Agnes Scott College Catalog 2010-2011

Agnes Scott College

THE WORLD FOR WOMEN

2010-2011 Catalog

Digitized by the Internet Archive

in 2011 with funding from

LYRASIS Members and Sloan Foundation

http://www.archive.org/details/agnesscottcoll201011agne

Contents

Agnes Scott College at a glance 3

Mission of Agnes Scott College 4

About Agnes Scott College 6

The Campus 7

Life onCampus 11

Admission 15

Irene K. Woodruff Scholars 21

Tuition and Fees 23

Financial Aid 27

Academic Program 32

Academic Policies 46

Academic Support Services 52

Academic Honors 56

International Education 59

Special Curricular Opportunities 66

Off-Campus Opportunities 70

Preparation for Graduate and Professional Schools 72

Post-Baccalaureate Programs 75

Courses of Study

Africana Studies 88

Art and Art History 92

Asian Studies 97

Atlanta Semester 99

Biochemistry 100

Biology 101

Chemistry 106

Classics 110

Economics 115

Ed ucation 119

English 122

Environmental and Sustainability Studies 128

Film and Media Studies 129

First Year Seminars 130

French and German 136

Global Awareness 141

History 142

Human Rights 148

International Relations 149

Mathematics 151

Math-Economics 154

Math-Physics 154

Music 155

Neuroscience 162

Philosophy 163

Physical Education and Athletics 166

Physics a nd Astronomy 169

Political Science 174

Psychology 179

Public Health 183

Religious Studies 185

Sociology and Anthropology 191

Spanish 197

Theatre and Dance 200

Women's Studies 205

Faculty 212

Emeritae/iFaculty and Staff 225

Administration 228

Boa rd of Trustees 230

2009-2010 Academic Calendar 234

Directions 235

2010 Agnes Scott College

Agnes Scott College Catalog 2010-2011

Agnes Scott at a Glance

Agnes Scott College is a highly selective, independent national liberal arts college for

women located in metropolitan Atlanta, affiliated with the Presbyterian Church (U.S.A.)

Enrollment: 900 students from 45 states/U.S. territories and 27 countries

Student Body: 35 percent underrepresented minorities, 7 percent international; 91

percent of traditional-age students live on campus

Honor System: one of the oldest student-governed honor codes in the U.S. and a

hallmark of life at Agnes Scott

Faculty: 82 full time, 100 percent of tenure-track faculty hold a Ph.D. or other terminal

degree

Student-faculty ratio: 9 to 1

Average class size: 15

Academic programs: B.A. in 33 majors and 31 minors; post-baccalaureate certificate in

pre-medicine; M.A.T. in secondary biology, chemistry, English, math and physics

Dual-degree programs: engineering with Georgia Institute of Technology, nursing with

Emory University, art and architecture with Washington University in St. Louis

Cross-registration: 19 other colleges and universities in metropolitan Atlanta

ROTC: Army and Air Force through the Georgia Institute of Technology

Concurrent enrollment: Rollins School of Public Health at Emory University

Study abroad: 50 percent of Agnes Scott students study abroad before graduation;

opportunities for study in more than 50 countries through the International Student

Exchange Program, The Coca-Cola Global Awareness Program and Global Connections

Academic calendar: fall and spring semesters; coeducational summer school

Athletics: six NCAA Division III sports basketball, lacrosse, soccer, softball, tennis,

volleyball

Campus: 29 buildings and an apartment complex on 100 acres in a national historic

district

Alumnae: Rhodes, Marshall, Fulbright, Truman, Goldwater, and Gates Millennium

scholars; Grammy and Oscar Award winners, a Tony Award and Pulitzer-Prize winning

playwright; former chief justice of the South Carolina Supreme Court; CEO of Ann Taylor

Stores Corp.

Agnes Scott College Catalog 2010-2011

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 of the
highest standards so that students and faculty can realize their full creative 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 inclusive community that expects honorable
behavior, encourages spiritual inquiry and promotes respectful dialogue across differences.

Adopted by the Board of Trustees, August 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 primary 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 established with a distinctive mission: to educate women for the
betterment of their families and the elevation of their region. Initially named the Decatur
Female Seminary 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 accreditation, and dedicated itself from the beginning to the highest level of "moral
and intellectual training and education." 1 Its emphasis on academic excellence and a
rigorous liberal arts curriculum "fully abreast of the best institutions of this country" 2 has
always encouraged independent thinking in an atmosphere for learning. The college's
residential campus, now prized for both 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 founding
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 college models new forms of undergraduate education for women,
including innovative science and international programs; language, technology and speaking
throughout 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 participants 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 achievement. Alumnae
distinguish themselves in medicine, science, education, ministry, the arts, law, politics,
business and community service. Since the early 1920s, the college has ranked in the top
10 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 United

Agnes Scott College Catalog 2010-2011

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 engagement 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.

Adopted by the Board of Trustees, August 2002

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

2 Agnes Scott Ideal, Frank H. Gaines, 1889

AGNES SCOTT COLLEGE VALUES

A Commitment to Women

To a holistic approach to education for women, acknowledging the primacy of intellectual
development, 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 mentoring.

To the utilization of wide-ranging pedagogical techniques and technologies.

To an emphasis on collaborative learning.
A Commitment to the Liberal Arts

To the experience of a broad range of liberal studies 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, philosophies and perspectives from all
members of the college community.

To applied learning opportunities in local and international communities.
A Commitment to a Community that Values Justice, Courage and Integrity

To encourage the development of a spiritual commitment 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 by the faculty, April 1995
Affirmed by the Board of Trustees, August 2002

Agnes Scott College Catalog 2010-2011

About Agnes Scott College

AGNES SCOTT COLLEGE is committed to educating women who achieve in their professions,
contribute to their communities, engage the social, technological and global issues of 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, interdisciplinary 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, Marshall, Fulbright, Truman,
Gates Millennium and Goldwater scholars; the first female chief justice of the South Carolina
Supreme Court; the CEO of Ann Taylor Stores; Grammy, Oscar, Tony and Pulitzer-Prize
winners; internationally acclaimed scientists and women who work in the CIA, CDC, EPA,
CNN, Federal Reserve and the Peace Corps. Agnes Scott students have also received
prestigious awards including 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 2010-2011

The Campus

JUST SIX MILES from Atlanta's city center, Agnes Scott is located on a beautiful 100-acre
campus in a national historic district and a 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 29
buildings and an adjacent apartment complex for upperclasswomen. 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 constructed 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 continues to serve the campus as a
residence hall and office/meeting space. The upper floors provide residence hall space, while
the first floor houses the offices of the president and dean of students.

The building's bell tower provides a focal point for the campus. The ringing of the bell
notes special occasions such as commencement and convocations, and 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, telephone and cable-
TV services. Access to the Internet is provided at Avery Glen Apartments through cable-
modem services.

MCCAIN LIBRARY

The James Ross McCain Library combines strong collections, individual attention, excellent
study spaces and advanced technology to meet the learning, research, teaching and
personal development needs of our students, faculty and staff. Built in 1936, the
architecturally distinguished McCain Library reopened in 2001 following 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 231,000 volumes, 49,351 digital books, access to 26,956 periodical titles and
approximately 22,815 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 280 databases offer access to full-text articles from
several thousand journals, periodical indexes in most major academic areas, primary
sources and reference tools serving all disciplines. These electronic resources include, but
also go beyond, the holdings of GALILEO, Georgia's statewide virtual library. McCain Library
also circulates equipment, e.g., wireless laptops (for in-library use), flash drives, digital
cameras, audio recorders and Purple Bikes.

Through Agnes Scott's membership in ARCHE (Atlanta Regional Council for Higher
Education), students enjoy limited access to visit and use the library holdings of 19 other
local colleges and universities once they obtain an ARCHE Interlibrary Use Card from McCain

Agnes Scott College Catalog 2010-2011

Library. Interlibrary loan, handled by McCain on students' behalf to borrow from outside
Atlanta, provides additional access to specialized research materials for students and
faculty.

COMPUTER FACILITIES

The college provides technology resources that enhance the teaching and learning
environment. All campus facilities and classrooms allow access to the college's computer
network. The network provides access to the Internet, e-mail, network file and print
services and online Web-based services (McCain Library, Moodle, AscAgnes, Online Phone
Directory and the campus intranet).

McCain Library houses the McCain 211 classroom and the ground floor's Educational
Technology Center, a 24-hour accessible area containing the Center for Writing and
Speaking, Technology Production Studio, and a multimedia laptop classroom. There are also
desktop computers available for academic applications near McCain's first-floor entrance,
and laptops for four-hour, in-library use may be borrowed from the circulation desk.
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 computing facilities including the Patricia
Collins Butler Center and the SunTrust Cyber Cafe. Buttrick Hall houses the Educational
Curriculum Library, Hayes M.A.T. computer lab, Math/Economics computer lab and media-
enriched classrooms. Mac computers are available in the Dana Fine Arts Building graphics
lab. A small computer lab is available in each residence hall for student computing use and
printing.

Computer technology is available throughout 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 Bullock Science Center's Linux lab.

Through the Office of Information Technology, students 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 115,000-square-foot Bullock Science Center (named after
Mary Brown Bullock, '66, Agnes Scott College President from 1995-2006) houses media-rich
classrooms, laboratories, faculty offices and equipment for the four disciplines that use
investigative laboratories biology, physics, chemistry and psychology. The center features
multimillion-dollar instrumentation and dedicated faculty-student research laboratories. The
center links the college's north and south sections, and with McCain Library, Alston Campus
Center and the Julia Thompson Smith Chapel forms the Science Quadrangle.

BRADLEY OBSERVATORY AND DELAFIELD PLANETARIUM

The 70-seat Delafield Planetarium boasts a 10-meter AstroTek dome and a Zeiss
Instruments computer-controlled projector. 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 and extensive computer facilities.
It provides a wide variety of telescopes in addition to the Beck Telescope. The Celestial
Observation Plaza is located at the west entrance.

The observatory holds frequent open houses and public events, including the William A.
Calder Equinox Concert Series, which features musical performances on the autumnal and
vernal equinoxes. The observatory provides students with the means to make telescopes,
duplicate historical experiments and observe and process data from astronomical

Agnes Scott College Catalog 2010-2011

phenomena. One of only two astronomical teaching and research facilities in Atlanta,
Bradley Observatory was named in 1950 in honor of William C. and Sarah Hall Bradley. The
Delafield Planetarium was added in 2000 and is named for JoAnn "Joie" Sawyer Delafield '58
and her husband, Dennis.

BUTTRICK HALL

Buttrick Hall is the hub of academic activity on campus, housing the Office of the Dean of
the College and many academic departments and programs. 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 by Atlanta architect John Portman, 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, classrooms, 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 Carolina. Winter Theatre, which seats more than 300 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 a music center and a chapel, Presser Hall 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 Henry
Gaines (1889-1923), features seating for 800 and houses a 3,000-pipe, four-manual Austin
organ. Presser Hall is also home to 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

Wallace M. Alston Campus Center, opened in spring 2001, connects the residential and
academic areas of campus. The center contains meeting rooms for student functions and
office space for administrative staff. 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, religious and spiritual life, intercultural affairs, residence life and the Gue P.
Hudson Center for Student Engagement & Leadership.

EVANS HALL

Letitia Pate Evans Hall, renovated in 1999, 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. The
building features seated dining space for 400, a marche servery, spaces for outdoor dining
and conference facilities on the terrace level.

ATHLETIC FACILITIES

Robert W. Woodruff Physical Activities Building provides facilities for recreational and NCAA
Division III intercollegiate athletic pursuits. Facilities include a basketball 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 Education and Athletics are housed here. Located just beyond Woodruff are the
Gellerstedt Track and Field, named in honor of Lawrence Gellerstedt Jr. and Mary Duckworth

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Gellerstedt '46, and Byers Tennis Courts, given by Tricia Fling Byers '98 in honor of
Kathleen Hope Fling '33.

JULIA THOMPSON SMITH CHAPEL

Dedicated in 2008, the Julia Thompson Smith Chapel is a Christian chapel welcoming people
of all faiths for worship services, meditation and prayer, small Bible study groups and other
religious study, occasional lectures and intimate concerts. The chapel, named for Julia
Thompson Smith '31, is home to a rare Brombaugh Opus 31 d organ.

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 alert and aware and to join a campus-wide effort to maintain safety.
Students are offered a number of opportunities 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.

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LIFE ON CAMPUS

ORIENTATION

At Agnes Scott College the entire community works together to help incoming students
successfully begin their college careers. Orientation begins during the summer before a new
student arrives with contact from Orientation Council, upperclass students who plan and
coordinate orientation activities and events. Once new students arrive on campus, they
meet with their Orientation Group and the Scottie Sidekick (a.k.a. Orientation Group
Leader). This group will serve as a support system for the first few weeks as students
become adjusted to their new environment.

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

International students, members of underrepresented populations, transfer students
and Woodruff Scholars are offered additional programs tailored to their needs.

HONOR AND JUDICIAL 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 student accepts the Honor System as her
way of life and formally adopts it by the following pledge:

As a member of the Student Body of Agnes Scott College, I consider myself bound by honor
to develop and uphold high standards of 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 of life.

STUDENT GOVERNMENT

Agnes Scott is a community that values open communication among faculty, students and
administrators. The Student Government Association acts as a formal liaison between
students and the administration. 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 Handbook and listings of
student organizations may be found on the student life section of the Agnes Scott website.

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 furnishings
(some donated by alumnae) and chandeliers in the lobbies and parlors. All three are listed
in the National Register of Historic Places. Three other comfortable residence halls are
Hopkins, Walters and Winship. All residence-hall rooms have Internet, telephone and cable-
TV connections. Winship and Walters feature living and learning communities for new
students enrolled in First-Year Seminars.

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.

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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.

Upperclass women have another housing option in the three restored Queen Anne-style
homes on the west side of the campus. These houses create living/learning communities
based on learning themes (recent themes: Africana studies, public health, Asian studies,
dance, sustainability). Students apply 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
a house, residents commit to 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 approved by the director of residence life. Students in the Atlanta area
who live with their parent(s) may apply for approval from the director of residence life to
commute.

If a student's conduct indicates she is not in sympathy 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, VOLUNTEER OPPORTUNITIES &
INTERCULTURAL AFFAIRS

Outside the classroom, student activities add to life at Agnes Scott. Volunteer opportunities,
excursions, formal dances, band parties, concerts, films, workshops, dialogues and lectures
on classical and contemporary issues are presented through the offices of student activities
(including community engagement) and intercultural affairs. Alston Campus Center houses
many of these activities.

INTERCOLLEGIATE ATHLETICS AND OTHER SPORTS

Students enjoy sports on campus, including weight training, cross country, tennis,
cheerleading and swimming. They can participate in intercollegiate basketball, Softball,
soccer, tennis, volleyball and lacrosse through Agnes Scott's Division III membership in the
National Collegiate Athletic Association. The college is a member of the Great South Athletic
Conference.

WELLNESS CENTER

Undergraduate students are eligible for health services provided at the Wellness Center. The
health services director is a nationally certified nurse practitioner who works with physician
consultants in internal medicine, gynecology, dermatology and psychiatry. Services include
evaluation and treatment of health problems, counseling, special health education and
screening programs.

The college reserves the right, if parents or guardians cannot be reached, to make
decisions concerning emergency health problems for any student who is a minor. Students
with specific health problems, serious illnesses or injuries will be referred to the appropriate
specialist or medical facility.

Confidential counseling services are offered for all enrolled Agnes Scott undergraduate
students by personal counseling staff members who are licensed psychologists or by
doctoral-level graduate students under staff supervision. 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, handling a crisis, eating and/or body image

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concerns, improving study skills, improving time management, increasing self-esteem, and
dealing with alcohol and/or drug concerns.

Individual counseling involves one-on-one meetings with a counselor for about 45 to 50
minutes. Couples counseling is available for dealing with relationship or roommate concerns.
Group counseling involves three or more students meeting 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 specific mental health-related issue. Referrals are available for off-
campus mental health services (e.g., longer-term psychotherapy, testing for learning
disabilities, psychiatric care, intensive-treatment programs). In addition, workshops and
presentations can be arranged for groups or classes interested in counseling-related topics.

The center's wellness education programs stress prevention of illness, promotion of
self-care and encouragement of positive health practices. Reference materials on wellness
issues are available.

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 Council, an interfaith committee of leaders from each student-led religious/spiritual
group.

Contexts for reflection on the relationship between 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.

Along with the volunteer coordinator, the religious and spiritual life 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 opportunities 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.

CAREER PLANNING

The Office of Career Planning supports students in entering and sustaining satisfying
careers. From the orientation tour of the office for first years to the celebrated days of job
offers and graduate school acceptances for seniors, the office's goal is to provide individual
and small group counseling and resources for students at all stages of career exploration.

To this end a student may choose to take career and/or personality assessment
instruments which help her focus on her interests, values and personal preferences and
their implications for career decision-making. Programs to enhance the exploration process
include career observation days, externships, internships, workshops and seminars.
Students are encouraged to participate in summer and/or semester-long internships to gain
experience in a specific career field. Internships may be paid or unpaid, credit-bearing or
not-for-credit. In order to offer richness and diversity of opportunities, the office maintains
relationships with employers, graduate and professional schools, friends of the college,
alumnae and other colleges and universities. Agnes Scott is a member of a consortium of

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small colleges and universities that holds an annual career fair as well as a participant in a
Georgia statewide College-to-Career fair. Emory University Career and Graduate School fairs
are open to Agnes Scott students as is the annual Emory Research Job Fair.

Through the office, students acquire career search skills and the proficiency to use
them throughout their careers. Resources in the career planning library, career fairs,
programs such as an annual resume exhibit and senior transitions programming are all
designed to encourage a student's awareness and initiative in activities related to career
and life planning. Juniors considering graduate school and seniors about to embark on job
searches are all invited for individual appointments to discuss goals (or uncertainties),
timelines and next steps. Career planning library and staff resources include directories of
graduate/professional school programs, test preparation materials for relevant entrance
exams, assistance with decision-making, application procedures and mock interviews. For
seniors seeking jobs after graduation, a wide range of programming is available, and
employers are actively encouraged to recruit students. Students accepted to graduate
school join successful job seekers in the spring tradition of ringing the bell in Agnes Scott
Hall on Fridays.

STUDENT LEADERSHIP

Multiple opportunities for leadership development are available on campus through regular
student-leadership retreats, workshops and programs facilitated through the Gue P. Hudson
Center for Student Engagement and Leadership. Each spring, a select group of first-year
students participates in the Emerging Leaders program, which includes a retreat and weekly
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 time for elected student leaders to plan and prepare for the
upcoming academic year. The Dana Scholars leadership program is a monthly leadership
program for students from each class.

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Admission

AGNES SCOTT COLLEGE seeks to enroll students of diverse backgrounds, interests and
talents whose academic and personal qualities promise success. Qualified women of any
race, age, creed or 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 reviewed thoroughly.

Most students are admitted on the basis of their academic and personal records without
regard to financial need. The college does consider an applicant's financial situation in the
review of applications from international 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 website: www.agnesscott.edu/admission/undergraduate/apply.

An application must be accompanied by a nonrefundable $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 should
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
recommended high school academic program is four years of English, two years of a foreign
language, three years of mathematics (algebra I, II and geometry), two years of laboratory
science (biology, chemistry and physics) and two years of social science. Students may be
accepted without the recommended number of courses in a particular field. Credits and
diplomas must be earned at accredited institutions.

Entrance Examinations

The submission of SAT or ACT scores is optional for applicants. However, applications must
include at least one of the following:

SAT/ACT scores

An evaluative interview with an Agnes Scott representative

An analytical or critical graded writing sample (including a description of the assignment,
teacher comments and the grade).

All home-schooled applicants are required to submit test scores.
If a student chooses to submit SAT/ACT scores, 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.

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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
P.O. Box 168

Iowa City, IA 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.

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 admission officers to better understand an applicant's academic 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, visit www.agnesscott.edu/admission/undergraduate/visit,

call or e-mail the Office of Admission at least one week in advance.

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 accepted student website and are
due to the director of student health services by Aug. 7 for the fall semester and Jan. 7 for
the spring semester.

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, a guidance
counselor's recommendation and a teacher's recommendation. The submission of SAT/ ACT
scores is optional. However, applications must include SAT/ ACT scores, an interview with an
Agnes Scott representative or an analytical or critical graded writing sample (including a
description of the assignment, teacher comments and the grade). Agnes Scott admits
students according to these application plans:

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Early Action/Non-Bindinq

APPLICATION DEADLINE: Nov. 15

NOTIFICATION DATE: Dec. 15
Scholarship Decision

APPLICATION DEADLINE: Jan. 15

NOTIFICATION DATE: Beginning late January
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 if available, a letter from the high
school counselor providing a general recommendation and specific course approval and the
joint-enrollment application found at

www.agnesscott.edu/admission/undergraduate/apply. Highly qualified high school juniors
may also be considered.

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 recommended by her school. Most high schools grant a diploma after
a student completes first-year courses at Agnes Scott. A student considering this option
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 interview
is required.

Home-schooled Students

The college welcomes admission applications from candidates 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 are strongly recommended, and
SAT/ACT scores are required. Results from three SAT II subject tests in areas such as
English and math may be requested. While students are evaluated individually, standardized
test scores and writing samples are important factors in admission decisions.

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 studied in a language
other than English at the secondary level must submit official test scores from the Test of
English as a Foreign Language (TOEFL) or the International English Language Testing
System (IELTS). 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

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IELTS Program
www.ielts.org

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

Results of the SAT I with writing

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

All application materials (including academic transcripts, grade reports and 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/academics/academicadvising/apcredit.aspx.

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
information, see www.agnesscott.edu/academics/academicadvising/ibcredit.aspx. Credit is
not awarded for examinations taken at the subsidiary/standard level.

Cambridge Examinations

Contact the Office of Academic Advising for information about evaluations of A-Level and
AS-Level examinations administered by the Cambridge International Examinations Board.

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 Placement and International Baccalaureate exams. Joint-
enrollment credit must be earned through courses taken on an accredited college campus.
All inquiries and materials for Advanced Placement, International Baccalaureate and joint
enrollment should be directed to the Office of Registrar.

COLLEGE STUDENTS

Transfer Students

Agnes Scott welcomes applications from transfer students, including graduates of two-year
colleges. Transfer applicants are admitted on the basis of academic and personal
achievement and motivation. In addition to a completed application, each applicant must
submit:

An official transcript of all high school and college work

An evaluation from a professor or instructor

An official statement of good standing from the college

The submission of SAT/ ACT scores is optional. However, applications must include
SAT/ACT scores, an interview with an Agnes Scott representative or an analytical or critical
graded writing sample (including a description of the assignment, teacher comments and
the grade).

Students who are on probation or who 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

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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

FALL ADMISSION, 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. The maximum number of transfer hours that a student may transfer toward a
degree from Agnes Scott is 64, half the number required for a diploma. Transfer students
may submit an unofficial transcript along with the course descriptions to the registrar for an
unofficial transcript evaluation. Students may be required to provide course descriptions or
course syllabi from previous colleges. Students wishing to apply a substantial body of work
earned elsewhere toward their major should check with the Office of the Registrar.
Academic advising is available to admitted students to plan their coursework.

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 their 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 Office of the Registrar and supported by these
items sent at the student's initiative: a transcript of record, 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 School

Summer school is open to male and female college students in good standing with their
home institutions; high school students who have completed their junior year and those
with a bachelor's degree who want to take a course as well as Agnes Scott students.
Summer 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 the college's
website: www.agnesscott.edu/admission/summerschool.

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 nonrefundable
application fee, applicants must submit transcripts from any college/university attended
since the original application was filed, one letter of recommendation from a college
professor who taught the applicant, and a letter from the applicant stating what she 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. Students returning after an absence of more than two years will be subject
to the requirements of the catalog in effect at the time of readmission. Deadlines for
readmission applications are July 15 for enrollment in the fall semester and Nov. 15 for
enrollment in the spring semester.

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EMPLOYEES

The Office of Admission welcomes applications from college employees. In addition to the
employee-admission 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 is required for degree-seeking
applicants. There is no application fee for employees. Please note the applicant may be
asked to provide additional information depending on individual circumstances. See the
Agnes Scott College Employee Handbook for additional information on tuition-remission
policies for employees, spouses and dependents. All employees who wish to take
advantage of tuition-remission benefits for themselves, their spouse or dependents must file
a tuition-remission request form with the Office of Human Resources by March 1 for the
upcoming academic year.

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Irene K. Woodruff Scholars

AGNES SCOTT COLLEGE welcomes non-traditional students who wish to pursue educational
objectives in the Woodruff Scholars program. Agnes Scott defines non-traditional students
as women who are 24 years or older, married or have a child. Woodruff Scholars vary
greatly in age, marital circumstances, socioeconomic status and degree of participation in
campus life. Some are attending college for the first time while others are returning to
college to complete a degree or pursue a particular interest. 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 programs of study for personal enrichment, to learn more in a particular field
or to prepare for graduate study in fields such as medicine, law or theology. Each student's
program of study is carefully and individually planned and reviewed.

ADMISSION

The college accepts applications for fall or spring semester and for summer school.
Applicants should submit the Transfer Common Application, which can be found at
www.agnesscott.edu/admission/undergraduate/apply. Applicants must complete and submit
the following items, all of which are available online. (Note the $35 application fee is waived
when applying online):

Agnes Scott Supplement

Common Application for Transfer Students (applicants will be directed to this version
upon login if they answer that they have previously taken college courses)

Instructor evaluation

Official high school and college transcripts

College Official's Report (evaluation from dean or academic adviser) - strongly
encouraged

An evaluative interview with an Agnes Scott representative

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 carefully 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. 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 Health Services before a student attends classes. Health-record forms are
available on the accepted-students website.

EVALUATION OF TRANSFER CREDIT

Academic credit earned at other regionally accredited institutions and meeting the college's
standards is applied toward the Agnes Scott degree upon classification. The maximum

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number of credit hours that may be transferred toward a degree at Agnes Scott is 64, half
the number required for a diploma. Students may submit an unofficial transcript along with
the course descriptions to the registrar for an unofficial transcript evaluation. Students may
be required to provide course descriptions or course syllabi from previous colleges.

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.

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 Admission. 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 college work.

NONDEGREE CANDIDATES

Nondegree candidates are not classified. For application information, contact the Office of
the Registrar.

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Tuition and Fees

UNDERGRADUATE 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 2010-2011 academic year are:
Tuition $ 31,068

Room and board $ 9,850

Student activity fee $ 215

Total $ 41,133

A student's financial aid package will be considered when determining amounts due
each semester. Due dates for tuition and fees are Aug. 1 for the fall semester and Jan. 1 (or
the first business day thereafter) for the spring semester. Payments made after the stated
due dates will be assessed a $250 late payment fee.

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 students pay a nonrefundable $150 deposit by March 15. This deposit entitles
students 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 $1294.50 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 for changes after the 10-day drop/add period. The $215 student
activity fee is due at the beginning of the first semester of an academic session in which the
student is enrolled for six or more semester hours. For science courses with a corequisite
laboratory, the laboratory fee is $25.

Health Insurance

The college requires all students to have health insurance, which for undergraduates is
included in the tuition charge. There are no additional charges for the mandatory student
health insurance for domestic students (with the exception of Year-Five students).

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

Routine treatment in the Wellness Center is included in the health insurance plan,
though students will need to submit reimbursement forms to the insurance carrier for
charges applied to their accounts based on Wellness Center visits.

Summer School Tuition and Fees

Summer School tuition is set each year; summer 2011 tuition is $425 per hour. Most
courses are four credit hours. For science courses with a corequisite laboratory, 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, Woodruff Physical Activities
Building and Gellerstedt Track and Field. The Wellness Center is not open during Summer
School. 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.

Payment Policy

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24

A student may not register or attend classes until accounts 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.

Agnes Scott College participates in the Tuition Management System (TMS) payment
plan. For more information on the TMS plan options, visit their web site at
www.afford.com/agnesscott or call 1-888-285-3052 and speak with a representative.

Refund Policy

A refund refers to college charges that are refunded to the student and/or to the financial
aid sources that covered 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. No
refund will be made of the $350 enrollment/$150 re-registration deposit.
Agnes Scott's institutional refund policy for tuition is:

90 percent tuition refund when withdrawal is within the first week of the semester;

50 percent tuition refund when withdrawal is before the end of the third week of the
semester; and

25 percent tuition refund when withdrawal is before the end of the sixth week of the
semester.

No refunds after the end of the sixth week of the semester.

Agnes Scott's institutional refund policy for room and board and mandatory fees is:

No refund for room charges after the start of the semester;

No refund on mandatory fees;

Pro-rated refund on meal plans (board) on a weekly basis.

The date of withdrawal is the last date of class attendance. This is defined as the date when
the student initiates the withdrawal process by requesting a withdrawal form from the Office
of Academic Advising. The student must then complete the form, including all required
signatures, within three business days after receiving the form. Withdrawal is complete
when the completed form is submitted to the Office of Academic Advising.

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.

Return of Title IV Funds

If a student completely withdraws from Agnes Scott College during the first 60 percent of
the semester and has received federal student financial assistance, the college must
calculate the amount of federal funds that were "not earned." This process is required to
determine if the college and/or the student must return funds to the federal programs.
The percentage "not earned" is the complement of the percentage of federal funds "earned."
If a student withdraws from all classes before completing 60 percent of the semester, the
percentage "earned" is equal to the percentage of the semester that was completed.
(Basically, this percentage is calculated by dividing the total number of days enrolled by the
total number of days in the semester.) If the student has received more financial
assistance than the calculated amount "earned," the college, the student or both must
return the unearned funds to the appropriate federal programs. If the student withdraws
after completing 60 percent of the semester, she is considered to have earned 100 percent
of the federal funds received.

The college must return the lesser of the amount of federal funds that the student does
not earn or the amount of institutional costs that the student incurred for the semester
multiplied by the percentage of funds "not earned." The student must return or repay, as
appropriate, the remaining unearned federal funds. An exception is that students are not
required to return 50 percent of the grant assistance received that is their responsibility to

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repay.

It should be noted that the Institutional Refund Policy and the federal Return
of Title IV Funds Policy (R2T4) are separate and distinct. Students who completely
withdraw after the college's refund period has passed and before the 60 percent point of the
semester may owe a balance to the college that was previously covered by federal aid.
Students receiving federal assistance are advised to consult the Office of Financial Aid
before initiating the withdrawal process to see how these regulations will affect their
eligibility.

Student financial aid refunds must be distributed in the following order by federal
regulation:

1. Unsubsidized Federal Stafford Loans

2. Subsidized Federal Stafford Loans

3. Federal PLUS loans

4. Federal Pell Grant Program

5. Academic Competitiveness Grant program

6. National SMART Grant program

7. Federal SEOG Program

Any additional refund of charges, after federal funds have been 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 statement 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.
You may also view your statement online through your AscAgnes account.

Go to your AscAgnes account

Log on

Click on AscAgnes for Students

Look under the heading "Financial Information" and click on "My Account Statement"
. Click OK

NOTE: Adjustments to financial aid awards due to changes in enrollment status, like
dropping below full time, will be delayed on the on-line statement.

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.

Telephone Service

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

Vehicle Registration

Vehicle registration is $100 for the academic year or $60 for one semester, payable at the
Office of Public Safety (next to the West Parking facility on S. McDonough Street).

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Music Fees

See Department of Music section of the catalog.

Graduation Fee

A nonrefundable graduation fee of $150 to cover purchase of cap, gown, hood and diploma
is required of all students who expect to graduate. This payment is due on Jan. 1 with
tuition, fees and room and board charges for the spring semester.

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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 enhance 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 leadership 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 evaluation, a student may be offered a financial aid package consisting of one
or more grants, a federal Stafford Student Loan and the offer of campus employment.
The primary factors used to determine eligibility for need-based 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 parent(s) or guardian(s)

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
scholarships 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 financial circumstances. Prospective students may obtain more
information and can apply online at
www.pcusa.org/financialaid/programs/natpresbycollege.htm.

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 members of this two-year honor

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28

organization. Two scholarships are awarded annually.

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

In addition, merit-based scholarships are available to transfer 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 (GTEG).
For 2010-11 the amount of the grant is $750. To qualify, a student must have been a legal
resident of Georgia for the 12 months immediately preceding enrollment at Agnes Scott and
must be registered for at least 12 semester hours through the 14th day after the end of the
drop 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. Students must complete the
GSFAPPS form online at www.GAcollege411.com to be considered.

HOPE Scholars are eligible to receive a HOPE Scholarship of $4,000 from the state of
Georgia.

Four programs provide federal grant funds. The Federal 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 $5,550 for 2010-2011. Federal Supplemental
Educational Opportunity Grants range from $100 to $4,000.

Completing a FAFSA is all that is necessary to apply for the federal grant programs.
Federal Pell Grant recipients in their first or second year may also be eligible for the
Academic Competitiveness Grant (ACG). The Academic Competitiveness Grant provides up
to $750 for the first year of undergraduate study and up to $1,300 for the second year of
undergraduate study. The National SMART Grant provides up to $4,000 per year and is
available to juniors and seniors who are eligible for the Federal Pell Grant and who are
majoring in specific science or mathematics programs. More information on all four
programs is available at http://studentaid.ed.gov.

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 Direct Loan program enables students to borrow directly from the U.S.
Department of Education. Students must complete the Free Application for Federal Student
Aid to be eligible for a Federal Direct Stafford Loan. The low-interest loans are repayable
beginning six months after ceasing at least half-time enrollment.

The Federal Stafford Loan program limits the base 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. If the results of the aid application indicate a
student is eligible for a subsidized loan, the federal government will pay the interest while
the student is attending an eligible institution at least half time. Students who are not
eligible for the need-based subsidized loan may borrow under the federal unsubsidized
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. In addition to the base amount,
students are also eligible for $2,000 each year of additional unsubsidized loan.

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.

Students seeking aid for the next session should complete the FAFSA online at

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29

www.fafsa.ed.gov. The priority filing deadline is February 1 for first-year students and May
1 for returning students.

For returning students, the FAFSA financial aid application must be processed 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.

Determination of College Awards

The financial aid office uses information from the Free Application for Federal Student Aid
(FAFSA) application to determine the amount of family resources that should be available to
the student for college expenses. Among the factors used in the analysis 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.

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 circumstances, the college considers the
award a private matter between the student, her parents and the financial aid office. In
accordance with The Family Educational Rights and Privacy Act of 1974, Agnes Scott will not
release this information to others without the student's written consent.

Student Responsibilities

Students interested in financial assistance at Agnes Scott must apply for all federal and
state grants that may be available 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 satisfactory
progress toward completion of their degrees to continue receiving financial assistance.

Students who are receiving financial assistance but withdraw from the college during
the refund period may not receive refunds personally. Instead, the refund will go to the
various programs from which funds were issued. In cases where students withdraw from the
college and have received cash for non-direct 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. Students who attend part time or who transfer in credits from an institution in
which they were previously enrolled will have their aid eligibility 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 transfer and part-time
students. For example, a Woodruff Scholar who enrolls as a first-semester junior and
attends 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 drop/add period of the semester will have
their financial aid awards revised to reflect any change in enrollment status (full time, three-

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30

quarter time or half time). A student's enrollment status on the last date to drop a course
without a "W" grade will be used in the computation of the student's duration of financial aid
eligibility.

SATISFACTORY ACADEMIC PROGRESS

Students must maintain satisfactory academic progress to receive financial assistance
through programs authorized by Title IV of the Higher Education Act as amended,
administered by the state and funded by the college.

The criteria for standards of progress and academic probation also determine financial
aid probation. When a student 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 require specific academic achievement for
renewal. The requirements vary and are included in the scholarship notification.

APPEALS AND REINSTATEMENT OF AID

Within two weeks of receiving her financial aid award, a student may appeal her award if
there are changes in income, extraordinary medical expenses or other financial changes
that are not reflected on the FAFSA (appeal forms are available in the Office of Financial
Aid). Students will receive written notification of the outcome of the appeal by the Financial
Aid Appeals Committee.

A student also may appeal the termination of her financial aid due to failure to maintain
Satisfactory Academic Progress. Appeals will be reviewed by the Financial Aid Appeals
Committee and, if circumstances warrant, her financial aid may be reinstated. A written
appeal must include an explanation of the circumstances the student believes prevented her
from maintaining satisfactory academic progress, steps taken to resolve those
circumstances and a plan to return to good academic standing. This letter 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 denied, the student can regain eligibility
for financial aid by attending at her own expense and accumulating the required hours
and/or raising her cumulative grade point average to the level required to regain good
standing.

If a student is dismissed or withdraws from the college 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. Appeals will be reviewed by the Financial Aid Appeals Committee and, if
circumstances warrant, financial aid eligibility may be reinstated. The student will receive
written notification of this decision.

Students who wish to appeal the termination of their merit-based scholarship must
submit an appeal in writing to the Office of Financial Aid. A written appeal must include an
explanation of the circumstances the student feels prevented her from maintaining
scholarship eligibility, steps taken to resolve those circumstances and a plan to return to
good academic standing. This letter must be submitted to the director of financial aid by the
date specified on the notification of termination of the merit scholarship. Appeals will be
reviewed by the Financial Aid Appeals Committee, and students will receive a written
response regarding the appeal decision.

OTHER FINANCING OPTIONS

The college offers several other options for financing an Agnes Scott education. These
programs are designed to help a student's family manage resources in ways that will enable

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31

them to make their expected contribution toward college costs. Detailed information on
these programs is available in the Office of Financial Aid.

Federal Direct Parent Loan for Undergraduate Students. This federal loan program
enables parents of enrolled students to obtain federally insured loans at a low interest rate
through the U.S. Department of Education. Parents may borrow a maximum 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. This service is available through and administered by
Tuition Management Systems; more information is available at www.afford.com/agnesscott.
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
on the college website 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 expenses 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 approximately $3,000 for summer living expenses because
on-campus or off-campus employment during 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 continuously enrolled in the college's
comprehensive health-insurance plan. 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 eligibility for the Agnes
Scott College Scholarship for Georgia Perimeter College graduates or the Agnes Scott
College Phi Theta Kappa Scholarship. For most financial aid programs, recipients must enroll
each semester for a minimum of six semester hours of credit. State aid programs typically
require full-time (12 credits or more) enrollment. Woodruff Scholar applicants who wish to
apply for financial assistance should file their aid applications at least two months prior to
the beginning of the semester in which they plan to enroll.

POST-BACCALAUREATE STUDENTS

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

GRADUATE STUDENTS

Loan assistance is available to students enrolled in the Master of Arts in Teaching program.
Students must complete the Free Application for Federal Student Aid to qualify for federal
loans.

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Academic Program

THE ACADEMIC PROGRAM emphasizes intellectual 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 topics 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 required to regularly check their mail boxes in the post office in Alston Campus
Center and their Agnes Scott e-mail accounts. Any communication from the president, dean
of the college, dean of students, academic advising, registrar or student judicial bodies is
considered "Official College Communication" and 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 communication.

DEGREE REQUIREMENTS

Agnes Scott confers the Bachelor of Arts. To qualify for a degree, each student must:

successfully complete 128 hours of credit, including no more than 10 semester hours of
internship credit, with a cumulative grade point average of 2.0 (C average)

complete two physical education courses;

satisfy the specific, distributional, social and cultural analysis and depth standards;

satisfy the residency requirement.

Students must have a cumulative GPA of 2.0 in the major to receive the degree. A student
must 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 110 provides reading and writing skills necessary 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 orientation to college learning, including appreciation of liberal education and
academic engagement; emphasize certain fundamental intellectual skills including writing,

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33

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

3. Foreign language

The knowledge of other languages encourages an understanding both of other cultures 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 relationship, 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 two different physical education or
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 inquiry. These courses (or their equivalents) satisfy distributional
standards. Exceptions are considered individually. Please take note that cross-listed courses
may count in only one distributional area or multiple distributional areas-check with
individual departments for details.

1. Humanities and Fine Arts

a. Literature

The study of literature allows a student to gain perspective on the human experience, to
develop written 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
Education: 320
English: Any course under the "English Literature" heading of the Department of English

except 203, 280, 325
French: 241, 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 responsibly. These courses develop the skills of critical
analysis appropriate to these questions.

Requirement: One semester course

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Religious Studies: Any course except 125, 202, 312
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 development 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 except for 242, 321

d. Fine Arts

Studying the fine 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 discipline, development of personal abilities or general appreciation for a fine
art.

Requirement: One semester course

Art: 160, 170, or any course under the "Art History and Theory" heading of Department of

Art and Art History except Art 312
Creative writing: English 200, 201, 202, 203, 205, 206, 300, 301, 302, 303
Dance: 308, 315, 317, 340
Education: 212

Music: Any course except applied music and ensemble
Theatre: Any course except 108, 117

2. Natural Science and Mathematics

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 concepts, 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 succeed in an increasingly technological
society.

Requirement: One semester course
Mathematics: Any course except 100
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 disciplines.

Astronomy: 120 or any course (with a laboratory section) for which the student qualifies
Biology: 100, 108, 191 or any course (with a laboratory section) for which the student

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

qualifies

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Physics: 102, 110 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
completed prerequisites or any course from an approved list of science-related courses.)
Non-lab options available for fulfilling the second science requirement are:
Astronomy: 121 (may be taken without lab) or 150

Biology: 150, 210, 230

Chemistry: 100, 102 (may be taken without lab), 111, 210

Environmental and Sustainability Studies: 101

Physics: 160 (may be taken without lab)

Psychology: 201, 323

Public Health: 101, 102

Religious Studies: 210

Theatre: 313

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.

Requirement: One semester course

Anthropology: 101 or any course for which the student qualifies

Economics: 101 or any course for which the student qualifies except 202, 210, 211, 212,

240 or 327
Political Science: any course

Psychology: 101 or 102 or any course for which the student qualifies
Sociology: 101 or any course for which the student 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 commitment to justice. A student satisfies this standard
by completing a course chosen from those that have as their central focus the critical
examination of relationships, 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, 219, 221, 230, 245, 270, 304, 330, 340, 345, 380

Atlanta Semester: 301

Classics: 341

Economics: 330

Education: 220, 315, 440

English: 216, 218, 325, 340, 352; other topics courses will include this information in

their specific descriptions published in the Catalog Supplement
Environmental and Sustainability Studies: 101
French: 355, 365
German: 340

History: 220, 261, 318, 320, 330, 335, 345, 336, 358
Music: 204, 205, 219, 220, 308
Philosophy: 245

Political Science: 125, 211, 311, 313, 325, 355 360, 420, 455, 427
Psychology: 230, 240

Religious Studies: 207, 214, 224, 235, 275, 331, 334
Sociology: 217, 221, 230, 325, 370

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Spanish: 354, 364, 370, 480

Women's Studies: 100, 205, 206, 235, 263, 310, 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 discipline, exclusive of required courses
outside the discipline and exclusive of internships. In interdisciplinary programs, the
minimum hours are specified by the program. A course may be counted toward the
minimum hours required for a major in only one major except as permitted by the affected
department(s) or program(s).

A maximum of 56 semester hours within one discipline, exclusive of required courses
outside the discipline but inclusive of internships. This maximum does not include credits
awarded for Advanced Placement or International Baccalaureate. In interdisciplinary
programs, the maximum hours are specified by the program. Any hours exceeding 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 132
total semester 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 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 department 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 addition 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 distributional 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 standards cannot apply to specific standards.

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Credit received in satisfying distributional standards 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 standard may be satisfied by transfer credit or
under the ARCHE (Atlanta Regional Council for Higher Education) 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).

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 Entrance Examination Board or the
International Baccalaureate examinations. See Advanced Placement Credit and International
Baccalaureate Credit in the Admission section. Inquiries about exemption should be made to
the Office of Academic Advising.

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. Permission 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. 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 acceptance 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 D- or better.

Once enrolled, a student may satisfy only one specific or distributional standard at
another institution. This applies to students on leave of absence, students who have
withdrawn and been readmitted, cross-registration 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

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38

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,
Washington Semester, cross-registration or exchange programs. 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
Baccalaureate 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 previously 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 approved course will carry 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. Students 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 summer school/transient course if the grade is below a D-. 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 Advising before enrolling in another institution. All courses require approval by
academic advising in consultation with the appropriate academic program chair or director.
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 specific 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 summer school/transient work may apply
to minor requirements. Such courses must be approved by the chair of the minor program.

A maximum of three courses (normally the equivalent of 12 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 taken at any given
time no matter what school(s).

A maximum 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.

LEAVE OF ABSENCE

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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 before the start of 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 one or two semesters, with a maximum of two
semesters during a student's college career.

A student may request the assistant dean of the college 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 programs 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 specified 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 12 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.

WITHDRAWING FROM THE COLLEGE

A student who wishes to withdraw must obtain a withdrawal form from the assistant dean of
the college. Withdrawal is not official until the form has been signed by the assistant dean.
Withdrawal forms will not be signed while academic or disciplinary actions involving the
student are in process.

Withdrawals from the college with an effective date after the deadline to drop a course
with a "W" grade will result in grades of "WF". Grades of "WF" factor into the GPA the same
as grades of "F." In cases in which a student withdraws from the college after the deadline
to withdraw with "W" grades and the student has documentation of a serious hardship or
medical problem, she may appeal to a committee composed of staff from academic affairs
and student life. Appeals would need to be submitted before the last day of classes for that
semester. If approved by this committee for an exception, the student would receive grades
of "W" instead of "WF". If requested, and documentation supports a medical cause for
withdrawal, the committee may approve grades of "MED" for all courses instead of "W" or
"WF."

For the financial aspects of withdrawal from the college, see the Tuition and Fees
section.

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 contact 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

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physical education requirement) carry no credit.

All courses are semester courses; i.e., courses beginning 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 (independent study, capstone, etc.)
500s and 600s graduate courses

Students should consult instructors or faculty advisers 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
maximum of nine full-credit courses or the equivalent. The associate dean of the college
must approve exceptions to this policy.

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
announced in the college calendar. No student is allowed to register after the 10th 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 semester, she must justify those absences to the satisfaction of the faculty
member prior to the second absence; otherwise, 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, and all courses taken in the department(s) of a
major or minor, including required courses outside the discipline.

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Instructors submit regular letter grades for all 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 P.E. 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 instructor 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 10th 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 three weeks after the first day of classes. In
this case, the course will not be on the student's transcript. The last day to withdraw 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 with one exception. Students classified as first-years and in
their first two consecutive semesters of study at Agnes Scott may drop a course with a "W"
grade from the regular deadline through the last day of classes provided that doing so does
not result in an enrollment of fewer than 12 credits. First-Year Seminar courses are
excluded from this policy.

In cases of medical emergency, a student may withdraw from a course with the
designation MED (medical withdrawal), which will appear on her transcript. Medical
withdrawals are authorized by the assistant dean of the college 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 opportunity for
medical withdrawals.

Students in independent study (490 courses) are covered by the independent-study
program withdrawal procedures, outlined in the guidelines on the independent 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 Financial 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 student 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 special permission will be substituted in
the calculation of the GPA, even if it is an F, but both grades will appear on the transcript.

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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 OF F

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.

Individual faculty set attendance policies. Faculty provide students with a written
statement of policies regarding absences at the beginning of the semester. Policies must not
penalize students for 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
participation in events or activities sponsored by the college. Faculty should indicate in their
syllabi if they require advance notification of anticipated absences.

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

Extracurricular or extra-classroom activities 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, injured, hospitalized, or experiences an emergency
that will require her to miss academic work, she should notify the Office of Academic
Advising (404 471-6200) as soon as possible to inform the college of her situation.
Students who are hospitalized should also contact the Office of the Dean of Students and
schedule an appointment to meet with one of the associate deans of students before
returning to class. The student should provide a copy of her discharge summary at the
meeting.

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 excusable by the instructor.

TESTS

Tests are announced at least a week in advance. Attendance is mandatory. No student is
required to take more than two tests on one day provided she notifies the instructor 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 instructor.

COMPLETION OF SEMESTER COURSES

All work for a semester course, except final examinations 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

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Final examinations are given at the end of each semester. 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 assistant dean of the college, 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 I automatically becomes an F. Only
the assistant dean of the college 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, WF = and F = 0. Grades of I, 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). A WF or F in a pass/fail academic course is included in GPA calculation. Grades in
P.E. courses are excluded from GPAs. Only grades 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 no later
than 30 days after the beginning of the next semester. 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 mediation. If the dean is unable to resolve the dispute, the student must refer
the matter in writing to the Committee on Academic Standards and Admission. The
committee's decision is final.

The voting student member of the Committee on Academic Standards and Admission
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 Government 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 educational records. These rights include:

1. The right to inspect and review the student's education 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.

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The Agnes Scott official will make arrangements 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 her or his parents

Confidential letters and confidential statements of recommendation placed in the
education records of the student before Jan. 1, 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 she believes 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 student of her right to a hearing regarding the request for amendment. Additional
information regarding hearing procedures will be provided to the student when notified of
the right to a hearing.

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, 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 Agnes
Scott College Board of Trustees; or a student serving on an official committee, such as a
disciplinary or grievance committee, 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 without 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. Department 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 public and is released by Agnes Scott at its discretion.
In accordance with FERPA, Agnes Scott has designated the following as "directory

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information" that may be released without the student's consent:
Name

Local address
Home address
Local telephone number
Home telephone number
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 institution attended

Students may withhold disclosure of directory 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 information must be filed annually.

Failure by a student to specifically request withholding 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

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Academic Policies

AGNES SCOTT MAINTAINS high 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 commencement in May. 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 minor(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 minimum of seven full-credit courses or 28 semester hours (Eight full-
credit courses or 32 semester hours are normal progress.)

Completion of the First-Year Seminar and English 110 is required.

NOTE: The First-Year Seminar and English 110 are topic-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
subsequent coursework.

For entrance to the junior class or the fifth semester:

Completion of a minimum of 15 full-credit courses or 60 semester hours (Sixteen full-
credit courses or 64 semester hours are normal progress.)

A student must declare a major.

NOTE: Generally students should complete at least six of the eight distributional standards
and two semester courses in physical education by the end of their sophomore year or
fourth semester, though individual academic plans will vary and should be made in
consultation with an academic adviser. Completing most of the distributional standards
during the first two years of study allows students to focus 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 (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 vary.

Nondegree-seeking students, who may be transient students earning a degree at
another institution or secondary 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

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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 probation
will carry the notation of academic probation.

National Collegiate Athletic Association regulations require a student be in good
standing at the college 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 understand 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 participate 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 unexcused absence in each
academic course even if she is in a course with no attendance requirement. Further
absences may result in academic dismissal during the semester. Additional restrictions may
also be imposed.

A full-time, degree-seeking student 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.

In addition, at the end of an academic year, a full-time, degree-seeking student is
placed on academic probation 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;
sophomore 1.80; junior 1.95. The minimum cumulative GPA required for the degree is a
2.0.

A part-time, degree-seeking student 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 registered; 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.

Nondegree-seeking students will not be permitted to continue taking courses at Agnes
Scott if they receive an F in two academic courses. Appeals regarding academic probation
will be heard by the Dean of the College.

ACADEMIC DISMISSAL

Full-time, degree-seeking students are subject to academic dismissal for any of these
reasons:

Failure to earn 24 semester hours of credit in academic courses in 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 dismissal 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 Committee judges her academic performance to
be unsatisfactory 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 dismissed if she is placed on academic
probation for two consecutive semesters.

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A nondegree-seeking student is not subject to the dismissal procedures described
above, but if the student receives an F in two academic courses or her or his academic
performance is considered unsatisfactory in other ways, the student may only continue 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, Honor Court may recommend to the Judicial
Review Committee that a student be placed on disciplinary probation, 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 readmission. The Judicial
Review Committee may specify a 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 carry the
notation of a disciplinary probation.

INVOLUNTARY 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 allowed 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 involuntary withdrawal of a student when
deemed necessary to promote the health and safety of either the student or college
community.

Criteria and Procedures for Involuntary Withdrawal

A student will be subject to immediate involuntary 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 community.

Once it is determined the student's conduct falls within these criteria, the college may take
interim action to protect the well-being of the student and/or other members of the
community. By interim involuntary withdrawal, the college may remove a student from any
or all college premises when the dean of students, in consultation with representatives from
the offices of student health services, personal counseling, residence life, the dean of the
college and the dean of students and the Department of Public Safety and after considering
reasonably available information, determines that a threat of significant risk to self or others
exists. Interim involuntary withdrawal is a preliminary action taken to protect the health and
safety of the student withdrawn, or of others, and is not a penalty.

The student will be notified in writing and temporarily withdrawn from the college and
asked to leave campus immediately. The withdrawal will be continued until the Judicial
Review Committee reaches a final decision regarding the student's future status. During this
withdrawal period and until the committee 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 Involuntary Withdrawal Policy.
At any time, the student may terminate the process by voluntarily withdrawing from the
college.

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The dean of students will make the initial determination whether the matter will be sent
directly to the Judicial 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 certified mail. If the matter is sent directly to the Judicial Review
Committee, the committee shall convene and consider the case (Section III, Student
Handbook) within seven days of the notice to the student.

Referral for Evaluation

The student may be referred by the dean of students, at the college's expense, to a licensed
psychiatrist or psychologist for evaluation. The psychiatrist's or psychologist'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 college. If the student
declines to select a psychiatrist or psychologist, the college will make the selection.

The dean of students shall also provide the psychiatrist 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 Involuntary 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 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. During the involuntary withdrawal process, a
representative of the college may contact the student's parents or legal guardians, if
deemed appropriate.

Presentation to Judicial Review Committee

The final step in this process, whether the matter is referred directly or following evaluation,
is the presentation of the case to the Judicial Review Committee. 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 Committee 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 representation 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
communications and will result in some loss of confidentiality and privacy.

The Judicial Review Committee decision will be final. This decision may include
reinstatement in good standing; 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 professional care.

Readmission following Involuntary Withdrawal

A student may be considered for readmission after the expiration of a minimum of one full
semester. To be considered for readmission, in addition to completing the readmission

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application, the student must submit a personal statement that demonstrates an insight into
the issues that contributed to the student leaving the college; a description of the actions
taken to address these issues; and if readmitted, a plan to prevent the recurrence of the
issues. Supporting documentation from a healthcare provider is also required. This
documentation must address the following: (1) the specific diagnosis that precipitated the
need for care, (2) the duration and frequency of the care, (3) gains that were made as a
result of the treatment, (4) the student's readiness to return to Agnes Scott and the
potential impact of the intellectual, physical and personal demands of being a full-time
residential student, (5) any special conditions under which the student should be
readmitted, and (6) a recommended treatment plan to support the student's transition back
to campus. The student must secure a "release of information" form from the healthcare
provider(s) to allow consultation by an appropriate Agnes Scott representative with the
provider(s). Reference letters from any employers as well as a transcript of any courses
taken during the withdrawal period should also be included in the request for readmission
packet. These steps must be completed by December 1 for consideration to be readmitted
for the spring semester and by August 1 for consideration to be readmitted for the fall
semester.

The information gathered is reviewed by a committee comprising the dean of the
college, the dean of students and staff members from their two offices. Re-enrollment is
contingent upon their judgment that the student has resolved the issues that led to the
withdrawal and/or that a viable plan is in place to manage them should the student return.
If re-enrolled, special prescribed conditions or requirements may be outlined as a requisite
to the student's continued enrollment.

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 philosophy of student government or pertain to major regulations concerning student
welfare

Recommending to 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 disciplinary
suspension or dismissal 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 appeals an Honor Court decision and/or penalty to the 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

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

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Academic Support Services

ACADEMIC ACCOMMODATIONS FOR STUDENTS WITH

DISABILITIES

Accommodations are provided for students with disabilities, which will be identified
individually based on documentation and academic history. 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 appropriate
documentation of their disability. Accommodations 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 Rehabilitation Act of 1973 and the
Americans with Disabilities Act of 1990.

For more information, and to apply for accommodations, visit
www.agnesscott.edu/academics/academicadvising/disabilityservices.aspx.

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
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 administers a number of special curricular opportunities such as student-
designed majors, special studies, independent studies, the Year Five Post-Baccalaureate
Studies program, the dual-degree programs with Emory University, Georgia Institute of
Technology and Washington University in St. Louis. The Office of Academic Advising is also
responsible for the administration of all self-scheduled final examinations.

Study Skills and Test-Taking Strategies

The Office of Academic Advising contracts with Baldridge Reading and Study Skills to
facilitate a comprehensive 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 centering instruction on students' courses, students
experience 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 completing research papers and for developing
critical analysis. Additionally, many students benefit from practical strategies for overcoming

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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

McCain Library is open 96.5 hours each week during the academic year. Overnight and
during semester breaks, several Educational Technology Center spaces on the ground floor
(such as the Writing Center) are accessible from the Alston side of the building with a valid
ASC ID card. The library's third floor is a designated quiet area.

Library staff at the main circulation desk can help locate items, check out media
equipment, renew items, handle fines or answer questions about hours and basic library
services. At the Scottie Research & Rescue Desk on the first floor, librarians provide drop-in
research assistance; individual consultation appointments and workshops are also available.
LibGuides are online subject guides available 24/7 for self-help and to build information
fluency. They cover most subjects (biology, history, etc.) as well as topics such as "Top 12
Things to Know about McCain Library" or the "Guide to Library Research." Guidance is also
available via IM (use the Meebo chat service on our website), texting (to 66746 McCain),
Facebook, telephone (404 471-6096) ore-mail (library@agnesscott.edu).

The library collection, selected to support the undergraduate curriculum, includes more
than 231,000 volumes, 49,351 e-books, access to 26,956 journal and newspaper titles and
approximately 22,815 sound and video recordings as well as microforms and archives. Many
resources are electronic and available remotely from other campus buildings, residence halls
and off-campus locations. Nearly 280 databases offer access to full-text articles, periodical
indexes in most major academic areas, primary sources and reference tools serving all
disciplines. These electronic resources include, but also go beyond, the holdings of GALILEO,
Georgia's statewide virtual library. The library's website has an alphabetical list and a
subject grouping. Many databases will format citations for students. See the "Help with
Citations" LibGuide and the RefWorks citation management software for more details.

Through borrowing agreements and interlibrary loan, the library also expedites access
to resources not accessible in the local collection. More information is available under the
Services section of the library website or by speaking with a reference librarian at the
Scottie Research & Rescue Desk.

Course reserves are books, articles, CDs, DVDs and other items required or
recommended to supplement a class. Instructors request these library items be accessible
for all their students and they are held at the main circulation desk. Most are intended to be
used in the library, although some may be checked out overnight. Generally, the library
does not purchase course textbooks, but the "Textbook Saving Tips" flyer online at
AscAgnes helps students locate a swap, rental or cheaper copy of required books.

Forty-one individual study carrels are scattered around the library and may be reserved
by eligible students for use during an entire semester. A disability services study room
(McCain 114) is provided on the first floor; students registered with academic advising have
priority use of this room. Six other group study rooms and three media viewing rooms are
available on a first-come, first-served basis for groups of two or more students.

On the first floor, 20 desktop computers are available for research, typing papers, e-
mail and other network applications. Ten wireless laptops for in-library use may be checked
out at the main circulation desk. McCain 211 has 12 computers and is unlocked at times of
high demand. Two networked printers on the first floor print double-sided pages. However,
students are encouraged to conserve and to not print unnecessarily; saving to personal
network space, using e-mail or a flash drive is encouraged. The Woof Woof WiFi wireless
network is available to students throughout the library, including the Elizabeth Henderson
Cameron Reading Terrace. The library also lends cameras, audio recorders, flip video
recorders, Purple Bikes and flash drives.

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Best sellers, DVDs and new items are in the first floor Main Reading Room. The SOPHIA
library catalog indexes McCain's collection of books, e-books, bound journals, movies, CDs
and more. SOPHIA also allows library users to review their account, renew items or suggest
a purchase.

THE CENTER FOR WRITING AND SPEAKING

The Center for Writing and Speaking is a peer-tutoring organization providing assistance to
students for writing or oral communication projects. It has two specialized 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 sessions, 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 networked? laser printers in various public
labs, research labs and classrooms

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

EDUCATIONAL TECHNOLOGY CENTER

The Educational Technology Center fosters creative learning environments by educating the
Agnes Scott community about technology and facilitating collaboration on educational
technology initiatives among programs, departments and individuals. The technology
production studio is equipped with both Macs and PCs and staffed by friendly, helpful and
knowledgeable technology professionals who provide support for and training about online
course development, audio and video production, web design, e-portfolios, blogging,
podcasting, classroom management software and other technology for the classroom.

THE MATHEMATICS LEARNING 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 students 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. Individual appointments may be made.

The center endeavors to facilitate a student's understanding 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

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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 free for all Agnes Scott students.

THE CENTER FOR TEACHING AND LEARNING

The Center for Teaching and Learning offers programming, 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 Buttrick Hall, the center is open Monday through Friday during the academic
year. The center houses a collection of materials related to postsecondary teaching and
learning that 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 differences 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 website 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.

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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 the 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 academic 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
recommendation 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 recommendation 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. Attains 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 semesters 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 academic 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
recommendation 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 recommendation 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.

Summa Cum Laude

1. Attains 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 academic 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
recommendation of the program in which she has done the independent study. In the case

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of an interdisciplinary major, this shall be interpreted to mean the recommendation 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.

HONOR 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, including courses taken through cross registration. Cross-
registration 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 through cross
registration. Cross-registration courses are not calculated in the GPA.

OTHER ACADEMIC HONORS

The college recognizes superior academic work in several ways:

Stukes Scholars are the 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. Academic promise and leadership are criteria for this honor.

The Beta of Georgia Chapter of Phi Beta Kappa was established 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 [Mortar 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, provides
opportunities for personal growth and leadership development and encourages learning
through community service. Membership is based on grade point average. Eligible first- and
second-year students receive invitations during the spring semester.

Sera Beta Beta (TriBeta), the National Biological Honor Society, seeks to promote
scholarly activity in biology among students, particularly undergraduates. Its three-fold
purpose is to stimulate scholarship, disseminate scientific knowledge and promote biological
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 introductory level; have an average grade of B in their
biology courses; and are in good academic standing. The Sigma 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 promotes study of the German language, literature and civilization
and endeavors to emphasize those aspects of German life and culture that are of universal

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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+ 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.

Omicron Delta Epsilon is the International Economics Honor Society. The Mu 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 want and deprivation a
reality for all. All students in their junior or senior years who have taken at least 12 hours in
economics and have an average of B or better 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 outstanding 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 History, 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 history with a 3.1 average or
better and rank in the top 35 percent of their class are eligible.

The Agnes Scott chapter of Phi Sigma Tau 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.

Psi Chi is the National Honor Society in Psychology and was founded for the purpose of
"encouraging, stimulating and maintaining excellence in scholarship and advancing the
science of psychology." An Agnes Scott chapter was established in 1990. Membership 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 and members also serve 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. Sigma 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 Delta Pi, the National Spanish Honorary Society, 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 semester hours
of a course in Hispanic literature or culture. A candidate must have a minimum GPA of 3.0

in all Spanish courses taken, rank in the upper 35 percent of her class and have completed
three semesters of college work. The Sigma Chi chapter was established at Agnes Scott in
1992.

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International Education

THE ACQUISITION OF international perspectives and intercultural-communication 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 international students and scholars on campus, Agnes Scott
students gain fluency 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 organizations 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 regulatory matters.

Two broadly defined groups are served by the international 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 financial and human resources toward 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 (The Coca-
Cola Global Awareness Program, Global Connections, 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 others 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 Agnes Scott prior to the experience
abroad

Have a minimum 2.0 cumulative grade point average at the end of the semester prior to
submitting an application to participate in an Agnes Scott faculty-led program

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

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

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

Year Five, nondegree-seeking (special, exchange) and graduate 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 international 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, German studies and Spanish and a minor in
Asian studies. In addition, the college offers a major in classical languages and literatures.
Courses are also offered in Japanese and Chinese.

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The Language Across the Curriculum 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 offered in the departments of history, political science and
sociology and anthropology.

FACULTY-LED INTERNATIONAL EXPERIENCES

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

Agnes Scott Summer in Spain

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

The Coca-Cola Global Awareness Program

Through The Coca-Cola 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 international 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 preregister 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 country. 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, during 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 projects 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. Students must have satisfactorily completed the assignments given in the GA
200 course that serves as the basis for the international experience, and attendance at
predeparture and post-seminar sessions is mandatory. 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 disciplines may propose a Global Connections component to an
existing, on-campus course. The course listing for all Global Connections courses is GA 203.
The study-travel component consists of two to three weeks of international travel connected
to the course. Examples of 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 History in the Czech Republic, Poland and Italy; Literary

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Ireland and Human Rights in Chile.

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 concurrently enrolled in the base course or have satisfactorily
completed the base course or other designated courses previously.

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 in good standing at Agnes Scott and
have a minimum cumulative grade point average of 2.0 at the end of the semester before
submitting the application. Eligible students can receive a partial subsidy for the cost of
travel for one faculty-led program, either The Coca-Cola Global Awareness Program or
Global Connections.

STUDY-ABROAD APPROVAL

All students planning to receive credit for international experience, whether study abroad,
international service learning, or an international-internship program must seek preapproval
from the college. A student should contact the Office of International Education as early as
possible in her college career. She must complete the Application for Study Abroad Approval
form due annually on March 1 for credit-bearing international experience for programs
beginning with the upcoming summer, fall, spring or academic year.
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 Agnes Scott
deadline for study-abroad approval for the following academic year, the deadlines of the
study-abroad provider 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 Agnes Scott College's preapproval for study abroad, students will not receive Agnes
Scott 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 Agnes Scott credit.
With preapproval, academic credit can be granted for courses taken abroad. Transcripts,
actual course descriptions and other documentation 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 study
abroad adviser, the director of academic advising and their faculty adviser(s). Grading
systems around the world vary widely; therefore credit for study abroad will be granted with
a passing grade for courses completed. 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 Agnes Scott 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
medical-approval form for independent study abroad and for faculty-led programs. All forms

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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 summer, semester or yearlong study-
abroad and exchange programs at more than 147 colleges in more than 50 countries.

Study Abroad through Exchange Programs

Through institutional exchanges and the International Student Exchange Program (ISEP),
Agnes Scott students matriculate at universities around the world, benefiting 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
ISEP programs or other exchanges pay Agnes Scott tuition. Their international-student
counterpart comes to Agnes Scott for a semester or year and she too pays her tuition to her
home institution. Payment of room and board varies by exchange contract.

Through the International Student Exchange Program, Agnes Scott students may
choose from more than 147 partner universities in 50 countries including Argentina,
Australia, Austria, Brazil, Bulgaria, Canada, Chile, China, Costa Rica, Denmark, Estonia,
Finland, France, Germany, Ghana, Hungary, Iceland, India, Italy, Japan, Republic of Korea,
Latvia, Malta, Mexico, Netherlands, New Zealand, Nicaragua, Norway, Poland, Portugal,
South Africa, Spain, Sweden, Switzerland, Thailand, United Kingdom (England, Scotland,
Northern Ireland) and Uruguay.

Additionally, there are several institutional exchanges, such as the college's exchange
with Kinjo Gakuin in Nagoya, Japan, and Hong Kong Baptist University in Hong Kong,
People's Republic of China.

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 quality, services, length
of program and opportunities provided. Therefore, Agnes Scott 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. Recipients of the Hubert
Scholarship may complete their public service project abroad. 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
Agnes Scott approval for their selected study-abroad program and the specific course work
they propose taking while abroad. They must submit the Agnes Scott 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 Agnes
Scott curriculum. Agnes Scott department chairs routinely review and approve
nonequivalent study-abroad courses 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

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To be eligible, students must meet all basic requirements; be full-time, in good standing,
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 often higher than a 2.75. International students studying
at Agnes Scott are eligible to participate in ISEP-Exchange programs, summer study abroad
and Agnes Scott 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 application fee and they vary 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 her state
of residence.

Depending on the study-abroad program, some students will pay a nonrefundable
Agnes Scott study-abroad administrative fee, which is separate from the Agnes Scott
reregistration deposit that all Agnes Scott students must pay each spring whether they
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 those funds while participating in exchange and preapproved
study-abroad programs during the fall or spring semesters. Agnes Scott work-study is not
applicable to study-abroad experiences. The director of financial aid determines student
financial aid eligibility.

Additionally, there are several Agnes Scott scholarships and awards for study abroad.
Each spring a call for applications is announced campus wide.

INTERNATIONAL SCHOLARSHIPS AND FELLOWSHIPS

Among the prestigious scholarships and fellowships available to Agnes Scott students are
eight that are international in scope: Benjamin A. Gilman Scholarships, Boren Awards for
International Study, Marshall Scholarships, Critical Language scholarships, Fulbright Grants,
Rhodes Scholarships, Rotary Fellowships and NSEP scholarships. Agnes Scott students have
been recipients of the Thomas R. Pickering Foreign Affairs Fellowship, the Fulbright, the
Rhodes, the Marshall and the Rotary Ambassadorial scholarships. For more information, visit
the Office of International Education in Buttrick Hall or its website at
www.agnesscott.edu/academics/studyabroad.

The Benjamin A. Gilman International Scholarship Program

The Benjamin A. Gilman International Scholarship Program reduces barriers to study abroad
by providing 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

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International Education.

Marshall Scholarships

Established by an act of Parliament in 1953 to commemorate the ideals of the European
Recovery Programme (the Marshall Plan), 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 International Education or the Marshall campus adviser. The campus application
deadline is Oct. 1.

Critical Language Scholarship

Sponsored by the United States Department of State, Bureau of Educational and Cultural
Affairs and administered by the Council of American Overseas Research Centers (CAORC),
the Critical Language Scholarship (CLS) Program offers intensive summer language
institutes overseas in 11 critical need foreign languages: Arabic, Azerbaijani,
Bangla/Bengali, Chinese, Hindi, Korean, Persian Punjabi, Russian Turkish and Urdu. The
scholarship covers all costs of the seven- to 10-week summer intensive language program.
U.S. citizen undergraduate, master's and Ph.D. students are eligible. The online application
deadline is in November.

Fulbright Grants

Congress 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, application forms and information
are available from the Office of International Education or the Fulbright campus adviser. The
campus application deadline is Oct. 1.

Boren Awards for International Study

Boren Scholarships are funded by the National Security Education Program (NSEP),
which focuses on geographic areas, languages and fields of study deemed critical to U.S.
national security. NSEP scholarships can be applied for study in all countries except Western
Europe, Canada, Australia and New Zealand.

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

Rhodes Scholarship

The Rhodes Scholarship provides for study at the University of Oxford and is one of the
most competitive awards available. Applicants must demonstrate outstanding intellectual
and academic achievement but they must also be able to show integrity of character,
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 adviser. 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 experience. Rotary
awards provide for all expenses of most semester and yearlong study-abroad programs.

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Thomas R. Pickering Foreign Affairs Fellowship

Outstanding students who are interested in 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 Fellowships. Women, members of minority groups historically
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 Education coordinates a three-day orientation preceding the new student
orientation. Designed 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 services 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
Hartsfield-Jackson Atlanta International Airport, the Office of International Education
coordinates special services and programs for international students and exchange
students. Support services continue with ongoing assistance in cross-cultural adjustment,
immigration regulations, nonresident-tax compliance, emergency response and other
services needed specifically by international students.

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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.

THE ATLANTA SEMESTER

This distinctive program combines experiential learning 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 examine 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 (4 credits) constitutes the common academic core of the
program. Each student selects an internship (4 credits) suited to her needs and interests
and has the option to carry out an independent research project (4 credits) bridging the
experiential and academic components of the program.

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

Students enrolled in The Atlanta Semester program may count the 8-12 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 eligible to enroll
in The Atlanta Semester as early as their sophomore year.

CROSS-REGISTRATION

Cross-registration at ARCHE- (Atlanta Regional Council for Higher Education) member
institutions allows students to take courses not available at Agnes Scott. In addition,
students from other member institutions may enroll in courses at Agnes Scott. Students
may cross -register for a maximum 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)

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 approved 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 to the registrar's office for approval
before the end of course selection for the semester in which they plan to enroll in cross
registration.

ARCHE member institutions are:

Agnes Scott College

Brenau University

Clark Atlanta University

Clayton College and State University

Columbia Theological Seminary

Emory University

Georgia Gwinnett College

Georgia Institute of Technology (excluding marching band)

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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
Please contact the Office of the Registrar for more information.

INDEPENDENT STUDY (490)

Independent study gives superior students the opportunity 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 GPA of 3.0 (B) or better is eligible to
apply. The independent 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 during the fall semester of their senior
year must apply by the end of 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 by the end of
spring course registration period in November.

INTERNSHIP (450)

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

Internships worthy of academic credit bear a close relationship to the student's principal
academic interests. Internships for which academic credit is inappropriate are those with
little relationship to the college curriculum. These may provide secondary benefits, such as
personal development, professional experience, 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 coordinator of internships in the Office of Career Planning. She should
then consult her adviser. The completed application should be submitted for approval to the
coordinator of internships. 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

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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 service to humanity. The college selects Hubert Scholars
each year with the hope that many of them, whether as career professionals or willing
volunteers, 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 be a rising sophomore, junior or
senior. An essay, a budget and a faculty recommendation are required. Hubert Scholars
receive a $3,000 stipend to pursue their academic internship. For more information, contact
the Office of Community-based Learning and Partnerships.

THE KEMPER SCHOLARS PROGRAM

The Kemper Scholars Program encourages students to major in the liberal arts, while
providing experiences, contacts and training that may lead to careers in administration or
business. The James S. Kemper Foundation commits financial support through scholarships
and summer stipends. Personal assistance is provided to each Kemper Scholar including
placement in a nonprofit organization in Chicago during the sophomore summer. Scholars
commit themselves to regular contact with the foundation, service in their community and
the 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 aspirations 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 Community-based Learning
and Partnerships..

SPECIAL STUDY (410)

Special-study courses are offered by all academic programs and are open to senior majors
(and qualified juniors) 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 Academic 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 include 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
application, 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, her application should also state the
appropriateness of the 410 to her 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.

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The Office of Academic Advising has information available on recent interdisciplinary
majors such as art history-religious studies, history-English literature, 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.

RESEARCH SCHOLARS PROGRAM

The Research Scholars Program provides a collaborative research experience between
students and faculty. Students are directly involved in research, and their work is geared to
produce publishable results. In this program, students receive invaluable experience while
faculty members receive research assistance in their research areas. Students are expected
to make a research presentation to other students and faculty. Program guidelines are
available from the Office of the Dean of the College.

JULIA T. GARY SUMMER RESEARCH SCHOLARS IN SCIENCE

The Julia T. Gary Summer Research Scholars in Science program supports collaborative
summer research projects for students and faculty in astronomy, biology, chemistry,
mathematics and physics. Students considering applying should contact a professor in an
area of interest. Faculty members and students must 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 2009, two Agnes Scott College students were named Goldwater Scholars and
another received an honorable mention, making the college the only institution in Georgia to
have two Goldwater scholars that year.

TRUMAN SCHOLARS

The Truman Scholarship, from the Harry S. Truman Foundation, is a prestigious, merit-
based grant to undergraduate students who wish financial support to attend graduate or
professional school in preparation for careers in government, the nonprofit or advocacy
sectors, education or elsewhere in public service. In 2009, an Agnes Scott student was
named a Truman Scholar. Students interested in applying can obtain the name of the
current faculty adviser from the Office of the Dean of the College. Final submission date for
Agnes Scott is December 1. Interested students are encouraged to visit the Truman website
for additional information: www.truman.gov.

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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 degree from Agnes Scott and a Bachelor of
Science degree from Georgia Tech.

For information about specific engineering programs, students should consult Jim
Wiseman, 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 minimum 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 three years at Agnes Scott and the first
year of architecture, the student receives a Bachelor of Arts from Agnes Scott. She may
then apply to continue 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 coordinator 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 program faculty
coordinator Katherine Smith.

DUAL-DEGREE PROGRAM IN NURSING 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 complete requirements for a Bachelor of
Science in Nursing in two years.

The three-year pre-nursing program 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. Students declare a major at the end of their sophomore
year at Agnes Scott and enroll in courses appropriate for that major during the junior year.
Those who are admitted to Emory and choose to transfer do not complete their Agnes Scott
major.

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

Any dual-degree candidate who does not successfully complete the requirements for
the Emory degree will be considered for readmission to Agnes Scott in order to complete the
requirements for the B.A. degree at Agnes Scott College. For more information, see
program faculty coordinator Nancy Devino.

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ROTC

Agnes Scott students may participate in 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 U.S. Air Force or
the Army.

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 Washington, D.C. The program has 12 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.

Interested students should contact the Office of Community-based Learning and
Partnerships for more information. To participate in the Washington Semester fall or spring
of the following year, a student must submit an application to the Office of Community-
based Learning and Partnerships by no later than March 1.

A student participating in the Washington Semester program 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, D.C. Agnes Scott does not provide
institutional financial aid for the Washington Semester. Limited scholarship money is
available from American University.

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Preparation for Graduate
and Professional Schools

THE OFFICE OF CAREER PLANNING assists students pursuing graduate and professional
education in a number of ways. The office houses directories of graduate programs in the
United States for reference. Study guides for entrance exams and registration materials are
available. Test-preparation sessions and application-procedure workshops are offered four
to five Saturdays each semester. The career center staff provides resources and individual
guidance to assist with personal statements and other graduate/professional school essays.

PREPARATION FOR ARTS AND SCIENCES

A student interested in graduate study in the arts or sciences should consult first with her
faculty adviser. Information on the Graduate Record Examination may be obtained from the
Office of Career Planning. Many graduate school catalogs are available in PDF format in the
CollegeSource Online database, accessible from the McCain Library website,
library.agnesscott.edu.

PREPARATION FOR HEALTH PROFESSIONS

The college encourages students interested 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
having majored in classics, art, French and other subjects.

The Pre-Health Professions Adviser is Nancy Devino, Director of the Science Center for
Women. She works with the Health Professions Advising Committee, in collaboration with
the Office of Academic Advising and the Office of Career Planning, to counsel 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.

A critical factor in admission, other than grades (cumulative GPA and grades in required
science and math courses), is the student's admission test score. Medical schools require
the Medical College Admission Test. Dental schools use the Dental Admission Test (DAT).
Veterinary schools require different admissions tests; some use the MCAT, some use the
Veterinary College Admissions Test (VCAT) and others use the GRE (general and/or subject
tests). The MCAT should be taken during the spring of the junior year and may be repeated
during the late summer before the senior year to improve performance. Students should
consult the dental or veterinary school(s) of their choice for recommended testing
schedules, as requirements vary from school to school.

Most medical, dental and veterinary colleges require a full-year course with laboratory
in biology, physics, inorganic (general) chemistry and organic chemistry. Some schools
require 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 introductory courses in that discipline during the first year.
These programs apply to any major.

A sample program:

First year: Biology 191 and 192

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

Junior year: Chemistry 201 and 201L, 202 and 202L; Physics 110 and 111 or 102 and

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73

103

Another sample program:

First-year: Chemistry 101 and 101L, 102 and 102L

Sophomore year: Chemistry 201 and 201L, 202 and 202L; Biology 191 and 192

Junior year: Physics 110 and 111 or 102 and 103

Agnes Scott also offers both chemistry sequences with labs during the summer. If a
student's course schedule is very full or she prefers not to take two lab-science courses
during the year, summer school is an option.

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
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. International students are usually limited to private medical schools that
receive no state support. States with no dental or veterinary colleges have agreements with
other states with such facilities.

PREPARATION FOR LAW

American law schools require no specific courses or major, but interested 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 students 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.

The pre-law club, Publius, is active in sponsoring campus events and programs helpful
for students applying to law school. Those interested in law school should consult with pre-
law advisers Gail Bell, associate director of career planning, or Marianne Bradley, library
administrative coordinator. Current advisers' names are available through the Office of
Academic Advising.

PREPARATION FOR BUSINESS

Business graduate schools require no specific courses or major. However, Agnes Scott's
liberal arts curriculum (including courses in the economics department) and the many
opportunities for experiential learning prepare Agnes Scott graduates for M.B.A. programs.
The business curriculum exposes potential candidates to many courses offered in M.B.A.
programs. 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 Planning.

PREPARATION FOR TEACHING

The education studies minor at Agnes Scott has been designed to meet the needs of
students who are interested in exploring systems of education and individual educational
experiences in the U.S.A. and other countries. It provides an excellent foundation for
teaching, whether this involves an alternative preparation program (allowing students with
a bachelor's degree to begin teaching with provisional certification) or seeking renewable
certification at the graduate level.

Students may select courses from the educational studies minor to complement their
major or minor in other disciplines. Pairing the educational studies minor with a major in a
secondary teaching discipline, for instance (English, history, mathematics, the sciences) can
be an excellent preparation for a teaching career. By completing the educational studies

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74

minor students will be able to enter any number of Master of Arts in Teaching degree
programs and may be able to transfer some of their undergraduate courses. Interested
students should consult with Lesley Coia, chair of education.

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75

Post-Baccalaureate Programs

Agnes Scott currently offers three coeducational post-baccalaureate programs: the Post-
Baccalaureate Pre-Medical Program, the Master of Arts in Teaching secondary English, and
the Master of Arts in Teaching secondary biology, chemistry, mathematics or physics. (The
two M.A.T. programs will be discontinued after the 2010-11 academic year and are no
longer accepting applications.) Students apply to the Post-Baccalaureate Pre-Medical
Program by a separate application process, not through the undergraduate admission
process.

THE POST-BACCALAUREATE PRE-MEDICAL PROGRAM

Program Overview

The Post-Baccalaureate Pre-Medical Program is a coeducational program designed for
students who have completed their baccalaureate degree in a non-science field and who
now wish to pursue a medical career. The curriculum includes 32 credit hours of
undergraduate laboratory science courses needed for admission to medical school.

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. Agnes Scott offers a one-year, full-time
summer-start program or a two-year, part-time fall-start program.

Admission Requirements and Procedures

The Post-Baccalaureate Pre-Medical Program is open to women and men who have
completed a baccalaureate degree in a non-science 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 improve 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 exceptions 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 in order 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 Agnes Scott. A student 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. Recommended minimum scores are as
follows:

SAT: Mathematics 560 Verbal 540

ACT: Mathematics 24 Reading + English 48 Composite 24

GRE: Quantitative and Verbal: scores above the 50th percentile

Application Procedures

The application for admission to the Post-Baccalaureate Pre-Medical Program is available on
the college's website (www.agnesscott.edu/admission/post-bacc/applynow.aspx). An
application may also be requested from the program assistant by calling 404 471-5395 or
sending an e-mail message to post-bacc@agnesscott.edu.

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76

All application materials, fees and supporting documents 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 application file will be reviewed:

Completed application

$35 application fee

Official transcript from each college/university attended. Transcripts must be sent from
the 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 before they will be permitted to enroll.

Admissions test scores, as described above

Two confidential letters of recommendation from former and/or current professors,
advisers and/or employers 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 must 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 Agnes Scott College Honor System

Application Deadlines and Notification Dates

The deadlines are March 1 for summer admission and May 1 for fall admission. Admission
decisions are made on a rolling basis, so early application is encouraged. Students
interested in beginning in summer but who did not apply by March 1 may want to consider
enrolling in general chemistry as an Agnes Scott summer school student while completing
the post-baccalaureate pre-medical application process.

Review of an application will occur only after the file contains all of the required
components. Incomplete files will not be reviewed.

Applicants are normally notified within two weeks after the file is complete. Admitted
students normally have a minimum of 30 days in which to accept the offer of admission and
submit a $350 nonrefundable enrollment deposit.

Tuition and Fees

Tuition for 2010-2011 is $475 per credit hour.

The student activity fee for 2010-2011 is $215 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.

The college requires all students be covered by health insurance and provides a health
insurance program ($599 for 2010-2011). Participation in this program may be waived upon
evidence that the student is covered by adequate alternative health insurance
arrangements.

Refund Policy

A refund refers to college charges that are refunded to the student and/or to the financial
aid sources that covered those charges. Refunds are made within 30 days of the student's

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77

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. No
refund will be made of the $350 enrollment deposit. There are no refunds for student fees.
Agnes Scott's institutional refund policy for tuition during the academic year is:

90 percent tuition refund when the withdrawal process is completed within the first week
of the semester;

50 percent tuition refund when the withdrawal process is completed within the second or
third week of the semester; and

25 percent tuition refund when the withdrawal process is completed within the fourth
through the sixth week of the semester.

A similar schedule is issued for summer school tuition refunds, with dates proportional
to the compressed summer schedule.

The date of withdrawal is the date the official withdrawal form is received by a dean for
signature. 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.

Program of Study

A unique feature of the Post-Baccalaureate Pre-Medical Program is that students may begin
the sequence of courses in the summer as a full-time student or in the fall semester as a
part-time student. Beginning in the summer is highly recommended, because it is more
compatible with the medical school admissions cycle. In addition, medical schools view a
full-time post-bacc schedule more favorably because high achievement during the full-time
program demonstrates that a student is capable of performing well in the very rigorous
medical school program. Course descriptions appear in the departmental sections of this
catalog.

Full-time students who enroll in the summer will follow this course sequence:
Summer I

CHE 101 Fundamental Concepts of Matter and Reactions 3

CHE 101L Basic Laboratory Methods 1

CHE 102 Periodicity and Chemical Reactions 3

CHE 102L Basic Laboratory Methods II 1

Fall

BIO 191/191L Cell and Animal Biology 4

CHE 201 Organic Chemistry I 4

CHE 201L Organic Chemistry Lab I 1

One of the following courses, depending on student's math background:
PHY 102/102LEIements of Physics 4

PHY 110/110LIntroduction to Mechanics and Electricity 4

Spring

BIO 192/192L Molecular Biology and Genetics 4

CHE 202 Organic Chemistry II 4

CHE 202L Organic Chemistry Lab II 1

One of the following courses, depending on student's math background:
PHY 103/103LEIements of Physics II 4

PHY 111/lllLIntroduction to Magnetism, Heat, Sound and Light 4

Summer II

Begin medical school application process
Take the MCAT

Part-time students who enroll in the fall will follow this course sequence:
Year 1. Fall

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78

CHE 101 Fundamental Concepts of Matter and Reactions 3

CHE 10IL Basic Laboratory Methods 1

And either:

BIO 191/191LCell and Animal Biology 4

or one of the following courses, depending on student's math background:

PHY 102/102LEIements of Physics 4

PHY 110/1 lOLIntroduction to Mechanics and Electricity 4

Year 1. Spring

CHE 102 Periodicity and Chemical Reactions 3

CHE 101L Basic Laboratory Methods 1

And either:

BIO 192/192LMolecular Biology and Genetics 4

or one of the following courses, depending on student's math background:

PHY 103/103LEIements of Physics 4

PHY 111/lllLIntroduction to Magnetism, Heat, Sound and Light 4

Year 2, Fall

CHE 201 Organic Chemistry I 4

CHE 201L Organic Chemistry Lab I 1

And either:

BIO 191/191LCell and Animal Biology 4

or one of the following courses, depending on student's math background:

PHY 102/102LEIements of Physics 4

PHY 110/110LIntroduction to Mechanics and Electricity 4

Year 2, Spring

CHE 202 Organic Chemistry II 4

CHE 202L Organic Chemistry Lab II 1

And either:

BIO 192/192LMolecular Biology and Genetics 4

or one of the following courses, depending on student's math background:

PHY 103/103LEIements of Physics 4

PHY 111/lllLIntroduction to Magnetism, Heat, Sound and Light 4

Summer

Begin the medical school application process

Take the MCAT

For more information about the Post-Baccalaureate Pre-Medical Program, please see the
website: www.agnesscott.edu/academics/post-bacc.

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 in her or his undergraduate
work. Graduates receive certification in grades six through 12 from the Georgia Professional
Standards Commission, reciprocal with most 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 preparation 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

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79

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 teaching field).

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

Tuition and Fees

Tuition for 2010-2011 is $475 per credit hour.

The student activity fee for 2010-2011 is $215 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. The college requires all students be covered by health insurance and provides a
health insurance program ($599 for 2010-2011). The health insurance program may be
waived upon evidence that the student is covered by adequate alternative health insurance
arrangements.

Refund Policy

A refund refers to college charges that are refunded to the student and/or to the financial
aid sources that covered 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. No
refund will be made of the $350 enrollment deposit.

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

90 percent tuition refund when the withdrawal process is completed within the first week
of the semester;

50 percent tuition refund when the withdrawal process is completed within the second or
third week of the semester; and

25 percent tuition refund when the withdrawal process is completed within the fourth
through the sixth week of the semester.

There are no refunds for student fees.

The date of withdrawal is the date the official withdrawal form is received by a dean for
signature. 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.

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 consecutively through the course offerings of the

program, completing all course work described.

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

Summer Semester

Session I

ENG 600: Critical Approaches to Teaching Literature 4

Using critical and cultural theory to teach literary texts. Critical methods that enrich

understanding of classic and modern literature and help provide instructional units for

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80

effective classroom presentation. Special attention to reader-response, historical and
cultural (feminist/gender, multicultural, and/or post-colonial) theoretical approaches.

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

ENG 650: Topics in Literature 4

Topic for Summer 2010: American Dreams

This course explores the pervasive national myth of the American Dream, focusing on works
central to the secondary school American literature canon and treating them in the context
of historical documents, documentary films, and other works outside this central canon.

EDU 611: Social and Philosophical 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. Field experience required. Prerequisite: EDU 610

EDU 611L: 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 611. 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 611.

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 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.

ENG 610: Writing Teachers' Workshop 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 608: The Study 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.

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81

Spring Semester

EDU 630: Student Teaching 10

(taken over a three-month 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: EDU 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. (4 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 GACE Content Assessments Test. Note: a passing
score on the PRAXIS II: Subject Assessments Test is acceptable 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.

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 secondary biology, chemistry, mathematics or
physics 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 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
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 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 preparation of a teacher.
It is further guided by the conceptual framework that informs all the educational programs
of the college.

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

Candidates in the M.A.T. programs in biology, chemistry and physics are expected to

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82

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
education of every student.

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

A three-course sequence (SCE 600-602 or MAT 600-602), which links 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 disciplinary adviser (for
more details, see the individual program descriptions at the website:
agnesscott.edu/academics/graduate). An exceptionally well-prepared student may request
that one of these courses be waived.

Professional education courses, including special internships and supervised student
teaching

Tuition and Fees

Tuition for 2010-2011 is $475 per credit hour.

The student activity fee for 2010-2011 is $215 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. The college requires all students be covered by health insurance and provides a
health insurance program ($599 for 2010-2011). The health insurance program may be
waived upon evidence that the student is covered by adequate alternative health insurance
arrangements.

Refund Policy

A refund refers to college charges that are refunded to the student and/or to the financial
aid sources that covered 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. No
refund will be made of the $350 enrollment deposit.

Agnes Scott's institutional refund policy for tuition is:

90 percent tuition refund when the withdrawal process is completed within the first week
of the semester;

50 percent tuition refund when the withdrawal process is completed within the second or
third week of the semester; and

25 percent tuition refund when the withdrawal process is completed within the fourth
through the sixth week of the semester.

There are no refunds for student fees.

The date of withdrawal is the date the official withdrawal form is received by a dean for
signature. 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.

Program of Study

The programs of study for students in the M.A.T. programs 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 agnesscott.edu/academics/graduate.
In order to guide the candidate in choosing disciplinary electives, which are courses in
Agnes Scott's undergraduate curriculum, an adviser from the candidate's disciplinary
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

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83

count toward completion of electives for the M.A.T.

It is usual for full-time students to proceed consecutively through the course offerings of the

program, completing all course work described.

Curriculum for the M.A.T. in Teaching Secondary Biology, Chemistry,
Mathematics or Physics

Summer Semester

Session I

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).

MAT 600: Secondary Mathematics from an Advanced Perspective 4

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, calculus.

Prerequisite: Admission to the program

Corequisite: EDU 610

OR

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

Session II

EDU 611: Social and Philosophical 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. Field experience required.
Prerequisite: 610

EDU 611L: 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 611. 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 611.

MAT 601A Teaching and Learning Mathematics Part A 2

Study of national and state standards for secondary mathematics, text books and
curriculum models, and how learning experiences can be structured to achieve these
standards. Reading in mathematics education literature.
Prerequisite: MAT 600, EDU 610

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OR

SCE 601A Teaching and Learning the Sciences Part A 2

Teaching and learning strategies in the content area. Study of national and state standards
for secondary science. Reflecting on personal learning and observing student learning.
Preparing labs and developing field trip activities for secondary science courses.
Prerequisite: SCE 600, EDU 610

Elective (summer or fall) 4

Summer session total: 12 or 16

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 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.

MAT 601B Teaching and Learning Mathematics Part B 2

Experience with teaching reading of mathematics texts, preparing and grading assignments
that reflect teaching goals and lesson planning, and employing technology to enhance
mathematics learning.

Prerequisite: MAT 601A, EDU 610; Corequisite EDU 612.

OR

SCE 601B Teaching and Learning the Sciences Part B 2

Experience with strategies for teaching reading of science, lesson planning, and employing
technology to enhance science learning. Reflecting on personal learning and observing
student learning.

Prerequisite: SCE 601A, EDU 610

Corequisite EDU 612

Electives (4 or 8) (usually undergraduate courses taken to fill disciplinary gaps)

Disciplinary Electives (4 or 8) (usually undergraduate courses taken to fill disciplinary gaps)

Fall semester total: 16 or 20

Spring semester

EDU 630: Student Teaching 10

(taken over a three-month period, starting in early January)

Full-time supervised experience in a public school.

Prerequisite: EDU 610, 612, 680.

EDU 631: Seminar in Teaching 2

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

MAT 602: Current Issues in the Study and Teaching of Mathematics 4

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.

Prerequisite: MAT601B

Corequisities: EDU 630, EDU 631

OR

SCE 602: Current Issues in the Study and Teaching of Science 4

Reflection on both human interactions and science encountered during student teaching,
filling 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.

Prerequisite: SCE 601B

Corequisities: EDU 630, EDU 631

Spring semester total: 16

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 GACE Content Assessments Test. Note that a
passing score on the PRAXIS II: Subject Assessments Test is acceptable 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.A.T. in biology, chemistry and physics: Complete coursework
including SCE 600, 601 and 602 and EDU 610, 611, 612/612L, 630 and 631.

For candidates in the M.A.T. in mathematics: Complete coursework including MAT 600,
601 and 602 and EDU 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 exceptionally 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.

YEAR-FIVE POST-BACCALAUREATE STUDIES

Year-Five Post-Baccalaureate Studies provides an opportunity for students to complement
their undergraduate program by broadening studies in their major, exploring new academic
areas or completing prerequisites related to graduate studies and career preparations. The
2010-2011 program is available on a tuition-free basis only to Agnes Scott students who
received their Bachelor of Arts in May 2010.

Selection

The director of academic advising serves as the academic adviser for all Year-Five students.
Students wishing to participate in Year Five must submit a detailed academic plan and
rationale with their application by the stated deadline in the spring semester. Students must

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demonstrate how proposed courses are linked to their career and professional objectives.
The Year-Five Committee reviews all applications.

Eligibility

The tuition-free Year-Five program is subject to college enrollments and available resources,
and participation may be limited. The college will determine by Jan. 1 of each year the
availability of the program for the next academic year. Students are not eligible to enroll in
the M.A.T. program or the Post-Baccalaureate Pre-Medical program on a tuition-free basis
through Year Five. Year Five 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 below, 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 immigration 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. In addition:

Year-Five students must maintain a 2.0 GPA in the fall semester in order to be eligible to
continue 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 minimum course load of one course or a maximum course
load of nine full-credit courses or the equivalent over the academic year. Year-Five students
living in campus housing must maintain a full-time course load.

The following courses are not open on a tuition-free basis to Year-Five students: applied
music, internships (credit), independent study, special study or any departmental directed
study courses, 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 both the tuition and the regular applied music fees.

Year-Five students may not appeal for an overload and they may not appeal for
permission to repeat a course with a D grade. However, students may appeal all other
academic matters through channels open to undergraduates.

Year-Five students are not eligible for cross-registration.

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 normally
subsidized by the college. Year-Five students should contact the Office of Financial Aid
regarding loan eligibility.

The Honor System applies to Year-Five students.

Campus Housing

Campus housing may be available to Year-Five students for the 2010-2011 academic year

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based on the residential 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 fee. This
fee entitles them to participate in Student Government Association activities. In addition,
the college requires that all students be covered by the student health insurance program.
These fees must be paid by the first day of classes in the fall semester. Fees are not
refundable and will not be prorated for one semester participation.

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AFRICANA STUDIES

Faculty

Violet M. Johnson, professor of history

Yvonne Newsome, associate professor of sociology

Willie Tolliver, associate professor of English and director

History, culture and contemporary issues pertaining to people of African descent are the
focus of Africana Studies. The core courses, offered in the departments of history, 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, 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 in Africana
Studies are encouraged strongly to participate in relevant faculty-led Coca-Cola Global
Awareness or Global Connections programs or any other study-abroad program approved by
Agnes Scott.

Requirements for the Africana Studies Major

Africana Studies 170, 257, 350

Two courses from each category, Groups I-III.

A minimum of 32 credits, at least 16 of which must be above the 200-level

Requirements for the Africana Studies Minor

Africana Studies 170; 250, 251 or 350

One course from each category, Groups I-III.

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, 320, 325, 352, 355, 358, 380

Group II (critical perspectives):

Africana Studies 230, 240, 245, 335, 356, 370

Group III (related perspectives):

Africana Studies 229, English 317 (when the topic relates to Africana Studies), Music 204,

Political Science 355, Sociology 301, 325, Spanish 208

Courses

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.

(Cross-listed with Religious Studies 217)
170 AFRICAN-AMERICAN CULTURE AND SOCIAL INSTITUTIONS 4

Overall framework for the study of African Americans from slavery to the present.
Aspects of the African-American experience are examined from a multidisciplinary
perspective.
216 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).

Offered alternate years

(Cross-listed with English 216)

(Cross-listed with Women's Studies 216 when topic applies)

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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.

Offered alternate years

(Cross-listed with Anthropology 219)

(Cross-listed with Religious Studies 219)

229 AFRICAN MUSIC: TRADITIONAL AND CONTEMPORARY 4

As a fundamental course in sub-Saharan African music, this course introduces 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.
(Cross-listed with Music 229)

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

Offered alternate years

(Cross-listed with Sociology 230)

(Cross-listed with Women's Studies 231 when topic applies)
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.

(Cross-listed with Psychology 240)

(Cross-listed with Women's Studies 240 when topic applies)
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.

(Cross-listed with Philosophy 245)

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 alternate years
(Cross-listed with History 253)

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 alternate years

(Cross-listed with History 254)
257 KINGDOMS, COLONIES AND NATIONS:

AN INTRODUCTION TO AFRICAN HISTORY 4

Survey of the main contours of African history from the Sudanic empires to postcolonial

nations.

(Cross-listed with History 257)

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313 SHAKESPEARE AND RACE 4

Thematic, generic or period studies (for example, The Elizabethan Plays, The Tragedies
or Shakespeare and Race).

(Cross-listed with English 313)
320 HISTORY OF SLAVERY IN U.S. 4

An examination of the institution of slavery in American history and memory. Themes
include: definitions of freedom; the Atlantic slave trade; slaveholding ideologies; slave
communities and culture; abolition; and the impact of slavery on free people throughout
the nation.

(Cross-listed with History 320)
325 STUDIES IN AFRICAN-AMERICAN LITERATURE 4

Thematic, generic or period studies (for example, The African-American Novel or Major
African-American Writers).

(Cross-listed with English 325)

(Cross-listed with Women's Studies 325 when topic applies)
335 BLACK PROTEST THOUGHT IN AMERICA

FROM SLAVERY TO THE PRESENT 4

Political, social and ideological currents which influenced and shaped the black struggle

for freedom, citizenship and equality.

Offered alternate years

(Cross-listed with History 335)

(Cross-listed with Religious Studies 340)
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 2010-20011 and alternate
years.

(Cross-listed with History 350)
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).

(Cross-listed with English 352)

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, one 200-level literature course
(Cross-listed with French 355)

356 COMPARATIVE BLACK FEMINISMS 4
Interdisciplinary analysis and critique of the history of ideas that make up African and
African Diasporic feminist thought and practice.

Prerequisite: SOC 101 or ANT 101

Offered alternate years

(Cross-listed with Sociology 356)

(Cross-listed with Women's Studies 356)
358 WOMEN AND WAR IN POSTCOLONIAL AFRICA 4

Historical examination of the complex ways that liberation and civil wars affected
women of sub-Saharan Africa in the first half century of independence.

Offered alternate years

(Cross-listed with History 358)

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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: SOC 101 or ANT 101

(Cross-listed with Sociology 370)
380 CULTURE AND ETHNOGRAPHY OF AFRICA 4

This course offers an examination and appreciation of African cultures in the present and
in historical perspective. Course topics include kinship, gender, politics, religion,
economics, and colonialism. Students read several ethnographies for an in-depth
understanding of specific cultures.

Prerequisite: SOC 101, ANT 101, AS 140, AS 257, AS 250 or AS 251

Offered alternate years

(Cross-listed with Anthropology 380)

(Cross-listed with Religious Studies 380)

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ART AND ART HISTORY

Faculty

Anne E. Beidler, professor

Nell Ruby, associate professor and chair

Donna L. Sadler, professor

Katherine A. Smith, assistant professor

Lisa Alembik, director of The Dalton Gallery

Our world increasingly relies on visual communication. Recognition of 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-
history 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 imaging, sculpture (or three dimensional studio) and mixed
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 Gallery,
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 and publicly communicate the relationship
between artistic intensions and visual expression in the mounted exhibitions. Students also
have access to Atlanta's rich cultural offerings. Visits to the many galleries, museums and
artist studios in the metropolitan area complement the art major's course of study.

Art majors are encouraged strongly 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 Art Majors

Art History (10 courses minimum):

Required courses: 150, 160, 420

Seven additional art history courses at the 200 level or above

Studio Art (10 courses minimum):

Required courses: 150, 160, 240, 421

One additional art-history course 200 level or above

Five additional studio-art courses at the 200 level or above

Requirements for the Art 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

Courses

Art History & Theory

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(Any course in art history and theory will satisfy the distributional standard in fine arts.)
150 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 for all upper-level
courses in art history.

201 ART OF ANCIENT GREECE AND ROME 4
Examination of the art and architecture of the classical world from the Bronze Age to
the Fall of Rome. Focus on the evolution of Greek temples, the quest for naturalism in
sculpture and the refinement of Black and Red figure pottery. In Rome, students
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
Offered alternate years
(Cross-listed with Classics 242)

202 THE MIDDLE AGES: IMAGES AND IDEAS 4

Key monuments 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 will be addressed in this course.

Prerequisite: 150 or permission of the instructor

Offered alternate years

(Cross-listed with Religious Studies 202)

203 THE ART OF THE RENAISSANCE 4
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 alternate years

208 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 alternate years

209 20TH-CENTURY ART 4
Exploration of the major artistic movements in painting and sculpture during the 20th
century.

Prerequisite: 150 or permission of instructor

Offered alternate years
215 MODERN ARCHITECTURE 4

Consideration of the key developments in architecture and urban design from the mid-
19th century through post-modernism

Prerequisite: 150 or permission of instructor

Offered alternate years
220 MONUMENTS: MAKING MEANING AND MEMORY IN VISUAL CULTURE 4

Explores the variety of public 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

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have given visual form to the rituals of and opportunities for memory and mourning.

Prerequisite: 150 or permission of instructor

Offered alternate years
260 IMAGE AND WORD: METHODS IN ART AND ART HISTORY 4

This course examines methods and methodologies in studio art and art history.
Students practice skills such as analyzing works of art for their visual, iconographic and
socio-historical components, summarizing and critiquing scholarly texts and considering
their methodological approaches, and giving public presentations. Students will have
the opportunity to interact with all members of the Department of Art and Art History
and the director of The Dalton Gallery, thus gaining a breadth and depth in their
understanding of intersecting and complementary practices in areas of art and art
history.

Prerequisite: 150 or 160
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

(Cross-listed with Women's Studies 304)
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 alternate years

(Cross-listed with Religious Studies 312)
315 SPECIAL TOPICS 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
325 HISTORY OF PHOTOGRAPHY 4

Focuses on the documentary and artistic uses of photography from its invention in the
mid-19th century to the present. Also investigates photography's relationships to work
in other media.

Prerequisite: 150 or permission of instructor

Offered alternate years
330 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 alternate years
380 CONTEMPORARY ART AND THEORY 4

Examination of key artists and theories in the art of the last three decades. Issues
include: postmodernism, feminism and multiculturalism. Visits to museums and/or area
galleries are integrated into the course.

Prerequisite: 150 and a 200-level course or permission of the instructor

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410 SPECIAL STUDY IN ART HISTORY 2-4

Individual research project supervised by instructor.
Open to majors, or by permission of instructor
420 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

Any course in studio art will satisfy the distributional standard in fine arts (note

prerequisites). Students are expected to provide most of their supplies.

160 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.

240 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

241 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

242 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

243 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, performative and kinetic
works.

Prerequisite: 160
250 SPECIAL TOPICS STUDIO I 4

This introductory course may vary in area of concentration. Topics may include
designing with type and image, digital photography, projects in time-based digital
media or an announced topic in the instructor's area of expertise.

May be repeated if subject matter varies

Prerequisite: 160

340 DRAWING II 4
Advanced studies in drawing

Prerequisite: 240

341 PAINTING II 4
Advanced studies in painting

Prerequisite: 241

342 PRINTMAKING II 4
Advanced studies in printmaking

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Prerequisite: 242
343 SCULPTURE II 4

Advanced studies in sculpture
Prerequisite: 243
350 SPECIAL TOPICS STUDIO II 4

Advanced studies in a topic to be announced.
May be repeated if subject matter varies
Prerequisite: 250
421 ADVANCED STUDIO I 4

Capstone course in studio art with a focus on developing a body of work reflecting
contemporary approaches to art making. Students will broaden the range and
knowledge of expression through focused creativity, in depth research, and oral and
digital 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, one other course at the 200 level
or above
460 SPECIAL PROJECTS 4

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.
Corequisite: 421, permission of the instructor.

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ASIAN STUDIES

Faculty

Anne Beidler, professor of art

Shu-chin Wu, assistant professor of history and director

Abraham Zablocki, associate professor of religious studies

The Asian Studies program introduces students to the rich and diverse languages, cultures and
societies of Asia through interdisciplinary study. Courses in this program are designed to give students
the opportunity to comprehend the essence of different cultures in Asia. The program provides a solid
foundation for students to understand Asia as a whole as well as to appreciate the unique traditions
and patterns of developments of individual Asian countries. Students pursuing a minor in Asian
Studies are allowed and encouraged to choose from a wide range of courses

Students minoring in Asian Studies are encouraged strongly to participate in a faculty-led Global
Awareness or Global Connections program or any other college-approved program abroad or in the
United States.

Requirements for the Asian Studies Minor

Required Introductory Courses (One course from the following list):

History 113, 114, 115

Religious Studies 115 (Asian Religions topic only)

Required Language Courses (Two sequential courses from the following list):

Chinese 101, 102, 201, 202

Japanese, 101, 102, 201, 202, 301
Three additional courses, from at least two departments, from the courses listed below. At least two of
these additional courses must be at or above the 300 level.

History 230, 352, 354, 360, 362

Religious Studies 232, 233, 234, 242, 243, 334

Music 219, 308

Courses

Chinese

101 ELEMENTARY CHINESE I 4
Designed to make spoken and written Mandarin Chinese a functional language for students.
Emphasis on pronunciation, basic vocabulary, foundational grammar for simple sentences and
short paragraphs, and the Chinese writing system for rudimentary reading and writing.

102 ELEMENTARY CHINESE II 4
Continuation of 101.

Prerequisite: 101 or the equivalent

201 INTERMEDIATE CHINESE I 4
Designed to advance skills in spoken and written Mandarin Chinese. Grammatical structures,
vocabulary and pronunciation will build on elementary foundation. Cultural material will be
included in course content.

Prerequisite: 102

202 INTERMEDIATE CHINESE II 4
Designed to advance skills in spoken and written Mandarin Chinese. Grammatical structures,
vocabulary and pronunciation will build on Chinese 201. Cultural material will be included in
course content.

Prerequisite: 201

Japanese

101 ELEMENTARY JAPANESE I 4
Fundamentals of spoken and written Japanese. Development of reading, writing, speaking and
listening skills with emphasis on the development of conversational fluency in sociocultural
contexts.

102 ELEMENTARY JAPANESE II 4
Continuation of Japanese 101

Prerequisite: 101 or equivalent

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201 INTERMEDIATE JAPANESE I 4

A continuation of elementary Japanese, focusing on the further development of oral proficiency,
reading and writing skills.

Prerequisite: 102 or equivalent

202 INTERMEDIATE JAPANESE II 4
A continuation of Japanese 201

Prerequisite: 201 or equivalent

205 KOTOBA TO BUNKA: LANGUAGE IN JAPANESE CULTURE AND SOCIETY 4

By analyzing sociocultural factors evident in the language, the course aims to gain insight into
social hierarchy, interpersonal relationships and Japanese way of thinking in this country that
possesses one of the greatest influential forces on American youth culture today.

301 THIRD YEAR JAPANESE I 4

A continuation of Intermediate Japanese that helps students improve oral proficiency and reading
and writing skills. The course will make use of short newspaper/magazine articles, TV
commercials, and online materials to stress the sociocultural contexts of the language.
Prerequisite: 202

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ATLANTA SEMESTER: WOMEN, LEADERSHIP AND SOCIAL CHANGE

Faculty

Isa Williams, associate professor of women's studies and director

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.

Courses

301 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 alternate years

Open only to students enrolled in the Atlanta Semester

Corequisite (optional): 380
350 THE ATLANTA SEMESTER INTERNSHIP 4

Experiential learning through a supervised internship in an organization.

Offered alternate years

Open only to students enrolled in the Atlanta Semester
380 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 alternate years

Open only to students enrolled in the Atlanta Semester

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BIOCHEMISTRY & MOLECULAR BIOLOGY
FACULTY

Douglas A. Fantz, associate professor of chemistry and co-director
Timothy S. Finco, associate professor of biology and co-director

Through the academic program in biochemistry and molecular biology, students gain a
thorough grounding in biological and chemical principles, especially as applied to this
interdisciplinary field.

The major provides background for a variety of career goals, including advanced study
in biochemistry, molecular biochemistry, pharmacology, medicine, dentistry and veterinary
medicine; technical and nontechnical areas of biochemical, medical and pharmaceutical
industries; and scientific writing or editing.

The required courses provide fundamental knowledge of:

Structure and function relationships of biological molecules 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 experience may be a credit or
noncredit program either on or off campus.

Students considering a major in biochemistry and molecular biology should consult a
biochemistry adviser as soon as possible, as sequencing of courses and prerequisites
requires careful planning.

Requirements for the Biochemistry Major:

Courses required in the discipline:

Biology 191, 192, 300 (or Chemistry 300), 316,

additional course chosen from 260, 301, 309, 315, 317 and 318

Biology credits: 16-20

Note: Biochemistry and molecular biology majors do not have to take Bio 210 in order to

enroll in upper level biology courses

Chemistry 101, 101L, 102, 102L, 201, 202, 300 (or Biology 300), 301, 342L, 400, 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 co-
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 Conference or other
approved venue. For more information, contact the directors of the biochemistry and
molecular biology program.

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BIOLOGY

Faculty

Timothy S. Finco, associate professor and chair

John F. Pilger, William R. Kenan Jr. Professor of Biology

Srebrenka Robic, assistant professor

Lock Rogers, 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
major, the environmental and sustainability studies minor, the public health minor and dual-
degree program requirements.

Requirements for the Biology Major:

38 credits minimum excluding 100, 108, 150, 201 and 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 Biology Minor:

Biology 191, 192, 210 and two additional courses at the 200-level or above.

Courses:

100 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 orl92

May not be used to fulfill the minimum requirements for the biology major

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108 ENVIRONMENTAL BIOLOGY 4

An introduction to human effects on interactions among organisms and the
environment. May not be used to fulfill the minimum requirements for the biology
major.

3 LEC, 1 LAB
Prerequisite: ESS 101.
Offered 2010-2011 and alternate years
150 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

191 CELL AND ANIMAL BIOLOGY 4
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

192 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
195 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
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 requirements for the biology
major. May be used as elective credit in the psychology major.

Prerequisite: 191 or PSY 101 or 102

(Cross-listed with Psychology 201)
210 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
215 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 14 students.

Offered summer 2012 and alternate years

Prerequisite: One biology course and the instructor's permission
230 EVOLUTIONARY BIOLOGY 4

Processes and patterns of adaptation and speciation. Population genetics and
population biology as they relate to evolutionary biology.

Prerequisite: 192, 210

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Offered 2011-2012 and alternate years
240 VERTEBRATE BIOLOGY 4

Morphology of the vertebrate body and evolution of vertebrate groups. Comparative
anatomy and histology. Includes dissection of selected animals.

3 LEC, 1 LAB

Prerequisite: 210

Offered 2010-11 and alternate years

250 FOUNDATIONS OF NEUROSCIENCE: 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: 191, CHE 101 strongly recommended. Students may take 250 or 251

first and each course is independent of the other

(Cross-listed with Psychology 250)

251 FOUNDATIONS OF NEUROSCIENCE: SYSTEMS AND CIRCUITS 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 neuro-anatomy,
sensory system structure and function, CNS regulatory and behavioral/cognitive function
using microscopy, computer software systems and EEG recordings.

3 LEC, 1 LAB

Prerequisite: PSY 101 or 102, but 102 is preferred, BIO 191

(Cross-listed with Psychology 251)
260 BIOINFORMATICS 4

An introduction to the theory and practice of bioinformatics and computational biology.
Topics include: the analysis of genome sequences, comparative genomics, gene
expression arrays, and proteomics.

Prerequisite: 192, 210, MAT 115 or MAT 117

Offered 2010-2011 and alternate years
270 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 2011-2012 and alternate years
280 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 2011-2012 and alternate years
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: CHE 202; For biology majors only: 192, 210

Corequisite: 300L

(Cross-listed with Chemistry 300)
300L BIOCHEMISTRY I LABORATORY 1

Fundamental biochemical laboratory techniques including spectroscopy, enzymology,
chromatographic separations, and electrophoresis.

Corequisite: 300

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(Cross-listed with Chemistry 300L)
301 MICROBIOLOGY 4

Cell biology, metabolism, genetics and phylogeny 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: 192, 210; CHE 201
305 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, CHE 201 \

Offered 2011-2012 and alternate years

308 ECOLOGY 4
Interactions of organisms with their abiotic and biotic environments. Study of species,
populations, communities and ecosystems from ecological and evolutionary
perspectives. Laboratory and field studies, environmental analysis.

3 LEC, 1 LAB

Prerequisite: 210 (for biology majors) or 108 (for environmental and sustainability

studies)

Offered 2011-2012 and alternate years

309 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: 192, 210, CHE 102

Offered 2011-2012 and alternate years

315 GENETICS 4
Structure, function, regulation and transmission of hereditary materials in viruses,
prokaryotes and eukaryotes.

3 LEC, 1 LAB

Prerequisite: 192, 210, CHE 201

Offered 2010-2011 and alternate years

316 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: 192, 210

Prerequisite or corequisite: CHE 201

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: 192, 210, CHE 102

Offered 2010-2011 and alternate years

318 DEVELOPMENTAL BIOLOGY 4

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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: 192, 210, CHE 102

Offered 2012-2013 and alternate years
380 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, 260, 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 multi-semester 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

490 INDEPENDENT OR COLLABORATIVE STUDY 4-8
Independent or collaborative laboratory and/or field 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.

491 - 496 SEMINAR AND RESEARCH 2
Integrative experience for junior or senior biology, neuroscience or 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.

491 SEMINAR IN ECOLOGY 2

Prerequisite: 308, junior or senior standing and permission of the instructor
Offered 2011-2012 and alternate years

492 SEMINAR IN NEUROBIOLOGY 2

Prerequisite: 250 or 305, junior or Senior standing and permission of the instructor
Offered 2010-2011 and alternate years

493 SEMINAR IN MOLECULAR BIOLOGY 2

Prerequisite: 316, junior or senior standing and permission of the instructor
Offered 2011-2012 and alternate years

494 SEMINAR IN MICROBIOLOGY 2

Prerequisite: 301, junior or senior standing and permission of the instructor
Offered 2010-2011 and alternate years

495 SEMINAR IN EVOLUTIONARY GENETICS 2

Prerequisite: 230, junior or senior standing and permission of the instructor
Not offered 2010-2011

496 SEMINAR IN DEVELOPMENTAL BIOLOGY 2

Prerequisite: 318, junior or senior standing and permission of the instructor
Offered 2012-2013 and alternate years

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106

CHEMISTRY

Faculty

Nancy Devino, assistant professor and director of the Science Center for Women

Douglas A. Fantz, associate professor and chair

Lilia C. Harvey, professor

Ruth E. Riter, associate professor

T. Leon Venable, associate professor

Sarah A. 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-quality instruments and experimental design.

The curriculum is structured to serve chemistry majors, biochemistry and molecular
biology majors; other natural science majors and non-science majors. Two major options
are available: an ACS-approved chemistry 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 ranging 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 Chemistry Major:

Core courses required in the discipline:

101, 101L, 102, 102L or equivalent, preferably in first 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 Chemistry 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.

Courses:

100 CONTEMPORARY ISSUES IN CHEMISTRY 4

Designed for students not planning to major in the sciences, this course will explore

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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.

101 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: 101L
101L BASIC LABORATORY METHODS I 1

Experimental methods in basic scientific measurement, elementary synthesis and
analysis.

Corequisite: 101

102 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
102L BASIC LABORATORY METHODS II 1

Experimental methods to analyze elementary inorganic reactions both quantitatively
and qualitatively.
Corequisite: 102
111 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, and organic and heavy metal contamination of soils.
Fulfills the second science requirement.

201 ORGANIC CHEMISTRY I 3
Systematic study of the chemistry of aliphatic and aromatic hydrocarbon compounds,
including their derivatives, such as alkyl halides, and alcohols. Sterochemistry,
electronic effects, resonance theory, acid-base properties and reaction mechanisms
emphasized.

Prerequisite: 101, 102 or the equivalent background as determined by results

of the departmental placement/exemption examination and faculty-student

conference

Corequisite: 201L
201L ORGANIC CHEMISTRY LABORATORY I 1

Introduction to fundamental experimental techniques of organic chemistry. Aspects of
chromatography and spectroscopy explored.

Corequisite: 201

202 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
202L ORGANIC CHEMISTRY LABORATORY II 1

Qualitative organic analysis and multistep organic synthesis.
Corequisite: 202
210 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;

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nerve impulses regulated by alkali metals; transition metals as catalysts.

Prerequisite: 102, 102L
211 QUANTITATIVE CHEMICAL ANALYSIS 4

Integrated lecture-laboratory course in quantitative chemical analysis including
gravimetric, titrimetric and electrochemical methods, chemical equilibrium and
statistical analysis of data.

Prerequisite: 102

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: 202; For biology majors only: BIO 191, 192

Corequisite: 300L

(Cross-listed with Biology 300)
300L BIOCHEMISTRY I LABORATORY 1

Fundamental biochemical laboratory techniques including spectroscopy, enzymology,
chromatographic separations and electrophoresis.

Corequisite: 300

(Cross-listed with Biology 300L)

301 PHYSICAL CHEMISTRY I 3
General principles of thermodynamics and equilibria. Gas phase and solution kinetics,
solution dynamics and catalysis.

Prerequisites: 202, MAT 118, 119, PHY 110, 111, MAT 220 recommended

302 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
312 INSTRUMENTAL ANALYSIS 3

Advanced study of instrumental and theoretical approaches for chemical analysis.
Prerequisite: 301, PHY 242
Corequisite: 302, PHY 243
342L PHYSICAL AND 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
343L PHYSICAL AND 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, PHY 242
Pre- or corequisite: 302, 312, PHY 243
400 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 BIO 300, 301
410 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
431 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

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organometallic and bioinorganic chemistry.
Prerequisite: 302
431L MODERN TECHNIQUES IN INORGANIC SYNTHESIS 1

Synthesis and characterization of inorganic and organometallic compounds. Inert
atmosphere techniques. Nonaqueous chemistry. Spectroscopic characterization.
Corequisite: 431

481 TOPICS IN INORGANIC CHEMISTRY 4

482 TOPICS IN ANALYTICAL CHEMISTRY 4

483 TOPICS IN PHYSICAL CHEMISTRY 4

484 TOPICS IN ORGANIC CHEMISTRY 4

485 TOPICS IN BIOCHEMISTRY 4
490 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

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CLASSICS

Faculty

Megan O. Drinkwater, assistant professor
Sally A. MacEwen, professor and chair

The classics student learns how to use a wide range of compelling textual and material
remains, anthropology, history, sociological methods, political theory, literary criticism and
art history to examine the ancient culture of Greece and Rome. With rigorous application of
these methods, she begins to grasp the essence of another culture that sometimes seems
remote from her 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, medicine school,
archaeology, library work, creative writing and further study in history, art or philosophy.
The Classical Languages major concentrates on language proficiency in Greek and Latin
supplemented by the study of the history and culture of ancient Greece and Rome. Students
in this major have pursued careers in such areas as teaching either at secondary 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 of one language) 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 in classics are encouraged to take Greek or Latin in
their first year. Classics majors are encouraged strongly to participate in the Coca-Cola
Global Awareness Program and other college-approved study-abroad programs. A special
scholarship fund in available for classics-related travel.

Requirements for the Classics Majors:

Classical Languages:

At least 10 courses of 2 or more credits 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 of 2 or more credits selected from Classics, Latin and Greek

Senior Seminar

Recommended courses outside the major that do not count toward the major are Art 201,

Philosophy 206 and Philosophy 321.

Classical Civilization:

At least nine courses of 2 or more credits 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,

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At least five other courses selected from Greek, Latin and Classics, including Art 201,
Philosophy 206 and Philosophy 321
Senior Seminar

Requirements for the Classical Civilization Minor:

Six courses of 2 or more credits in Greek, Latin or classics
At least two courses of 2 or more credits at the 300 level

Courses:

Greek

101 ELEMENTARY GREEK I 4
The fundamentals of ancient Greek grammar with selected reading.

102 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 these course
prerequisites may be granted by the department chair. Any 300-level course may be
repeated with permission of the instructor.

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.
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 such as Lysias and Demosthenes

concerning adultery, politics, or Alexander the Great, with particular attention to

historical and legal context.
225/325 GREEK HISTORIANS 4

Selections from Herodotus, Xenophon, orThucydides about Sparta and Athens, ancient

ethnicities, or the beginnings of political history, with special attention to their

conception of historical writing.
226/326GREEK 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 Iliad or the Odyssey, and/or from the works of Hesiod, with

particular attention to the conventions of epic.
228/328 LATER GREEK LITERATURE 4

Post-Classical period of Greek literature, selected from Hellenistic poets like

Callimachus, and Theocritus, works from Lucian's "Second Sophistic" Lucian, Plutarch,

and others, and/or the Greek novel.
350 ADVANCED READING COURSE 2-4

Selections from Greek prose and poetry not covered in other courses, chosen to meet

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the needs of individual students.

Prerequisite: six credits of 200-level Greek and the department's permission
490 INDEPENDENT STUDY 4-8

Independent research arranged under the supervision of a department member.

Latin

101 ELEMENTARY LATIN I 4
Fundamentals of Latin grammar with selected reading.

102 ELEMENTARY LATIN II 4
Fundamentals of Latin grammar with selected reading.

Prerequisite: 101 or two entrance credits

201 INTERMEDIATE LATIN I 4
Review of Latin grammar with readings from Apuleius or other Latin prose authors.

Prerequisite: 102 or three entrance credits

202 INTERMEDIATE LATIN II 4
Readings of Latin poetry. Authors may include Catullus, Virgil, and/or Ovid, among
others.

Prerequisite: 201

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 200-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
chair. Courses at the 300 level may be repeated with permission of the instructor. The
courses taught each year will be chosen from the list below according to the needs and
interests of students and professors.

212/312 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

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 the Middle Ages 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.

215/315 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, among others.

216/316 ROMAN ELEGY 4

The tormented and urbane love poetry of Catullus, Tibullus, Propertius, and Ovid, with
particular attention to the conventions of the genre.

218/318 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.

221/321 ROMAN SATIRE 4

Social criticism at its most biting from Horace, Juvenal, Persius, Petronius and/or
Martial, authors of a genre that the Roman literary critic Quintilian claimed was
"entirely ours."

222/322 LATIN LYRIC 4

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Poetry of Horace or Catullus, among others, reflecting the influence of Greek lyric

poetry in a unique Roman style.
350 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
490 INDEPENDENT STUDY 4-8

Independent research arranged under the supervision of a department member.

Classical History and Culture In English

The following courses fulfill the Historical Studies and Classical Civilization Standard (except

242 and 321) and do not require knowledge of an ancient language.

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.

(Cross-listed with History 121)

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, including the
basic outline of events with methods for understanding history and culture in
constructing Roman social history.
(Cross-listed with History 122)

242 ART OF ANCIENT GREECE AND ROME 4
Examination of the art and architecture of the classical world from the Bronze Age to
the Fall of Rome. Focus on the evolution of Greek temples, the quest for naturalism 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. Does not satisfy the
Historical Studies and Classical Civilization Standard.

Prerequisite: 150 or permission of the instructor
Offered alternate years
(Cross-listed with Art 201)

243 TOPICS IN HISTORY AND CULTURE OF ANCIENT GREECE AND ROME 4
May include Gender in Antiquity, Alexander the Great, Roman Imperialism.

321 PLATO AND ARISTOTLE 4

Advanced study of selected topics in Plato and Aristotle. Does not satisfy the Historical
Studies and Classical Civilization Standard.
Prerequisite: PHI 206
(Cross-listed with Philosophy 321)
341 TOPICS IN CLASSICAL STUDIES:

WIVES, WARRIORS, SLAVES AND CITIZENS 4

This course examines the historical background of Rome's most famous statesmen,
and in particular the political institutions and propaganda methods they used or abused
in their rise to power. May be repeated if subject matter varies and may be cross-listed
when applicable.

Prerequisite: One course in Classical History or Literature
(Cross-listed with Sociology 341)
(Cross-listed with Women's Studies 341)
410 SPECIAL STUDY 2-4

Directed study to meet the individual needs of students whose major is classical
languages and literatures or classical civilization.
480 SENIOR SEMINAR 2

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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.
Restricted to majors in the Classics department
490 INDEPENDENT STUDY 4-8

Independent research arranged under the supervision of a department member.

Classical Literature in English

The following courses fulfill the Literature Standard and do not require knowledge of an

ancient language.

212 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.

232 MYTHOLOGY 4

The study of ancient literature, including epic, drama, poetry and prosopography, and
its relations to classical myths such as those of Oedipus, Clytemnestra, Achilles and
Penelope. Introduction to methods for understanding ancient society.

331 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

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ECONOMICS

Faculty

Rosemary T. Cunningham, Hal and Julia T. Smith Chair of Free Enterprise

Li Qi, assistant professor

Patricia Higino Schneider, associate professor

Thomas E. Will, assistant professor

Madeline Zavodny, 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, inflation 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 double-major in mathematics and economics.

Requirements for the 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 economics and one course in

statistics.

Requirements for the 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)

Requirements for the Economics and Organizational Management Major:

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

Minimum number of credits: 48

Requirements for the Economics and Organizational Management Minor:

Economics 101, 202, 211, 401

One elective course from 205, 210, 212, 240, 327, 370

Courses:

101 ECONOMIC ISSUES AND POLICY 4

An introduction to macroeconomics and microeconomics with 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

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with 102.
102 PRINCIPLES OF ECONOMICS 4

A continuation of 101, this course uses more sophisticated analytical techniques to
explore concepts in macroeconomics and microeconomics.

Prerequisite: 101
202 INTRODUCTION TO ORGANIZATIONAL MANAGEMENT 4

Provides a foundation for critical thinking 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.
205 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: PSY 101 or 102, but 102 is preferred

(Cross-listed with Psychology 205)

210 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.

211 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.

212 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

213 PRINCIPLES OF MARKETING 2
Explores the fundamentals of marketing. Topics include consumer behavior, pricing,
product variety, advertising, and strategy. Does not satisfy the distributional standard
in the social sciences.

240 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.

303 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

305 MATH FOR ECONOMISTS 4

This course will provide economics students with a background in the mathematical
tools necessary for economics, including matrix algebra, linear programming and partial
derivatives. Not open to students who have had Math 118 or higher.
Prerequisite: 101, 102

306 MICROECONOMICS 4
Advanced study of the operation of markets with emphasis on consumer-demand
theory, theory of the firm, differing market structures and the pricing and employment

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of inputs. General equilibrium and the role of the government in markets are discussed.
Prerequisite: 102
307 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
309 MONEY, BANKING AND FINANCIAL MARKETS 4

Evolution of the banking system and financial markets and related issues of public
policy. Analysis of monetary policy and its impact on economic activity.
Prerequisite: 102
327 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
330 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, one course in statistics
334 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
338 ECONOMETRICS 4

Study of sampling, statistical significance, correlation and regression analysis with
emphasis placed on their application to economic problems.
Prerequisite: 101, one course in statistics
342 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
344 COMPANIES AND COMPETITION 4

Study of how firms compete within industries. Topics include 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 organizations.
Prerequisite: 306
Offered alternate years
346 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
351 INTERNATIONAL TRADE 4

This course introduces the basics and theory of international trade. Students will
discuss various trade models, the welfare and distributional effects of free trade among
countries, trade policy instruments, reasons for limiting trade, and economic
integration.

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Prerequisite: 101

352 INTERNATIONAL FINANCE 4

This course will introduce the basics and theory of international finance. We will discuss
the balance of payments, functioning of foreign exchange markets, automatic and
policy adjustments in the balance of payments, coordination of national economic
policies, and international monetary system.
Prerequisite: 101

353 INTERNATIONAL ECONOMIC INSTITUTIONS 4

This course will discuss the role of international economic institutions in promoting
trade, development and financial stability in the global economy. It will focus on three
main institutions: the International Monetary Fund, the World Bank, and the World
Trade Organization.
Prerequisite: 101
370 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

400 SENIOR SEMINAR IN ECONOMICS 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, 307, 338

Open only to senior majors and minors in economics and in economics and

organizational management.

401 SENIOR SEMINAR IN 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

410 SPECIAL STUDY 2-4

Supervised intensive study in a special field of economics.

490 INDEPENDENT STUDY 4-8

Independent research arranged under the supervision of a member of the department.

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EDUCATION

Faculty

Lesley Coia, associate professor and director of teacher education

Gordon Malcolm Emert Jr., associate professor

Marquita Jackson-Minot, assistant professor

Jennifer A. Lund, assistant professor and director of international education

Education is central to questions of human flourishing and issues of social and economic
justice: it is one of the primary social concerns of the 21st century. The education
department offers a minor in educational studies along with M.A.T. programs at the
graduate level. (NOTE: The M.A.T. programs will no longer be offered after the 2010-2011
academic year).

The educational studies minor provides an opportunity to think critically about
education and the role it plays in developing, maintaining and extending opportunities for
personal, social and economic well-being. The study of education is premised on the idea
that teaching is an art form and education is a social and political act that has the potential
to transform individuals and society. The minor will be of interest to any student interested
in learning, teaching and wider questions of educational policy and practice.

The Educational Studies minor has been designed to meet the needs of students who
are interested in exploring systems of education and individual educational experiences in
the USA and other countries. While the minor does not lead to teacher certification, it
provides the foundation for seeking certification through an alternative preparation program
or at the graduate level in a master of arts in teaching (M.A.T.) program.

By combining an Educational Studies minor with one of Agnes Scott's liberal arts
majors (examples include English, history, biology, chemistry, mathematics, French,
Spanish) students can pursue a secondary education teaching career either through an
alternative preparation route, which allows candidates to begin teaching in the fall following
spring graduation, or by enrolling in an M.A.T. program. In either case, choosing specific
courses in the minor (like Education 380: Teaching Exceptional Children) will mean that
students have already fulfilled some of the state requirements for the teaching certificate.

Given the college's aim to provide courses that complement many student interests,
we encourage students to select courses from the Educational Studies minor to widen their
educational experience at Agnes Scott and to provide a different perspective on their own
education.

Requirements for the Educational Studies Minor:

210; 220 or 315

Once course each from the Policy Dimension and Aesthetic Dimension

One additional course from the list below.

Pedagogical Dimension: 210, 380, 440

Socio-cultural Dimension: 220, 225, 315

Policy Dimension: 217, 325, POL 125

Aesthetic Dimension: 212, 320, 415

Courses:

210 UNDERSTANDING LEARNERS:

AN INTRODUCTION TO EDUCATIONAL STUDIES 4

Addresses issues in learning theory, teaching as an art form, global and multicultural
models of education, the role of technology in education, and the philosophy of
education. Includes field experience.

212 THE ARTS IN EDUCATION 4

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Exploration of the role the fine arts play in educational settings, particularly elementary
and secondary schools, with an emphasis on the cultural implications for current
philosophies and practices that often marginalize the arts and arts-based instructional
strategies.
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: SOC 101 or ANT 101

(Cross-listed with Sociology 217)
220 DIVERSITY, DEMOCRACY AND EDUCATION 4

The study of models of education that respect human diversity especially as these
relate to ethnic, cultural, gender, class and linguistic identity. Examination of how the
conception of diversity adopted informs transformative educational policy and practice.

Fulfills Social and Cultural Analysis Standard
225 REINVENTING TECHNOLOGIES: TOPICAL STUDIES IN EDUCATION 4

Topics vary by semester, but generally focus on the following themes: social justice
issues in education, human rights and education, gender studies in education,
educational reform movements, educating for change, and the socio-cultural
dimensions of education. Course projects incorporate current technologies (filmmaking,
digital recording, digital photography, and website development, for example) to
explore education-related topics.

Prerequisite: 210

306 EXPLORING SOCIAL STUDIES WITH CHILDREN 4
Examination of social studies processes and content in an interdisciplinary context.
Includes field experience.

Prerequisite: 210, admission to the teacher-education program

307 EXPLORING MATHEMATICAL IDEAS WITH CHILDREN 4
Using manipulatives to teach analytic and quantitative skills and develop abstract
reasoning. Includes field experience.

Prerequisite: MAT 101, 115, 117 or 118, MAT 117 or 118 recommended, admission
to the teacher-education program

308 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, admission to the teacher-education
program

315 COMPARATIVE EDUCATION 4

The study of education systems in various countries. Particular attention will be paid to
gender, race, class and schooling, he focus of the course will be on the role education
can and does play in addressing issues of social justice.

320 LITERATURE FOR CHILDREN AND YOUNG ADULTS 4

In-depth examination of the themes that permeate current offerings from the world of
publishing for children and young adults; emphasis on the following topics: literary
theory, cultural representation, censorship issues, aesthetics, bibliotherapy, and
pedagogical implications.

325 PRIMARY RESEARCH IN EDUCATIONAL SETTINGS 4

Introduction to qualitative methods of educational research. Students will develop a
research proposal and carry out the initial phase of the project. Topics for research
vary by semester.

380 TEACHING EXCEPTIONAL CHILDREN 4

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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

410 SPECIAL STUDY 2-4

Supervised study in a selected field of education.
Prerequisite: Permission of the department

415 RADICAL PEDAGOGIES: EDUCATING FOR SOCIAL JUSTICE 4

Exploration of alternative pedagogies, representing various theoretical views about the
aims and purposes of education. Emphasis on topics such as the critique of current
educational systems and models, sociocultural beliefs about schools and schooling,
critical pedagogy, and education as transformational practice, particularly with respect
to issues of justice.

420 STUDENT TEACHING, 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

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

430 STUDENT TEACHING, SECONDARY 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: 431

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
440 NARRATIVES OF AMERICAN EDUCATION 4

The stories we tell about education help us make sense of where we are as well as
imagine a different future. This course explores a wide range of historical and
contemporary narratives of American education from multicultural perspectives.

Fulfills the Social and Cultural Analysis Standard

Prerequisite: junior or senior standing

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ENGLISH

Faculty

Charlotte Artese, associate professor

Christine S. Cozzens, Charles A. Dana Professor of English

Amber Dermont, assistant professor

James K. Diedrick, professor and associate dean of the college

Steven R. Guthrie, professor

Waqas A. Khwaja, professor

Sarah Schiff, visiting assistant professor

Peggy Thompson, Ellen Douglass Leyburn Professor of English and chair

Willie Tolliver, associate professor

Rachel Trousdale, associate professor

The study of language and literature can elevate our minds, animate our imaginations and
enlarge our capacity to understand one another. The English curriculum offers students
broad knowledge and deep 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 110, 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 concentrations within the department: the major 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 in 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 English Majors:

English Literature:

The English literature major requires a minimum of 10 and a maximum of 14 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
14 courses. (110 does not count toward the major.).

The program of study must include 280, 481, at least two 200-level literature courses,
two 300-level literature courses and four creative-writing courses, including two at the 300
level. Two literature courses must focus primarily on materials before 1800 and two on
materials after 1800.

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Requirements for the English Minor:

A minor in English requires at least six English courses (110 does not count toward the

minor).

The student may design her program to reflect a particular interest 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 second 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.

Courses:

1 10 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.

Offered alternate years
Prerequisite: 110

English Literature

Prerequisites:

For 200-level literature courses, the prerequisite is English 110 or the equivalent, including

exemption.

For 300-level literature courses, the prerequisite is a 200-level literature course or

permission of chair.

211 BRITISH AND AMERICAN LITERATURE TO 1700 4
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.

212 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.

213 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, Dickinson, James,
Hurston, Faulkner, Baldwin and Morrison.

215 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 alternate years

216 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).

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Offered alternate years

(Cross-listed with Africana Studies 216)

(Cross-listed with Women's Studies 216 when topic applies)

217 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).

Offered alternate years

(Cross-listed with Women's Studies 217 when topic applies)

218 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).
Offered alternate years

219 TOPICS IN LITERARY HISTORY 4
Exploration of a literary issue, theme or form across literary periods (for example,
Necessary Mythologies or The Gothic).

Offered alternate years

220 TOPICS IN WOMEN AND LITERATURE 4
Women as authors and subjects in literature. Gender as a central factor of analysis.

Offered alternate years

(Cross-listed with Women's Studies 221 when topic applies)

221 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 alternate years

222 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 alternate years

223 DEVELOPMENTS IN DRAMA 4
Exploration of topics in the history of drama across literary periods (for example,
Women Dramatists or Revenge Plays).

Offered alternate years
230 TOPICS IN FILM STUDY 4

Approaches to film from the viewpoints of history, genre and technique.
(Introduction to Film will alternate with Film History).
280 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
Prerequisite: one 200-level literature course
306 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).
Offered alternate years

(Cross-listed with Women's Studies 306 when topic applies)
308 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 alternate years
310 STUDIES IN EARLY LITERATURE 4

Thematic or generic studies in medieval and early modern literatures (for example,

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Love and Poetry in the Middle Ages or Medieval and Renaissance Drama).
313 STUDIES IN SHAKESPEARE 4

Thematic, generic or period studies (for example, The Elizabethan Plays, The Tragedies

or Shakespeare and Race).

(Cross-listed with Africana Studies 313 when topic applies)
317 STUDIES IN RESTORATION AND 18TH-CENTURY LITERATURE 4

Thematic, generic or period studies (for example: The Colonial Imagination or Forms of

Fiction).

321 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 alternate years

322 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.

Offered alternate years

(Cross-listed with Women's Studies 322 when topic applies)

324 CONTEMPORARY THEATRE 4

A study of current theatrical practice including background from significant movements
in the 2oth century. In addition to important American commercial productions, topics
may include fringe and alternative theatre, international artists and considerations of
selected locales.

Offered 2010-2011 and alternate years

(Cross-listed with Theatre 325)

325 STUDIES IN AFRICAN-AMERICAN LITERATURE 4
Thematic, generic or period studies (for example, The African-American Novel or Major
African-American Writers)

(Cross-listed with Africana Studies 325)
(Cross-listed with Women's Studies 325 when topic applies)
330 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 alternate years
340 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).
(Cross-listed with Women's Studies 345)
345 STUDIES IN AMERICAN LITERATURE 4

Thematic, generic or period studies (for example, The American Renaissance or
American Realism and Naturalism).
350 STUDIES IN MODERNISM 4

Thematic or generic studies (for example, Modern Poetry, or Virginia Woolf and
Modernism).

Offered alternate years
(Cross-listed with Women's Studies 350)
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).
(Cross-listed with Africana Studies 352)
355 STUDIES IN 20TH-CENTURY AND CONTEMPORARY LITERATURE 4

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Studies of themes in recent literature (for example, Postmodernism, Transatlantic
Literature or Postwar Literature).

Offered alternate years

(Cross-listed with Women's Studies 355 when topic applies)
370 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.

May be repeated for credit when topic varies

(Cross-listed with Spanish 370)

(Cross-listed with Women's Studies 355 when topic applies)
410 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
480 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 English Literature major
490 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

200 INTRODUCTION TO NONFICTION WRITING 4

An introduction to the craft of nonfiction writing focusing on the rhetorical skills
underlying journalism (news, editorials, interviews and features) and other forms, such
as the essay.

201 INTRODUCTION TO FICTION WRITING 4
Principles and forms of narrative writing. Illustrative readings and frequent writing.

202 INTRODUCTION TO POETRY WRITING 4

An introduction to the craft of poetry, through regular written assignments and readings
in a variety of contemporary poets and poetic movements and traditions.

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.

(Cross-listed with Theatre 203)

205 TOPICS IN CREATIVE WRITING 4
Topics in creative writing, including courses taught by visiting writers. Specific topics
will be announced before spring course selection.

(Cross-listed with Theatre 205, when the topic pertains to dramatic writing)

206 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

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lyric essay), fiction, including micro-fiction and short story, and poetry (prose, narrative,
and lyric), and dramatic writing.
Fulfills the Fine Arts Standard

300 NONFICTION WORKSHOP 4
Intermediate nonfiction writing with emphasis on the feature article, the personal essay
and experimental forms.

Prerequisite: 200, 205 (if in nonfiction), or 206

301 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, 205 (if in fiction), or 206

302 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, 205 (if in poetry), or 206

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 or 205 (if in dramatic writing)
Offered alternate years
(Cross-listed with Theatre 303)

346 CREATIVE WRITING WORKSHOP I 2
Readings in theory and practice; writing and rewriting of a group of stories or poems.

If taken with English 347, can satisfy the fine arts distributional standard.
Prerequisite: 206

347 CREATIVE WRITING WORKSHOP II 2

In this workshop, we will investigate a wide range of poetic traditions, forms, and
issues. Through in-class writing exercises, reading of model poems, and discussion of
student work, we will expand our poetic vocabularies and imaginative capabilities. The
course will culminate with each student compiling a final portfolio of thoroughly revised
poems.

If taken with English 346, can satisfy the fine arts distributional standard

Prerequisite: 206 or 202
415 DIRECTED STUDY IN CREATIVE WRITING 2-4

Advanced study in literary craft under the supervision of a department member

Prerequisite: 300-level course in the chosen genre and permission of the instructor
481 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: must be a senior English Literature-Creative Writing major, two

creative writing courses, one of which must be at the 300-level
490 SENIOR INDEPENDENT STUDY IN CREATIVE WRITING 4

Independent creative work carried out under the 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

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ENVIRONMENTAL AND SUSTAINABILITY STUDIES

Faculty

Martha Woodson Rees, professor of anthropology and co-director
Harry Wistrand, professor of biology and co-director

Human activities change our planetary environment and resources on a scale that was
previously unimaginable. Local, regional, and global organizations and governing bodies are
assessing the impact and establishing new practices to preserve resources for the current
and future generations. Environmental and sustainability studies is a unique interdisciplinary
program that combines environmental studies and sustainability, encouraging students to
think deeply and act on the challenges and solutions to the problems of the environment
and its limitations, especially relating to human impact. Experiential learning is emphasized,
with opportunities for student involvement in the sustainability effort on the Agnes Scott
campus and off-campus internships.

The core of the minor introduces students to the social and scientific aspects of these
fields, and electives permit a student to design her approach to the challenges with input
from other social, scientific, and humanistic disciplines. The minor includes an internship as
an elective during or after the junior year; students are encouraged to synthesize at least
two different areas of study in their projects.

Students wishing to minor in the program should consult early in their college careers
with one of the co-directors to plan a course of study.

Requirements for the Environmental and Sustainability Studies Minor:

Minimum of five courses; at least two of the courses in the minor must be at the 200-level

or above.

ESS 101, INTRODUCTION TO ENVIRONMENTAL AND SUSTAINABILITY STUDIES

Natural Science (one course):

BIO 108 or BIO 308 (for Biology majors)

Social Science (one course):

ANT 231, ECO 101 or POL 103

Elective courses (two courses):

ANT 231, BIO 215, BIO 308, CHE 210, ESS 201, PHI 109 (when environmental ethics is the

topic), AST 150 (when the environment or sustainability is the topic), PH 101, REL 271, ESS

450

Courses:

101 INTRODUCTION TO ENVIRONMENTAL AND SUSTAINABILITY STUDIES 4

Causes and effects of human incursion into natural systems. Examination of social,
political, ethical and economic issues and theory in light of ecological and evolutionary
principles, with a goal of developing sustainable programs.
Fulfills the second semester science requirement

201 ENVIRONMENTAL AND SUSTAINABILITY COMMUNICATION 4

Examines communication practices associated with issues and controversies
surrounding conservation, the environment and sustainability. Emphasizes critical
analysis of the role of public discourse and mass media in the definition, deliberation
and resolution of environmental and sustainability issues.
Prerequisites: ESS 101 or permission of the instructor

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FILM AND MEDIA STUDIES

Faculty

Willie Tolliver, associate professor of English and director

The film and media studies program at Agnes Scott offers students the opportunity to
concentrate on film as an art and as a means of expression. Within the minor the student
will examine the narrative dimensions of film as well as the unique vocabulary and language
of film technique. The program also focuses on film theory and film history as well as the
ideological, social and cultural implications of film discourse. The program additionally offers
courses focusing on the analysis of other media and popular culture. Drawing its courses
from across the curriculum, the program emphasizes interdisciplinary learning, allowing
students to synthesize their study of film and media through a number of perspectives:
English, art, theatre, history, languages, political science, sociology, anthropology, religion,
music, and philosophy. The mission of the program is to recognize the importance of visual
literacy in our culture and of film and media in the liberal arts.

Requirements for the Film and Media Studies Minor:

A minimum of 20 hours is required for the minor. Students must take English 230:

Introduction to Film Studies and English 230: Film History. Students must choose three

additional film and media studies course electives.

At least one course must be taken above the 200-level.

Required Courses:

ENG 230 INTRODUCTION TO FILM STUDIES 4

ENG 230 FILM HISTORY 4

Three Electives;

ENG 230 TOPICS IN FILM STUDIES (ALFRED HITCHCOCK,

WOODY ALLEN, ROMANTIC COMEDY, WOMEN AND FILM) 4

(offered in summer term)
REL 233 CONSTRUCTING TIBET THROUGH FILM AND LITERATURE 4

THE 303 DRAMATIC WRITING II 4

REL 316 THE POLITICS OF THE APOCALYPSE 4

POL 317 POLITICS OF THE MASS MEDIA 4

GER 330 GERMAN FILM 4

HIS 354 CHINESE WOMEN ON FILM:

HISTORY AND THE CINEMATIC IMAGINATION 4

HIS 360 WORLD WAR II IN ASIA: HISTORY, MEMORY & FILM 4

REL 335 JESUS IN HISTORY AND CULTURE 4

SOC 370 AFRICAN-AMERICAN IMAGES IN POPULAR CULTURE 4

FRE 345 FRENCH LITERATURE AND GENRE

(when the topic relates to film studies) 4

FRE 375 FRENCH FILM 4

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FIRST-YEAR SEMINARS
Faculty:

Tracey E.W. Laird, Charles Loridans Associate Professor of Music and director

First-Year Seminars introduce students to college-level thinking during their first semester.
Students learn to write and speak more effectively, begin to think more critically, and to
broaden research strategies all the while they are pursuing deeper knowledge of the
seminar topic. Seminars are open only to entering students, are limited in size, and are led
by a faculty member who designs the special topic for each course. Because of their
interdisciplinary nature, these courses allow students to explore the topic from different
perspectives.

Courses:

190 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.

2010-2011 Topics:

A. FAKES. FORGERIES AND IMPOSTERS
Christopher DeWeese

TTh 10:00-ll:15am

When we look back at the hoaxes or fakes that deceived previous generations (for example,
the forged Vermeer paintings Van Meegeren sold to prominent members of the Nazi party),
it seems ludicrous that they would have ever fooled anyone. They look painfully, obviously
false. Listening to Orson Welles's radio drama "The War of the Worlds," first broadcast in
1938, we find it hard to believe that credulous Americans actually panicked, thinking that a
Martian invasion was unfolding in real time around them. In this course, we will explore the
ways in which hoaxes, impersonations and forgeries illuminate the cultural imaginations that
enable their success. What does it say about us when we are "taken in" by a hoax? How do
entrenched societal ideas about art, history, and literature allow fakers to fool the public?
We will also view these issues from artistic and literary perspectives, asking questions such
as: What is an identity? What is authorship? What exactly is the difference between fiction
and non-fiction, and who decides it? Finally, we will use what we have learned to observe
our current era, in which "reality" shows, online worlds, and corporate shell games
increasingly blur the line between the real and the fake. Course texts will include Peter
Carey, My Life as a Fake; Isabelle Eberhardt, The Oblivion Seekers and Other Stories; Paul
Maliszewski, Fakers: Hoaxers, Con Artists, Counterfeiters, and Other Great Pretenders; and
Lawrence Weschler, Mr. Wilson's Cabinet Of Wonder: Pronged Ants, Horned Humans, Mice
on Toast, and Other Marvels of Jurassic Technology.

B. CHEMISTRY AND ART
Sarah Winget
MWF9:30-10:20am

What do chemistry and art have to do with one another? We will discover how these two
subjects interweave by looking at the chemistry of creating art, the chemistry of art
conservation and restoration, the effect of pollution on art, and the ways some artists
combine chemistry with art. Chemistry directly applies to artistic works, including
photography, etching and metalwork, fiber art (papermaking and textile dyeing), sculpture,
and painting. The course will include several laboratory experiments that will give hands-on
experience with the chemistry and the equipment used by museum scientists and curators.

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C. MAD IN AMERICA: MENTAL ILLNESS IN THE MOVIES, THE MEDIA AND THE LABORATORY
Kimberly Kinsey
TTh 10:00-ll:15am

There are a number of popular notions about the causes of mental illness, from blaming
Mom to blaming the sufferer's genes. This course will examine popular depictions of three
mental illnesses (bipolar disorder, anxiety disorders, and schizophrenia) in the movies and
the media. We will also examine what modern experimental psychology has to say about
the causes of mental illness, along with new and innovative suggestions for treatment. This
course will demystify the disorders being covered and reveal many misconceptions that the
media perpetuate related to mental illness.

P. THE EDUCATED OMNIVORE: THE LIFE OF FOOD
Harry Wistrand
TTh 10:00-ll:15am

Your main thoughts while looking over the menu at Raging Burrito in Decatur are about how
much the food costs and how it tastes. What else should you consider? What are the
origins of different parts of your burrito? What kind of thinking did the chef use in creating
the menu's newest dish? In this course, we will consider questions about food, including the
history of certain foods as well as the influence of those foods on history; the perspectives
of different cultures on food; the original use of certain spices; the reasons foods are raised
and prepared in particular ways; the relationship of organic and local foods to sustainability;
and the use of genetic modification, hormones, and antibiotics in the food industry. We will
explore these topics through readings from sources that include The Omnivore's Dilemma;
Cookwise; Slow Food Nation; and Real Food: What to Eat and Why. We will also explore
interviews, guest lectures, and video clips from sources like Food, Inc.; Big Night; Babette's
Feast; Julie and Julia; Eat Drink Man Woman; Like Water For Chocolate; Ratatouille;
Tampopo; and Top Chef. The course end will include a gathering for a meal where we will
analyze everything possible about what we are consuming.

E. UNDERSTANDING CLIMATE CHANGE
Amy Sullivan
MWF9:30-10:20am

The media is full of dire warnings and heated arguments about climate change. Is climate
collapse imminent? Are we making our home uninhabitable? Is climate change an elaborate
hoax? Or are minor changes in temperature being misinterpreted as a global crisis? This
course will address these questions by investigating climate measurements. We will learn
how some of the measurements of temperature, polar ice caps, and the atmosphere are
made and experiment ourselves with local measurements. We will also learn how to find
the climate data taken by scientists around the world and how to interpret this data.
Learning to understand the data will help us to understand why climate change is such a
controversial issue and how we can disentangle the facts from the fiction.

F. MINDFULNESS 101
Beth Hackett

TTh 10:00-ll:15am

To be mindful is to be fully and non-judgmentally present. Contemporary scientific research
is confirming what practitioners of mindfulness have claimed for millennia: cultivating the
habits of mindfulness helps people to de-stress, to focus, to know themselves more fully,
and to be more empathetic. This class will be an interdisciplinary introduction to
mindfulness theory and practice. We will study such things as: the historical roots of
mindfulness in various religious traditions (e.g., meditation in Buddhism and centering
prayer in Catholicism); contemporary secular manifestations of mindfulness practice (e.g.,

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mindfulness-based stress reduction and yoga classes); the neurological effects of
meditation; and the connections among mindfulness, social justice, and non-violence.
Along the way, we will engage in a variety of practices designed to cultivate mindfulness,
such as focused breathing, walking meditation, and close listening.

G. THE IMMIGRANT EXPERIENCE IN AMERICA
Madeline Zavodny
TTh 10:00-ll:15am

We often hear that the United States is a nation of immigrants. What does that mean? This
course will examine the wide diversity of immigrant experiences in America, both
contemporary and historical. We will discuss whether and how immigrants assimilate into
the broader society and how immigrants change America as well. The course will
incorporate readings from literature, sociology, and economics and a wide variety of
disciplinary perspectives.

H. BUILDINGS AND BODIES
Katherine Smith and Nell Ruby
TTh 10:00-ll:15am

This course will examine architecture and urban space by considering their literal
constructions and visual representations in the culture of contemporary America. Ranging
widely among buildings, cities, popular culture, and art, we will consider the ways that the
spaces of everyday life and our individual perceptions of them are mutually defining. At the
same time that we structure spaces, those environments reciprocally shape us, organizing
and even directing daily activities. What does it mean to define ourselves in relation to the
real and virtual spaces that we inhabit? How are we complicit in this mutual construction?
Are there ways to contest it? How do we use spaces to define social terms like public and
private, individual and community? What are our social responsibilities in shaping these
spaces?

I. TREES AND FORESTS
Jim Abbot

MWF9:30-10:20am

In the beginning there were trees, say the world's creation stories. But we cleared the
primeval forest to plant our crops and build our cities. The forests themselves became an
"abomination," as Robert Pogue Harrison puts it in Forests: The Shadow of Civilization
(1992). The wilderness of the forest became a place apart, a haven for those who were in
some way estranged from civilization: monsters, outlaws, heroes, wanderers, lovers, saints,
and outcasts. Today, however, science is making clear just how dependent we are on the
fate of the forests; new ideas of relationship and interaction are challenging traditional
notions of estrangement and otherness. In this seminar, we will study trees and forests in
human imagination and experience. Our sources will include film, literature, myth, religion,
and history. In addition to classroom activities, students will have an opportunity to plant
trees, learn to identify tree species, climb a tree with rope and harness, and study a forest
ecosystem in the field.

J. INTERROGATING THE IMAGE: RACE AND MEDIA IN THE PRESIDENCY OF BARACK OBAMA
Yvonne Newsome
TTh 10:00-ll:15am

Media stories represented the November 2008 presidential election of Barack Obama as a
momentous historical event. Many journalists, social commentators, and political pundits
even proclaimed his election to be irrefutable proof that the United States has become a
post-racial society. But how accurate are these claims? On what evidence are they based?
Is the election of the first black president incontrovertible evidence that race and racism no

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longer impede African Americans' social, economic, and political progress and access to
institutional power? Similarly, is race irrelevant to most Americans' opinions of the
Obamas? In this course, we will address these questions by investigating the relationships
between race, representation, and political discourse in media coverage of the Obama
campaign, election, and presidency. Students will analyze political cartoons, comedy, song
lyrics, documentaries, talk shows, newspapers, television news, follow-up coverage of
campaign debates, the Internet, blogs, and other media genres. We will apply intellectual
tools from sociology and cultural studies to determine if and how racialized media
messagesovert or encodedvariously inform, mold, and reflect popular perceptions and
interpretations of words, attributes, policies, and deeds of President Barack Obama and First
Lady Michelle Obama.

K. THE VALUE OF LIFE IN LATIN AMERICA AND THE U.S. BORDER
Juan Allende
TTh 10:00-ll:15am

The course focuses on life in Latin America and on the U.S. border by examining the
struggles of people caught in the political, social and economic turmoil that have
characterized these regions for decades. Through novels, poetry, testimony, and film,
students will gain an understanding of what actually happens to people against a
background of violence, unrest, and hopes for new opportunities. These texts offer insights
that rarely can be achieved through strictly academic analysis, opening windows into the
richness, and the complexities and paradoxes of joy and suffering that characterize these
struggles. By engaging these texts, students will develop both an intellectual understanding
of life in Latin America and the U.S. border and an empathic response born out of 'listening
to' and reflecting on the voices of these people. The texts for the course include: Isabel
Allende, The House of the Spirits (Chile); Edwidge Danticat, The Dew Breaker (Haiti); Jorge
Franco, Rosario Tijeras (Colombia); Alicia Gaspar de Alba, Desert Blood (Mexico-U.S.); and
Luis Alberto Urrea, The Devil's Highway (Mexico-U.S.).

L. MARIE-ANTOINETTE: HER WORDS AND WORLD(S)

Julia Knowlton

TTH 10:00-ll:15am

Did Marie-Antoinette really say "let them eat cake?" In this seminar we will explore the life

and times of the last queen of France. Topics of study will include national identity and

alterity, social and sexual politics at court, portraiture, and public versus private space.

Emphasis will be placed on theories of Marie-Antoinette's intricate sartorial strategies and

her use of her body as voice. Literary and cinematic representations will be central to our

study.

M. MUSIC OF LATIN AMERICA AND THE CARIBBEAN
Cal Johnson
TTh 10:00-ll:15am

Diverse influences shaped the development of Latin American and Caribbean music,
including traditions of Native Americans, Europeans, Africans, and North Americans, as well
as the musical styles resulting from mixed race and mixed-culture groups (mestizo and
criollo). We will study pre-encounter cultures (Aztec and contemporary Venezuelan Warai);
Spanish colonial music; African influences (vodou, rumba, plena, merengue, salsa, marimba
musics, Brazilian candomble, Afro-Peruvian musics); Mexican music (son, corrido, villancico,
ranchera, mariachi); other mestizo musics (Paraguayan harp music, Brazilian caboclo and
zabumba) Caribbean contemporary musics (zouk, calypso, steel band); Argentinian tango,
Chilean protest music (tonada and nueva cancion), and Peruvian and Bolivian indigenous
Andean music. We will examine their musical instruments, social structures and answer
such questions as: Who performs? Who listens? What genres? When is music performed?

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Where is music performed? Why is music performed? In what ways has the music changed
over time and why? What meaning does the music have for participants, whether
performing or listening? What insights into the history and culture of the region does the
music offer?

N. SAINTS AND SANCTITY IN MEDIEVAL EUROPE
Tovah Bender
TTH 10:00-ll:15am

The world of medieval Europeans was very different from our own. All aspects of one's life
were shaped by belief in supernatural forces. Saints deceased holy people were an active
part of the community. Over the course of the semester, we will explore how one becomes
a saint, the roles of saints in religion, and the importance of saints to the rhythms of
medieval daily life. For this exploration, we will use primary and secondary written sources
as well as art, architecture, and music. In particular, we will compare the role of saints and
sanctity in the medieval church, the most powerful institution of its time, with popular
conceptions of saints held by medieval lay people. We will examine where and why Church
and popular definitions of sanctity did not match up, but also how saints connected high
church theology to medieval peasants and townspeople, the living to the dead, and the
earthly world to heaven.

O. ALL ABOUT WOMEN ON THE VERGE: REPRESENTATIONS OF WOMEN IN THE FILMS OF
PEDRO ALMODOVAR
Mike Schlig

TTH 3:30-5:30pm, 3:30-4:45pm

Pedro Almodovar, Spain's best known film maker, has stood the test of time and come to
personify the emergence of a revitalized Spanish culture in the wake of 36 years of military
dictatorship. In fact, many attribute the international prominence of contemporary Spanish
cinema to the popularity of films such as All About My Mother and Women on the Verge of a
Nervous Breakdown beyond the borders of his native country. But while few question the
significance of his artistic vision, his works have often aroused strong criticism, in spite of
his own claims that he "loves women," for the questionable treatment of female characters.
In addition to viewing the works of Almodovar and other filmmakers, students will read and
discuss the different kinds of texts that have been written about his films (i.e., scholarly
journal articles, newspaper reviews and popular opinion) as well as consider more general
notions regarding the interpretation of film and the portrayal of women in the arts.

P. ECONOMICS GOES HOLLYWOOD
David Williams
TTH 10:00-11:15 a.m.

Economics is about the choices that people, firms, organizations, and governments make in
the real world. Indeed, economics is everywhere. In the world of film, "reel" life is, not
surprisingly, often reflective of "real" life. In this seminar, students will view, discuss, and
write about a variety of films through the lens of an economist. Films in this seminar include
Charlie Chaplin's 1936 classic Modern Times , one of Spike Lee's best films Do The Right
Thing , the 2003 German tragicomedy Good Bye Lenin , and a beautiful (and one of my
favorites) 1999 Chinese film Not One Less . Chosen films will cover economic topics such as
the hardships brought on by the Great Depression, social issues and entrepreneurship, the
transition from a socialist economic system to a capitalist system in East Germany, and the
economic gap between urban and rural Chinese populations during a period of rapid
economic growth. Major writing assignments in the seminar will include a critical review of a
selected film for The Economist, a letter to director Spike Lee regarding an economic issue
in Do The Right Thing, and a submission of a proposal for a screenplay that in someway

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relates to economics. On a weekly basis students will also complete short assignments
related to readings and class discussions.

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FRENCH AND GERMAN

Faculty

Gundolf Graml, assistant professor of German and director of German studies
Julia C. Knowlton, professor of French and chair
Philip Adegboye Ojo, assistant professor of French
Katherine Wickhorst, visiting assistant professor of French

French

All courses offered by the French 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 French
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
230 or above will have satisfied the specific standard for study of a foreign language.
Otherwise, this standard is achieved through successful 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, 243) or in
any 300-level course.

Requirements for the French Major

Prerequisite coursework for completion of the major: French 202

230, 232

Two courses from the following: 241, 242, 243

Four courses at the 300 level

FRE 480

207 and Global Connections courses do not count toward the minimum major.

Majors are strongly encouraged to study abroad.

Requirements for the French Minor

230, 232

Two courses from 241, 242, 243

One course at the 300 level

207 and Global Connections courses do not count toward the minimum minor.

Courses

101 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.

102 ELEMENTARY FRENCH II 4
Continuation of 101; 101 and 102 are the equivalent of two years of secondary school
preparation.

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Prerequisite: 101

201 INTERMEDIATE FRENCH I 4
Grammar review, oral and written comprehension, reading and composition.

Prerequisite: 102

202 INTERMEDIATE FRENCH II 4
Continuation of 201 with emphasis on selected readings.

Prerequisite: 201

207 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

230 ADVANCED GRAMMAR AND COMPOSITION 4

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

232 Introduction to French/Francophone Cultures 4

Course content will focus on the relationships between sociopolitical change and artistic
expression in France and in the Francophone world. Emphasis will be placed on
historical development, post-colonial identities, and contemporary cultures. Taught in
English.

241 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 alternate years

242 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

243 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 the richness, variety and complexity of the Francophone world.

Prerequisite: 230
345 FRENCH LITERATURE AND GENRE 4

Prose, poetry and theatre will be considered either individually or in relation to one
another.

Prerequisite: 230, one 200-level literature course
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, one 200-level literature course

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(Cross-listed with Africans Studies 355)
375 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, one 200-level literature course
390 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, any one of 241, 242, 243
410 SPECIAL STUDY 2-4

Supervised to meet the needs of individual students.
480 SENIOR SEMINAR IN FRENCH/FRANCOPHONE STUDIES 4

Independent research in a seminar setting. Before the start of her senior year, the
student submits a research topic in literary analysis/theory, cultural studies, or film
studies. Upon departmental approval, the student then develops her inquiry into a
substantial scholarly essay.

Prerequisite: Must be a senior French major
490 INDEPENDENT STUDY 4-8

Independent research arranged under the supervision of a program member.

German

All courses offered by the German Studies program focus on the development of students'
proficiency in understanding, speaking, and writing of German. In addition, both the
introductory and intermediate language courses as well as the upper-intermediate and
advanced courses on German culture, history, and literature enable students to acquire
critical literacies for studying, describing, and analyzing the discourses and productions of
the German-speaking cultures in its varying social, political, and historical contexts. A
strong emphasis on interdisciplinary approaches provides students with many opportunities
to make connections between German and other disciplines and programs of study.

In collaboration with the Office of International Education, the German Studies program
offers numerous opportunities to study abroad for a semester or a year in Germany,
Austria, or Switzerland. Courses taken abroad are an important element in developing
proficiency in German and, with some restrictions, also count toward fulfilling requirements
for the major or minor.

Each year, a teaching assistant from Austria or Germany joins the program and works
alongside full-time faculty in language classes, teaches intermediate conversation, and
organizes cultural events such as cultural hour and the German coffee table.

Entering students who elect German must take a placement test. Students who place
into German 210 or above will have satisfied the specific standard for study of a foreign
language. Otherwise, this standard is achieved through successful performance in German
202. The distributional standard for literature is fulfilled by successful performance in
German 222 or any other advanced literature course.

Students majoring in German must complete a final project and present it at a special
meeting of the German Studies faculty. The project is usually planned and prepared as part
of German 480.

Requirements for the German Major

Required courses:

200, 210, 222, 324, 480, three additional 300-level courses

Majors must take a minimum of eight courses beyond German 202.

German 211 does not count towards the major. Entering students who are placed in an
advanced level of German may be given permission to complete the major with fewer than

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eight courses. Permission is given by the program director and the assistant dean of the
college.

Students in the German Studies Major are strongly encouraged to study abroad for at
least one semester.

Requirements for the German Minor

210, 324, three additional courses beyond German 202.
German 211 does not count towards the minor.

Students in the German Studies Minor are strongly encouraged to study abroad
for at least one semester.

Courses

101 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.

102 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

200 Introduction to German Cultural Studies 4
This course introduces students to theories and methods that facilitate an
interdisciplinary approach to German cultural texts, ranging from literature to music
and to visual arts. Taught in English.

201 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

202 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

210 COMPOSITION AND CONVERSATION 4
Practical course designed to develop fluency in writing German. Emphasis on
composition in various styles and registers.

Prerequisite: 202

211 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
222 DEVELOPMENTS IN GERMAN LITERATURE 4

Course introduces students to crucial periods, genres, and authors from ca. 1800 to the
present. Prerequisite to all 300-level literature courses.
Fulfills the literature standard.
Prerequisite: 202
324 ADVANCED GERMAN LANGUAGE STUDY 4

Emphasis on stylistics, composition styles and vocabulary building working with
contemporary text materials.

Prerequisite: 210 or permission of program director
330 GERMAN FILM 4

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Survey of selected historical, formal, and aesthetic developments in German cinema
from silent films to the present, including topics such as mountain films, propaganda
and feature films of the National Socialist period, and auteur films. Taught in English.
340 THE HISTORY, LITERATURE, AND CULTURE OF AFRO-GERMANS 4

This course focuses on the history, literature and culture of people of African descent
living in German-speaking countries and on discourses of German identity.
Fulfills the Social and Cultural Analysis Standard
Prerequisite: 202
351 CONTEMPORARY GERMAN LIFE AND THOUGHT 4

This course explores selected topics and debates in contemporary Germany, ranging
from German re-unification to environmental politics, gender discourses, and
immigration policies.
Prerequisite: 202
360 ADVANCED GERMAN LITERATURE 4

Students engage in-depth with a specific literary period, author, or genre in the
literature of the German-speaking cultures.
Fulfills the Literature Standard
Prerequisite: 222
410 SPECIAL STUDY 2-4

Supervised to meet the needs of individual students.
480 ADVANCED TOPICS IN GERMAN CULTURAL STUDIES 4

Senior course in the German Studies major. Course provides an in-depth focus on a
particular topic and prepares students for the final project in the German Studies
major.

Prerequisites: Completion of all 300-level courses required for the major
490 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.

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GLOBAL AWARENESS

Faculty

Jennifer A. Lund, assistant professor of education and director of international education

The Coca-Cola Global Awareness Program combines two courses for a total of six credits.
The on-campus semester-long course is followed by a December-January or a May-June
international experience. This introductory-level program offers students the opportunity to
study and experience a culture different from their own. The purpose of this program is to
provide background theory and make the theory of culture real through the experience in
the selected country with 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 before being registered in GA 200 and 201.

Courses

200 GLOBAL AWARENESS CONCEPTS 4
Concepts and theories of culture, cultural diversity and cross-cultural perspectives and
communications will be explored. The student will examine her own culture as it relates
to the cultures of the country being studied. The course may include study of the
history, arts, geography, environment, economics and politics of the country.

Corequisite: Global Awareness 201
Prerequisite: 12 credits of Agnes Scott credit

201 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 (when feasible) to complement the four-credit Global Awareness
Concepts class (GA 200). These two courses will be taken simultaneously.

Corequisite: Global Awareness 200

Special fees are required for the international travel component. Consult with the

Office of International Education.
203 GLOBAL CONNECTIONS EXPERIENCE 2

The Global Connections Experience includes an on-campus course focused on a specific
topic within the context of a particular country, which is followed by an in-country
experience. This course provides a "connection" with and international extension of
existing ASC courses.

Prerequisites and co-requisites vary depending on the selected Global Connections

topic and country.

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HISTORY

Faculty

Tovah Bender, visiting assistant professor

Mary C. Cain, associate professor and chair

Violet M. Johnson, professor

Katharine D. Kennedy, Charles A. Dana Professor of History

Carolyn Stefanco, professor, vice president for academic affairs and dean of the college

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, 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 information that might otherwise be fragmented and disjointed.

History courses contribute significantly to interdisciplinary programs at Agnes Scott,
including Africana Studies, Asian Studies, International Relations and Women's Studies.
History majors regularly participate in 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 preservation, museums,
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 Global Awareness or
Global Connections programs or any other college-approved study-abroad program.

Requirements for the History Major

History 290, 420

One course with a number below 290

At least six additional courses, five of which must be above the 200 level
Courses chosen for the major must include at least one course from each of the following
groups. At least two of these groups must be satisfied with a course at the 300 level.
European history: 101, 102, 219, 220, 305, 308, 309, 311, 312, 313, 314, 318, 343, 345,
347

United States history: 108, 109, 253, 254, 260, 265, 320, 325, 326, 330, 331, 333, 334,
335, 336, 338

Non-Western history: 113, 114, 115, 230, 257 350, 352, 354, 358, 362
A major in history requires the completion of at least 36 credits of work in history. Cross-
listed courses taught outside the department may not be used to satisfy the minimum
requirements for the major.

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Requirements for the History 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 program must reflect a degree of thoughtful planning and
coherence and must have the approval of the department chair.

Courses

101 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.

102 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.

108 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.

109 THE UNITED STATES IN MODERN TIMES 4
Survey of the history of the United States since Reconstruction.

113 INTRODUCTION TO JAPANESE HISTORY 4

A survey of Japanese cultural, literary and institutional history from ancient times to the
present.

114 INTRODUCTION TO ANCIENT AND 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.

115 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.

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.

(Cross-listed with Classics 121)

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, including the
basic outline of events with methods for understanding history and culture in
constructing Roman social history.
(Cross-listed with Classics 122)

219 THE BLACK DEATH 4

How premodern people understood and responded to the plague medically, religiously,
artistically, and culturally, and its impact on the economy, politics and society of
Europe. The course also considers modern medical and environmental explanations for
the Black Death

220 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.

(Cross-listed with Women's Studies 222)

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230 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.

242 A MULTICULTURAL HISTORY OF AMERICAN WOMEN 4

Experiences of and ideas about women in the United States since the colonial period,
with special emphasis on how gender has historically intersected with women's race,
class, ethnic, sexual and regional identities.
(Cross-listed with Women's Studies 242)
(Not open to students who have taken HIS/WS 330)

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 alternate years

(Cross-listed with Africana Studies 253)

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.

Offerea alternate years

(Cross-listed with Africana Studies 254)

257 KINGDOMS, COLONIES AND NATIONS:

AN INTRODUCTION TO AFRICAN HISTORY 4

Survey of the main contours of African history from the Sudanic empires to postcolonial

nations.

(Cross-listed with Africana Studies 257)

260 OLD SOUTH, NEW SOUTH, NO SOUTH 4

Introduction to the study of the American South, from Jamestown to the present, with a
focus on theme of Southern "distinctiveness." Topics include plantation slavery,
Cherokee Removal, Civil War and Reconstruction, the New South, Jim Crow, the Civil
Rights Movement and "Dirty South" hip-hop music.

265 AMERICAN POPULAR CULTURE IN THE 19TH CENTURY 4

The culture of everyday life in America in the 19th century. Topics include both
"highbrow" and "lowbrow" cultural forms, with special emphasis on the impacts of
industrialization; urbanization; class formation and conflict; gender roles; immigration;
slavery; religion; and the tension between democratization and hierarchy

290 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 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.

(Cross-listed with Religious Studies 309)

309 THE ENLIGHTENMENT AND REVOLUTIONARY EUROPE 4

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European culture and society in the age of the Enlightenment; causes and events of the
French Revolution and its impact upon Europe.

311 EUROPE IN THE VICTORIAN ERA 4
Industrialization, nationalism, imperialism, international affairs, culture, gender and
public and private life in 19th-century Europe.

312 RUSSIA AND THE SOVIET UNION IN THE 20TH CENTURY 4
Revolution, ethnicity, reform, stagnation and disintegration in Russian and Soviet
politics, culture, economy and society from 1905 to the present.

313 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 alternate years

314 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 alternate years

318 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.

320 HISTORY OF SLAVERY IN THE UNITED STATES 4

An examination of the institution of slavery in American history and memory. Themes
include: definitions of freedom; the Atlantic slave trade; slaveholding ideologies; slave
communities and culture; abolition; and the impact of slavery on free people
throughout the nation.

(Cross-listed with Africana Studies 320)

325 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.

326 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.

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.

(Cross-listed with Women's Studies 330)

331 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.

333 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.

334 THE RISE OF MODERN AMERICA: REFORM, WAR AND

SOCIAL CHANGE IN THE UNITED STATES, 1900-1945 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

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roles.

335 BLACK PROTEST THOUGHT IN AMERICA FROM

SLAVERY TO THE PRESENT 4

Political, social and ideological currents which influenced and shaped the black struggle

for freedom, citizenship and equality.

Offered alternate years

(Cross-listed with Africana Studies 335)

(Cross-listed with Religious Studies 340)

336 TOPICS IN THE HISTORY OF RACE, ETHNICITY AND

IMMIGRATION 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 alternate years

338 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.

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.

Prerequisite: one 100-level POL course, POL 201 strongly recommended
(Cross-listed with Political Science 328)

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.

(Cross-listed with Women's Studies 343)

345 CHRISTIANS, JEWS, AND MUSLIMS IN THE

PREMODERN MEDITERRANEAN WORLD 4

This course explores conflict and coexistence among Muslims, Christians and Jews in

the premodern Mediterranean world. Topics include the exchange of ideas, luxury

goods, food, and even slaves, as well as historians' debates over these complex

relationships.

347 RENAISSANCE ITALY: IDEAS, CULTURE, AND LIVED EXPERIENCE 4

This class explores the intellectual and artistic movements of the Renaissance and the
society that gave rise to these movements by considering how changes in culture,
politics, religion, and the economy influenced daily life while shaping art, literature, and
science

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 alternate years
(Africana Studies 350)

352 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

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Revolution.
354 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.

(Cross-listed with Women's Studies 354)
358 WOMEN AND WAR IN POSTCOLONIAL AFRICA 4

Historical examination of the complex ways that liberation and civil wars affected

women of sub-Saharan Africa in the first half century of independence.
Offered alternate years
(Cross-listed with Africana Studies 358)
(Cross-listed with Women's Studies 358)
362 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.
410 SPECIAL STUDY 2-4

Supervised study in some field or period of history
420 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.
490 INDEPENDENT STUDY 4-8

Independent research under the supervision of a department member

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HUMAN RIGHTS
Faculty

Juan A. Allende, associate professor of political science and director

Tina Pippin, professor of religious studies

Harald Thorsrud, assistant professor of philosophy

Isa Williams, associate professor of women's studies

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 minoring in human rights are encouraged strongly 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 Human Rights Minor

A minimum of six courses (or 24 hours, 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 or WS 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 1: One of the following: PHI 112 (Moral Problems), PHI 212 (Moral Philosophy), PHI

216 (Law, Morality, and the State), 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:

ANT 245, 340, 482

ENG 218 ('when topic relates to Human Rights), 352

HIS 230, 253, 318, 335

PHI 112, 212, 245

POL 203, 355, 360, 380, 420, 444

REL 320, 331, 363

SOC 230, 301, 325

WS 205, 235, 263 (when topic relates to Human Rights), 301 (Corequisite 450 Internship in

Women's Studies, Human Rights or Religious Studies), 340, 363 (when topic relates to

Human Rights), 499

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INTERNATIONAL RELATIONS

Faculty

Eleanor G. Morris, assistant professor of political science and director

In this program, students explore the major issues of international politics today, as well as
the evolution of the current international system. Coursework in international relations
requires students to grapple with the politics of peace and war, the nature and exercise of
power within an international system, and the changing character of the actors (both state
and nonstate) 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 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 if they plan to study
abroad. Completing the intermediate level of a second foreign language is also
recommended.

International relations majors are encouraged strongly to participate in a faculty-led
Global Awareness/Global Connections program or any other college-approved study-abroad
program.

Requirements for the International Relations Major

A minimum of 11 courses and a maximum of 15 courses

Required Introductory Courses:

ECO 101, POL 103

Required advanced courses:

POL 326, IR 400

Theory courses:

Three courses, only one of which may be at the 100- or 200-level, and at least one of which

must be in economics:

POL 105, 125, 282, 322, 380, 429, 444, 455

ECO 334, 351, 352, 353

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 international 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: HIS 102, 220, 311, 312, 313, 314, 318

Asia: HIS 113, 115, 230, 352, 354, 360, 362

Africa: HIS 257, HIS 350, HIS 358; POL 355

Latin America: POL 211, 311, 320, 325, 328, 442

Students who are interested in pursuing coursework in a geographic area for which Agnes

Scott does not offer regular courses are encouraged to work with their adviser to devise a

plan of action to include cross-registering for courses at a local ARCHE institution.

Global Awareness 203 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

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possible. International relations majors who are native speakers of a 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.

Courses

400 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. 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: POL 103, POL 326
Open only to senior IR majors

410 SPECIAL STUDY 2-4

Supervised study in a selected field of international relations.

490 INDEPENDENT STUDY 4-8

Independent research arranged under the supervision of a department member.

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MATHEMATICS

Faculty

Alan Koch, associate professor
Myrtle H. Lewin, professor
Lawrence H. Riddle, professor and chair
James S. Wiseman, associate 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 tool 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 provide placement advising for mathematics courses to
incoming students. Students in 100-level courses are offered opportunities for interaction
outside the classroom through the Mathematics Learning 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, through the interdisciplinary mathematics-physics major, through a student-
designed major or through the mathematics minor.

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-physics majors are required to

take an exit exam: the Mathematics Major Field Test from the Educational Testing Service.

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, 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.

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Courses

100 CREATIVE PROBLEM SOLVING IN MATHEMATICS 2

A structured framework in which students develop problem-solving, quantitative
reasoning and critical thinking skills. Development of conceptual thinking through
collaborative activity and clear writing. Focus on extracting mathematics embedded in
scientific narrative. Problems may come from biology, chemistry, physics, mathematics
and social sciences.

Does not meet mathematics distributional standard.

101 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.

104 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.

Offered 2010-2011 and alternate years

115 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. A scientific calculator is required for this course.

117 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. A graphing calculator is
required for this course.

118 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. A graphing
calculator is required for this course.

119 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.
A graphing calculator is required for this course.

Prerequisite: 118 with a grade of C- or better
201 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
204 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
206 LINEAR ALGEBRA 4

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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
220 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
309 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
311 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 2011-2012 and alternate years
314 MODERN GEOMETRIES 4

A study of axiomatic systems in geometry, including affine, 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 2011-2012 and alternate years
317 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 2010-2011 and alternate years
321 ABSTRACT ALGEBRA 4

Important algebraic structures, including groups, rings, integral domains and fields.
Prerequisite: 204 and 206 with a grade of C- or better
325 MATHEMATICAL MODELS AND APPLICATIONS 4

Development of techniques of model building. Applications to illustrate the techniques
drawn principally from the natural and social sciences.
Prerequisite: 206 or 220 with a grade of C- or better
Offered 2011-2012 and alternate years
328 MATHEMATICAL STATISTICS AND PROBABILITY 4

Basic probabilistic methods in the classical theory of probability, estimations,
hypothesis testing and applications.

Prerequisite: 206 or 220 with a grade of C- or better
Offered 2010-2011 and alternate years
331 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 2011-2012 and alternate years
352 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 2010-2011 and alternate years
410 SPECIAL STUDY 2-4

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Open to majors only.

480 MATHEMATICS SEMINAR 2

Integrates topics in a variety of areas of undergraduate mathematics and emphasizes
problem-solving, writing and speaking skills. Open to senior majors in mathematics,
mathematics-economics or mathematics-physics and to minors in mathematics.

490 INDEPENDENT STUDY 4-8

Independent research arranged under the supervision of a department member.

MATHEMATICS-ECONOMICS

The interdisciplinary mathematics-economics major allows the student to combine her
interests in economics and mathematics. Students elect at least 20 credits in mathematics
and 20 credits in economics. Other courses may be elected in either mathematics or
economics, not to exceed a combined total of 64 credits.

Requirements for the Mathematics-Economics Major

The minimum number of credits required to complete the major in mathematics-economics

is 50.

Economics 101, 102, 306, 307

Mathematics 118, 119, 206, 220 309

Either Economics 338 or Mathematics 328

Either Economics 400 or Mathematics 480

An additional two elective courses in mathematics or economics are required, with at
least one in economics. At most one accounting course (Economics 211 or 212) may be
counted toward the major.

These courses must be at the 200 level or above and must be approved by advisers to
the major in the respective departments.

All mathematics, mathematics-economics and mathematics-physics majors are required
to take an exit exam: the Mathematics Major Field Test from the Educational Testing
Service.

MATHEMATICS-PHYSICS

This major provides an integrated study of 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 Mathematics-Physics 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, 210 and 12 additional credits, 8 of which must be at the 300-level or
above.

Mathematics-Physics majors are encouraged to enroll in the Senior Seminar in
Mathematics (MAT 480) or the Advanced Seminar in Physics (PHY 400).

All mathematics, mathematics-economics and mathematics-physics majors are required
to take an exit exam: the Mathematics Major Field Test from the Educational Testing
Service.

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MUSIC

Faculty

David D'Ambrosio, director of piano studies and accompanying

Elise Eskew-Sparks, director of choral activities

Calvert Johnson, Charles A. Dana Professor of Music

Tracey E.W. Laird, Charles Loridans Associate Professor of Music and chair

Jason Solomon, visiting assistant professor

Qiao Solomon, assistant professor and director of orchestral activities/strings chamber

ensemble

The music department offers women an integrated curriculum that nurtures their
understanding of and involvement in the musical arts. Instruction in the areas of music
theory, music history and ethnomusicology, and solo-ensemble performance prepare music
majors for graduate study and careers 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 department provides musical opportunities for experiential learning and service.
The program offers 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.
music theory, musicology/ethnomusicology, as well as performance. Students also have the
opportunity to pursue interests in composition or world music, as well as individual or
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.
Presser Hall houses the department of music's 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 Julia Thompson Smith Chapel
provides another attractive performance space on campus.

The department makes available to students musical instruments, including Steinway
grand pianos, a German double harpsichord (Wolf Instruments), organs (Austin,
Brombaugh, Schlicker, and an early 19th century American chamber organ), a complete set
of drums from Ghana and some orchestral and percussion instruments.

Requirements for the Music Major

The minimum number of credits required of a music major is 44.

Students emphasize theory or musicology/ethnomusicology by selecting a minimum of one
academic elective at the 300-level or above.
The required courses for all students include the following:

Theory: 111, 211, 212 (Music 108 may not count toward the credits earned for the major.)
History: 106, one 200-level course in appreciation or history (204, 205, 206, 208, 219, 220,
229), 301 and 302

Elective: one additional course in theory or musicology/ethnomusicology at the 300-level or
above.

Performance: A minimum of six credits in one instrument or voice and a maximum of 18
credits in applied music.

Ensemble Experience: A minimum of three years in approved college ensembles. Students
normally satisfy this requirement in the major ensemble related to the student's applied-
music area.
Senior Seminar: 480

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Students may add a performance emphasis by electing 399 and/or 499..
Students with an emphasis in vocal performance must satisfy piano-proficiency
requirements prior to graduation (requirements are listed in the music student handbook.)

Requirements for the Music Minor

A minimum of 20 credits in the department including Music 106 and 111, four credits in one

applied area, and four semesters of an ensemble.

A minor program 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.

Courses

Musicoloqy/Ethnomusicoloqy

106 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.

204 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 alternate years

205 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 alternate years

206 MUSIC AND CINEMA: 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 alternate years
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 alternate years

(Cross-listed with Religious Studies 208)

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 alternate years

(Cross-listed with Women's Studies 219)

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, Sofia
Gubaidulina, Betsy Jolas, Joan La Barbara, Tania Leon, Thea Musgrave, Pauline
Oliveros, Joan Tower and Ellen Zwilich, including a study of the forces that shaped their
lives and styles of composition. It is highly recommended that students take 106 prior
to enrolling in this course.

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Offered alternate years

(Cross-listed with Women's Studies 220)
229 AFRICAN MUSIC: TRADITIONAL AND 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.

(Cross-listed with Africana Studies 229)

301 MUSIC BEFORE 1750 4

A chronological study of Western art music from the Greek civilization through Baroque
era.

Offered alternate years

Prerequisite: 106, 111

302 MUSIC SINCE 1750 4
A chronological study of Western music since the mid-18th century.

Offered alternate years

Prerequisites: 106, 111
306 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
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 Judeo-Christian traditions, including Islam (including
Sufism), 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 alternate years

(Cross-listed with Religious Studies 308)
350 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, 111
360 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, 111

Music Theory

108 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.

Ill 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 music, course topics include diatonic harmony, voice leading,

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cadences, inversion of triads, non-chord tones and others.

Prerequisite: 108 or permission as determined by examination
200 COMPOSITION FOR MEDIA 4

Exploration of aesthetic and functional facets of music within media, with particular
emphasis on Web pages, advertising, film, podcasts, and video games. Composition,
recording, sequencing, editing, mixing and podcasting, integrating current software and
hardware configurations.

Prerequisite: 108

211 MUSIC THEORY II 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

212 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 music, course topics include advanced functional harmony,
chromaticism, modulation, set theory and nonfunctional pitch centricity.

3 LEC, 1 LAB

Prerequisite: 211

311 ARRANGING AND ORCHESTRATION 4

This course equips students with the fundamental techniques and aesthetics of scoring
for diverse ensemble types including jazz (small and big band), orchestra, and
electroacoustic media. Emphasis is placed on score examination, familiarization with
current software applications, and creative instrumentation.

Prerequisite: 111

Offered alternate years

312 FORM AND ANALYSIS 4

An examination of musical form drawing parallels between traditional and nontraditional
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 alternate years.
370 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

410 SENIOR STUDY IN MUSIC THEORY OR HISTORY 2-4

Specialized study for majors to meet the needs of individual students.
480 SENIOR SEMINAR 4

Specialized areas of music designed to meet the needs of students in the seminar.
Open to senior music majors only
490 INDEPENDENT STUDY 4-8

Independent research arranged under the supervision of a department member.

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Applied Music

The applied-music fee equates to less than $40 per hour for 14 hour-long individual lessons,
or $20 per hour for 14 hour-long group lessons. The fee applies to all full-time and part-
time students as follows:

Individual lessons for non-major or minor: $580 per semester.

Group lessons for non-major or minor (150, 170, 180, 190): $290 per semester.

Individual lessons on primary instrument/voice for officially declared major or minor
also concurrently participating actively in an approved music ensemble: $130 per
semester; this subsidized rate covers music minors for the first four semesters of
enrollment in one applied-music area.

Group lessons for minors (or for music majors who are vocalists enrolling in up to 4
semesters of class piano in preparation for the piano-proficiency examination): $65 per
semester.

Applied-music fees are charged after the add period ends. To qualify for subsidized applied-
music lessons, a student officially must declare her music major or music minor at the
registrar's office by the end of the withdrawal period; otherwise the full applied-music fee
will be charged.

The college offers one credit for each hour of instruction in applied music; or 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
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 permission of the department chair.

Class Instruction

(includes courses for absolute beginners)

(Fees: see above)

150A 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.
150B 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.
150C CLASS PIANO III 1

Development of skills necessary to demonstrate piano-proficiency competencies

required of singers.
150D CLASS PIANO IV 1

Continuation of 150C. Completion of all piano-proficiency requirements of singers,

including repertoire requirements.
170A-A 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.
170B-A CLASS GUITAR II 1

Continuation of 170A for advanced beginners.
170A-B CLASS STRINGS I

Beginning instruction for students on the cello in a group setting.

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170B-B CLASS STRINGS II

Continuation of Class Strings II.
180A 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 music. This course

is a prerequisite for further applied-voice study.
180B CLASS VOICE II 1

Continuation of 180A for advanced beginners.
190A CLASS WINDS I 1

Beginning instruction for students with no previous experience playing a wind

instrument.
190B CLASS WINDS II 1

Continuation of 190B.

Individual instruction in applied music

(Fees: see above)

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. There are no fees for participating in a music ensemble at Agnes Scott. Some
ensembles are open to all without audition, while others require an informal audition and
permission of the director, prior to registration for the first time.

Students may receive a maximum of eight credits for participation in ensembles. The
ensembles offer one credit per semester and are numbered as follows:

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131 Collegiate Chorale*

132 Sotto Voce*

133 Joyful Noise

134 Orchestra*

135 Chamber Music Winds (Flute Ensemble)

136 Chamber Music Strings (String Quartet)*

137 Chamber Music Keyboard (Piano Duets)*

138 Musical Theatre Workshop*

139 Jazz Ensemble*
*Prerequisite: Written permission of the ensemble director required for first en
NOTE: Ensemble courses do not satisfy the distributional standard in fine arts.

ollment.

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NEUROSCIENCE

Faculty

William D. Hopkins, professor of psychology and co-director

Barbara J. Blatchley, associate professor of psychology

Karen Thompson, associate professor of biology and co-director

The neuroscience program offers an interdisciplinary approach to the study of the nervous
system with the goal of understanding the biological basis of behavior. 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 field.
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 on
contemporary problems within the field.

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 requirements for
postgraduate study in advanced-degree programs may require mathematics, physics and
chemistry beyond the undergraduate major requirements.

Neuroscience, in its broadest definition, is the study of the structure and function of the
brain. Specific areas of study within neuroscience include physiology, behavior,
biochemistry, development, pharmacology and pathology. Because of the way 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, neuroscience developed out of the shared interests of biologists
and psychologists, and more recently mathematicians and chemists, to understand how
brain, mind, and behavior are related. Not surprisingly,, investigators from these disciplines
use different approaches in their research on how the brain functions. This synthesis of
approaches has created a truly interdisciplinary field of study and has significantly advanced
our knowledge of how the brain works.

NOTE: Students with a Neuroscience major may not double-major or minor in
Psychology or Biology.

Requirements for the Neuroscience Major

Required courses:

BIO 191, 192, 210

PSY 101, 206

CHE 101, 101L, 102, 102L

BIO or PSY 250, 251 (cross-listed)

BIO 492 or PSY 400

Elective courses (choose any three):

BIO 280, 305

CHE 484

PSY 201, 311, 315, 323

BIO or PSY 201

Recommended courses:

PHY 102, 103

CHE 201, 201L

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PHILOSOPHY

Faculty

David P. Behan, professor

Lara Denis, professor and chair, director of the ethics program

Elizabeth Hackett, associate professor

Elizabeth Kiss, president of the college and professor

Harald Thorsrud, associate professor

Philosophy ("love of wisdom") is the enterprise of thinking as clearly and rigorously as
possible about the largest, most complex questions ever raised by human beings: What is
the nature of reality? How can we acquire knowledge? How ought we to live? What is the
meaning of life?

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 fulfilling 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 Philosophy Major

Logic: 103 or 220

Metaphysics and Epistomology: two courses, at least one of which must be at the 300-level

(among 217, 230, 310, 325)

Ethics: two courses, at ieast one of which must be at the 300-level (among 212, 304, 318)

History of Philosophy: any two of 206, 208, 209

Three additional philosophy courses, at least one of which must be at the 300- or 400-level.

Depending on topic, 280 and 380 may count towards a specific requirement within the

major.

The minimum number of courses required for the Major in Philosophy is 10.

Student may count toward the major up to two of the following courses offered outside the

Philosophy department: Political Science 107, Religious Studies 276, Religious Studies 280,

and Religious Studies 345.

Requirements for the Philosophy Minor

Logic: 103 or 220

Metaphysics and Epistomology: one course (among 217, 230, 310, 325)

Ethics: one course (among 212, 304, 318)

History of Philosophy: two courses (among 206, 208, 209)

Two additional philosophy courses, one of which must be at the 300- or 400-level.

Depending on topic, 280 and 380 may count towards a specific requirement within the

minor.

The minimum number of courses for a philosophy minor is seven.

Student may count toward the minor up to two of the following courses offered outside the

Philosophy department: Political Science 107, Religious Studies 276, Religious Studies 280,

and Religious Studies 345.

Courses

103 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.

106 MEDICAL ETHICS 4

Recent moral issues in medicine, such as euthanasia, abortion, experimentation on

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human and other animal subjects, justice in providing health care and in the allocation
of scarce resources.
109 TOPICS IN APPLIED ETHICS 4

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.

111 PROBLEMS OF PHILOSOPHY 4

An examination of a selection of central philosophical problems, such as the existence
of God, free will, personal identity, morality, mind and body and the possibility of
knowledge.

112 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.
206 ANCIENT PHILOSOPHY 4

The thought of major figures in Western philosophy from the pre-Socratic era to the
Hellenistic age.

208 MEDIEVAL PHILOSOPHY 4

The major philosophical issues and figures of the medieval period. Particular attention
to St. Augustine, St. Anselm, St. Thomas Aquinas and William of Occam.

209 MODERN PHILOSOPHY 4
Metaphysics and epistemology of the central philosopers of the modern period:
Descartes, Leibniz, Spinoza, Locks, Berkeley, Hume and Kant.

212 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.

217 MIND, SELF AND PERSONAL IDENTITY 4

The mind-body problem and basic metaphysical issues related to whether human
persons can survive bodily death.

220 SYMBOLIC LOGIC 4

The language and rules of derivation for sentential and predicate logic
Prerequisite: permission of the instructor

230 PHILOSOPHY OF SCIENCE 4

An introduction to basic issues in the philosophy of science: induction, lawlikeness,
realism and instrumentalism, confirmation and explanation.

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.

(Cross-listed with Africana Studies 245)

280 TOPICS IN PHILOSOPHY 4

This course will offer a rotating selection of topics in philosophy at the intermediate-
level. Topics may include happiness, justice, aesthetics and social and political
philosophy, or something else.

304 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).

310 EPISTEMOLOGY 4

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A critical study of major issues in contemporary epistemology
Prerequisite: 209
315 CONTEMPORARY FEMINIST THEORY 4

A cross-disciplinary study of feminist theorists representing a variety of approaches
Prerequisite: PHIL 100 or any philosophy course
(Cross-listed with Women's Studies 340)
318 ETHICS 4

A contemporary philosophical exploration of major issues in and approached to ethics -
including metaethics (which concerns the nature of morality and moral discourse) and
normative ethical theory (which concerns how we ought to live).
Prerequisite: one philosophy course
321 PLATO AND ARISTOTLE 4

Advanced study of selected topics in Plato and Aristotle
Prerequisite: 206
(Cross-listed with Classics 321)
325 METAPHYSICS 4

A critical survey of philosophical theories about the fundamental nature of reality.
Prerequisite: 209
333 EXISTENTIALISM 4

An examination of various existential challenges and alternatives to traditional
philosophical views in metaphysics, epistemology and ethics. Readings from
Kierkegaard, Nietzsche, Heidegger, Sartre and other existentialist philosophers and
novelists.

Prerequisite: 206, 209 (or permission of instructor)
Offered alternate years
380 TOPICS IN PHILOSOPHY 4

This course will offer a rotating selection of topics in philosophy at the advanced-level.
Seminar format. Topics may include philosophy of language, Ancient Scepticism, Kant,
freedom and determinism, or something else.
Prerequisites: will depend on topic
410 SPECIAL STUDY 2-4

Supervised intensive study in fields or periods of philosophy.
490 INDEPENDENT STUDY 4-8

Independent research arranged under the supervision of a department member.

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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 of 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,
112, 113, 211, 212, 213, 311, 312, 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, intramurals 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

101 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.

102 STRENGTH TRAINING

Fitness through use of weight training.

103 FITNESS SWIMMING

Fitness through lap swimming and interval workouts; participants will receive
instruction on four basic strokes. 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.
129 BOOT CAMP

Boot Camp is an intensive outdoor, group workout consisting of field games, calisthenics,
strength training, running and cardiovascular endurance events. (Fee required)

Lifetime Activities

112 FENCING

Foil fencing for the individual with little or no experience. Skills, techniques and bouting

covered.
115 GOLF

Basic skills covered. Rules and golf etiquette are included. Several trips made to the

driving range and golf course. (Fee required)

117 RIDING I

Beginning riding; dressage seat geared toward combined training. Taught off campus.
(Fee required)

118 RIDING II

Intermediate riding. Continuation of Riding I. Taught off campus. (Fee required)
Prerequisite: 117

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119 RIDING III

Advanced riding. Students perform basic dressage on difficult horses. Includes
possibilities for jumping. Taught off campus. (Fee required)
Prerequisite: 118

120 BEGINNING SWIMMING

For novice swimmers or nonswimmers only. Focus on principles of breathing,
floatation, propulsion. Instruction in four strokes.

121 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.

123 TENNIS

Tennis for the individual with little or no prior experience. Forehands, backhands and
serves with game procedures and rules covered.

128 CARDIO COMBO

A cardio-aerobic combination exercise class to include low-impact aerobics, power
walking, introduction to step aerobics and floor work for toning the major muscle
groups.

135 BEGINNING BOWLING

This course will provide students with an understanding of the game of bowling from
the terminology, technique, etiquette and scoring. Students will also receive knowledge
of basic lane play and adjusting to lane conditions, spare shooting techniques and
systems.

136 PILATES

The Pilates class offers a slow-building repertoire of stabilizing and mobilizing exercises
that work the entire body. Focus is on use of breath, core strength and full body
connection. Students will learn the basic exercises that strengthen the major muscle
groups of the body creating length and flexibility in an integrated way.

Specialized Activities

142 LIFEGUARD TRAINING

Red Cross Lifeguard certification which includes Lifeguard Training (3 year certification),
First Aid (3 year) and CPR for the Professional Rescuer (1 year). (Fee required)
Prerequisite: See director

143 RESPONDING TO EMERGENCIES

Will enable students to recognize when an emergency has occurred, follow an
emergency action plan for any emergency and provide care for injuries or sudden
illness until professional medical help arrives.
145 SELF DEFENSE

Emphasis on awareness or warning signs that may prevent an assault from taking
place. Basic attacks and counter attacks will be addressed.

Varsity Intercollegiate and Club Sports

Varsity student-athletes and approved club-sport participants fulfill their two semester

physical education requirement 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.

200 VARSITY BASKETBALL TEAM

Prerequisite: the instructor's permission
205 VARSITY SOCCER TEAM

Prerequisite: the instructor's permission

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206 VARSITY LACROSSE

Prerequisite: the instructor's permission

207 VARSITY TENNIS TEAM

Prerequisite: team tryouts and the instructor's permission
209 VARSITY VOLLEYBALL TEAM

Prerequisite: the instructor's permission
212 VARSITY SOFTBALL TEAM

Prerequisite: the instructor's permission

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PHYSICS & ASTRONOMY

Faculty

Arthur L. Bowling Jr., associate professor and chair

Christopher G. De Pree, professor

Amy J. Lovell '90, associate professor

Amy C. Sullivan, Clare Boothe Luce Assistant Professor of Physics

Physics and astronomy have given us the tools to stretch human understanding of the
cosmos, from the building blocks of matter to the structure and evolution of the most
distant galaxies. Courses at Agnes Scott cover subjects as common as gravity and
electricity, as sophisticated as quantum mechanics and introduce students to the modern
physical understanding of relativity and dark matter.

Physics theory courses are complemented by courses teaching students about modern
techniques of experimentation. Students are also encouraged to pursue independent study
and summer research opportunities on and off campus to enhance their classroom learning
and allow them to explore an area of modern physics or astronomy in more depth.
Astronomy courses emphasize observation, including the use of the Delafield Planetarium,
individual telescopes and other modern observing and image-processing equipment in
Bradley Observatory. In addition, students can make observations using national astronomy
facilities as well as northern and southern hemisphere 1-meter class telescopes through the
college's membership in the Southeastern Association for Research in Astronomy (SARA).
Through the study of these disciplines, students acquire a general, flexible foundation for
graduate study or for professional work in physics, astronomy and other quantitative fields.
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.

Requirements for the Physics Major

Discipline courses:

Physics 110, 111, 210, 211, 242, 243, 311, 361, 400

Three additional 300-level courses

Courses required outside the discipline:

Mathematics 220

Requirements for the Astrophysics Major

Discipline courses:

Astronomy 120, 121, 121L, 300, 301, 400

Physics 110, 111, 210, 211

Three additional 300-level physics courses

Courses required outside the discipline:

Mathematics 220

Requirements for the Physics Minor

Physics 110, 111, 210, 211 and eight additional credits as approved by the department

Requirements for the Astrophysics Minor

Astronomy 120, 121 and 121L and one additional astronomy or physics course as approved
by the department
Physics 110, 111, 210

Courses

Physics

102 ELEMENTS OF PHYSICS I 4

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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 110-111. Physics 102 will fulfill the
laboratory science distributional standard.

3 LEC, 1 LAB
103 ELEMENTS OF PHYSICS II 4

Continuation of Physics 102. Quantitative discussion of electricity, magnetism,
thermodynamics and optics.

3 LEC, 1 LAB

Prerequisite: 102

110 INTRODUCTION TO MECHANICS AND ELECTRICITY 4
Motion, gravitation and electrical phenomena. Calculus-based course.

3 LEC, 1 LAB

Prerequisite: High School Calculus or Permission of Instructor.

Prerequisite or Corequisite: MAT 119

111 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

160 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.

160L 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 160L fulfills the lab
science requirement.
Corequisite: PHY 160

210 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

211 SCIENTIFIC COMPUTING 4
Lab-based course introducing computation and numerical analysis as used in the
sciences. Introduction to the 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.

242 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

243 DIGITAL ELECTRONICS 2

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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
311 LABORATORY PHYSICS 4

Students perform experiments important to the development of modern physics. They
are introduced to modern experimental techniques, including keeping a formal lab
notebook, computer-aided data acquisition, electronic instruments, and data and error
analysis.

Prerequisite: 210
321 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: 111
Offered alternate years
331 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.
Prerequisite: 111
Offered alternate years
341 ELECTROMAGNETISM 4

Maxwell's equations applied to static and to dynamic situations, production and
propagation of electromagnetic radiation; optics and lasers.
Prerequisite: 111
Offered alternate years
352 OPTICS 4

An introduction to classical and modern optics, including geometrical optics, diffraction,
interference and polarization. Modern optics topics, adapted according to student
interests, may include topics such as lasers, nonlinear optics, or lidar. Laboratory
experiments will enhance the theoretical discussions.
Prerequisite: 111
Offered alternate years
361 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

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

(Cross-listed with Astronomy 400)

401 PROBLEM-SOLVING IN PHYSICS 1

An additional course for students seeking greater depth in physics problem-solving.
Students will identify specific areas of physics for development or enrighment and will
work together to solve a variety of physics problems. May be repeated for credit.
Prerequisite: PHY 210

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410 SPECIAL STUDY 2-4

Supervised study in specific areas of physics.
490 INDEPENDENT STUDY 4-8

Independent research arranged under the supervision of a department member.

Astronomy

120 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

121 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 fulfills the second science requirement.

Prerequisite: 120
121L OBSERVATIONAL TECHNIQUES 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

Corequisite: 121
150 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.

300 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 alternate years

301 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 alternate years
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.

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Prerequisite: Enrollment limited to juniors and seniors
(Cross-listed with Physics 400)
410 SPECIAL STUDY 2-4

Supervised study in various specific areas of astronomy.
490 INDEPENDENT STUDY 4-8

Independent research is arranged under the supervision of a department member.

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POLITICAL SCIENCE

Faculty

Juan A. Allende, associate professor

Augustus B. Cochran III, Adeline A. Loridans Professor of Political Science and chair

Eleanor G. Morris, assistant professor

Catherine V. Scott, professor

Political science is a discipline that encourages students to think systematically about and
evaluate critically our political life. From abortion to living wage, from 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 Politics (POL 201) 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.

Political science majors often take part in internships, participate in off-campus study
such as the Washington Semester program and study abroad in programs such as Global
Awareness and Global Connections.

Requirements for the Political Science Major

A minimum of 32 credit hours and a maximum of 56 credit hours.

One 100-level course

201

Three 300-level courses; one must be chosen from the writing-intensive group (317, 320,

322, 328, 337, 355, 380) and one from the speaking-intensive group (311, 313, 325, 326,

351, 360)

Two 400 capstone seminars

Requirements for the Political Science Minor

A minimum of five four-credit courses, three of which must be chosen from the 300 or 400
level. Three of these courses must be taken at Agnes Scott.

Courses

102 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.

103 INTRODUCTION TO WORLD POLITICS 4
Examines the evolution of the international state system, as well as the current
challenges to it. Course also explores some of the major issues in international politics
today, including economic development, human rights, globalization, and
environmental and gender issues. We also explore some of the majors theories that
help explain and predict international political events.

105 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.

107 MODERN POLITICAL THOUGHT 4

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An examination of major thinkers, such as Hobbes, Locke, 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.

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.
(Cross-listed with Religious Studies 125)

201 APPROACHES TO POLITICS 4

An introduction to political science through discussions and debates about knowledge,
research, theory, and writing in the discipline. Prepares students for more advanced
work in the discipline. Recommended for the sophomore year.

203 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.

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.
(Cross-listed with Sociology 214)
(Cross-listed with Women's Studies 211)

282 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.

311 BORDERS, RIGHTS, AND IDENTITIES:

LATINO POLITICAL STRUGGLES IN THE U.S. 4

Overview of the experience of Latinos 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 such as immigration,
education, economic opportunities and bilingualism and looks at public policies affecting
them.

Prerequisite: one 100-level course, 201 strongly recommended

Offered alternate years

(Cross-listed with Women's Studies 311)

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 100-level course, 201 strongly recommended
Offered alternate years
(Cross-listed with Women's Studies 313)

317 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.

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Prerequisite: one 100-level course, 201 strongly recommended

Offered alternate years
320 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 100-level course, 201 strongly recommended

Offered in alternate years
322 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 100-level course, 201 strongly recommended

Offered alternate years

325 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.

Prerequisite: one 100-level course, 201 strongly recommended
Offered alternate years

326 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: one 100-level course, 201 strongly recommended
328 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.

Prerequisite: one 100-level course, 201 strongly recommended

(Cross-listed with History 340)
337 POLITICS OF THE EUROPEAN UNION 4

Explores the evolution of the European experiment from the aftermath of World War II
to the present. The course examines the functioning of the major EU institutions as
well as some of the major issues facing the EU today, which may include EU
enlargement, EU reform, EU immigration and asylum policy, and the development of EU
foreign policy.

Prerequisite: one 100-level course, 201 strongly recommended

Offered alternate years
351 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.

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Prerequisite: one 100-level course, 201 strongly recommended

Offered alternate years
355 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 100-level course, 201 strongly recommended

Offered alternate years
360 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 100-level course, 201 strongly recommended

Offered alternate years
380 TERRORISM AND COUNTER-TERRORISM IN THE POST 9/11 WORLD 4

Examination of international terrorism and the challenges it poses for liberal-democratic
states. Topics include the nature and causes of terrorism, strategies for reducing
current and future terrorist threats, and the difficulties of reconciling such strategies
with civil liberties and human rights.

Prerequisite: One 100-level course, 201 strongly recommended
410 SPECIAL STUDY 2-4

Supervised study in a selected field of political science.
420 THE POLITICS OF HUMAN RIGHTS IN LATIN AMERICA 4

Examines the role of human rights in Latin America politics in the last five decades. The
seminar addresses both normative issues - such as universal jurisdiction, impunity,
retributive, and transitional justice, reconciliation, and memory - and historical
experiences from selected countries covering political, economic, social, and
environmental case studies.

Prerequisites: One 300-level POL course and 201 or 326

Fulfills the Social and Cultural Analysis Standard

Offered 2010-2011 and alternate years
427 GENDER AND THE EUROPEAN UNION 4

This course will introduce students to major gender policies in the European Union,
which may include work and family policy, maternity and parental leaves, childcare,
domestic violence, prostitution and trafficking in women, sexual harassment,
immigration and asylum policy, enlargement policy, foreign, security, and development
policy, gender mainstreaming, and women's leadership in the EU setting.

Prerequisite: One 300-level course and 201 or 326

Offered alternate years

(Cross-listed with Women's Studies 427)
429 ISSUES ON GLOBAL MIGRATION 4

Provides a theoretical framework and empirical information needed to examine critically
the structures conditioning migration and people's lived experiences of migration.
Includes analysis of labor migration and development, borders and national identities,
forced migration, and gender and migration.

Prerequisite: One 300-level course and 201 or 326

Offered in alternate years
442 RELIGION AND POLITICS IN THE AMERICAS 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,
immigration, and church-state relations.

Prerequisite: One 300-level course and 201 or 326

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Offered 2009-2010 and alternate years

(Cross-listed with Religious Studies 350)
444 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: One 300-level course and 201 or 326

Offered alternate years
455 REFORM, REVOLUTION, AND RESISTANCE:

FROM THE COMMUNIST MANIFESTO TO THE WORLD SOCIAL FORUM 4

Examination of roots of resistance to globalization: debates among Marx and other
radicals, incorporation of labor, construction of welfare states, and neoliberal reaction.
Cases may include reform and revolution in Sweden and Nicaragua, anti-globalization,
populism, and national and transnational unionism.

Prerequisite: One 300-level course and 201 or 326

Offered alternate years
490 INDEPENDENT STUDY 4-8

Independent research arranged under the supervision of a program member.
492 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: One 300-level course and 201 or 326

Offered alternate years

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PSYCHOLOGY

Faculty

Barbara J. Blatchley, associate professor

Lerita Coleman Brown, Ay?e I. Carden Distinguished Professor

Eileen L. Cooley, professor

William D. Hopkins, professor

Jennifer L. Hughes, associate professor and chair

Kimberly Kinsey, visiting assistant professor

Psychology is the scientific study of behavior and mental processes. 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 laboratory
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 encouraged strongly to obtain additional experience outside of the
classroom through internships, conducting research or studying abroad.
NOTE: Students with a neuroscience major may not double-major or minor in
psychology.

Requirements for the Psychology Major

The minimum number of credits required is 44.

Required core courses: 101 & 102, 206, 207, 405; one course from 400, 406, 410, 450,

490

Additional requirements:

at least two of the following: 251, 311, 315, 323

at least two of the following: 300 (200), 305, 312

at least one of the following: 201, 202, 204, 205, 211, 214, 230, 240, 250, 324

Students must complete 101, 102, 206 and 207 with a grade of C- or higher.

All majors must take the Psychology Area Concentration Achievement Test in their senior

year as part of the assessment plan.

Requirements for the Psychology Minor

The minimum number of credits required is 28

Required courses: 101, 102, 206, 207

Additional requirements:

at least one of the following: 251, 311, 315, 323

at least one of the following: 300 (200), 305, 312

at least one of the following: 201, 202, 204, 205, 211, 214, 230, 240, 250, 324

Courses

101 INTRODUCTORY PSYCHOLOGY:

BIOLOGICAL FOUNDATION AND COGNITIVE PROCESSES 4

This is one-half of a two-semester introduction to psychology. The course is about the
nervous system as it pertains to behavior and cognition. Students may take 101 or 102
first and each course is independent of the other.
Fulfills the Social Science Standard

102 INTRODUCTORY PSYCHOLOGY:

DEVELOPMENT, SOCIAL BEHAVIOR, AND INDIVIDUAL DIFFERENCES 4

This is one-half of a two-semester introduction to psychology. This course will cover
topics such as social psychology, development, personality, and psychopathology.
Students may take 101 or 102 first and each course is independent of the other.

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Fulfills the Social Science Standard

200 DEVELOPMENTAL PSYCHOLOGY 4
Development of the individual throughout the lifespan.

Prerequisite: 100, 206, 207 or Biology 210
Prerequisite: 101 or 102, but 102 is preferred

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 requirements for the biology
major. May be used as elective credit in the psychology major.

Prerequisite: 101 or 102, 191

(Cross-listed with Biology 201)

202 PSYCHOLOGY OF SEXUAL BEHAVIOR 4
Study of psychological determinants and consequences of human sexual behavior.
Attitudinal and emotional factors will be emphasized.

Prerequisite: 101 or 102, but 102 is preferred
(Cross-listed with Women's Studies 202)

204 HISTORY OF THEORY AND RESEARCH IN PSYCHOLOGY 4
Historical background for current theories and research issues in psychology.

Prerequisite: 101 or 102

205 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: 101 or 102, but 102 is preferred
(Cross-listed with Economics 205)

206 RESEARCH STATISTICS 4

Basic theory, principles and applications of statistics in behavioral science research.
Prerequisite: Any one course from PSY 100, SOC 100, ANT 101, ANT 202, or any
100-level POL course.
(Cross-listed with Sociology 206)

207 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
211 PSYCHOLOGICAL ASSESSMENT 4

Principles and issues of psychological assessment with an emphasis on tests of
personality and cognitive abilities.
Prerequisite: 101 or 102, 206
214 INTRODUCTION TO COUNSELING 4

This course will provide an introduction to counseling principles, research and skills.
Role-play practice sessions will be included.
Prerequisite: 101 or 102, but 102 is preferred
230 PSYCHOLOGY OF WOMEN 4

Critical review of psychological theory and research toward an understanding of the
cognitive, social and emotional behavior of women.
Prerequisite: 101 or 102, but 102 is preferred
(Cross-listed with Women's Studies 230)
240 PSYCHOLOGY OF CROSS-CULTURAL CONTACT 4

Theories and research on how individuals confront and interact with members of other

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cultures, with special emphasis on factors that promote cross-cultural effectiveness
among women.

Prerequisite: 101 or 102, but 102 is preferred

(Cross-listed with Africana Studies 240)

(Cross-listed with Women's Studies 240)

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: 191, PSY 101 or 102 recommended

(Cross-listed with Biology 250)

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: 101 or 102, but 102 is preferred, BIO 191

(Cross-listed with Biology 251)
305 SOCIAL PSYCHOLOGY 4

Behavior of the individual as influenced by the behavior and characteristics of other
individuals.

Prerequisite: 101 or 102, but 102 is preferred, 206, 207 or BIO 210

311 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: 101 or 102, but 101 is preferred, 206, 207 or BIO 210

312 ABNORMAL PSYCHOLOGY 4
Coverage of the diagnostic characteristics, theoretical perspectives and treatments of
the major psychological disorders.

Prerequisite: 101 or 102, but 102 is preferred, 206, 207 or BIO 210
315 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: 101 or 102, but 101 is preferred, 206, 207 or BIO 210

323 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: 101 or 102, but 101 is preferred, 206, 207 or BIO 210

324 SPECIAL TOPICS 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.
Prerequisite: 101, 102, 206 and 207 or BIO 210
400 RESEARCH IN PSYCHOLOGY 4

Seminars focusing on research in area of psychology. The 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

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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 or BIO 210 and the instructor's permission
C) RESEARCH IN CLINICAL PSYCHOLOGY AND PSYCHOLOGICAL ADJUSTMENT
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 or BIO 210 and the instructor's permission

E) RESEARCH IN NEUORSCIENCE

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 or BIO 210 and the instructor's permission

F) 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 or BIO 210 and the instructor's permission
I) 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 or BIO 210 and the instructor's permission

405 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: 101, 102, 206 and 207; senior standing

406 PRACTICUM 4
Supervised field 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 practicum placement, this course may be repeated
once for credit.

Prerequisite: 101, 102, 206 and 207; instructor's permission

Priority given to seniors.
410 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
490 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

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PUBLIC HEALTH

Faculty

Martha Woodson Rees, professor of anthropology and co-director
Harry Wistrand, professor of biology and co-director

Public Health is an interdisciplinary field concerned with recognizing, evaluating,
understanding and responding to factors that may affect the health of individuals,
communities and populations. The curriculum includes courses from the humanities, social
sciences, natural sciences and mathematics to educate students about various approaches
to public health. A student who minors in public health will obtain an understanding of the
process of scientific inquiry, statistics, and the behavioral, economic, historical, political and
social approaches to health.

Many in the public health and medical communities refer to Atlanta as the public health
capital of the world. Students are encouraged to use the local public health resources
through experiential learning connected to a course; internships at the Centers for Disease
Control and Prevention, CARE, the American Cancer Society, the Carter Center and within
the community; and through community service not connected to a course.

Students majoring in the humanities, social and natural sciences and mathematics are
encouraged to use the public health minor as a way to explore their interest in a career in
public health. Public health careers can be found in local, state and federal government;
nonprofit organizations with a local, regional or global focus; corporations; hospitals and
health departments; or universities. Many public health careers require a graduate degree
(typically the M.P.H.), but a minor in public health is not required for admission to an M.P.H.
program.

Students wishing to minor in the program should consult early in their college careers
with one of the co-directors to plan a course of study.

Requirements for the Public Health Minor

Minimum of six courses including three core courses and three electives. Two electives must
focus on health, medicine or disease (Group B). At least two courses must be at the 300-
level or above.

Group A: Required core courses

PH 101 Survey of Public Health

PH 102 Introduction to Epidemiology

MAT 115 Elementary Statistics or (PSY 206/SOC 206) Research Statistics

Group B: Courses with a focus on health, medicine, or disease (choose two)

ANT 345 Anthropology of Public Health

ANT 371 Women, Health and Society

BIO 317 Immunology

CHE 484 Topics in Organic Chemistry (Organic Chemistry of Major Drugs)

PH 201 Health Communication

PH 300 Oaxaca Summer Practicum in Women's Health

PHI 106 Medical Ethics

WS 225 Topics in Women's Health

Four-credit internship (450) selected in consultation with the program director

Cross-registration courses through ARCHE, approved by program director

Group C: Electives

(choose one outside of the major, in consultation with the program director)

AS 170 African American Culture and Social Institutions

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ANT 219 Transatlantic Voodoo

ANT 340 Worlds of Culture: Global Ethnography

BIO 260 Bioinformatics

BIO 301 Microbiology

CHE 210 Bioinorganic Chemistry

ESS 101 Introduction to Environmental and Sustainability Studies

HIS 219 The Black Death

HIS 336 Topics in the History of Race, Ethnicity, and Immigration in the US

MA 325 Mathematical Models and Applications

POL 125 Introduction to Human Rights

POL 313 Gender Politics

POL 429 Issues on Global Migration

PSY 205 Psychology of Sexual Behavior

PSY 205 Industrial & Organizational Psychology

PSY 312 Abnormal Psychology

SOC 230 Race, Class, and Gender

SOC 325 Urban Lives

WS 206 Feminist Critiques in Biomedicine

WS 301 Social Development, Leadership, Refugee Rights

One additional course from Group B

Cross-registration courses through ARCHE, approved by program director

Courses

101 SURVEY OF PUBLIC HEALTH 4
Survey course that introduces the subdisciplines of public health. Introduces
epidemiological, environmental, occupational, cultural, behavioral, and policy issues
relevant to the health of populations around the world. Includes a historical context for
current health issues and global practices.

102 INTRODUCTION TO EPIDEMIOLOGY 4
Introduction to the study of diseases in populations, the causes of disease, and the
ways that diseases can be prevented and controlled. Includes quantitative analysis of
the biological, social, economic, and environmental conditions that affect health.

201 HEALTH COMMUNICATION 4

Survey of theory, research and practice in health communication. Topics include
provider-patient interaction, communication within health organizations, the role of
media and new communication technologies in health marketing, and the rhetorical
dimensions of public health messages.

Prerequisite: ENG 110
300 OAXACA SUMMER PRACTICUM IN WOMEN'S HEALTH 4

A four-week summer field practicum on Oaxacan (Mexico) women's health leadership
consisting of background classes, research project and apprenticeship with young
indigenous women trained as community leaders who promote women's sexual and
reproductive health and rights.

Prerequisites: SPA 201 and one of the following: ANT 101, PH 101 or permission of

instructor

Fulfills the Social and Cultural Analysis Standard

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RELIGIOUS STUDIES

Faculty

Dennis McCann, Wallace M. Alston Professor of Bible and Religion

Tina Pippin, professor

Abraham Zablocki, associate professor and chair

Religious studies concerns the distinctive beliefs and practices, sacred literatures and
cultural expressions of the 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 the divine. Special emphasis is placed on contemporary expressions of religious
thought in cultures.

Religious studies majors are encouraged strongly to engage their studies in and beyond
the classroom. We promote experiences in local and global partnership organizations and
shared leadership in the community of the Department of Religious Studies.

Requirements for the Religious Studies Major

A minimum of eight courses total

REL 115

Two Religious Tradition courses devoted to specific religious traditions

(REL 132, 133, 201, 207, 217, 219, 221, 223, 231, 232, 233, 234, 241, 330, 334

345 or 390)

465, Senior Research Seminar in Religion

Three electives from within the major courses (two should be at the 300 level or above)

Requirements for the Religion and Social Justice Major

The Religion and Social Justice major uses a human rights framework and experiential

learning models. Students engage theory and practice in interdisciplinary study, both at the

local and global levels.

A minimum of nine courses total

One Interpreting Sacred Texts and Traditions course

One course devoted to a specific religious tradition

Religion 320 Religion, Human Rights, and Activism

Religion 363 Religious Social Ethics

Atlanta Semester Seminar 301 and Internship 350 or WS 301 and corequisite internship

465, Senior Research Seminar in Religion

Two electives from within the major courses, one at the 300 level or above

Requirements for the Religious Studies Minor

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.

Courses

115 INTERPRETING SACRED TEXTS AND TRADITIONS 4

This interdisciplinary course explores major religious traditions through their sacred
texts, with particular attention to historical, social, cultural, ethnographic, and ethical
contexts. Topics will draw from a range of classical and contemporary readings of
primary and secondary texts and might include issues such as textual authority,
canons, postcolonial interpretation, cultural criticism, and lived interpretations. May be
repeated when topic varies.

125 INTRODUCTION TO HUMAN RIGHTS 4

An exploration of the theoretical and historical foundations of human rights from a

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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.
(Cross-listed with Political Science 125)

201 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.

202 THE MIDDLE AGES: IMAGES AND IDEAS 4

Key monuments 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 will be addressed in this course.

Prerequisite: 150 or permission of the instructor

Offered alternate years

(Cross-listed with Art History 202)

207 RELIGIONS IN THE UNITED STATES 4

This course will introduce students to the major historical and cultural factors that have
shaped the religious history of the USA, with some specific attention to regional
phenomena. It will provide an opportunity to survey current trends and issues facing
religious groups in the USA. Religions other than Christianity will be examined and
special attention will be given to marginalized groups and women writers/thinkers in
American religious culture.

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 alternate years

(Cross-listed with Music 208)
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.

(Cross-listed with Women's Studies 210)
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.

(Cross-listed with Sociology 212)
217 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.

(Cross-listed with Africana Studies 140)
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

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dancing.

Offered alternate years

(Cross-listed with Africana Studies 219)

(Cross-listed with Anthropology 219)
221 JUDAISM 4

Basic beliefs and practices of Judaism, from the exodus from Egypt to the present.
Special attention given to Judaism as a dynamic civilization, women's roles, Jewish
Feast Days, institutions, life cycle practices, values and major branches of the religion.

223 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.

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.

(Cross-listed with Women's Studies 224)

225 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.

231 ISLAM 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.

232 BUDDHISM 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.

233 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.

234 RELIGIONS OF CHINA 4

This course will provide an introductory survey of Chinese religious traditions, in both
their ancient origins and modern development in China today. It will explore both
indigenous Chinese traditions (Confucianism, Daoism) as well as the impact of "foreign"
religions that have become Chinese (Buddhism, Christianity, Islam).
241 ROMAN CATHOLICISM 4

The course will focus upon Roman Catholicism, its history, distinctive institutional
structures and beliefs; the distinctive lifestyles of Catholic clergy, including monks and
nuns; the seven sacraments and Catholic family life; and the church's worldwide
involvement in a host of issues related to social and economic justice. The course will
encourage students to develop sympathetic yet critical perspectives on these diverse
practices and the structure of theological beliefs that support them, particularly as
these are manifest in the experiences of contemporary Catholic women.

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242 RELIGIONS OF EAST ASIA 4
This course examines the religious traditions of East Asia, including Taoism,
Confucianism, Buddhism, and Shinto.

243 RELIGIONS OF SOUTH ASIA 4

This course examines the religious traditions of the South Asian subcontinent, including
Hinduism, Jainism, Buddhism, Sikhism, and Islam.

271 RELIGION AND THE ENVIRONMENT 4

This course will investigate the intersections of religions with ideas of nature, ecology,
and environmental ethics and justice.

276 RELIGIOUS ETHICS AND CONTEMPORARY MORAL ISSUES 4

This course will explore contemporary moral issues and the controversies surrounding
them with a particular focus on the ways in which these are debated in and among
various religious communities, Christian as well as nonChristian. It also will allow
opportunity to make comparisons between religious approaches to these moral issues
and nonreligious approaches, for example, the ways these issues are addressed in the
field of "applied ethics" in philosophy.

280 RELIGIOUS AND MORAL VALUES IN BUSINESS AND THE PROFESSIONS 4

An exploration of the ethical dimensions of business and professional practice, designed
specifically for women who are planning careers in business and the professions or are
seeking to understand the religious and ethical basis of society's increased expectations
for moral leadership in these areas. The course will be practical as well as theoretical
and thus, in addition to introducing students to the major theories of business and
professional ethics, it will focus on various case studies of actual conduct in business
and the professions. Cases will be selected with careful attention to the needs and
interests of women.

305 GENDER, RELIGION, AND SOCIAL CHANGE IN THE AMERICAS 4

Is religion an essentially conservative force in society, or does it act as a catalyst for
change? Do religious beliefs and practices uphold and reify traditional gender norms, or
do they provide resources with which to challenge and reconfigure those norms? This
course will seek answers to these questions by examining the role of religion in
promoting or resisting social change in the Americas. The course's regional focus on
the Americas will allow students to compare and contrast the ways in which gender is
constructed in a range of distinctive socio-cultural settings.
Fulfills the religious and philosophical thought standard

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 Judeo-Christian traditions, including Islam (including
Sufism), 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 alternate years

(Cross-listed with Music 308)

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.

(Cross-listed with History 308)
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?

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Prerequisite: 150, one 200-level course or permission of the instructor

Offered alternate years

(Cross-listed with Art History 312)
316 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
320 RELIGION, HUMAN RIGHTS, AND ACTIVISM 4

In this course we will look at both international and domestic issues of oppression and
injustice, and consider the roles of governments, NGOs, religious organizations, the
Social Forum process, transnational activism, and grassroots movements for social
change. Students will engage and gain competence in the practice of human rights
education through a variety of models of liberatory educational practices, including
popular education, community-based learning, participatory action research, and
movement building. Students will connect with a local human rights or social justice
organization for a 40-hour community-based learning experience in which the focus will
be a critical reflection on the organization's use of a human rights framework and their
uses of human rights theories and activism for social change.
325 ETHNOGRAPHY OF RELIGION 4

This course will guide students as they pursue a semester-long independent
ethnographic study of a religious community in the Atlanta area. Students will conduct
participant observation fieldwork in a religious setting of their choosing.

Prerequisite: One course in religious studies.

330 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

331 FEMINIST AND WOMANIST ETHICS 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
(Cross-listed with Women's Studies 331)

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

(Cross-listed with Women's Studies 334)

335 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
340 BLACK PROTEST THOUGHT IN AMERICA FROM

SLAVERY TO THE PRESENT 4

Political, social and ideological currents which influenced and shaped the black struggle

for freedom, citizenship and equality.

Offered alternate years

(Cross-listed with Africana Studies 335)

(Cross-listed with History 335)

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345 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 though not exclusively, in the Western philosophical and
religious traditions. This course will also feature the works of contemporary women who
are making important contributions in the philosophy of religion today.

Prerequisite: one religious studies course
350 RELIGION AND POLITICS IN THE AMERICAS 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,
immigration, and church-state relations.

Prerequisite: one 300-level course, and 201 or 326

Offered alternate years

(Cross-listed with Political Science 442)
363 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
definition(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
390 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 also will 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 100-level religious studies course
410 SPECIAL STUDY 2-4

Directed reading course supervised by a department member

Prerequisite: instructor's permission
465 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 senior religious studies majors and minors.
490 INDEPENDENT STUDY 4-8

Independent research arranged under supervision of a department faculty member

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SOCIOLOGY & ANTHROPOLOGY

Faculty

Douglas J. Falen, associate professor and chair
Brenda A. Hoke, associate professor
Yvonne D. Newsome, associate professor
Martha Woodson Rees, professor
Rosemary Levy Zumwalt, professor

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 in its multitude of settings. They investigate the interconnections of race, class and
gender in 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 encouraged strongly to study abroad through a
faculty-led Global Awareness or Global Connections program or any other college-approved
study-abroad program.

Requirements for the Sociology & Anthropology Major

Required discipline courses:

Anthropology: 101

Sociology: 101, 251

Anthropology or Sociology: 390, 391

Three electives: two 300 level (one in each discipline), and one 200 level

Recommended course for the major:

Sociology 206 (Psychology 206)

Requirements for the Sociology & Anthropology Minor

Anthropology: 101

Sociology: 101 and 251

Anthropology or Sociology: 390

Four additional credits in anthropology or sociology

Courses

Sociology

101 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.
206 RESEARCH STATISTICS 4

Basic theory, principles and applications of statistics in behavioral science research.
Prerequisite: Any one course from PSY 100, SOC 100, ANT 101, ANT 202, or any
100-level Political Science course
(Cross-listed with Psychology 206)
211 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

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patterns. Family organization in different social classes, ethnic groups and Utopian
communities.

Offered alternate years

Prerequisite: SOC 101 or ANT 101

(Cross-listed with Women's Studies 212)
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.

(Cross-listed with Religious Studies 212)
214 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.

(Cross-listed with Political Science 211)

(Cross-listed with Women's Studies 211)
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: SOC 101 or ANT 101

(Education 217)
221 SOCIAL PROBLEMS IN GLOBAL CONTEXTS 4

Examines competing definitions of and solutions to social problems. Topics vary, but
may include issues related to wealth and poverty, racism, gender, work, family,
education, and globalization.

Prerequisite: SOC 101 or ANT 101
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: SOC 101 or ANT 101

Offered alternate years

(Cross-listed with Women's Studies 231)

(Cross-listed with Africana Studies 230)
251 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: SOC 101 or ANT 101
301 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: SOC 101 or ANT 101

Offered alternate years
319 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: SOC 101 or ANT 101

Offered alternate years

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325 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: SOC 101 or ANT 101

Offered alternate years
341 TOPICS IN CLASSICAL STUDIES:

WIVES, WARRIORS, SLAVES AND CITIZENS 4

This course will examine the historical background of Rome's most famous statesmen,
and in particular, the political institutions and propaganda methods they used or abused
in their rise to power. May be repeated if subject matter varies and may be cross-listed
when applicable.

Prerequisite: One course in Classical History or Literature

(Cross-listed with Classics 341)

(Cross-listed with Women's Studies 341)
350 CONTEMPORARY THEORY IN SOCIOLOGY 4

Survey of current theories with a rotating concentration on particular theories and
issues.

Prerequisite: 251
356 COMPARATIVE BLACK FEMINISMS 4

Interdisciplinary analysis and critique of the history of ideas which make up African and
African Diasporic feminist thought and practice.

Prerequisite: SOC 101 or ANT 101

Offered alternate years

(Cross-listed with Africana Studies 356)

(Cross-listed with Women's Studies 356)
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: SOC 101 or ANT 101

(Cross-listed with Africana Studies 370)

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: SOC 101, ANT 101, junior standing
(Cross-listed with Anthropology 390)

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: SOC 390 or ANT 390
(Cross-listed with Anthropology 391)

410 SPECIAL STUDY 2-4

Supervised intensive study in a special field of sociology.

482 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.

490 INDEPENDENT STUDY 4-8

Independent research arranged under the supervision of a program member.

Anthropology

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101 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.
202 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.
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.

Offered alternate years

(Cross-listed with Africana Studies 219)

(Cross-listed with Religious Studies 219)
231 ENVIRONMENTS, GENDER AND CULTURES 4

Relations between cultures and environments in the past and the present with a focus
on gendered perspectives. Includes sustainability, "development" and indigenous
knowledge. Case studies on such topics as environmental health and Latinos (Atlanta)
and Organic Coffee (Mexico).

Prerequisite: ANT 101 or SOC 101

Offered alternate years
245 MARRIAGE, SEXUALITY AND POWER IN CROSS-CULTURAL PERSPECTIVE 4
This course reviews marriage around the world; such as polygyny, monogamy,
polyandry, and homosexual and heterosexual unions 7 and discusses the consequences
for emotional bonds, power, sexuality, children, and financial arrangements.

Offered alternate years

(Cross-listed with Women's Studies 245)
304 PEOPLES OF MESOAMERICA 4

History and contemporary relations between indigenous, European and African-origin
populations, including ethnicity, culture, identity and contemporary movements.

Offered alternate years

Prerequisite: Junior standing

307 HOUSEHOLDS AND GLOBALIZATION 4
Contemporary and classic readings on theories of households, women and their relation
to the larger world. Topics include migration and globalization. Theoretical focus is
political economy. Methodological training includes a research project on the effects of
globalization on households and individuals, including life history, kinship and
household analysis.

Prerequisite: SOC 101 or ANT 101
(Cross-listed with Women's Studies 307)

308 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: SOC 101 or ANT 101
330 LINGUISTIC ANTHROPOLOGY 4

Introduces students to the anthropological study of language in human social life. In

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addition to examining the definition and origins of human language, students will learn
phonetics and the social functions of language in the U.S. and elsewhere.

Prerequisite: SOC 101 or ANT 101

Offered alternate years
340 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: ANT 101

Offered alternate years
345 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: SOC 101 or ANT 101
354 HUMAN CULTURE IN ANTHROPOLOGICAL PERSPECTIVE 4

Advanced course on anthropological understandings of culture and humanity. Students
read ethnographies and theoretical works to examine different ways of understanding
behavior.

Prerequisite: SOC 101 or ANT 101

Offered alternate years
371 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.

(Cross-listed with Women's Studies 371)
380 CULTURE AND ETHNOGRAPHY OF AFRICA 4

This course offers an examination and appreciation of African cultures in the present
context and in historical perspective. Course topics include kinship, gender, politics,
religion, economics, and colonialism. Students read several ethnographies for an in-
depth understanding of specific cultures.

Prerequisite: ANT 101, SOC 101, HIS 257, HIS 250, HIS 251, REL 140

Offered alternate years

(Cross-listed with Africana Studies 380)

(Cross-listed with Religious Studies 380)

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: SOC 101, ANT 101, junior standing
(Cross-listed with Sociology 390)

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: SOC 390 or ANT 390
(Cross-listed with Sociology 391)
410 SPECIAL STUDY 2-4

Supervised intensive study in a special field of anthropology.
482 ANTHROPOLOGY SEMINAR 4

An exploration of important anthropological research topics. Topics will vary from year
to year. May be repeated if the topic varies. Topic for 2009-2010 is migration.

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Prerequisite: junior standing
490 INDEPENDENT STUDY 4-8

Independent research arranged under the supervision of a program member.

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SPANISH

Faculty

Patricia Andino, visiting instructor

Gisela Norat, professor

Rafael Ocasio, Charles A. Dana Professor of Spanish and chair

Michael Schlig, associate professor and resident director ASC Summer in Spain

Students who major or minor in Spanish study the Spanish language and explore the
literatures and other cultural expressions of the Hispanic world. The course of study
emphasizes written and oral communication that prepares students to function in a Spanish-
speaking community.

The language courses (101-202) fulfill the college's specific standard requirement of
proficiency in a foreign language at the intermediate level and promote the appreciation of
the cultural diversity that characterizes the Spanish-speaking world and Latino communities
in 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. No
student with more than one year of high school Spanish may register for SPA 101.
The Spanish department encourages students to explore the lively Hispanic cultural life of
metropolitan Atlanta and to volunteer with local organizations that support the growing
Latino population.

The department also 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 other affiliated programs in Latin America and Spain. Recently, our students have
completed semester or yearlong programs in Argentina, Chile, Mexico and Spain.
Students are encouraged strongly to take part in the Global Awareness and Global
Connections programs, especially when trips are arranged to destinations in Spanish-
speaking countries.

Requirements for the Spanish Major

480 and 28 additional credits beyond 202, excluding SPA 206.

Credits from the Spanish program-sponsored summer classes in Oviedo, Spain satisfy
requirements toward the major. Spanish majors are required to complete four courses from
those offered by department faculty. 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 Department of Spanish in writing before initiating study abroad.

Requirements for the Spanish Minor

A minor requires completion of 20 credits beyond Spanish 202, excluding Spanish 370 and
206. At least 12 credits must be from courses taught by department faculty. Credits from
the Spanish program-sponsored summer classes in Oviedo, Spain satisfy requirements
toward the minor.

Courses

101 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.

102 ELEMENTARY SPANISH II 4

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Continuation of 101. All students with more than one year of Spanish are required to
take the placement test.
Prerequisite: 101

201 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

202 INTERMEDIATE SPANISH II 4
Continuation of 201. All students with more than one year of Spanish are required to
take the placement test.

Prerequisite: 201

205 READING AND WRITING ABOUT THE 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-

206 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

307 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-

308 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 pre-conquest to the present and an exploration of the diversity within
countries and across borders.

Prerequisite: 202 with a minimum grade of C-
323 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-
325 INTRODUCTION TO LATIN AMERICAN LITERATURE 4

The study of representative works of literature and literary movements from classic to
contemporary writing in Latin America.

Prerequisite: 205 with a minimum grade of C-
327 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-
344 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: 323
361 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: 323
365 BLACK LITERATURE IN CUBA AND IN PUERTO RICO 4

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This course provides an examination of the Caribbean literary movement of "negrismo."
Literary texts and interdisciplinary readings examine the impact of ethnicity on Cuban
and Puerto Rican national identities. More contemporary media illustrate the present
role of Afro-Caribbean religious traditions, such as Santeria.

Prerequisite: 323
370 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. May be repeated for credit when
topic varies.

Prerequisite: ENG 110

(Cross-listed with English 370)

(Cross-listed with Women's Studies 370, when topic applies)
380 INTERDISCIPLINARY APPROACHES TO HISPANIC LITERATURES 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: 323
410 SPECIAL STUDY 2-4

480 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: 323

(Cross-listed with Women's Studies 481, when topic applies)
490 INDEPENDENT STUDY 4-8

Independent research arranged under the supervision of a program member

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THEATRE & DANCE

Faculty

David Lawrence, visiting associate professor of communication and rhetoric and director of

the Speaking Center

Bridget Roosa, assistant professor and director of the dance program

Dudley Sanders, professor and chair

David S. Thompson, Annie Louise Harrison Waterman Professor of Theatre

Theatre

Theatre is perhaps the quintessential liberal art, taking for its subject matter what it means
to be human. It promotes self-examination 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
acting, 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 310-seat auditorium with a modified-thrust stage,
serving as laboratory and home, the department and Blackfriars mount one major
production, a play for young audiences, and a number of student-generated projects
annually.

Requirements for the Theatre Major

Required courses: 100, 131, 203, 250, 326

Three of the following: 313 (4-credit), 322, 323, 324, 325

Two of the following: 235, 303, 327, 350

One of the following: 400, 410 or 490, with department permission and approval

Major requires a minimum of 11 courses (44 credits) in the discipline.

Other requirements:

A student electing a theatre major must play an active participatory role in the Agnes Scott

theatre production program as determined by the faculty.

Requirements for the Theatre Minor

100 and four additional 4-credit courses, not including 108 or 117

The student may design her program with the department guidance 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.

Courses

100 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.

108 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.

117 INTRODUCTION TO PUBLIC SPEAKING 4

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Techniques of effective oral communication including rhetorical theory and criticism,

methods of organization, means of presentation and delivery, practiced in the context

of group process and oral presentation. Does not satisfy the fine arts distributional

standard.
131 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.
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.

(Cross-listed with English 203)
205 TOPICS IN CREATIVE WRITING 4

Topics in creative writing, including courses taught by visiting writers. Specific topics

will be announced before spring course selection.

(Cross-listed with English 205, when the topic pertains to dramatic writing)
235 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
250 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.
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 or 205 (if in dramatic writing)
Offered alternate years
(Cross-listed with English 303)
313 SPECIAL TOPICS IN THEATRE 4

Study in selected areas of theatre history, dramatic literature, dramatic theory or

performance theory. May be repeated if subject matter varies.
Offered alternate years

322 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.
Offered alternate years

323 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.
Offered alternate years

324 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.
Offered alternate years

325 CONTEMPORARY THEATRE 4

A study of current theatrical practice including background from significant movements

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in the 20th century. In addition to important American commercial productions, topics
may include fringe and alternative theatre, international artists and considerations of
selected locales.

Offered alternate years

(Cross-listed with English 324)

326 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, 131, 235 recommended

327 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
350 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.

Required corequisite laboratory
Prerequisite: 250
Offered alternate years
400 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, 235 for acting; 326, 327 for directing; 250 or 350 for
design; 203 or 303 for dramatic writing; appropriate courses from among 313, 322,
323, 324, 325 as determined by the department for research.
410 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.
415 ADVANCED CREATIVE WRITING 4

Individual conferences with emphasis on sustained dramatic writing projects in theatre,
film or television. May be repeated if the subject matters varies.
Prerequisite: 203, instructor's permission
490 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 combines the discipline of dance with other areas of study.

One-credit dance-technique courses (111, 112, 113, 211, 212, 213, 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 below. Students are required
to achieve advanced-level proficiency 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 one-
two credits of technique courses per semester.)

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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

Requirements for the Dance Minor

The dance minor requires a minimum of 20 credits in the discipline.

Course requirements are as follows:

A minimum of four credits in dance technique (studio coursework):

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, 317

Theatre 131 or Music 108

A dance minor is encouraged to pursue active participation in the Agnes Scott student dance

company.

All dance majors and minors must audition for Dance Program faculty to determine
proper placement in studio coursework.

Courses

111 INTRODUCTION TO BALLET
Introduction to ballet technique, terminology and history

112 INTRODUCTION TO MODERN DANCE
Introduction to modern-dance technique and improvisation

113 INTRODUCTION TO JAZZ DANCE
Introduction to jazz dance elements along with jazz technique, terminology and history

211 INTERMEDIATE BALLET
Intermediate ballet technique, terminology and history

212 INTERMEDIATE MODERN DANCE
Intermediate modern dance technique, improvisation and elements of contemporary
are emphasized.

213 INTERMEDIATE JAZZ DANCE 1
Intermediate elements of jazz dance are explored along with jazz technique,
terminology and history

240 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.

308 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

311 ADVANCED BALLET 1
Advanced ballet technique and terminology.

312 ADVANCED MODERN DANCE 1
Advanced modern dance technique, improvisation and contemporary forms

313 ADVANCED JAZZ DANCE 1
Advanced elements of jazz dance and jazz technique

314 DANCE PERFORMANCE 1
Supervised rehearsal and performance resulting in a public presentation. May be
repeated once for credit.

315 CHOREOGRAPHY I 4

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Exploration of skills and techniques necessary for students to develop dance
compositions

316 TOPICS IN CHOREOGRAPHY 2

This abbreviated version of Choreography I will explore skills and techniques necessary
to develop dance compositions. Does not satisfy the distributional standard in fine arts.

317 CHOREOGRAPHY II 4
Exploration of all ranges of dance composition using the elements of levels, space,
time, rhythm, dynamics, textures and styles

340 LABANOTATION 4

Labanotation is one form of documenting dance using abstract symbols to describe
what the body does to perform movement. Students learn basic symbols and concepts
to allow them to read and document movement phrases.

400 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.

410 SPECIAL STUDY 2-4

Supervised intensive study in dance technique or choreography. May be repeated if the
subject matter varies.

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WOMEN'S STUDIES
Faculty

Elizabeth Hackett, associate professor

Elizabeth Kiss, president of the college and professor

Carolyn Stefanco, professor, vice president for academic affairs and dean of the college

Isa Williams, associate professor and director

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 curriculum by
exposing students to the experiences of women. The second analyzes gender, sexuality, the
experiences of women or the implications of sexism from an explicitly feminist perspective.
The program welcomes both types of courses.

Women's Studies courses address, for example, the roles of women in Latin America,
how notions of masculinity influence global politics and the work of black women writers. In
Women's Studies 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 inquiry 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, work in social service or nonprofit organizations, or work with agencies and
businesses that focus on women or teach.

The Women's Studies Program Mission

The Women's Studies program is committed to providing a curriculum, co-curricular
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 flourishing of girls and women of
all abilities, ages, classes, ethnicities, nationalities, races, religions and sexualities.

Requirements for the Women's Studies Major

I. Core Courses: 100, 340, 499, and the Atlanta Semester (WLSC 301 & 350)* or WS 301

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 choosing. 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

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B. Divisional: Six Women's Studies courses, at least two from the humanities/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.

III. 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 Women's Studies Minor

Required courses: 100, 340

Three additional courses chosen in consultation with the director; 499 is highly

recommended.

Courses

100 INTRODUCTION TO WOMEN'S STUDIES 4

An introduction to Women's Studies. Using feminist perspectives and scholarship, this
interdisciplinary course examines the experiences of women in the United States,
analyzes institutions and practices that affect women and develops connections to
women in other cultures.
202 PSYCHOLOGY OF SEXUAL BEHAVIOR 4

Study of psychological determinants and consequences of human sexual behavior.
Attitudinal and emotional factors will be emphasized.

Prerequisite: PSY 101 or PSY 102, but 102 is preferred

(Cross-listed with Psychology 202)

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.
(Cross-listed with Religious Studies 210)

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.

(Cross-listed with Political Science 211)
(Cross-listed with Sociology 214)

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.

Offered alternate years
Prerequisite: SOC 101 or ANT 101
(Cross-listed with Sociology 211)

216 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).

Offered alternate years

(Cross-listed with Africana Studies 216)

(Cross-listed with English 216 when topic applies)

217 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

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Contexts).

Offered alternate years

(Cross-listed with English 217 when topic applies)

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 alternate years

(Cross-listed with Music 219)

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, Sofia
Gubaidulina, Betsy Jolas, Joan La Barbara, Tania Leon, Thea Musgrave, Pauline
Oliveros, Joan Tower and Ellen Zwilich, including a study of the forces that shaped their
lives and styles of composition. It is highly recommended that students take 106 prior
to enrolling in this course.

Offered alternate years

(Cross-listed with Music 220)
220 TOPICS IN WOMEN AND LITERATURE 4

Women as authors and subjects in literature. Gender as a central factor of analysis.

Offered alternate years

(Cross-listed with English 221 when topic applies)
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.

(Cross-listed with History 220)

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.

(Cross-listed with Women's Studies 224)

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.

230 PSYCHOLOGY OF WOMEN 4
Critical review of psychological theory and research toward an understanding of the
cognitive, social and emotional behavior of women.

Prerequisite: PSY 101 or PSY 102, but 102 is preferred
(Cross-listed with Psychology 230)

231 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

Offered alternate years

(Cross-listed with Africana Studies 230)

(Cross-listed with Sociology 230)
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,

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employment discrimination (including sexual harassment), affirmative action, marriage,
rape, domestic violence, reproductive rights, pornography and prostitution.
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: PSY 101 or PSY 102, but 102 is preferred

(Cross-listed with Africana Studies 240)

(Cross-listed with Psychology 240)
242 A MULTICULTURAL HISTORY OF AMERICAN WOMEN 4

Experiences of and ideas about women in the United States since the colonial period,
with special emphasis on how gender has historically intersected with women's race,
class, ethnic, sexual and regional identities.

(Cross-listed with History 242)

(Not open to students who have taken HIS/WS 330)
245 MARRIAGE, SEXUALITY AND POWER IN CROSS-CULTURAL PERSPECTIVE 4
This course reviews marriage around the world, such as polygyny, monogamy,
polyandry, and homosexual and heterosexual unions, and discusses the consequences
for emotional bonds, power, sexuality, children, and financial arrangements.

Offered alternate years

(Cross-listed with Anthropology 245)
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
301 SOCIAL DEVELOPMENT, LEADERSHIP & REFUGEE RIGHTS IN ACTION:

DISCOVERING NEW MODELS OF LEADERSHIP 4

This course challenges students to think globally while acting locally to address
challenges facing refugee women. Students will explore policies, programs, human
rights standards and international models of women's leadership. Internships will focus
on refugee women's leadership for community organizing.

Prerequisite: Women's Studies 100 or Political Science 125 or FYS 190 The Bible and

Human Rights in Atlanta

Corequisite: Human Right 450, Religious Studies 450 or Women's Studies 450

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

(Cross-listed with Art History 304)

305 GENDER, RELIGION, AND SOCIAL CHANGE IN THE AMERICAS 4

Is religion an essentially conservative force in society, or does it act as a catalyst for
change? Do religious beliefs and practices uphold and reify traditional gender norms, or
do they provide resources with which to challenge and reconfigure those norms? This
course will seek answers to these questions by examining the role of religion in
promoting or resisting social change in the Americas. The course's regional focus on

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the Americas will allow students to compare and contrast the ways in which gender is
constructed in a range of distinctive socio-cultural settings. Fulfills the religious and
philosophical thought standard

(Cross-listed with Women's Studies 305)

306 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).

Offered alternate years

(Cross-listed with English 306 when topic applies)

307 HOUSEHOLDS AND GLOBALIZATION 4
Contemporary and classic readings on theories of households, women and their relation
to the larger world. Topics include migration and globalization. Theoretical focus is
political economy. Methodological training includes a research project on the effects of
globalization on households and individuals, including life history, kinship and
household analysis.

Prerequisite: SOC 101 or ANT 101
(Cross-listed with Anthropology 307)

310 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

311 BORDERS, RIGHTS, AND IDENTITIES:

LATINO POLITICAL STRUGGLES IN THE U.S. 4

Overview of the experience of Latinos 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, such as immigration,
education, economic opportunities and bilingualism and looks at public policies affecting
them.

Prerequisite: one 100-level course, 201 strongly recommended

Offered alternate years

(Cross-listed with Political Science 311)
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 100-level course, 201 strongly recommended

Offered alternate years

(Cross-listed with Political Science 313)
322 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.

Offered alternate years

(Cross-listed with English 322 when topic applies)
325 STUDIES IN AFRICAN-AMERICAN LITERATURE 4

Thematic, generic or period studies (for example, The African-American Novel or Major
African-American Writers)

(Cross-listed with Africana Studies 325)

(Cross-listed with English 325 when topic applies)
330 HISTORY OF WOMEN IN AMERICA 4

Women's experiences and contributions from the colonial period to the present, with

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special emphasis on the impact of industrialization; feminism and reform; and
differences across race, class, ethnicity, sexual orientation and region.

(Cross-listed with History 330)
331 FEMINIST AND WOMANIST ETHICS 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

(Cross-listed with Religious Studies 331)
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

(Cross-listed with Religious Studies 334)

340 CONTEMPORARY FEMINIST THEORY 4
A cross-disciplinary study of feminist theorists representing a variety of approaches

Prerequisite: PHI 100 or any philosophy course
(Cross-listed with Philosophy 315)

341 TOPICS IN CLASSICAL STUDIES:

WIVES, WARRIORS, SLAVES AND CITIZENS 4

This course will examine the historical background of Rome's most famous statesmen,
and in particular the political institutions and propaganda methods they used or abused
in their rise to power. May be repeated if subject matter varies and may be cross-listed
when applicable.

Prerequisite: one course in Classical History or Literature

(Cross-listed with Sociology 341)

(Cross-listed with Women's Studies 341)
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.

(Cross-listed with History 343)
340 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).

(Cross-listed with English 345)
350 STUDIES IN MODERNISM 4

Thematic or generic studies (for example, Modern Poetry, or Virginia Woolf and
Modernism).

Offered alternate years

(Cross-listed with English 350)

354 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.

(Cross-listed with History 354)

355 STUDIES IN 20TH-CENTURY AND CONTEMPORARY LITERATURE 4
Studies of themes in recent literature (for example, Postmodernism, Transatlantic
Literature or Postwar Literature).

Offered alternate years

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(Cross-listed with English 355 when topic applies)
356 COMPARATIVE BLACK FEMINISMS 4

Interdisciplinary analysis and critique of the history of ideas which make up African and
African Diasporic feminist thought and practice.

Prerequisite: SOC 101 or ANT 101

Offered alternate years

(Cross-listed with Africana Studies 356)

(Cross-listed with Sociology 356)
358 WOMEN AND WAR IN POSTCOLONIAL AFRICA 4

Historical examination of the complex ways that liberation and civil wars affected
women of sub-Saharan Africa in the first half century of independence.

Offered alternate years

(Cross-listed with Africana Studies 358)

(Cross-listed with Women's Studies 358)
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.

370 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. May be repeated for credit when
topic varies.

Prerequisite: ENG 110

(Cross-listed with English 370)

(Cross-listed with Spanish 370, when topic applies)

371 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.

(Cross-listed with Anthropology 371)
410 SPECIAL STUDY 2-4

Supervised intensive study of selected texts or a particular field within Women's
Studies.
427 GENDER AND THE EUROPEAN UNION 4

This course will introduce students to major gender policies in the European Union,
which may include: work and family policy, maternity and parental leaves, childcare,
domestic violence, prostitution and trafficking in women, sexual harassment,
immigration and asylum policy, enlargement policy, foreign, security, and development
policy, gender mainstreaming, as well as women's leadership in the EU setting.
Prerequisite: one 300-level course, 201 or 326
Offered alternate years
(Cross-listed with Political Science 427)
450 INTERNSHIP 1-10

481 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: 323

(Cross-listed with Spanish 480, when topic applies)
490 INDEPENDENT STUDY 4-8

Independent research arranged under the supervision of a faculty member.
499 THEORIES OF LIBERATION: FEMINISM IN CONVERSATION 4

Examines feminist theory's relationship to other liberatory theoretical work (e.g.,
human rights discourse, queer theory, anti-racist theory, post-colonial theory, disability
studies, etc.) Restricted to senior majors or minors

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Agnes Scott College Faculty

FULL-TIME FACULTY

Juan A. Allende (1993)

Associate Professor of Political Science, Director of the Human Rights Program

B.S., Iowa State University

M.S., University of North Carolina

M.Div., Emory University

Ph.D., University of North Carolina
Patricia Andino (2000)

Visiting Instructor in Spanish

B.A., Georgia State University

M.A., Georgia State University
Charlotte Artese (2003)

Associate Professor of English

B.A., Yale University

Ph.D., Northwestern University
Elizabeth Bagley (2006)

Director of Library Services

A.B., Mount Holyoke College

M.Ln., Emory University
David Behan (1974)

Professor of Philosophy

B.A., Yale University

Ph.D., Vanderbilt University
Anne E. Beidler (1992)

Professor of Art

B.A., Earlham College

B.F.A., University of Connecticut

M.F.A., University of Massachusetts
Tovah Bender (2009)

Visiting Assistant Professor of History

B.A., University of Michigan

M.A., Fordham University

Ph.D., University of Minnesota
Barbara J. Blatchley (1990)

Associate Professor of Psychology

B.A., Indiana University

Ph.D., University of South Carolina
Arthur L. Bowling Jr. (1977)

Associate Professor of Physics

B.S., College of William and Mary

M.S., University of Illinois, Urbana

Ph.D., University of Illinois, Urbana
Lerita Coleman Brown (2006)

Ayse I. Carden Distinguished Professor of Psychology

B.A., University of California, Santa Cruz

Ph.D., Harvard University
Mary C. Cain (1999)

Associate Professor of History

B.A., Yale University

M.A., Emory University

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Ph.D., Emory University
Augustus B. Cochran III (1973)

Adeline A. Loridans Professor of Political Science

B.A., Davidson College

M.A., Indiana University

Ph.D., University of North Carolina

J.D., Georgia State University College of Law
Lesley Coia (2002)

Associate Professor of Education, Director of Teacher Education Programs

B.A., University College London, England

M.A., The Institute of Education University of London

Ph.D., The Institute of Education University of London
Eileen L. Cooley (1988)

Professor of Psychology

B.A., University of Colorado

M.S., University of Oregon

M.A., Emory University

Ph.D., Emory University
Christine S. Cozzens (1987)

Charles A. Dana Professor of English, Director of the Center for Writing and Speaking

B.A., Stanford University

M.A., Stanford University

Ph.D., University of California, Berkeley
Rosemary T. Cunningham (1985)

Hal and Julia T. Smith Chair of Free Enterprise

B.A., Fordham University

M.A., Fordham University

Ph.D., Fordham University
David D'Ambrosio (1989)

Director of Piano Studies and Accompanying

M.M., The Julliard School
Christopher G. De Pree (1996)

Professor of Astronomy

B.S., Duke University

M.S., University of North Carolina

Ph.D., University of North Carolina
Lara Denis (2002)

Professor of Philosophy, Director of the Ethics Program

B.A., Smith College

M.A., Cornell University

Ph.D., Cornell University
Amber Peace Dermont (2005)

Assistant Professor of English

B.A., Vassar College

M.A., Emerson College

M.F.A., University of Iowa

Ph.D., University of Houston
Nancy Devino (2005)

Director of the Science Center for Women, Director of the Post-Baccalaureate Pre-
Medical Program, Assistant Professor of Chemistry

B.A., Carleton College

Ph.D., Florida State University
Angela B. Dewberry (2009)

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Registrar

B.A., Davidson College

M.A., Virginia Commonwealth University
James K. Diedrick (2005)

Associate Dean of the College and Associate Vice President for Special Programs,
Professor of English

B.A., Western Washington University

M.A., University of Washington

Ph.D., University of Washington
Megan O. Drinkwater (2006)

Assistant Professor of Classics

B.A., Cornell University

Ph.D., Duke University
Gordon Malcolm Emert Jr. (2005)

Associate Professor of Education

B.A., Long wood College

M.Ed., College of William and Mary

M.A., University of Tennessee

Ph.D., University of Virginia
Douglas J. Falen (2005)

Associate Professor of Anthropology

B.A., Emory University

Ph.D., University of Pennsylvania
Douglas A. Fantz (2004)

Associate Professor of Chemistry

B.S., Furman University

Ph.D., University of South Carolina
Timothy S. Finco (1999)

Associate Professor of Biology

B.S., University of Georgia

Ph.D., University of North Carolina
Gundolf Graml (2008)

Assistant Professor of German, Director of German Studies Program

M.A., University of Salzburg, Germany

M.A., University of Minnesota

Ph.D., University of Minnesota
Steven R. Guthrie (1985)

Professor of English

B.A., Antioch College

Ph.D., Brown University
Elizabeth Hackett (1999)

Associate Professor of Women's Studies and Philosophy

B.A., University of Notre Dame

M.A., University of Pennsylvania

Ph.D., University of Pennsylvania
Lilia C. Harvey (1994)

Professor of Chemistry

B.S., Florida International University

Ph.D., Georgia Institute of Technology
Brenda A. Hoke (1993)

Associate Professor of Sociology

B.A., North Carolina Central University

M.A., Atlanta University

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M.A., State University of New York, Stony Brook

Ph.D., State University of New York, Stony Brook
William D. Hopkins (2006)

Professor of Psychology, Co-director of Neuroscience Program

B.A., University of Wisconsin, Madison

M.A., Georgia State University

Ph.D., Georgia State University
Jennifer L. Hughes (1998)

Associate Professor of Psychology

B.S., Auburn University

M.S., Kansas State University

Ph.D., Kansas State University
Marquita Jackson-Minot (2002)

Assistant Professor of Education

B.S., Boston University

M.A., Cambridge College

Ph.D., Emory University
Calvert Johnson (1986)

Charles A. Dana Professor of Music

B.A., Kalamazoo College

M.M., Northwestern University

D.M., Northwestern University
Violet M. Johnson (1992)

Professor of History

B.A., Fourah Bay College, University of Sierra Leone

M.A., University of New Brunswick

Ph.D., Boston College
Katharine D. Kennedy (1981)

Charles A. Dana Professor of History

B.A., Duke University

M.A., Stanford University

Ph.D., Stanford University
Waqas A. Khwaja (1995)

Professor of English

LL.B., Punjab University Law College, Lahore

M.A., University of the Punjab, Pakistan

M.A., Emory University

Ph.D., Emory University
Kimberly Kinsey (2008)

Visiting Assistant Professor of Psychology

B.A., University of Georgia

M.S., Augusta State University

Ph.D., University of Arkansas
Elizabeth Kiss (2006)

President of the College, Professor of Philosophy and Women's Studies

B.A., Davidson College

B.Phil., The University of Oxford

D.Phil., The University of Oxford
Julia C. Knowlton (1996)

Professor of French

B.A., Duke University

M.A., University of North Carolina

Ph.D., University of North Carolina

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Alan Koch (2000)

Associate Professor of Mathematics

B.A., University of Vermont

M.A., State University of New York, Albany

Ph.D., State University of New York, Albany
Tracey E.W. Laird (2000)

Charles Loridans Associate Professor of Music

B.A., Loyola University

M.A., University of Michigan

Ph.D., University of Michigan
David Lawrence (2007)

Visiting Associate Professor of Communication and Rhetoric, Director of the Speaking
Center

B.A., Concord College

M.A., Ohio State University

Ph.D., Ohio State University
Donna A. Lee (2008)

Vice President for Student Life and Dean of Students

B.A., University of Tampa

Ed.M., Boston University
Myrtle H. Lewin (1983)

Professor of Mathematics, Coordinator of M.A.T. Program in Math and Science

B.Sc, University of the Witwatersrand, Johannesburg

B.Sc.Hons, University of the Witwatersrand, Johannesburg

M.A., University of Wisconsin

Ph.D., University of Wisconsin
Amy J. Lovell '90 (2000)

Associate Professor of Astronomy

B.A., Agnes Scott College

Ph.D., University of Massachusetts
Jennifer A. Lund (2000)

Director of International Education, Assistant Professor of Education

B.A., University of Tennessee

M.A., Peabody College of Vanderbilt University

Ph.D., University of Florida
Sally A. MacEwen (1982)

Professor of Classics

B.A., Mount Holyoke College

Ph.D., University of Pennsylvania
Dennis McCann (1999)

Wallace M. Alston Professor of Bible and Religion

A.B., St. Charles Borromeo Seminary

S.T.L., Gregorian University Rome, Italy

M.A., University of Chicago Divinity School

Ph.D., University of Chicago Divinity School
Eleanor G. Morris (2008)

Assistant Professor of Political Science, Director of International Relations Program

B.S.F.S., Georgetown University

M.A., Georgia State University

Ph.D., Georgia State University
Yvonne D. Newsome (1998)

Associate Professor of Sociology

B.A., University of Memphis

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M.A., University of Memphis

Ph.D., Northwestern University
Gisela Norat (1993)

Professor of Spanish

B.S., St. Peter's College

B.A., Montclair State College

M.A., New York University, Madrid

Ph.D., Washington University, St. Louis
Rafael Ocasio (1989)

Charles A. Dana Professor of Spanish

B.A., University of Puerto Rico

M.A., Eastern New Mexico University

Ph.D., University of Kentucky
Philip Adegboye Ojo (2003)

Associate Professor of French

B.Ed., University of Ibadan, Ibadan, Nigeria

M.A., University of Ibadan, Ibadan, Nigeria

Ph.D., University of Oregon
John F. Pilger (1979)

William R. Kenan Jr. Professor of Biology

B.S., 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.Th., Southern Baptist Theological Seminary

Ph.D., Southern Baptist Theological Seminary
Li Qi (2005)

Assistant Professor of Economics

B.S., University of International Business and Economics, China

Ph.D., University of Pittsburgh
Martha W. Rees (1990, 2008)

Professor of Anthropology, Co-director of Environmental and Sustainability Studies
Program, Co-director of Public Health Program

B.A., University of Colorado

M.A., University of Colorado

Ph.D., University of Colorado
Lawrence H. Riddle (1989)

Professor of Mathematics

B.S., Carnegie-Mellon University

M.S., University of Illinois

Ph.D., University of Illinois
Ruth E. Riter (1999)

Associate Professor of Chemistry

B.S., Tennessee Technological University

M.S., Tennessee Technological University

Ph.D., Vanderbilt University
Srebrenka Robic (2006)

Assistant Professor of Biology

B.S., Beloit College

Ph.D., University of California, Berkeley
Lock Rogers (2008)

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Assistant Professor of Biology

B.S., University of Georgia

Ph.D., University of Kentucky
Bridget Roosa (2002)

Assistant Professor of Dance, Director of Dance Studies

B.A., Southern Methodist University

M.F.A., Florida State University
Nell Ruby (1999)

Associate Professor of Art

B.A., Rice University

M.F.A., Washington University
Donna L. Sadler (1986)

Professor of Art

B.A., Boston University

M.A., Indiana University

Ph.D., Indiana University
Dudley Sanders (1979)

Professor of Theatre

A.B., Kenyon College

M.F.A., Northwestern University
Sarah E. Schiff (2010)

Visiting Assistant Professor of English

B.A., Georgetown University

M.A., University of Florida

Ph.D., Emory University
Michael Schlig (1998)

Associate Professor of Spanish

B.A., Dickinson College

M.A., Middlebury College

Ph.D., University of Texas, Austin
Patricia Higino Schneider (2008)

Associate Professor of Economics

B.A., Federal University of Pernambuco, Recife, Brazil

M.S., Federal University of Pernambuco, Recife, Brazil

M.A., University of California, Santa Cruz

Ph.D., University of California, Santa Cruz
Catherine V. Scott (1984)

Professor of Political Science

B.A., University of Florida

M.A., Emory University

Ph.D., Emory University
Katherine A. Smith (2003)

Assistant Professor of Art

B.A., University of Georgia

M.A., New York University

Ph.D., New York University
Jason Solomon (2010)

Visiting Assistant Professor of Music

B.M., University of Georgia

M.M., University of Georgia

Ph.D., University of Georgia
Qiao Chen Solomon (2008)

Assistant Professor of Music

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B.A., Capital Normal University, Beijing, China

M.A., University of Limerick, Ireland

D.M.A., The University of Georgia
Carolyn J. Stefanco (2010)

Vice President for Academic Affairs and Dean of the College, Professor of History and
Women's Studies

B.A., University of Colorado at Boulder

M.A., State University of New York at Binghamton

Ph.D., Duke University
Amy Catharine Sullivan (2008)

Clare Booth Luce Assistant Professor of Physics

B.A., Bates College

M.S., University of Colorado, Boulder

Ph.D., University of Colorado, Boulder
David S. Thompson (1998)

Annie Louise Harrison Waterman Professor of Theatre

B.A., University of Tennessee

M.F.A., University of Tennessee

Ph.D., University of Texas, Austin
Karen Thompson (1992)

Associate Professor of Biology, Co-director of Neuroscience Program

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
Harald Thorsrud (2006)

Associate Professor of Philosophy

B.A., University of Nevada, Reno

M.A., University of Nevada, Reno

Ph.D., University of Texas, Austin
Willie Tolliver Jr. (1996)

Associate Professor of English, Director of Africana Studies Program, Coordinator of
M.A.T. in Secondary English, Co-Director of Film and Media Studies Program

B.A., Williams College

M.A., University of Chicago

Ph.D., University of Chicago
Rachel Trousdale (2002)

Associate Professor of English

B.A., Yale University

M.A., Yale University

M.Phil., Yale University

Ph.D., Yale University
T. Leon Venable (1983)

Associate Professor of Chemistry

B.S., Davidson College

Ph.D., University of Virginia
Katherine D. Wickhorst (2010)

Visiting Assistant Professor of French

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B.A., University of California, Berkeley

Ph.D., Emory University
Thomas E. Will (2006)

Assistant Professor of Economics and Organizational Management

B.A., Duke University

M.A., Clem son University

Ph.D., University of Georgia
Isa D. Williams (1995)

Director of Community-based Learning and Partnerships, Director of The Atlanta
Semester, Associate Professor of Women's Studies, Director of Women's Studies
Program

B.A., Spelman College

M.A., Georgia State University

Ph.D., Emory University
Sarah H. Winget (2005)

Assistant Professor of Chemistry

B.S., University of New Castle upon Tyne

D.Phil., The University of Oxford
James S. Wiseman (2005)

Associate Professor of Mathematics

S.B., Massachusetts Institute of Technology

M.S., Northwestern University

Ph.D., Northwestern University
Harry Wistrand (1974)

Professor of Biology, Co-director of Environmental and Sustainability Studies Program,
Co-director of Public Health Program

B.A., Austin College

M.A., University of North Texas

Ph.D., Arizona State University
Shu-chin Wu (2005)

Assistant Professor of History, Co-director of Asian Studies Program

B.A., Fu Jen Catholic University

M.A., University of Wisconsin, Madison

Ph.D., University of Wisconsin, Madison
Abraham Zablocki (2007)

Associate Professor of Religious Studies

B.A., Amherst College

M.A., Cornell University

Ph.D., Cornell University
Madeline Zavodny (2004)

Professor of Economics

B.A., Claremont McKenna College

Ph.D., Massachusetts Institute of Technology
Rosemary Levy Zumwalt (2001)

Professor of Anthropology

B.A., University of California, Santa Cruz

M.A., University of California, Berkeley

Ph.D., University of California, Berkeley

PART-TIME FACULTY

James C. Abbot Jr.

Assistant Professor of Classics
B.A., Princeton University

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M.Ed., Harvard University

Ph.D., University of North Carolina
Edward F. Albin

Assistant Professor of Astronomy

B.S., Columbus State University

M.S., Arizona State University

Ph.D., University of Georgia
Moya Bailey

Mellon Fellow in Women's Studies

B.A., Spelman College
Blake Beckham

Instructor in Dance

B.A., Emory University

M.F.A., Ohio State University
Rachel Chapman

Instructor in Education

B.S., College of Saint Rose

M.Ed., State University of New York, Cortland
Jason Thomas Ciejka

Assistant Professor of Art

B.A., The College of William and Mary

Ph.D., Emory University
Christopher Deweese

Assistant Professor of English

B.A., Oberlin College

M.F.A., University of Massachusetts
Barbara Drescher

Assistant Professor of German

B.A., Universitat des Saarlandes

M.A., Universitat des Saarlandes

Ph.D., University of Minnesota
Sarah Emerson

Assistant Professor of Art

B.F.A., Atlanta College of Art

M.F.A., Goldsmiths College, London
Amanda C. Gable

Instructor in English

B.A., Stetson University

M.S.Ed., Indiana University

Ph.D., Emory University
Paul Guest

Instructor in English

B.A., University of Tennessee, Chattanooga

M.F.A., Southern Illinois University
Bridgette Wells Gunnels

Visiting Assistant Professor of Spanish

B.A., University of Georgia

M.A., University of Georgia

Ph.D., University of North Carolina
Jeff Holzgrefe

Instructor in Political Science

B.A., Monash University

M.A., The University of Oxford

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O.C. Lam

Professor of Biology

B.A., Shorter College

Ph.D., University of Georgia
Linlin Lu

Instructor in Chinese

B.A., Fudan University, China

M.A., International Christian University, Japan

M.S., Georgia Institute of Technology
Laura E. Lundy

Instructor in Mathematics

B.A., Antioch College

M.S., University of Wyoming
Amy McDaniel

Instructor in English

B.A., Pomona College

M.F.A., The New School
Marie F. Marquardt

Assistant Professor of Religious Studies

B.A., Princeton University

M.A., University of Florida

Ph.D., Emory University
Jared Millson

Instructor in Philosophy

B.A., Boston University

M.A., Emory University
Robin M. Morris

Instructor in History

B.A., Queens University of Charlotte

M.A., University of Mississippi

M.Phil., Yale University
Stephen Morris

Assistant Professor of Music

B.Mus., McGill University

B.Ed., University of Toronto

M.A., McGill University

Ph.D., University of Washington
Kathryn Negrelli

Assistant Professor of Japanese

B.A., Miami University

M.A., International Christian University

Ph.D., University of Georgia
Betty Scott Noble '71

Assistant Professor of Education

B.A., Agnes Scott College

M.S., University of Tennessee

Ed.S., University of Tennessee

Ph.D., University of Tennessee
Jennifer A. Orth

Instructor in French

B.A., James Madison University

Maitrise en Lettres Modernes, Universite de Paris

D.E.A. (Diplome d'Etudes Approfondies), Universite de Paris

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Lijun Pang

Assistant Professor of Physics

B.S., Nankai University

M.S., Nankai University

M.S., University of Georgia
Marianne Scharbo-DeHaan

Assistant Professor of Women's Studies

B.S., Duquesne University

M.S., Emory University

Ph.D., Georgia State University
Gayatri Sethi

Assistant Professor of Women's Studies

B.A., University of Chicago

M.A., University of Chicago

Ph.D., Stanford University
Amy Slack

Assistant Professor of Education

B.S., Centre College

M.S., Georgia State University

M.Ed., Georgia State University

Ed.S., Georgia State University

Ph.D., Georgia State University
David R. Smith

Associate Professor of Physics

B.M.E., Georgia Institute of Technology

M.S.M.E., Georgia Institute of Technology

Ph.D., Georgia Institute of Technology
Elise Eskew Sparks

Director of Choral Activities

B.A., University of North Carolina

M.A., Emory University
Katsumi Suzuki

Assistant Professor of Japanese

B.A., Shorter College

M.A., University of Georgia

Ph.D., University of Georgia
Sara Shockley Thompson

Assistant Professor of Theatre

B.A., Trinity University

M.F.A., University of Tennessee
Natasha Trethewey

Dabney Adams Hart Distinguished Visiting Professor

B.A., University of Georgia

M.A., Hollins University

M.F.A., University of Massachusetts
Michael Turner

Instructor in Religious Studies

B.S., University of Alabama

M.P.A., University of Texas

M.A.R., Yale University
Emily Yewell Volin

Instructor in Dance

B.S., Loyola University

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M.F.A., University of Arizona
Tory S. Vornholt

Assistant Professor of Economics

B.S., University of Virginia

M.S., University of Virginia

M.T.S., Candler School of Theology
Douglas Wagner

Assistant Professor of Education

B.S., Georgia Institute of Technology

M.Ed., Georgia State University

Ed.S., Georgia State University

Ph.D., Georgia State University
Mickey N. Washburn, Jr.

B.S., University of Alabama

M. Ed., Georgia State University

Ph.D., Georgia State University

Michael G. Wasserman

Assistant Professor of Mathematics

B.A., Williams College

Ph.D., Massachusetts Institute of Technology

J.D., Harvard University

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Emeritae/i Faculty and Staff

(Dates in parentheses indicate the beginning and ending of service at Agnes Scott College.)

FACULTY

Mary Virginia Allen '35, Ph.D.

(1948-1951; 1954-1979)

Professor of French
Sarah Blanshei, Ph.D.

(1990-1997)

Dean of the College, Professor of History
Sandra T. Bowden, Ph.D.

(1968-2006)

Professor of Biology
Christabel P. Braunrot, Ph.D.

(1976-1995)

Associate Professor of French
Jack T. 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
Gail Cabisius, Ph.D.

(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, Ph.D.

(1989-1998)

Professor of Religious Studies
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, Ph.D.

(1957-1984)

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Dean of the College, Professor of Chemistry
Mary Eloise Herbert, M.A.

(1954-1991)

Associate Professor of Spanish
Linda L. Hubert '62, Ph.D.

(1968-2004)

Professor of English
Gue Pardue Hudson '68, B.A., M.A.T.

(1974-2008)

Dean of Students
Mary K. Jarboe '68, B.A.

(1974-2002)

Registrar
Judith B. Jensen, M.L.S.

(1977-1993)

Librarian
Edward C. Johnson, Ph.D.

(1965-1995)

Associate Professor of Economics
C. Benton Kline Jr., Ph.D.

(1951-1969)

Dean of the Faculty
Robert A. Leslie, Ph.D.

(1970-2005)

Professor of Mathematics
Raymond Jones Martin, S.M.D.

(1950-1986)

Professor of Music, College Organist
Theodore K. Mathews, Ph.D.

(1967-2004)

Professor of Music
Terry S. McGehee, M.F.A.

(1976-2006)

Professor of Art
Kate McKemie, Ed.D.

(1956-1988)

Professor of Physical Education
Jack L. Nelson, Ph.D.

(1962-1995)

Professor of English
Lillian Newman, M.Ln.

(1948-1991)

Associate Librarian
Richard D. Parry, Ph.D.

(1967-2006)

Professor of Philosophy
Patricia G. Pinka, Ph.D.

(1969-2003)

Professor of English
Marie Sophie Huper Pepe, Ph.D.

(1951-1986)

Professor of Art
Regine P. Reynolds-Cornell, Ph.D.

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(1986-1997)

Professor of French
Sara L. Ripy, Ph.D.

(1958-1989)

Professor of Mathematics
Edmund J. Sheehey, Ph.D.

(1987-2004)

Professor of Economics
John A. Tumblin Jr., Ph.D.

(1961-1990)

Professor of Sociology and Anthropology
Ingrid Wieshofer, Ph.D.

(1970-2004)

Professor of German

Agnes Scott College Catalog 2010-2011

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Administration and Staff

OFFICE OF THE PRESIDENT

Elizabeth Kiss, B.A., B.Phil., D.Phil.

President of the College, Professor of Philosophy and Women's Studies
Lea Ann Grimes Hudson '76, B.A.

Director of the Office of the President and Secretary of the Board of Trustees, Interim

Dean of Financial Aid
Alexa Wood Gaeta '98, B.A.

Director and Interim Dean of Admission
Susan A. Kidd '78, B.A., M.A.T. '07, M.S.E.L

Director of Sustainability

ACADEMIC AFFAIRS

Carolyn Stefanco, B.A., M.A., Ph.D.

Vice President for Academic Affairs and Dean of the College, Professor of History and

Women's Studies
James K. Diedrick, B.A., M.A., Ph.D.

Associate Dean of the College and Associate Vice President for Special Programs,

Professor of English
Jennifer W. Cannady, B.A., M.A.

Assistant Dean of the College, Director of Academic Advising
Angela B. Dewberry, B.A., M.A.

Registrar
Elizabeth L. Bagley, B.A., M.Ln.

Director of Library Services
LaNeta M. Counts, B.S., M.E.

Associate Vice President for Technology
Jennifer A. Lund, B.A., M.A., Ph.D.

Director of International Education, Assistant Professor of Education
Nancy L. Devino, B.A., Ph.D.

Director of the Science Center for Women, Assistant Professor of Chemistry
Elizabeth Hackett, B.A., Ph.D.

Director of the Center for Teaching and Learning, Associate Professor of Philosophy and

Women's Studies
Isa D. Williams, B.A., M.A., Ph.D.

Director of Community-based Learning and Partnerships, Director of The Atlanta
Semester, Associate Professor of Women's Studies

STUDENT LIFE

Donna A. Lee, B.A., Ed.M.

Vice President for Student Life and Dean of Students
Kijua Sanders-McMurtry, B.A., M.A., Ph.D.

Associate Dean of Students, Special Assistant to the President on Diversity
Joeleen Akin, B.S., M.A.

Director of Athletics
Kate K. Colussy-Estes, B.A., M.Div.

Julia Thompson Smith Chaplain

BUSINESS AND FINANCE

John P. Hegman, B.S., M.B.A.

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Vice President for Business and Finance
Timothy B. Blankenship, B.S.

Director of Facilities
Lai Chan, B.S., M.B.A.

Controller
Karen Gilbert, B.S.

Director of Human Resources
Henry Hope, B.S.

Director of Public Safety

COLLEGE ADVANCEMENT

Robert J. Parker, B.A., M.A., Ph.D.

Vice President for College Advancement
Elizabeth K. Wilson, B.A., M.A.

Senior Director of Development
Donna Ashley, B.A., M.A.

Senior Director of Advancement Operations
J.D. Fite, B.A., M.A.

Senior Director of Communications
Kimberly A. Vickers '87, B.A.

Director of Alumnae Relations

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Board of Trustees 2010-2011

OFFICERS

Clyde C. Tuggle

Chairperson of the Board
Suzanne C. Feese '84

Vice Chairperson of the Board
Elizabeth Kiss

President of the College, ex officio
Lea Ann Hudson 76

Secretary of the Board

MEMBERS OF THE BOARD

Gay O. Abbott

Executive Vice President

SunTrust Banks Inc.

Atlanta, Georgia
Mary Gay Bankston '74

Management Consultant

Studio City, California
Pamela J. Bevier '61

San Antonio, Texas, and New York, New York
Robert L. Brown Jr.

President

R L Brown & Associates Inc.

Decatur, Georgia
John Walter Drake

Attorney

McCurdy & Candler

Decatur, Georgia
Suzanne C. Feese '84

Vice Chairperson of the Board

Attorney

Atlanta, Georgia
Ann Glendinning '68

Assistant Superintendent of Special Student Services

Cobb County School District (retired)

Acworth, Georgia
Audrey L. Grant '77

Regional Medical Director

Team Health Inc.

Fairfax, Virginia
Elizabeth Daniel Holder '82

Atlanta, Georgia
Sandra Thome Johnson '82

Atlanta, Georgia
Elizabeth Rhett Jones '73

Attorney

Atlanta, Georgia
Melody C. Justice

Executive Vice President, Business Transformation

Coca-Cola North America

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The Coca-Cola Company

Atlanta, Georgia
Phyllis E. Kozarsky

Professor of Medicine and Infectious Diseases

Medical Co-director, TravelWell Clinic

Emory University

Atlanta, Georgia
Nancy Moore Kuykendall '61

Davidson, North Carolina
Dennis P. Lockhart

President and Chief Executive Officer

Federal Reserve Bank of Atlanta

Atlanta, Georgia
James E. Love III

Vice President, International Business

Printpack Inc.

Atlanta, Georgia
Jeanne Kaufmann Manning 72

Sea Island, Georgia, and Santa Fe, New Mexico
Linda Kay McGowan '65

Vice President for Programs

CDC Foundation (retired)

Atlanta, Georgia
Portia Owen Morrison '66

Senior Counsel

DLA Piper

Chicago, Illinois
Marsha Norman '69x, H '05

Playwright

New York, New York
Richard A. Oglesby Jr.

Executive Vice President and Chief Risk Officer

Atlantic Capital Bank

Atlanta, Georgia
Jessica H. Owens '98

Corporate Strategy and Business Development

Genomic Health

Redwood City, California
Susan M. Phillips '67

Dean and Professor of Finance

The George Washington University School of Business (retired)

Arlington, Virginia
B. Clayton Rolader

President and Chief Operating Officer

Fuqua Capital

Atlanta, Georgia
Boiling P. Spalding

Principal

Jackson Spalding Communications

Atlanta, Georgia
O. Benjamin Sparks

Pastor

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Second Presbyterian Church (retired)

Richmond, Virginia
Bernard Taylor Sr.

Attorney

Alston + Bird LLC

Atlanta, Georgia
Clyde C. Tuggle

Chairperson of the Board

Senior Vice President for Global Public Affairs and Communications

The Coca-Cola Company

Atlanta, Georgia
David L. Warren

President

National Association of Independent Colleges and Universities

Washington, D.C.
David D. Weitnauer

President

R. Howard Dobbs, Jr. Foundation Inc.

Atlanta, Georgia
Robert C. Williams

Vale Professor of History Emeritus

Davidson College

Center Lovell, Maine

TRUSTEES EMERITAE AND EMERITI

Dorothy H. Addison '43

Atlanta, Georgia
Ann S. Alperin '58

Atlanta, Georgia
Elizabeth H. Cameron '43

Wilmington, North Carolina
Evelyn B. Christman '40

New Orleans, Louisiana
JoAnn S. Delafield '58

New York, New York
Katherine A. Geffcken '49

Atlanta, Georgia
J. William Goodhew III

Atlanta, Georgia
Nancy T. Hill '56

Richmond, Virginia
Suzella B. Newsome '57

Atlanta, Georgia
Betty S. Noble '44

Decatur, Georgia
M. Lamar Oglesby

Atlanta, Georgia
Douglas W. Oldenburg

Davidson, North Carolina
J. Davison Philips

Decatur, Georgia
Louise H. Reaves '54

Decatur, Georgia

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233

B. Franklin Skinner

Atlanta, Georgia
John E. Smith II

Smyrna, Georgia
Samuel R. Spencer Jr.

Davidson, North Carolina
W.G. Tittle Jr.

Nashville, Georgia
John H. Weitnauer

Atlanta, Georgia

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234

2010-2011 Academic Calendar

FALL SEMESTER 2010

International students arrive Monday, Aug. 16

New student orientation Friday-Monday, Aug. 20-23

Registration for new students Tuesday, Aug. 24

First day of classes Wednesday, Aug. 25

Labor Day Monday, Sept. 6

Fall break Thursday-Sunday, Oct. 14-17

Thanksgiving break Wednesday-Sunday, Nov. 24-28

Last day of classes Monday, Dec. 6

Reading days Tuesday-Wednesday, Dec. 7-8

Exams Thursday-Tuesday, Dec. 9-14

SPRING SEMESTER 2011

Students arrive Tuesday, Jan. 18

First day of classes Wednesday, Jan. 19

Spring break Monday-Friday, March 14-18

Easter break Friday-Sunday, April 22-24

SpARC Thursday, April 28

Last day of classes Tuesday, May 3

Reading days Wednesday-Thursday, May 4-5

Senior final exams Thursday-Tuesday, May 5-10

Final exams Friday-Wednesday, May 6-11

Baccalaureate Friday, May 13

Commencement Saturday, May 14

SUMMER 2011

Session I

First day of classes Tuesday, May 31

Last day of classes Tuesday, June 28

Reading day Wednesday, June 29

Final exams Thursday, June 30

Session II

First Day of Classes Tuesday, July 5

Last Day of Classes Tuesday, Aug. 2

Reading day Wednesday, Aug. 3

Final Exams Thursday, Aug. 4

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235

Directions to Campus

BY AIR

Hartsfield-Jackson Atlanta International Airport is serviced by 30 airlines. For 80 percent of
the U.S. population, the flight is two hours or less. For international passengers, non-stop
and one-stop single plane service is offered from 58 cities around the world. Taxi fare from
the airport is approximately $42.

BY SUBWAY

Agnes Scott's campus is a short three-block walk from Atlanta's subway system, known as
MARTA. Take the East-West line to Decatur Station. Exit the terminal on the Church Street
side and head south (toward the corner of Trinity and Church). Use the pedestrian tunnel to
pass beneath the railroad tracks; you will emerge at the College Avenue entrance to
campus.

BY CAR

From 1-75 (mileage approximate)

Take 1-75/85 to the Freedom Parkway exit.

Continue on Freedom Parkway (at the fork, bear to the left) until it ends at Ponce de

Leon Avenue. (1.9 miles)

Turn right and follow W. Ponce de Leon toward Decatur.

At the traffic light immediately following arched railroad trestle, bear to the right as W.

Ponce de Leon forks to the right. (2.8 miles)

Turn right onto W. Trinity Place. (0.5 miles)

Turn right onto N. McDonough Street. (0.6 miles)

Follow N. McDonough cross over the railroad to Agnes Scott College. (0.3 miles)

From the North on 1-85 (mileage approximate)

Take 1-85 to the Clairmont Road exit.

Turn left onto Clairmont Road.

Turn right onto Commerce Drive. (4.9miles) (Disregard directional sign pointing left;
continue right.)

Turn left onto W. Trinity Place. (0.4 miles)

Turn right onto N. McDonough Street. (0.1 miles)

Follow N. McDonough Street over the railroad to Agnes Scott College. (0.3 miles)

From the East on 1-285 or 1-20 (mileage approximate)
Take 1-285 to Stone Mountain Freeway, Highway 78 exit.
Go west on Highway 78. (Street name changes to Scott Boulevard.)
Turn left onto Clairmont Road (4.1 miles)

Turn right onto Commerce Drive. (0.7 miles) (Disregard directional sign pointing left;
continue right.)

Turn left onto W. Trinity Place (0.4 miles)
Turn right onto N. McDonough Street (0.1 miles)
Follow N. McDonough Street over the railroad to Agnes Scott College. (0.3 miles)

VISITOR PARKING

Visitor parking at Agnes Scott is on the "Main Loop" in front of the campus on E. College
Avenue and in the West Parking facility on S. McDonough Street.

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236

Index

About Agnes Scott College
Academic Accommodations

for Disabled Students
Academic Advising
Academic Calendar
Academic Dismissal
Academic Probation

and Academic Status Warning
Academic Program Restrictions
Accounts

Delinquent

Monthly Statements
Adding Courses
Administration

Admission, General Information
Advanced Placement Credit
Africana Studies Program
Agnes Scott College

At a glance

Foundations

"Main" Hall

Mission

Values
A-Levels (Cambridge)
Alston Campus Center
Anthropology
Application, The
Applying as a

Secondary School Student
Art and Art History
Asian Studies
Astronomy
Athletic Facilities
Atlanta Semester
Auditing Courses

B

Biochemistry and

Molecular Biology Program
Biology
Buttrick Hall

Campus Safety

Career Planning

Center for Writing and Speaking

Center for Teaching and Learning

Chapel, Julia Thompson Smith

Chemistry

106

Chinese Courses

97

6

Class Attendance

42

52

Classics

110

Coca-Cola Global 60

,141

52

Awareness Program, The

234

Completion of Semester Courses

42

47

Computer Facilities

8

46

Confidentiality of

Awards, Financial Aid

29

36

Confidentiality of Student Records

43

Courses, Academic Program

39

25

Course Loads

40

25

Course Numbering

40

40

Credit, Restrictions on

18

228

Credit for Study Abroad

61

15

Cross-Registration

66

18

Curricular Initiatives

59

88

3

4

7

4

5

18

9

191

15

16

92

97

169

9
66

41

100

101
9

10
13
54
55
10

Dana Fine Arts Building 9

Dance Program 200

Dean's Honor List 57

Degree Requirements 32

Depth Standard (Major) 36

Disabled Students 52

Directions to Campus 235

Academic Accommodation

Disciplinary Probation, 48

Suspension & Dismissal

Disputed Final Grades Policy 43

Dismissal 47

Distributional Standards 33

(also see Specific Standards)

Dual-Degree Programs 70

Early Admission 17

Economics 115

Education 119

Educational Technology Center 54

Emergency Withdrawl 48

Emeritae/i Faculty and Staff 225

Employees, Admission of 20

English - Literature 122

English - Creative and 122

Expository Writing

Entrance Examinations 15

Entrance Requirements 15

Environmental and 128

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237

Susatinability Studies
Evaluation of Transfer Credit 38

Evans Hall 9

Experiential Education 66

(see Special Curricular

Opportunities)
Extracurricular Activities

Clubs and Organizations

NCAA Athletics

Recreation, Intramural and
Club Sports

F

Faculty 212

Film and Media Studies 129

Final Examinations 42

Financial Aid

Appeals and Reinstatement of Aid 30

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
Satisfactory Academic Progress
Student Responsibilities

First-Year Seminars

French

28
27

29
29
31
28

27
29
30
29
130
136

28

Georgia, State of Georgia Grants

German

Global Awareness Program, the 60,141

Coca-Cola

Global Connections Program 60

Goldwater Scholars 69

Grades 43

Graduation 46

Graduation Fee 26

Graduation Honors 56

Greek Courses 110

H

Health Insurance
Health Record
Health Services
History

Homeschooled Students
Honor's List (also see
Dean's Honor List)

23
16
12
142
17
57

Honor System

11

Hubert Scholars Program

68

Human Rights Program

148

I

Incomplete Policy (see Grades)

43

Independent Study (490)

67

Information Technology

54

Intercollegiate Athletics

12

and Other Sports

International Baccalaureate Credit

18

International Education

59

International Relations

149

International Students

17

Orientation

65

Support

65

International Transfer Students

19

Internship (450)

67

Interviews, Admission

16

Involuntary Withdrawal

48

J,K

Japanese Courses

97

Joint Enrollment

17

Judicial Review Committee

50

Kemper Scholars Program

68

L

Latin Courses

110

Leave of Absence

38

Library, McCain

7,53

M

Majors (Depth Standard)

36

Master of Arts in Teaching

81

Secondary Biology, Chemistry

Mathematics or Physics)

Master of Arts in Teaching 78

Secondary English

Mathematics 151

Mathematics - Economics Program 154

Mathematics Learning 54

Support Center, The

Mathematics - Physics Program 154

McCain Library Services 7,53

Minors 36

Mission of the College 4

Music 155

Applied Music 155

N,0

Neuroscience 162

Observatory, Bradley 8

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238

Official College Communication 32

Orientation 11

Other Financing Options 30

Overnight Visits, Admission 16

Pass/Fail Option 40

Payment Policy 23

Personal Counseling 12

Philosophy 163

Physical Education & Athletics 166

Physics 169

Planetarium, Delafield 8

Political Science
Post-Baccalaureate Programs

Master of Arts in Teaching
Secondary Biology, Chemistry
Mathematics or Physics

Master of Arts in Teaching
Secondary English

Post-Baccalaureate
Pre-Medical Program

Year-Five
Post-Baccalaureate Program
Presbyterian Scholarships
Presser Hall
Probation
Professional and Graduate Schools

Preparation for Arts & Sciences

Preparation for Business

Preparation for Health Professions 72

Preparation for Law 73

Preparation for Teaching 73

Psychology 179

Public Health Program 183

174

78
75
85

27

9
46

72
73

Sociology 191

Spanish 197

Special Study (410) 68

Specific Standards (also 32

see Distributional Standards)

Spiritual Life 13

Standards of Progress 46

Student Activities 11

Student-Designed Majors 68

Student Government 11

Student Leadership 14

Student Right-to-Know Act 45

Studio Art Courses 95
Study Abroad

Approval 61

Eligibility for Faculty-Led 61
Programs

Eligibility for Exchange 62
and Study Abroad Programs

Faculty-Led 60
International Experiences

Funding Assistance 63
for Study Abroad

International Scholarships 63
and Fellowships

Predeparture Orientation 61

Study Abroad 62
Opportunities, Other

Through Exchange Programs 62

Summer Research Scholars in 69

Science, Julia T. Gary

Summer School 19

Transient Credit away 38
from Agnes Scott

Tuition & Fees 23

Q,R

Readmission
Refund Policy
Registering for Courses
Religious Studies
Repeating Courses
Research Scholars Program
Residence Life
Residency Requirement
Residential Options
Restrictions on Credit
ROTC

Science Center, Bullock
Social and Cultural
Analysis Standard

19

Telephone Service

24

Tests

40

Theatre

185

Transfer Credit

41

Transfer Students

69

Transient Credit

11

Transient Students

37

Truman Scholars

7

Trustees

18,36

Tuition & Fees

71

Tutoring Services

U,V

8

Vehicle Registration

35

25
42

200
37
18
38
19
69

230
23
55

25

W

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239

Washington Semester 71

Wellness Center 12

Withdrawing from the College 39

Withdrawing from Courses 41

Women's Studies 205

Woodruff Scholars, Irene K. 21

Admission 21

Course Loads 22

Evaluation of Transfer Credit 21

Financial Aid 21

Health Record 21

Interviews & Visits 22

Nondegree Candidates 22

Time Limits for 22

Completing a Degree

X,Y,Z

Year-Five 85
Post-Baccalaureate Studies

Agnes Scott College Catalog 2010-2011