine A. Geffcken '49

Atlanta, Ga

NancyT.Hill'56

Richmond, Va

Suzella B. Newsome '57

Atlanta, Ga

Betty S. Noble '44

Decatur, C.a

M. Lamar Oglesby

Atlanta, Ga

Douglas D. Oldenburg Jr.

Davidson, N C

J. Davison Philips

Decatur. C.a

Louise H. Reaves

Decattir, Ga

B. Franklin Skinner

Atlanta, Ga.

John E.Smith II

Atlanta, Ga

Samuel R. Spencer Jr.

Davidson, N C.

W.G. Tittle Jr.

Nashville, Ga.

John H. Weitnauer

Atlanta, C.a

MaryAlverta Bond '53

Secretaiy Emerita
Decatur, Ga.

146 Agnes Scott College www.agnesscott.edu

2007-2008 Academic Calendar

FALL SEMESTER 2007

International students airive .Tuesday, Aug, 21

New student orientation Friday-Monday, Aug. 24-27

Registration for new

students Tuesday, Aug 28

First day of classes Wednesday, Aug. 29

Labor Day Monday, Sept. 3

Fall break Thursday-Sunday, Oct. 18-21

Thanksgiving break Wednesday-Sunday, Nov. 2 I -25

Last day of classes Monday, Dec. 10

Reading days Tuesday- Wednesday, Dec. 11-12

Exams Thursday -Tuesday, Dec. 13-18

SPRING SEMESTER 2008

Students arrive Monday, Ian 14

First day of classes Tuesday, Jan. 15

Martin Luther King I r Day ...Monday, Jan. 21

Spring break Monday-Friday, March 3-7

Easter break Friday -Sunday, March 21-23

Last day of classes Tuesday, April 29

Reading days Wednesday-Thursday, April 30-

May 1

Senior final exams Thursday-Tuesday, May 1 -6

Final exams Friday-Wednesday, May 2-7

Baccalaureate Friday, May 9

Commencement Saturday, May 10

SUMMER SESSION 2008

Session I

First day of classes Monday, June 2

Last day of classes Monday, June 30

Reading day Tuesday, July 1

Final exams Wednesday, July 2

Sfssjofj U

First day of classes Monday, July 7

Last day of classes Monday, Aug. 4

Reading day Tuesday, Aug. 5

Final exams Wednesday, Aug. 6

Agnes Scott College Catalog 2007-2009 147

2008-2009 Academic Calendar

FALL SEMESTER 2008

International students anive ...Tuesday, Aug, 19

New student orientation Friday-Monday, Aug. 22-25

Registration for new students Tuesday, Aug. 26

First day of classes Wednesday, Aug. 27

Labor Day Monday, Sept 1

Fall break Thursday-Sunday, Oct. 16-19

Thanksgiving break Wednesday-Sunday, Nov. 26-30

Last day of classes Monday, Dec. 8

Reading days Tuesday-Wednesday, Dec. 9-10

Exams Thursday-Tuesday, Dec. 11-16

SPRING SEMESTER 2009

Martin Luther King In Day Monday, Jan. 19

Students arrive Tuesday, Jan. 20

First day of classes Wednesday, Ian. 2 1

Spring break Monday-Friday, March 9- 1 3

Easter break Friday-Sunday, April 10-12

Last day of classes Tuesday, May 5

Reading days Wednesday-Thursday, May 6-7

Senior final exams Thursday-Tuesday, May 7- 12

Final exams Friday-Wednesday, May 8- 1 3

Baccalaureate Friday, May 15

Commencement Saturday, May 16

SUMMER SESSION 2009 (tentative)

Sesiion I

First day of classes Monday, June 1

Last day of Classes Monday, June 29

Reading day Tuesday, June 30

Final exams Wednesday, July 1

SfSSIOH //

First Day of Classes Monday, July 6 *

Last Day of Classes Monday, Aug. 3

Reading day Tuesday, Aug. 4

Final Exams Wednesday, Aug. 5

*July 4th falls on a Saturday. This proposal assumes that
the college will be closed on Friday, July 3.

148 Agnes Scott College www.agnesscott.edu

Index

About Agnes Scott College

7

Academic Accommodations for Di^

iabled Students

48

Academic Advising

A8

Academic Calendars (2007-2009)

147-148

Academic Dismissal

44

Academic Probation and Academi(

: Status Warning

43

Academic Program Restrictions

34

Accounts

Delinquent

25

Monttily Statements

25

Adding Courses

37

Administration

145

Admission, General Information

16

Advanced Placement Credit

18

Africana Studies Program

78

Agnes Scott College

At a Glance

4

Foundations

5

"Main" Hall

8

Mission

5

Values

6

A-Levels (Cambridge)

19

Alston Campus Center

10

Anthropology Courses

127

Application, The

16

Applying as Secondary School StL

ident

17

Art Department

79

Asian Studies

82

Astronomy Courses

117

Athletic Facilities

10

Atlanta Semester

60,83

Auditing Courses

38

Biochemistry and Molecular Biology Program

83

Biology Department

84

ButtrickHall

9

Campus Safety

Career Planning

Center for Writing and Speaking, The

Chemistry Department

Chinese Courses

Class Attendance

Classics

Coca-Cola Global Awareness Program, The

10
13
49
87
82
38
89
55,102

Completion of Semester Courses
Computer Facilities

Confidentiality of Awards, Financial Aid
Confidentiality of Student Records
Courses, Academic Program

Course Loads

Course Numbering
Credit, Restrictions on
Credit for Study Abroad
Cross Registration
Curricular Initiatives

D

Dana Fine Arts Building
Dance Program
Dean's Honor List
Degree Requirements
Depth Standard (Major)
Disabled Students

Academic Accommodation
Disciplinary Probation, Suspension and Dismissal
Disputed Final Grades Policy

Distributional Standards (also see Specific Standards)
Dual-Degree Programs

E

Early Admission
Economics Department
Education Department
Educational Technology Center
Emergency Withdrawal
Emeritae/i Faculty and Staff
Employees, Admission of
English Department

Literature Courses

Creative and Expository Writing Courses
Entrance Examinations
Entrance Requirements
Evaluation of Transfer Credit
Evans Hall

Exchange Program with Mills College
Experiential Education

(See Special Curricular Opportunities)
Extracurricular Activities

Clubs and Organizations

NCAA Athletics

Recreation, Intramural and Club Sports

27
40
37
37
37
19
56
60
54

9
131
52
30
33

48
44
40
31
64

18
92
94
49
45
43
20
96
97
98
16
16

Agnes Scott College Catalog 2007-2009 149

F

Faculty

Final Examinations

Financial Aid

Appeals and Reinstatement of Aid

Application Procedures

Awards Based on Other Factors

Determination of College Awards

Duration of Aid Eligibility

Federal Programs

Government Sources of Financial Assistance

Need-based Assistance

Notification of Awards, Financial Aid

Satisfactory Academic Progress

Student Responsibilities
First-Year Seminars
French and German Studies

G

Georgia, State of Georgia Grants

German

Coca-Cola Global Awareness Program

Global Connections Program

Goldwater Scholars

Grades

Graduation

Graduation Fee

Graduation Honors

Greek Courses

H

Health Insurance

Health Record

Health Services

History Department

Homeschooled Students

Honors List (also see Dean's Honor List)

Honor System

Hubert Scholars Program

Human Rights

I

Incomplete Policy (see Grades)
Independent Study (490)
Information Technology
Intercollegiate Athletics and Other Sports
International Baccalaureate Credit
International Education
International Relations
International Students

Orientation

Support

138
39
26
28
27
26
27
28
27
26
26
27
28
28
99
99

26

101
55,102
55
63
39
43
23
51

25

17
12

102
18
52
11
61

106

39
61
49
12
18
54
106

59
59

International Transfer Students 19

Internship (450) 61
Interviews, Admission 17,22

I.K

Japanese Courses 82

Joint Enrollment 17

Judicial Review Committee 46

L

Language Across the Curriculum 62

Latin Courses 90

Leave of Absence 36

Library, McCain 8

M

Majors (Depth Standard) 33
Master of Arts in Teaching Secondary Biology, Chemistry,

Mathematics or Physics 70

Master of Arts in Teaching Secondary English 68

Mathematics Department 107

Mathematics-Economics Program 109

Mathematics Learning Support Center, The 49

Mathematics-Physics Program 102

McCain Library Services 48

Minors 34

Mission of the College 5

Music Department 109

Applied Music 112

N,

Neuroscience 113

Observatory, Bradley 9

Official College Communication 30

Orientation 11

Other Financing Options 29

Overnight Visits 17

Pass/Fail Option 37

Payment Policy 23

Personal Counseling 12,50

Philosophy Department 114

Physical Education and Athletics Department 136

Physics and Astronomy Department 116

Planetarium, Delafield 9

Political Science Department 118

Post-Baccalaureate Programs 68

Master of Arts in Teaching Secondary English 68

Master of Arts in Teaching Secondary Biology,

Chemistry, Mathematics or Physics 70

Post-Baccalaureate Pre-Medical Program 74

Year-Five Post-Baccalaureate Studies 76

150 Agnes Scott College www.agnesscott.edu

Presbyterian Scholarships 26

Presser Hall 10

Professional and Graduate Schools 66

Preparation for Arts and Sciences 66

Preparation for Business 67

Preparation for Law 67

Preparation for Medicine 66

Psychology Department 120

Public Leadership Education Network 64

Readmission 20

Refund Policy 23

Registering for Courses 37

Religious Studies Department 122

Repeating Courses 38

Research Scholars Program 63

Residence Life 11

Residency Requirement 35

Residential Options 8

ROTC 65

s

Science Center 9

Social and Cultural Analysis Standard 33

Sociology and Anthropology Department 126

Spanish Program 128

Special Study (410) 62

Specific Standards (also see Distributional Standards) 30

Spiritual Life 13

Standards of Progress 43

Student Activities 12

Student-Designed Majors 62

Student Government 11

Student Right-to-Know Act 42

Studio Art Courses 81
Study Abroad

Approval 56

Eligibility for Faculty-Led Programs 56

Eligibility for Exchange and Study-Abroad Programs 57

Faculty-Led International Experiences 55

Funding Assistance for Study Abroad 57

International Scholarships and Fellowships 58

Predeparture Orientation 56

Study Abroad Opportunities, Other 57

Through Exchange Programs 56

Summer Research Scholars in Science, Julia T, Gary 63

Summer School 19

Transient Credit away from Agnes Scott 35

Teaching Certification

Technology Fee

Telephone Service

Tests

Theatre and Dance Department

Transfer Credit

Transfer Students

Transient Credit

Transient Students

Truman Scholars

Trustees

Tuition and Fees

Tutoring Services

U.V

Vehicle Registration

W

Washington Semester
Withdrawing from the College
Withdrawing from Courses
Women's Studies Program
Woodruff Scholars, Irene K.

Admission

Course Loads

Evaluation of Transfer Credit

Financial Aid for Woodruff Scholars

Health Record

Interviews and Visits

Nondegree Candidates

Time Limits for Completing a Degree

X.Y.Z

Year-Five Post-Baccalaureate Studies

63
23
25
39

130
35
19
35
19
63

146
23
50

65
36
38
132

76

Agnes Scott College Catalog 2007-2009 151

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V)

Acnes Scott Collece

Nonprofit

Organization

U.S. Postage

PAID

Decatur, GA 30030

Permit No. 469

Agnes Scott College

141 E. College Ave.
Decatur, GA 30030-3770

www.agnesscott.edu

'Students high aftsp-'^
Stort'e Mountain, a loci
landmark overlookin<^
the Atlanta skyline.i
President r" '" '