Digitized by the Internet Archive in 2011 with funding from Lyrasis IVIembers and Sloan Foundation http://www.archive.org/details/oglethorpeuniver0406ogle OGLETHORPE . UNIVERSITY Make a Life. Make a Living. Make a Difference. 2004-2006 BULLETIN for the Traditional Undergraduate Program and Master of Arts in Teaching Early Childhood Education For evening undergraduate and MBA programs for working adults, please see the University College Bulletin. Oglethorpe Universit}' is accredited by the Commission on Colleges of the Southern Association of Colleges and Schools (1866 Southern Lane, Decatur, Georgia 30033-4097; telephone (404) 679-4500) to award bachelor's degrees and master's degrees. The graduate teacher education program is approved by the Georgia Professional Standards Commission. Oglethorpe makes no disdnction in its admission policies or procedures on grounds ot age, race, gender, religious belief, color, sexual orientation, national origin, or disabilit)'. This Bulletin is published by the Office of the Provost and Senior Vice President, Oglethorpe University'. The information included in it is accurate for the 2004-2006 academic years as of the date of publication, August 2004; however, the programs, policies, requirements, and regulations are subject to change as circumstances may require. The listing of a course or program in this Bulletin does not constitute a guarantee or contract that it will be offered during the 2004-2006 academic years. Final responsibilit}^ for selecting and scheduling courses and satisfactorily completing curriculum requirements rests with the student. 1 Directory of Correspondence Oglethorpe University, 4484 Peachtree Road, N.E., Atlanta, Georgia 30319-2797 (404) 261-1441 www. Oglethorpe, edu General College Policy Academic Policy Larry D. Large President Christopher Ames Provost and Senior I ^ice President Adult Education Karen S. Carter (Evening Classes / MBA Program, MAT Program) Director of University College Alumni Reladons Business Affairs / Financial Planning Campus Safety Enrollment / Admission Fundraising and Gifts Public Information / Public Relations Student Financial Aid / Scholarships Student Records / Transcripts Student Services (Residence Life, Food, Health, Counseling, Career Services) Student Tuidon/Fees Visitors Barbara Bessmer Henry '85 Director of A^lumni Relations John A. Boland III Interim T 7rf President for Business and Finance Rus Drew Director of CanTptis Safety / Assistant Dean of Student Affairs David J. Rhodes Vice President for Enrollment Peter A. Rooney I ^ice President for Development and Alumni Relations Rebecca A. \XTiicker Executive Director of Marketing and Public Relations Patrick N. Bonones Director of Financial Aid Susan A. Bacher Registrar Timothy Doyle T 7rf President for Student Affairs and Dean of Students Georgann Billetdeaux Director of Finance Oglethorpe Universit}' welcomes visitors to the campus throughout the year. To be sure of seeing a particular staff or faculty member, visitors are urged to make an appointment in advance. Administrative offices are open from 8:30 a.m. to 5 p.m. on weekdays. In addition, appointments are available on Saturday. AH of the offices of the L^niversit)' can be reached by calling Adanta (404) 261- 1441 (switchboard). The Public Relations Office (404) 364-8446 is available for assistance. The Admission Office can be reached directiy by calling (800) 428-4484 or (404) 364-830'' in the Adanta calling area. Table of Contents Academic Calendar 4 Mission 7 History 11 Campus Facilities 17 Admission 25 Financial Assistance 35 Tuition and Costs 51 Student Affairs 57 Academic Regulations and Policies 69 Educational Enrichment 81 The Core Curriculum 93 Programs of Study 99 Board of Trustees 205 President's Advisory Council 208 National Alumni Association Board of Directors 210 The Faculty 212 University Officers 217 Index 226 Map 228 Academic Calendar FaU Semester, 2004 Sa-M August 21-23 Sun August 22 Mon August 23 Tu August 24 Tu August 31 Mon September 6 Mon October 11 Fri October 15 Fri October 29 M-F November 8-12 Fri November 12 W-Sun November 24-28 Mon November 29 Mon December 6 Tu December 7 W-F December 8-10 M-Tu December 13-14 Orientation for New Students Opening of Residence HaUs for Returning Students Registration for All Students First Day of Classes Last Day to Drop or Add a Course; End of Late Registration Labor Day Holiday Columbus Day Holiday Mid-Term Last Day to Withdraw from a Course with a "^)("' Grade Pre-Registration for Spring Semester, 2005 Withdrawal from a Course with a "WF" After This Date Thanksgiving Holidays Classes Resume Last Day of Classes Reading/Preparation Day Final Examinations Final Examinations . Spring Semester, 2005 Mon January 10 Tu January 1 1 Wed January 12 Mon January 17 Wed January 19 Wed February 9 Fri March 4 Sat-Sun March 12-20 Mon March 21 Fri March 25 M-F April 4-8 Fri Aprils Wed April 13 Tu April 26 Wed April 27 Th-F April 28-29 M-W May 2-4 Sat May 7 Opening of Residence Halls and Orientation Orientation and Registration First Day of Classes Martin Luther King Jr. Holiday Last Day to Drop or Add a Course; End of Late Registration Oglethorpe Day Convocation Mid-Term Spring Holidays Classes Resume Last Day to Withdraw from a Course with a "W" Grade Pre-Registration for Summer and FaU Semesters, 2005 Withdrawal from a Course with a "WF" After This Date Symposium in the Liberal Arts Last Day of Classes Reading/Preparation Day Final Examinations Final Examinations Commencement FaU Semester, 2005 Sa-M August 27-29 Orientation for New Students Sun August 28 Opening of Residence Halls for Returning Students Mon August 29 Registration for All Students Tu August 30 First Day of Classes Mon September 5 Labor Day Holiday Wed September 7 Last Day to Drop or Add a Course; End of Late Registration Mon October 10 Columbus Day Holiday Fri October 21 Mid -Term Fri November 4 Last Day to Withdraw from a Course with a "^X"' Grade M-F November 14-18 Pre-Registration for Spring Semester, 2006 Fri November 18 Withdrawal from a Course with a "WT" After This Date W-Su November 23-27 Thanksgiving Holidays Mon November 28 Classes Resume Mon December 12 Last Day of Classes Tu December 13 Reading/Preparation Day W-F December 14-16 Final Examinations M-T December 19-20 Final Examinations Spring Semester, 2006 Mon January 16 Tu January 17 Wed January 18 Wed January 25 Wed February 8 Fri March 10 Sat-Sun March 18-26 Mon March 27 Fri March 31 M-F April 10-14 Fri April 14 Wed April 19 Tu May 2 Wed May 3 Th-F May 4-5 M-W May 8-10 Sat May 13 Opening of Residence Halls and Orientation; Martin Luther King Jr. Holiday Orientation and Registration First Day of Classes Last Day to Drop or Add a Course; End of Late Registration Oglethorpe Day Convocation Mid-Term Spring Holidays Classes Resume Last Day to Withdraw from a Course with a "XX"' Grade Pre-Registration for Summer and FaU Semesters, 2006 Withdrawal from a Course with a "WT" After This Date Symposium in the Liberal Arts Last Day of Classes Reading/ Preparation Day Final Examinations Final Examinations Commencement Courses also are offered during several summer sessions. For dates and course offerings, contact the Registrar's Office. 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The goals of the educational program and of other component parts of the University,' are based on this sense of institutional purpose. The Oglethorpe Tradition Oglethorpe University was established in 1 835 and named after General James Edward Oglethorpe, the founder of Georgia. The Universit}' was patterned on Corpus Christi College, Oxford, General Oglethorpe's alma mater. Although influenced by other conceptions of higher education, Oglethorpe Universit}' has been shaped principally by the English tradition of collegiate education, which many observers believe is the finest t}'pe produced by Western civilization. Briefly stated, four characteristics have made this kind of college widely admired: 1. Colleges in the English tradition emphasize broad education for intelligent leadership. They recognize that this is a more useful undergraduate education for the able voung person than technical training for a specific job. 2. Colleges such as Oglethorpe stress the basic academic competencies reading, writing, speaking, and reasoning and the fundamental fields of knowledge the arts and sciences. These are essential tools of the educated person. 3. Close relationships between teacher and student are indispensable to this t\-pe of education. A teacher is not merely a conveyor of information the invention of the printing press and advances in information technology have made that notion of education obsolete. Rather, the most irnportant function of the teacher is to stimulate intellectual activity' in the student and to promote his or her development as a mamre person. 4. A collegiate education is far more than a collection of academic courses. It is a process of development in which campus leadership opportunities, residential life, athletics, formal and informal social functions, aesthetic experiences, and contact with smdents from other culmres, in addition to classroom exercises, all play important roles. Versatilit}^ and abilit)' to lead are important goals of this t^-pe of undergraduate education. Another aspect of Oglethorpe's tradition was contributed by Philip Welmer, President of the University from 1944 to 1953. Oglethorpe, he said, should be a coUege that was "superlatively good." Only at a college with carefully selected students and facult}; he believed, could young persons achieve their fiallest intellectual development through an intense dialogue with extraordinary teachers. Thus, a commitment to superior performance is an important element of the Oglethorpe tradition. Purpose: Education for a Changing Society While an institution may take pride in a distinguished heritage, it is also essential that its educational program prepare young people to function effectively in a complex and rapidly developing societ}^, which places a premium on adaptabUit}'. People in positions of leadersliip must be able to function effectively in changing circumstances. The broadly educated person, schooled in fundamental principles, is best equipped to exercise leadership in a world that is being transformed by high technology and new information. Oglethorpe emphasizes the preparation of the humane generalist - the kind of leader needed by a complex and changing societv'. The location of the University in the dynamic cit}' of Atlanta offers unique opportunities for students to experience first-hand the relevance of their education to the exciting changes that are a part of modern development. Students are encouraged to explore the connections between their educational experiences on campus and the challenges that face a cit\' today. Atianta offers a multitude of opportunities for students to see the process and result of change and innovation in areas such as government, business, education, cultural affairs, artistic endeavors, international exchanges, transportation, recreation, medical services, science, and technology. Oglethorpe University provides a superior education in the liberal arts and sciences and selected professional disciplines in a coeducational, largely residential, small-college environment within a dynamic urban setting. Oglethorpe's academically rigorous programs emphasize intellectual curiosiU', individual attention and encouragement, close collaboration among facult)' and students, and active learning in relevant field experiences. Oglethorpe is committed to supporting the success of all students in a diverse communit}' characterized by civilit}', caring, inquiry, and tolerance. Oglethorpe's talented, self-reliant, and motivated graduates are prepared to make a life and to make a living, to grow as life-long learners, and to be energetic and intelligent contributors in a rapidly changing world. Goals Educators at Oglethorpe expect their graduates to display abilities, skills, intellectual attitudes, and sensitivities that are related to the University's purpose. The curriculum and extracurricular life are designed to develop the following: 1 . The abiUt}^ to read critically - to evaluate arguments and the evidence, and to draw appropriate conclusions. 2. The ability to convey ideas in writing and in speech - accuratel)', grammatically, and persuasively. 3. Skill in reasoning logically and thinking analytically and objectively about important matters. 4. An understanding of the most thoughtful reflections on right and wrong and an allegiance to principles of right conduct, as reflected by Oglethorpe's Honor Code. 5. The willingness and abilit}' to assume the responsibilities of leadership in public and private life, including skill in organizing the efforts of other persons on behalf of worthy causes. 6. An inclination to continue one's learning after graduation from college and skill in the use of books, information technology, and other intellectual tools for that purpose. 7. A considered commitment to a set of career and life goals. 8. An awareness of the increasingly international character of contemporary life and skill in interacting with persons of diverse cultural backgrounds. In its dedication to a broad, comprehensive liberal education for each student, Oglethorpe has created a common set of core courses that invites students to be thoughtful, inquisitive, and reflective about the human condition and the world surrounding them. These core courses work together with students' experiences in advanced courses in their chosen disciplines to encourage the lifelong "habit of mind" that is extolled in John Henry Newman's "The Idea of a University." Students are thus urged to consider carefuUy what they see, hear, and read, to examine questions from more than one point of view, and to avoid leaping quickly to conclusions. AH undergraduate programs also require the student to develop a deeper grasp of one or more fields of knowledge organized coherentiy as a major. The smdent's major may be pursued in a single field, such as biology, economics, or English, or it may cut across two or more traditional fields (as an interdisciplinary or individually planned major). The success of Oglethorpe alumni and students in their subsequent education, a wide variety of careers, and community life attests to the soundness of this approach to education. Oglethorpe University Vision Oglethorpe University is a liberal arts institution with a 170-year tradition of excellence in teaching and learning. The University's location in Atianta offers world-class oppormnities in business, government, and the arts and provides a powerful complement to Oglethorpe's small- college environment. The University's promise to smdents that they will learn to "make a life, make a li^'ing, and make a difference" continues to be confirmed by the significant accomplishments of our graduates. Our vision is to be known as the leading Uberal arts institution in the Southeast. We will achieve this vision by building on our tradition of academic excellence both inside and outside of the classroom, energizing the campus experience, and connecting and contributing to the community. Oglethorpe University Promise Oglethorpe promises a classic education in a contemporarv cit}\ Oglethorpe students learn to "make a Life, make a living, and make a difference." Our graduates become community- leaders who are distinctive in their abilit}' to think, communicate, and contribute. 10 History Chartered in 1835 Old Oglethorpe University began in the early 1800s with a movement by Georgia Presbyterians to establish in their state an institution for the training of ministers. For generations, southern Presbyterian families had sent their sons to Princeton College in New Jersey, and the long distance traveled by stage or horseback suggested the building of a similar institution in the South. Oglethorpe University was chartered by the state of Georgia in 1835, shortiy after the centennial observance of the state. The college was named after James Edward Oglethorpe, the founder of Georgia. Oglethorpe University, which commenced actual operations in 1838, was thus one of the earliest denominational institutions in the South located below the Virginia line. The antebellum college, which began with four faculty members and about 25 students, was located at Midway, a small community near MiUedgeviUe, then the capital of Georgia. Distinguished Alumni and Faculty Throughout its antebellum existence, the Oglethorpe curriculum consisted primarily of courses in Greek, Latin, classical literature, theology, and a surprising variety of natural sciences. Oglethorpe's president during much of this period was Samuel Kennedy Taknage, an eminent minister and educator. Other notable Oglethorpe faculty members were Nathaniel M. Crawford, professor of mathematics and a son of Georgia statesman William H. Crawford; Joseph LeConte, destined to earn world fame for his work in geology and optics; and James Woodrow, an uncle of Woodrow Wilson and the first professor in Georgia to hold the Ph.D. degree. Oglethorpe's most distinguished alumnus from the antebellum era was the poet, critic, and musician Sidney Lanier, who graduated in 1860. Lanier remained as a tutor in 1861 until he, with other Oglethorpe cadets, marched away to war. Shortly before his death, Lanier remarked to a friend that his greatest intellectual impulse was during his college days at Oglethorpe University. Periods of Challenge Old Oglethorpe in effect "died at Gettysburg." During the Civil War its students were soldiers, its endowment was lost in Confederate bonds, and its buildings were used for barracks and hospitals. The school closed in 1862 and afterward conducted classes irregularly at the Midway location. In 1 870 the instimtion was briefly relocated in Georgia's postbellum capital of Atlanta, at the site of the present City Hall. Oglethorpe at this time produced several educational innovations, expanding its curriculum to business and law courses and offering the first evening college classes in Georgia. The dislocation of the Reconstruction era proved insurmountable, however, and in 1872 Oglethorpe closed its doors for a second time. Relocation to North Atlanta Oglethorpe University was rechartered in 1913, and in 1915 the cornerstone to die new campus was laid at its present location on Peachtree Road in north Atianta. Present to witness the occasion were members of the classes of 1860 and 1861, thus linking the old and the new Oglethorpe University. The driving force behind the LIniversity's revival was Dr. Thornwell Jacobs, whose grandfather. Professor Ferdinand Jacobs, had served on the faculrv of Old Oglethorpe. Thornwell Jacobs, who became the Oglethorpe president for nearly three decades, intended for the new campus to be a "living memorial" to James Oglethorpe. The distinctive Gothic re\nval architecture of the campus was inspired by the honorary alma mater of James Oglethorpe, Corpus Christi College, Oxford. The coUegiate coat-of-arms, emblazoned with three boar's heads and the inscription Nescit Cedere ("He does not know how to give up"), replicated die Oglethorpe family standard. For the college athletic teams, Jacobs chose an unusual mascot - a small, persistent seabird, which according to legend, had inspired James Oglethorpe while on board ship to Georgia in 1732. The Oglethorpe University nickname "Stormy Petrels" is unique in intercollegiate athletics. 12 Periods of Expansion Although Presbyterian congregations throughout the South contributed to the revival of Oglethorpe University, the school never re-established a denominational affiliation. Since the early 1920s Oglethorpe has been an independent nonsectarian co-educational higher educational institution. Its curricular emphasis continued in the liberal arts and sciences and expanded into professional programs in business administration and education. From the 1920s through the 1940s, the institudon received major contributions from several individuals. Some of the most prominent benefactors were: John Thomas Lupton, Coca-Cola bottler from Chattanooga, Tennessee; Atlanta business communit)' members Harry Hermance and Mrs. Robert J. Lowry; and publisher William Randolph Hearst. The latter gave to Oglethorpe a sizable donation of land. In the early 1930s the Oglethorpe campus covered approximately 600 acres, including 30-acre Silver Lake, which was renamed Lake Phoebe after the publisher's mother, Phoebe Apperson Hearst. During Thornwell Jacobs' tenure he launched several projects which brought national and even international repute to Oglethorpe Universit}'. In 1923 Jacobs discovered the tomb of James and Elizabeth Oglethorpe in Cranham, England. For about a decade Oglethorpe Universin' was involved in major college athletics, and the Stormy Petrels fielded football teams that defeated both Georgia Tech and the University of Georgia. Perhaps Oglethorpe's most famous athlete was Luke Appling, enshrined in the Major League Baseball Hall of Fame. Dr. Jacobs in the 1930s became, however, one of the earliest and most articulate critics of misplaced priorities in intercollegiate athletics, and Oglethorpe curtailed development in this area. In the early 1930s Oglethorpe attracted widespread attention witii its campus radio station, WJTL, named after benefactor John Thomas Lupton. Oglethorpe's Universit}' of the Air was a notable experiment, which lasted about five years, that broadcast college credit courses on the air waves. Oglethorpe Universit)' was one of the first institutions to confer honorary doctorates on national figures in order to recognize superior civic and scientific achievement. Among Oglethorpe's earlv honorarv alumni were Woodrow Wilson, Walter Lippman, Franldin Roosevelt, Bernard Baruch, Amelia Earhart, and David Sarnoff The Crypt of Civilization Perhaps the best known of all of Jacobs' innovations was the Oglethorpe Crx-pt of Civilization, which he proposed in the November 1936 issue of Scientific American. This prototype for the modern time capsule was an effort to provide, for posterit)-, an encvclopedic inventorv of life and customs from ancient times through the middle of the 20"^^^ century. The CrNpt, sealed in the foundation of Phoebe Hearst Hall in 1940, is not to be opened untU 8113 A.D. It has been hailed by the Guinness hook of World Records as "the first successful attempt to bury a record for future inhabitants or visitors to the planet Earth." 13 The Oglethorpe Idea In 1944 Oglethorpe University began a new era under Philip Weltner, a noted attorney and educator. With a group of faculty associates, Dr. Weltner initiated an exciting approach to undergraduate education called the "Oglethorpe Idea." It involved one of the earliest efforts to develop a core curriculum, with the twin aims to "make a life and to make a living." The Oglethorpe core, which was applauded by The New York Times, aimed at a common learning experience for students with about one-half of every student's academic program consisting of courses in "Citizenship" and "Human Understanding." After World War II, Oglethorpe University- emphasized characteristics it had always cultivated, notably close personal relationships, in order to be, in Dr. Welmer's words, "a small college superlatively good." From 1965 through part of 1972 the institution was called Oglethorpe College. But the historical identity' of Oglethorpe University was so strong that in 1972 the original chartered name was re-established. Oglethorpe continued toward its goals and in the late 1960s began a facilities expansion program, which created a new part of the campus, including a modern student center and residential complex. A Selective Liberal Arts College By the 1980s, the Carnegie Foundation for the Advancement of Teaching had classified Oglethorpe in the category of Liberal Arts I (after referred to as Baccalaureate Colleges - Liberal Arts). These highly selective undergraduate institutions award more than half of their degrees in the arts and sciences. By the 1990s, the University' was listed favorably in the Fiske Guide to Colleges, The Princeton Rei'iew Student Access Guide, Barron's 300 Best Buys in College Education, National Kemw College Guide America's Top Uheral Arts Schools and many other guides to selective colleges. Oglethorpe is currentiy a member of the Annapolis Group, an organization of the 100 most selective liberal arts colleges. The student body, while primarily from the South, has become increasinglv cosmopolitan; in a typical semester, Oglethorpe draws students from about 30 states and 30 foreign countries. The University has established outreach through its evening-weekend degree programs: a graduate program in education and teacher certification; a graduate program in business administration; and the Oglethorpe University Museum of Art. The Universit\' is also home to the Georgia Shakespeare Festival. Entering the 21** Century As Oglethorpe University enters the 21*' century, it has demonstrated continued leadership in the development and revision of its core curriculum, with efforts funded bv the National Endowment for the Humanities. The historic district of the 100-acre campus has been designated in the National Register of Historic Places. Enrollment is about 1 ,200 with the plans for controlled growth to about 1,500. Oglethorpe remains on the forefront of educational innovation, with a curriculum that features interactive learning. The University' uses a variety- of effective pedagogical techniques: perhaps most notable are the peer tutoring program, classroom learning that is actively connected to contemporary experience through internships and other opportunities for experiential education, and a unique program in urban leadership that in\-ites students to consider ways in which they can become communir\' leaders for the future. Reflecting the contemporary growth of the cit}' of Atianta, Oglediorpe has recentiv developed a distinctive international dimension. Students at the Universit}' may complement their campus programs with foreign studies at sister institutions in Argentina, China, Ecuador, France, Germanv, japan, Mexico, Monaco, the Netherlands, and Russia. As Oglethorpe University- continues to grow, academically and materially, it is ever mindful of its distinguished heritage and will still remain, in the affectionate words of poet and alumnus Sidnev Lanier, a "college of the heart." 14 J Presidents of the University Carlyle PoUock Beman, 1836-1840 Samuel Kennedy Talmage, 1841-1865 WiUiam M. Cunningham, 1869-1870 David WiUs, 1870-1872 ThornweU Jacobs, 1915-1943 Philip Welmer, 1944-1953 James Whitney Bunting, 1953-1955 Donald Wilson, 1956-1957 Donald Charles Agnew, 1958-1964 George Seward, Acting, 1964-1965 Paul Rensselaer Beall, 1965-1967 Paul Kenneth Vonk, 1967-1975 Manning Mason Pattillo Jr., 1975-1988 Donald Sheldon Stanton, 1988-1999 Larry Denton Large, 1999- 15 Campus Facilities Oglethorpe University's facilities are generally accessible to physically impaired students. All buildings on campus are equipped with either ramps or ground-floor entry. With the exception of Lupton Hall, the primary classroom and office buildings have elevators to all floors. Appointments with faculty members or administrators with inaccessible offices are scheduled in accessible areas. Only three classrooms are not accessible to those physically impaired. \XTien appropriate, classes are reassigned so all classes are available to all students. All residence halls include accessible housing space. Smoking is prohibited in all campus buildings at Oglethorpe Universit}'. This includes classrooms, offices, laboratories, meeting rooms, lounge areas, restrooms, corridors, stairu'eUs, the Library, the Field House, the Schmidt Center, the Student Center, and any other interior spaces in buildings. An exception to the rule is provided for residents in the privacy of their residence haU rooms. Conant Performing Arts Center This new performing arts center, completed in 1997, is a four-story facilit\' located adjacent to the Philip Weltner Library. It provides a permanent home for the Georgia Shakespeare Festival and for classes in theatre and music for Oglethorpe's undergraduate liberal arts students. It houses a mainstage theatre with seating for 500, a lobby, rehearsal and dressing rooms, an area for receptions, offices, and shipping and receiving facilities. Dorough Field House The Dorough Field House is the site of intercollegiate basketball and vollevbaU and large campus gatherings such as concerts and commencement exercises. Built in 1960, the structure underwent major renovation in 1979. The building is named for the late R. E. Dorough, a former Trustee of the University. Emerson Student Center The Emerson Student Center is named in honor of William A. and jane S. Emerson, benefactors of the University. As the hub of campus life, the Emerson Smdent Center houses the dining hall, the student association office, the student newspaper and yearbook offices, the student post office, a lounge, television area, and a snack bar/game room. The administrative offices of the Vice President for Student Affairs, the Director of Residence Life, the Director of Campus Safety, the Center for Counseling and Health Services, and the Director of Musical Activities are also located here. An outdoor swimming pool is adjacent to the building. Goodman Hall Goodman HaU was built in 1956 and renovated in 1970, when it was transformed from a men's into a women's residence hall. In 1997 it was again renovated to pro^^de support ser\ices for students such as the Academic Resource Center, Career Ser\aces, the Oglethorpe Cafe, and a computer laboratory. Also located in the building are the Universir\-'s Information Technologv Services, the administrative offices of the program in Certified Financial Planning, and the administrative offices of Universit}^ College, which offers programs for adult students: accelerated undergraduate, MBA, and MAT degrees. 18 Goslin Hall Goslin Hall, named in honor of Dr. Roy N. Goslin, the late Professor Emeritus of Physics, was completed in 1971 and houses the Division of Natural Sciences. Lecture halls and laboratories for biology, chemistry, and physics are located in the building. A new physics laboratory, made possible by a grant from the Olin Foundadon, was opened in 1979. All laboratories were renovated in 1985 and again in 2001 when major reconstruction was completed in the interior of the building with the assistance of the Robert W. Woodruff Foundadon and other major foundations, as well as a bequest from Eugene W. Ivy '49. A computer laboratory is also available for student use. Hearst Hall Phoebe Hearst Hall was built in 1915 in the handsome neo-Gothic architecture that dominates the Oglethorpe campus. The building is named in honor of Phoebe Apperson Hearst, the mother of William Randolph Hearst Sr. It was renovated in the fall of 1972 as a classroom and facult}' office building. Most classes, with the exception of science and mathematics, are held in this building, which is located directiy across from Lupton Hall. Newly equipped multi-media classrooms include the Georgia Power Model Classroom. The dominant feature of the building is the beautiful Great Hall, the site of many traditional and historic events at Oglethorpe. Located on the lower level of the building is the Universit}^ Bookstore and the much-publicized Cr^^pt of Civilization. The capsule was sealed on May 28, 1940, and is not to be opened until May 28, 8113. Lupton Hall Lupton Hall, built in 1920 and named in honor of John Thomas Lupton, was one of the three original buildings on the present Oglethorpe Universit}' campus. Renovated in 1973 and 1996, it contains primarily administrative offices, facult}' offices, classrooms, and an auditorium for 300 persons. Administrative offices located in Lupton HaU include the President, Vice President for Business and Finance, Provost and Senior Vice President, Vice President for Enrollment, Vice President for Development and Alumni Relations, Director of Admission, Director of Financial Aid, and the Registrar. The cast-bell carillon in the Lupton tower has 42 bells, which chime the quarter hours. Oglethorpe University Museum of Art Oglethorpe University Museum of Art, occupying the entire third floor of die Philip Weltoer Library, opened in the spring of 1993 after extensive renovations of the previous Oglethorpe University Art Galler}^ The museum, covering 7,000 square feet, has a comfortable, intimate environment that includes two spacious galleries, the Museum Gift Shop, and offices. It is considered an important cultural addition to Atianta's growing art scene, drawing thousands of visitors each year. 19 In addition to the permanent collection, three exhibitions are held each year, which feature artwork that is international, representational, often figurative and spiritual in nature. Recent exhibitions such as "The Mystical Arts of Tibet: Featuring Personal Sacred Objects of the Dalai Lama" and "The Grand Tour: Landscape and Veduta Paintings, Venice and Rome in the 18'^'^ Century" have garnered national media attention and brought international art experts from around the world to lecture on campus. For museum hours and exhibit information, call (404) 364-8555. J. Mack Robinson Hall Newly renovated in 2001, J. Mack Robinson HaU is a state-of-the-art classroom and facult}' office building, which also houses art studios, a darkroom, video editing facilities, a slide library and a resource center for study abroad. Steve Schmidt Sport and Recreation Center Dedicated in 1995, the Schmidt Center is a 22,000 square-foot addition to Dorough Field House. The Center has basketball. and volleyball courts, a running track, seven offices, a conference room, locker rooms, a weight room, racketbaU courts, a training room, and an entrance lobby. The facility is used primarily for recreation and intramural sports. The Center is named for Stephen J. Schmidt, Oglethorpe University alumnus of the class of 1940 and long-time member of the Board of Trustees, who personally led the fund-raising effort for the addition. Sheffield Alumni Suite The Sheffield Alumni Suite, adjacent to the Great HaU in Hearst HaU, is named in honor of O.K. Sheffield, a graduate of the class of 1953, a loyal supporter, and member of the Board of Trustees. Over the years this suite of rooms has served as a parlor, office of the provost, classroom, and meeting room. Today it provides an inviting space in which alumni, smdents, and facult}? gather. Memorabilia is on display in the anteroom along with a portrait of its namesake. Philip Weltner Library (Lowry Hall) Located in Lowry Hall, the Ubrary functions as a gateway to research information and services in support of the LIniversity's academic programs. The Ubrarv also serves as the University Archives and supports the extracurricular interests of Oglethorpe's communitw The Ubrary houses over 1 50,000 volumes consisting of books, reference materials, print periodicals, audio-visual materials, and microfilm. Two areas of note include a coUection of more than 1,600 DVDs and a juvenile Uterature coUection. In addition, the Ubrarv pro\-ides campus- wide computer access to the catalog, research databases and resources, GALILEO (Georgia's Virtual Library), and more than 13,000 fuU-text periodical titles. Many of the Ubrarv's onUne resources are also available off campus. Ser\'ices available to students include reference and instruction, circulation, course reserves, interlibrarv-loan, and borrowing pri\nleges at other consortium (Atlanta Regional Consortium for Higher Education) Ubraries. A formal reading atrium, private rooms, individual carrels, and a 24-hour lounge offer ample oppormnities for both quiet study and group work. Other equipment and facilities include computer workstations for Ubrary research, an Information Technology Services computer laboratory, two small media viewing rooms, the larger Earl DoUve Theatre, a photocopier, and a microfilm/ fiche reader. More information about PhiUp Weltner Library and its ser^^ces can be found at the Ubrarv's Web site: 20 hftp:l I library. Oglethorpe, edu. Lowry Hall was built in 1927 and is on the National Register c;f Historic Places. The library moved to its present location in 1972. A renovation in 1992 combined the building's original neo-Gothic exterior with a contemporary and gready expanded interior. y\t that dme, the library was named after Philip Weltner, who served as Universit)' President fnjm 1944 to 1953. The Oglethorpe Museum of Art and the Learning Resources Center are also located in Lowry Hall. Traer Residence Hall Built in 1969, Traer Hall is a three-story freshmen residence that houses 168 students. Construction of the building was made possible thfough the generosit}' of the late Wayne S. Traer, Oglethorpe Universit\' alumnus of the class of 1928. The double occupancy rooms arranged in suites, open onto a central plaza court}'ard. Upper Residence Quadrangle Constructed in 1968, these residences house both men and women. All rooms on the first and second floors are suites with private entrances and baths. Rooms on the third floor are traditional residence hall floors with a common bathroom. New Residence Hall Opened in the spring of 1996, the new residence hall is coed, non-smoking, and accommodates 73 students. It is designed as a more traditional facility with a central entrance. The rooms consist of two-, three-, and four-person suites off central hallways. Greek Row Greek Row consists of six houses devoted to two sororities Chi Omega and Sigma Sigma Sigma - and four fraternities Chi Phi, Delta Sigma Phi, Kappa Alpha Order, and Sigma Alpha Epsilon. Each house feamres one-bedroom doubles with a shared bathroom and kitchen facilities. The houses on Greek Row were constructed in 1994. 21 Computer Facilities and Services Every residence hall room, faculty office, and appropriate staff office has a connection to the Oglethorpe computer network and through that intranet, to the greater world of the Internet with all its resources. Access is also available to students through computers located in the library, GosUn, and Goodman Halls. Through the OUNet users can also connect to the Voyager Library System, which provides access to the library's catalog and to Galileo, the Georgia Library Learning Online services of the University System of Georgia. The G7\LILEO system provides access to databases containing bibliographical information, summaries, and in manv cases, access to full text of articles and abstracts. E-mail and Computer Use Policy A policy has been established to ensure the proper use of Oglethorpe Universit\-'s computer, network and telecommunication resources and services by its smdents, employees, independent contractors, and other computer users. All individuals have the responsibilit}' to use computer resources in an efficient, effective, ethical, and lawful manner. The policy, rules, and conditions apply to all users of computer, network and telecommunication resources and services, wherever the users are located. Violations of this policy may result in suspension without notice of privileges to use the resources and services, disciplinary action, including possible termination, and/or legal action. Oglethorpe Universit}' has the right, but not the dut)', to monitor any and all aspects of the computer and network systems, including employee and smdent e-mail, to ensure compliance with this policy. The University has the right to use information gained in this way in disciplinarv or criminal proceedings. The computers and computer accounts in use by employees and smdents are to assist them in the performance of their jobs and in attaining their educational goals. Employees and students should not have an expectation of privacy in anything they create, send, or receive on their network-attached computers. The computer, netu'ork and telecommunication systems belonging to Oglethorpe University are for University' business and educational purposes. Any other use in conflict with these purposes is not permitted. Computer users are governed by the following provisions, which applv to all use of computer and telecommunication resources and services. Computer and telecommunication resources and services include, but are not limited to, the following: host computers, file servers, workstations, standalone computers, laptops, software, and internal or external communications networks (Internet, commercial online services, bulletin board systems, and e-mail systems) that are accessed directiy or indirectiy from Oglethorpe University's computer facilities. This policy may be amended or revised periodically as the need arises. The term "users," as used in this policy, refers to all employees, smdents, independent contractors, and other persons or entities accessing or using Oglethorpe Universit\-'s computer, network and telecommunication resources and services. 1. Users must comply with all copyrights laws and fair use provisions, software licenses, and all other state and federal laws governing intellecmal propert\'. Inappropriate reproduction and/or distribution of copyright music, movies, computer software, text, images, etc. is strictiy prohibited. 2. The electronic mail system shall not be used for "broadcasting" of unsolicited mail (unless authorized by the department chair or unit head) or for sending chain letters. Fraudulent, harassing, obscene, or other unlawful material may not be sent by e-mail or other form of electronic communication or displayed on or stored in Oglethorpe University's computers. 22 3. Users should use the same care in drafting e-mail and other electronic documents as they would for any other written communication. Anything created on the computer may, and likely will, be reviewed by others. 4. Users may not install software onto their individual computers (facult)' and staff), lab computers or the network without first receiving express authorizadon to do so from Information Technology Services. 5. Users shall not forward e-mail to any other person or endt)- without the express permission of the sender. 6. Users should not alter or copy a file belonging to another user without first obtaining permission from the owner of the file. The ability to read, alter or copy a file belonging to another user does not imply permission to read, alter or copy that file. 7. The computer, network and telecommunication resources and services of Oglethorpe University may not be used for the transmission, creation or storage of commercial activity, personal advertisements, solicitations, promotions, destructive programs (viruses and/or self replicating code), political material, or any other unauthorized or personal use. 8. Users are responsible for safeguarding their passwords for the system. Individual passwords should not be printed, stored online, or given to others. Users are responsible for all transactions made using their passwords. 9. A user's abilit}' to connect to other computer systems through the network does not imply a right to connect to those systems or to make use of those systems unless specifically authorized by the operators of those systems. 10. Entry into a system, including the network system, by individuals not specifically authorized or attempts to circumvent the protective mechanisms of any Universit}' system are prohibited. Deliberate attempts to degrade system performance or capabHitA', or attempts to damage systems, software or Intellectual propert}^ of others are prohibited. 11. Any network activity that impedes the flow of network traffic or diminishes the avaHabHit}^ of resources to other users is stricdy prohibited. 12. Oglethorpe University' is not responsible for the actions of individual users. Antivirus Policy In order to prevent virus problems from impacting the Oglethorpe Universit}- computing network, all computers which attach to the network must have up-to-date anti\irus software installed. Oglethorpe Universit}' currentiy uses the Symantec Anti-Virus product for facult}' and staff, and any universit}^ personal computer which connects to the network is required to have this software installed. Beginning in the Fall Semester 2004, smdents who connect computers to the University- netv\'ork must have the Universit)''s managed antivirus software installed. The Universit}' wiU provide this managed antivirus software at no additional cost to the student, and the student may use this software as long as they are attending Oglethorpe Universit}'. Any exceptions to this policy must be approved by the Information Technology Services. Students can install this software by following the instructions in the Installing Symantec Antivirus section of the student handbook - The O Book. 23 While having antivirus software is important, the protection it affords is only as good as the virus definitions which are loaded into it. New viruses are written and released daUv, and keeping the definitions up-to-date is essential in protecting against new, rapidl^'-spreading viruses. Any computer which is found not to have antivirus software installed or which is not kept up-to-date will be disconnected from the network until the situation has been resolved. The potentially disruptive nature of certain viruses on a shared network can create problems for all users on the network. Please refer to the Acceptable Use PoUcy in The O Book for additional background information about proper usage and stewardship of Oglethorpe computing and communication resources. Use of Oglethorpe's computer, network and telecommunication resources and services constitutes acceptance of this E-mail and Computer Use Policy. 24 Admission I The admission policy of Oglethorpe University is based on an individual selection process. Throughout its history, Oglethorpe has welcomed students from all sections of the country, as well as from abroad, as candidates for degrees. It is the polic}' of the Admission Committee to select for admission to the University applicants who present strong evidence of purpose, maturity, scholastic ability, and probable success at Oglethorpe. Applicants wishing to enroU in the evening credit program may refer to a brief description of Universit}' College in the Programs of Study section of this Bulletin or consult the University College Undergraduate and Graduate Bulletin available from the University College Office (404) 364-8383. Freshman Applicants Admission to the undergraduate division of the Universm^ may be gained by presenting evidence of successful completion of secondary school work in the form of results from the College Entrance Examination Board's Scholastic Assessment Test (SAT) or the results from the American College Testing Program Assessment (ACT); and, by submitting a letter of recommendation, and completing an application essay. Arrangements to take the SAT or ACT may be made through a secondar}- school guidance counselor or by writing directiy to one of the testing agencies. For SAT write to College Board, Box 592, Princeton, New Jersey 08540, or Box 1025, Berkele)^, CaHfornia 90701. For ACT write to American College Testing Program, P.O. Box 451, Iowa Cit\', Iowa 52240. It is to the applicant's advantage to take one of the tests in the junior year of high school. Applicants should normally have or be in the process of completing a secondary school program including appropriate courses in English, social smdies, mathematics, and science. While an admission decision is typically based on a partial secondary school transcript, a final transcript must be sent to the Admission Office by the candidate's school, showing exidence of academic work completed and official graduation. The Oglethorpe application contains a recommendation form and a list of other materials, which must be submitted by the applicant. No application wiU be considered and acted upon until the items indicated have been received. Students may choose from either Early Action or Regular Decision admission. Application Procedure All correspondence concerning admission should be addressed to the Admission Office, Oglethorpe Universit)?, 4484 Peachtree Road N.E., Atianta, Georgia 30319-2797 or \na e-mail at admission@oglethorpe.edu. Comprehensive admission information can also be found at www.oglethorpe.edu/admission. After receiving an application form, the applicant should complete and return it with an application fee of $35. Students may also apply online. Links to application procedures and the online application may be found at www.oglethorpe.edu I admission. Entering freshmen must submit the following: an application essay, official liigh school transcripts, standardized test scores (SAT/ ACT), and a recommendation form completed by a high school counselor or teacher. Achievement tests, portfolios, or \ideos are not required for admission purposes but will be considered if submitted. Home Schooled applicants should contact the Home School Advisor for portfolio requirements. Interviews and campus visits are strongly recommended. If, upon review of an applicant's file, it is felt that further information would be helpful (i.e. mid-year grades), die student wiU be notified. 26 Transfer students must submit the cc^mpleted application form, essay and recommendation form with the $35 application fee, official transcripts from each college attended, and certification of good academic standing at the most recent or present college. High school transcript and test scores are also required if less than 24 semester hours of college credit have been completed. When a student has completed the application process, the Admission Committee will review the application. If accepted, the student will be required to submit an enroUment deposit to reserve accommodations for the appropriate semester. Residence haU students submit a deposit of $300; commuters submit a deposit of $100. The deposit is refundable through May 1. Early Action Early Action allows students who have a strong interest in the University' to apply early and receive a quick response. Completed applications with supporting materials must be postmarked by December 5. Notification letters will be mailed no later than December 20 unless the Admission Committee requires additional information. Early Action students who are admitted and indicate an interest in scholarships will be considered prior to Regular Decision candidates. (Please note that early action is non-binding). The deposit is refundable through May 1. Regular Decision Regular Decision enables students to apply at any time. Applications will be reviewed on a rolling basis beginning immediately after Early Action reviews (late December) and continuing as long as space in the class is available. Notification letters will typically be mailed within two weeks of completion unless additional information is needed. The deposit is refundable through May 1. Campus Visit While not a requirement of the admission process, the candidate is urged to visit the campus and explore the academic and leadership opportunities that encompass the Oglethorpe tradition of a collegiate education. Additional information may be obtained by contacting the Admission Office (404) 364-8307 in the Atlanta caUing area or (800) 428-4484 from other locations. Comprehensive campus visit information can be found at wiinv.oglethorpe.edu I admission. Transfer Students and Transfer Policies Students who wish to transfer to Oglethorpe from other regionally accredited colleges are welcome to apply, provided they are in good standing at the last institution attended. They are expected to follow regular admission procedures and will be notified of the decision of the Admission Committee in the same manner that freshmen are notified. Most financial aid awards and scholarships are available to transfer students as well as first-time freshmen. 27 The same application information is required of the transfer student as for the entering freshman, although high school records and test scores are not required of students having at least 24 semester hours of transferable credit. Transfer students must submit transcripts of all current and previous college work. A separate official transcript from each college attended must be received before any action will be taken on the application. Oglethorpe University will accept as transfer credit courses comparable to Universit}- courses that are applicable to a degree program offered at Oglethorpe. Acceptable work must be shown on an official transcript and must be completed with a grade of "C" or better. Oglethorpe does not accept a "D" grade as transfer credit, unless a student has graduated from an accredited junior college, or a "D" grade is followed by a "C" grade or better in a normal sequence course (for example. General Biology I and II). For transfer credit that may apply toward fulfillment of core curriculum requirements, please see the Core Curriculum section of this Bulletin. Transfer students on probation or exclusion from another institution will not be accepted. Transfer students must have a minimum grade-point average of 2.8 (on a 4.0 scale) to be considered for admission. Transfer students who have earned an associate degree at a regionally accredited junior college will be awarded two years of credit. Junior college graduates with strong academic records are encouraged to apply for admission. Oglethorpe University wiU accept as many as 30 hours of United States Armed Forces Institute (USAFI) credit. Students who hold the R.N. credential from an appropriately accredited institution are awarded credit for their arts and sciences courses. To earn a bachelor's degree, the student must complete the core curriculum, a major, and other applicable requirements. Residency Requirement: Effective Fall Semester 2003, the maximum total number of semester hours that may be transferred into Oglethorpe is 64. A minimum of 64 semester hours must be earned through course work at Oglethorpe in order for an Oglethorpe degree to be awarded, with 52 of the last 64 hours earned in residence. Credits earned at post-secondary institutions accredited by the six regional accrediting bodies (for example. Southern, Middle States, New England, etc., Associations) will be accepted. Courses taken at schools accredited by national crediting bodies (for example, Association of Independent Schools and Colleges, American Association of Bible Colleges, etc.) may be credited. In these cases, student transcripts will be evaluated on an indi\idual basis. Actual catalog course descriptions and relevant course syllabi should be pro\aded bv the student. The Registrar will determine whether or not courses are to receive transfer credit. Courses recognized by the American Council on Education (ACE) mav be credited bv the Registrar. Programs not recognized by ACE wiU not be given credit. A maximum of 32 semester hours may be earned through College Level Examination Program (CLEP) tests. Maximum credit for Advanced Placement tests (AP testing) is also 32 semester hours. Please consult the section. Credit by Examination, on the following pages. In all cases, only 64 semester hours earned outside of Oglethorpe through any oi tlie means described above may be applied toward an Oglethorpe degree. At least 64 semester hours must be earned in course work taken at Oglethorpe, and at least half of the semester hours required for a major must be in course work taken at Oglethorpe. (Courses taken at Adanta Regional Consortium for Higher Education (ARCHE) institutions on a cross-registration basis and courses in an approved study abroad program also count as Oglethorpe courses.) 28 Transfer students should note that only work completed at Oglethorpe is reflected in the Oglethorpe grade-point average, and transfer work is not included in determination for Latin academic honors. To be eligible for academic honors, the student must complete 68 or mtjre hours at Oglethorpe. International Students Admission to Oglethorpe is open to qualified students from all countries. Students who are able to provide evidence of suitable academic background, adequate financial resources, and seriousness of purpose are eligible to apply. All students from countries where English is not the native language must meet one of the following requirements to be considered for admission: 1. Complete level 109 from an ELS, Inc. language center. 2. Score a minimum of 550 on the TOEFL - or 213 on the computer-based test (Test of English as a Foreign Language). 3. Score 480 or more on the verbal section of the Internafional Scholasdc Assessment Test. 4. Have a combined 2.8 grade-point average with no grade below a "C" in two English composition courses from an AACRAO (American Association of Collegiate Registrars and Admissions Officers) accredited college or universit}'. 5. Earn a grade of "C" or better in G.C.E. or G.S.C.E. examinations or their equivalent. 6. All secondary transcripts must have a "Document-by-Document" evaluation and "Grade-Point Average Equivalent." Post-secondary transcripts must have the same; or, if a student wishes to receive transfer credit for his or her previous course work, a "Course-by-Course" evaluation is required. Applications for evaluation are available in the Office of Admission or by calling Joseph Silny and Associate, Inc. at (305) 666-0233. An international student's secondary school credentials are subject to the acceptance criteria stated for his or her country in the AACRAO world education series, governed by the National Council on the Evaluation of Foreign Educational Credentials, 1717 Massachusetts Avenue, N.W., Washington, D.C. 20036. AH students from nations where EngUsh is the native language must have one of the following to be considered for admission: 1. A combined SAT score of 1000, with at least 500 on the verbal section. 2. An ACT score of at least 21. 3. Above-average scores on the "A" and/or "O" level examinations in British system schools or their equivalent in Northern Ireland or Scotiand. Joint Enrollment Students Students who have attained junior or higher standing in their secondarv schools mav apply for enrollment in suitable courses offered at the Universit}^ Admission to the joint enrollment program will depend upon an assessment by appropriate personnel of the smdent's secondary school and by Oglethorpe admission personnel. In general, the candidate must have the social maturit}' to benefit from a collegiate experience and possess a "B" or liigher grade-point average along with a combined score of 1 140 or higher on the Scholastic Assessment Test or its equivalent. A student seeking admission should write or call the Joint Enrollment Counselor in the Admission Office at Oglethorpe to receive an application. Normally no more than five courses mav be taken as a joint enrollment student. 29 Early Admission (Early Entrance) A gifted student of unusual maturit}' whose high school record shows excellent academic performance through the junior year in a college preparatory program, and whose score on a standardized assessment test is high, may submit his or her application for admission to the University for enrollment after the junior year in high school. The candidate should have the support of his or her parents in writing submitted with the application. A strong recommendation from the high school is expected, and the candidate must come to campus for a personal inter^dew with a senior admission officer. Transient Students Transient students may take any course offered by the Universit}', pro\'ided that thev secure permission from their current institution certifying that the institution will accept for transfer credit the academic work done by the student at Oglethorpe. This permission is the responsibility of the transient student. A letter of good standing or a current transcript must be sent to the Admission Office before a transient student can be accepted. Special Status Admission Special Status Admission is designed for students who wish to take a limited number of post-baccalaureate classes at Oglethorpe, or for non-traditional students who desire to begin college course work prior to being admitted to a degree-seeking program. Students may be admitted to Oglethorpe's undergraduate day program as a special stams candidate if they meet one of the following criteria: 1. They are at least 25 years of age and at least five years removed from their last educational experience. 2. They have graduated from another accredited college or university; Under the program, students may enroll for a maximum of 16 semester hours. Individuals desiring to enroll for additional courses must apply as regular, degree-seeking candidates. To apply for Special Status Admission, students must submit a completed application form, a $35 non-refundable application fee, and proof of their last educational experience or a copy of their college diploma. Special status students are not eligible for financial assistance. 30 Home-Schooled Students Students who have completed high school graduation requirements in a home school may be considered for admission if the following information is provided: 1 . SAT or ACT scores. 2. A portfolio recording all high school work completed (including courses studied, textbooks, assignments, and extracurricular achievements). 3. A personal interview with a senior admission officer. 4. Two recommendations. 5. A home school transcript (if applicable). More information can be found at http:l I ivnnv.oglethorpe.edu, key word "home school." Re-admission Students in good academic standing who leave the Universit}' and return after a year's absence or more should notify the Admission Office of intent to re-enroll. Students who apply for re-activation or re-admission whether in good academic standing or not, are governed by the current graduation requirements. Any exceptions are granted at the discretion of the Provost and Senior Vice President. Credit by Examination There are three testing programs through which students may earn credit for required or elective courses. Any student who has questions about these examinations should consult the Registrar. No more than 32 semester hours of credit will be accepted from each of the programs described below. College Level Examination Program - CLEP Within the CLEP testing program are two categories. The General Examinations cover the areas of English Composition, Humanities, Mathematics, Natural Science, and Social Science and History. Oglethorpe Universitv does not award credit for the General Examinations in English Composition, Natural Science, Mathematics, or Social Science and History. Minimum acceptable scores are 500 for each general area and 50 in each sub-total category. The Subject Examinations are designed to measure knowledge in a particular course. A minimum acceptable score of 50 on a Subject Examination is required for credit. The Oglethorpe Registrar should be contacted concerning which Subject Examinations may lead to credit at Oglethorpe. CLEP examinations normally are taken before the student matriculates at Oglethorpe. Only under special circumstances will credit be awarded for an examination taken after the smdent completes his or her first semester at Oglethorpe University'. A maximum of four semester hours will be awarded for each examination. A maximum of 32 semester hours may be earned with acceptable CLEP scores. All students are required to take placement examinations in mathematics and foreign languages (if they plan to take a course in these areas or subjects) and are placed accordingly. 31 Advanced Placement and International Baccalaureate Programs The University encourages students who have completed Advanced Placement examinations of the College Entrance Examination Board to submit their scores prior to enrollment for evaluation for college credit. Please contact the Office of Admission or the Registrar's Office for the appropriate course of action to be taken in order to receive credit for AP exams. The general policy of Oglethorpe toward such scores is the following: Academic credit will be given in the appropriate area to students presenting Advanced Placement grades of 3, 4, or 5; neither credit nor exemption will be given for a grade of 2; maximum credit allowed to any student for Advanced Placement tests will be 32 semester hours. Specific policies are indicated in the chart which follows. These are subject to change at any time. Students who have studied in an approved International Baccalaureate Program (IB) are also encouraged to apply for credit based on scores earned, and should contact the Office of Admission or the Registrar's Office to learn how to receive credit for IB exams. Scores must be 5, 6, or 7 on the Higher Level Exam to be considered for college credit. Sophomore standing may be awarded to smdents who complete the IB diploma and obtain a total of 33 points or better for the full program, assuming all examination scores are 4 or better, and no Higher Level Exam score is below 5. All smdents are required to take placement examinations in mathematics and foreign languages (if they plan to take a course in these areas or subjects) and are placed accordingly. ADVANCED PLACEMENT and INTERNATIONAL BACCALAUREATE CREDIT CHART Accepted Examination Grades (unless stated otherwise) AP: 3, 4, 5 / IB (Higher Level Exam): 5, 6, 7 AP Exam Semester Hours Awarded Course Equivalents Art Studio 4 Elective Credit Histor}' 4 Elective Credit Biology Grade 4 or 5 AP Grade 3 AP GEN 102 Natural Science: The Biological Sciences and (subject to placement) BIO 102 General Biolog\- II GEN 102 Natural Science: The Biological Sciences Chemistry Grade 4 or 5 AP Grade 3 AP CHM 101 General Chemistn' I (subject to placement exani) GEN 101 Natural Science: The Physical Sciences Computer Science' CSC 243 Principles of Computer Programming in C+ + Economics Microeconomics Macroeconomics ECO 121 Introduction to Economics Elective Credit 32 English Language and Composition Grade 4 or 5 AP, 6 or 7 IB 4 Grade 3 AP or 5 IB 4 Literature and Composition Grade 4 or 5 AP, 6 or 7 IB 4 Grade 3 AP or 5 IB 4 Elective Credit Essay wUl be evaluated by English facult)^ Elective Credit Essay will be evaluated by English tacult\' French Language Literature ERE 101, FRE 102 Elementan,- French I and II General credit in French German Language Literature GER 101, GER 102 Elementan,- German I and II General credit in German Government' POL 101 Introduction to American Politics History American European Elective Credit Elective Credit Japanese JPN 101, JPN 102 Elementar)- Japanese 1 and II Latin LAT 101, LAT 102 Elementan- Latin I and II Mathematics* Calculus AB Calculus BC Statistics MAT 131 Calculus I MAT 131, MAT 132 Calculus I and II MAT 1 1 1 Statistics Music' Theory Appreciation Content will be evaluated by music faculty- COR 103 Music and Culture Physics' Physics B Physics C 10 4 PHY 101, PHY 102 General Physics I and II PHY 201, PHY 202 CoUege Physics I and II GEN 101 Natural Science: The Physical Sciences Psychology' PSY 101 Psychological Inquiry- Spanish Language Literature SPN 101, SPN 102 Elementan,- Spanish I and II General credit in Spanish 1 . - . Credit for the IB exam will be determined through discussion with the faculr\- within the appropriate academic field. Any exams not included in this chart should be brought to the attention of the Registrar, and the appropriate faculty members will determine credit. 33 34 Financial Assistance Programs Oglethorpe University offers a variety of strategies and resources to keep the net cost of an Oglethorpe education affordable. Both need-based aid and awards based on academic achievement are available. Students interested in financial aid should complete the Free Application for Federal Student Aid (FAFSA). FAFSA is the approved needs-analysis form bv which students may apply for the following need-based programs: Federal Pell Grant, Federal Supplemental Educational Opportunity Grant, Federal Perkins Loan, Federal Work-Study, Federal Stafford Loan, Leveraging Educational Assistance Program, and the Oglethorpe Need-based Grant. After a student submits the FAFSA to the federal processor, the school will receive from the processor an Institutional Student Information Record (ISIR). Upon acceptance to the University and receipt of the student's ISIR, Oglethorpe's financial aid professionals will prepare a comprehensive financial aid package, which may include assistance from any one or more of the following sources: James Edward Oglethorpe Scholarships provide tuition, room and board for four years of undergraduate study, if scholarship criteria continue to be met. Recipients are selected on the basis of an academic competition held on campus in the spring of each year. Smdents must have a combined SAT score of at least 1360 (ACT 31), a 3.75 or higher cumulative grade-point average, and a superior record of leadership in extracurricular activities either in school or in the communit}'. For application procedures and deadlines, contact the Admission Office. Oglethorpe Scholars Awards (OS A) (including Presidential Scholarships, Oxford Scholarships, Universit}' Scholarships, and Lanier Scholarships) are based on achievement and available to entering students with superior academic abilit}'. A fundamental aim of Oglethorpe Universit}' is to prepare students for leadership roles in societ}'. One way of promoting this purpose is to give special recognition to students who demonstrate superior academic abilities as undergraduates. Scholarships range from $4,000 to $11,000. Recipients of funds from this program are expected to maintain specified levels of academic achievement and make a significant contribution to the Oglethorpe communit}". Each award is for one year but can be renewed on the basis of an annual evaluation of academic and other performance factors. Oglethorpe Christian Scholarships are awarded to freshmen who are residents of Georgia and who demonstrate active participation in their churches. Academic qualifications for consideration include SAT scores of 1100 or higher and a senior class rank in the upper 25 percent. Awards range up to $1,500 per academic year. Recipients are required to maintain a 3.0 cumulative grade-point average and engage in a service project during the academic year. For application procedures and deadlines, contact the Admission Office or the Office of Financial Aid. Georgia Tuition Equalization Grants (GTEG) are available for Georgia residents who are full-time, degree-seeking students at Oglethorpe. The program was established by an act ot the 1971 Georgia General Assembly. The GTEG program helps to "promote the private segment of higher education in Georgia by providing non-repayable grant aid to Georgia residents who attend eligible independent colleges and universities in Georgia." All students must complete an application and verify their eligibility for the grant. In the 2004-05 academic school year, this grant is $900. Financial need is not a factor in determining eligibilit\'. A separate application and proof of residency is required. 36 HOPE Scholarships of $1,5UU per semester are available U) Gec^rgia residents who have graduated from an eligible high school in 1996 or later, with at least a 3.0 grade-point average in specific core curriculum classes. Georgia residents who do not qualify under these guidelines but have now attempted 30 or more semester hours with a 3.0 grade-pcjint average or higher may also be eligible. The applicant must be a Georgia resident for one year prior to attendance at any college or universit}' in Georgia. Applicants must be registered as full-time, degree-seeking students at a participadng Georgia private college or university. Students entering the HOPE Scholarship program for the first time after attempting 30 or 60 semester hours should be aware that their grade-point average is calculated to include all attempted hours taken after high school graduation. Recipients of the Scholarship are required to maintain a 3.0 or higher cumulative grade-point average for reinstatement. For more informadon, contact the HOPE Scholarship Program (770) 724-9000 or (800) 505-GSFC, or the Office of Financial Aid at (Oglethorpe Universit}'. The Leveraging Educational Assistance Program (LEAP) is one of the need-based grants for qualified Georgia residents to enable them to attend eligible post-secondary institutions of their choice in the state. The grant awards are designed to provide only a portion of the student's resources in financing the total cost of a coUege education. A student should complete the FAFSA for consideration. The Federal PeU Grant is a federal aid program that provides non-repavable funds to eligible students. Flligibilitv is based upon the results from the FAFSA. Federal Supplemental Educational Opportunity Grants (FSEOG) are awarded to undergraduate students with exceptional financial need. Priorit\' is given to Federal Pell Grant recipients and does not require repayment. Oglethorpe Need-based Grants are available to full-time dav undergraduate students who demonstrate financial need by completing the FAFSA. Oglethorpe Need-based Grants in conjunction with federal, state, private, or institutional assistance cannot exceed the student's financial need. Federal Work-Study Program (FWSP) permits a student to earn part of his or her educational expenses. The earnings from this program and other financial aid cannot exceed the student's financial need. Students eligible for this program work part time primarily on the Oglethorpe campus. A Limited number of communit}' service positions are available at locations near the campus. Federal Perkins Loans are long-term, low-cost educational loans to students who have demonstrated need for such assistance. Priorit}- is given first to sophomore, junior, or senior students. Interest is charged at a five percent annual rate beginning nine months after the borrower ceases to be at least a half-time student (a minimum course load of six semester hours). Information regarding repayment terms, deferment and cancellation options is available in the Office of Financial Aid. Federal Stafford (Subsidized and Unsubsidized) Loans are long-term loans available through banks and other lending institutions. Students must submit the FAFSA and be attending at least half time to receive consideration. A separate Master Promissory Note (MPN) is also required. Information regarding repayment terms, deferment and cancellation options are available in the Office of Financial Aid. Federal PLUS Loans are relatively long-term loans available through banks and other lending institutions. Parents desiring to seek a loan from this program should consult the various lenders indicated on the Oglethorpe Universit}^ Lender List for additional information. This Ust may be found in the current "Financial Aid Info Guide" available in the Office of Financial .Aid. 37 Choral Music Scholarships (Performance) are awarded annually to incoming students pursuing any degree offered at Oglethorpe who demonstrate exceptional achievement in choral singing or kej'board accompanying. Candidates must be nominated with a letter of recommendation by the conductor of their choral ensemble on a special form obtainable from the Director of Musical Activities at Oglethorpe. Playmakers Scholarships (Performance) are awarded annually to current students who have demonstrated exceptional ability in the area of dramatic performance and a strong commitment to Oglethorpe's theatre program. Awards are based on abiUt}', not financial need. Note: Dual-degree students in art and engineering may not use Oglethorpe assistance to attend other institutions. 38 Academic Policies Governing Student Financial Aid Applicants for federal aid, state grants, or institutional need-based programs must be making sadsfactorv progress toward the completion of their degree requirements and be in good academic standing with the Universit)' in order to receive financial aid consideration. Students must meet at least the following requirements: 1. Satisfactory Completion Ratio Students must satisfactorily complete at least 75 percent of the cumulative course work attempted at Oglethorpe Universit}'. Unsatisfactorv grades that count against the student's progress are: D If a "C-" or better is required for the major F Failure FA Failure bv Absence NG - No Grade W - Withdrew Passing WF - Withdrew Failing WX Grade Withdrawn/ Freshman Forgiveness Policy I Incomplete U Unsatisfactory AU - Audit 2. Repeated Courses Courses that are being repeated will not be considered when determining financial aid eligibiUt}' unless a grade of at least a "C" is required to fulfill the degree requirements. The student must notify the Office of Financial Aid if a course is being repeated. 3. Good Academic Standing and Maximum Time Frames Students must remain in good academic standing by achieving the minimum cumulative grade-point average and bv completing their degree requirements within the maximum time frames Listed below: Number of Hours Minimum Cumulative Maximum Years to Earned Grade-Point Average Complete Program * 0-24 1.50 1 25-35 1.50 2 36-48 1.75 2 49-64 1.75 3 65-72 2.00 3 73-96 2.00 4 97-120 2.00 5 121-144 2.00 5 * Based upon full-time enrollment. The maximum time frame for students enrolled part time will be pro-rated. Students who earn over 144 hours will not be eligible for financial aid unless approved through the appeal process. 4. Academic Standing Consistent with Graduation Requirements - Students who have completed their second academic year (measured as a period of time, not grade level) must maintain at least a 2.0 cumulative grade-point average in order to be academically consistent with Oglethorpe Universit}'s graduation requirements. 39 5. Annual Review - The satisfactory progress requirements will be reviewed at the completion of each spring semester. If the student is not meeting these requirements, written notificadon will be sent to the student placing him or her on "Financial ^-Vid Probation" for the fall semester. The student may continue to receive aid during this probationary period but will be encouraged to enroll in summer session courses at Oglethorpe Universit}' in order to make up the deficiency. Any student who is not in compliance with the requirements by the end of the fall probationar}' period will not be eligible for financial aid for the spring or subsequent sessions until the requirements are met or a written appeal is submitted and approved. 6. Appeal Process - If significant mitigating circumstances have hindered a student's academic performance and the student is unable to make up the deficiencies bv the end of the financial aid probationary period, the student may present those circumstances in a written appeal to the Admission and Financial Aid Committee. Documentation to support the appeal, such as medical statements, should also be presented. The appeal should be submitted to the Office of Financial Aid at least two weeks prior to the start of the semester for which the student wishes to receive consideration. The student will be notified in writing if the appeal has been approved or denied. Application Procedure Students applying for the Georgia Tuition Equalization Grant and HOPE Scholarship programs for the first time must submit a Georgia Tuition Equalization Grant Application which may be obtained from the Georgia Student Finance Commission Web site at irmi'.gsfc.org. The application may also be completed online at that site. Smdents meeting the requirements for an Oglethorpe Scholars Award (OSA) are considered for such based on their admission application. Students applying for an Oglethorpe Christian Scholarship must complete the appropriate scholarship application, which mav be obtained from the Admission Office. The application procedures for the Federal Pell Grant, Federal Supplemental Educational Opportunity Grant, Federal Perkins Loan, Oglethorpe Need-based Grant, Federal Stafford Loan, Federal Work-Study Program, and Leveraging Educational Assistance Program are as follows: 1. Apply and be admitted as a regular degree-seeking student. 2. Complete the Free Application for Federal Student Aid (FAFSA) after January 1 , but no later than May 1 . Students should keep a copy of the FAFSA before submitting it to the federal processor. The original FAFSA may be filed electronically at http: 1 1 mmv.fafsa.ed.gov or mailed to the processor using the paper form. Oglethorpe's Federal Code is 001586. 3. Once the FAFSA has been received and processed by the federal processor, an Institutional Student Information Record (ISIR) will be sent to the Office of Financial Aid. 4. Keep copies of all federal income tax returns, etc. as these documents may be required in order to verify the information provided on the FAFSA. 5. Complete Oglethorpe's Financial Aid Application, which is available from the Office of Financial Aid. 40 6. New students who are offered employment through the Federal Work-Study Program must complete the Student Employment Application form. This form will be sent as needed. 7. If eligible for a Federal Stafford Loan or Federal PLUS Loan, a Master Promissory Note (MPN) must be completed. Contact the Office of Financial Aid for more information. Federal Aid Eligibility Requirements 1. Demonstrate financial need (exception: Federal Unsubsidized Stafford Loan and Federal PLUS Loan programs). 2. Have a high school diploma or a General Education Development (GED) certificate or pass an independendy administered test approved by the U.S. Department of Education. 3. Be enrolled as a regular degree-seeking student in an eligible program. 4. Be a U.S. citizen or eligible noncitizen. 5. Generally, have a social security number. 6. Register with Selective Service, if required. 7. Must not owe a refund on any grant or loan; not be in default on any loan or have made satisfactory arrangements to repay any defaulted loan; and not have borrowed in excess of the loan limits, under Tide IV programs, at any institution. 8. Make satisfactory academic progress. Refer to the Academic Policies Governing Student Financial Aid. 9. May not be a member of a religious community', societ}', or order who by direction of his or her community, societ}' or order is pursuing a course of study at Oglethorpe, and who receives support and maintenance from his or her community, societ}', or order. Payment of Awards All awards, except Federal Work-Study earnings, and some Federal Stafford Loans, and Federal PLUS Loans, are disbursed to students by means of a direct credit to their account. Financial aid disbursements are made on a semester-by-semester basis only; disbursement of all awards is dependent upon final approval by the Director of Financial Aid. Only when a student's fde is complete can aid be credited to the account. Renewal of Awards Renewal FAFSA information is provided to students by the U.S. Department of Education. Students must meet the eligibilit}' requirements indicated above and file the appropriate applications for each program. The preferred deadline for receipt of a completed financial aid file is May 1. Applicants whose files become complete after this time will be considered based upon availability' of funds. For renewal of the Oglethorpe Scholars Award, all smdents must maintain a cumulative grade-point average consistent with good academic standing. A 3.2 or higher grade-point average is required for renewal of a James Edward Oglethorpe scholarship. 41 Students who fail to meet the cumulative grade-point average requirement may attend Oglethorpe's summer school program in order to make up deficiencies. Courses taken elsewhere will not affect the cumulative grade-point average at Oglethorpe. In addition to the cumulative grade-point average requirement, students must earn at least 24 semester hours during the current academic year. Students who are deficient in the number of hours required might attend summer school at Oglethorpe. Students also have the opfion of submitting a written appeal to the Admission and Financial Aid Committee. Students who meet the scholarship renewal criteria will have their awards automatically renewed for the next academic year. Endowed Scholarships Oglethorpe Scholars may receive special recognition of their outstanding achievement by being named as an endowed or annual scholar. Selection of this honoran,' designation is based upon the criteria outlined below: The Ivan Allen Endowed Scholar: Funding was established by a grant from The Allen Foundation, Inc., of Atianta, in memory of Ivan Allen Sr., who was a Trustee of the University for many years and General Chairman of the first major fundraising campaign. The Ivan AUen family and Foundation are long-time benefactors of the Universit}-. Ivan Allen Scholars must be from the Southeast, have at least a 3.2 grade-point average, leadership ability and demonstrated financial need. The Marshall A. and Mary Bishop Asher Endowed Scholar: Funding was established by the Asher family in 1988. The late Mr. and Mrs. Asher were both alumni (classes of 1941 and 1943 respectively) and both served for many years as Trustees of the Universit\; The scholarship is awarded to a superior student in science. The Keith Baker Endowed Scholarship: Funding was established by former smdents in honor of Professor Keith Baker, a valued member of the Oglethorpe accounting facult\- from 1983 to 1999. This scholarship is awarded annually to a junior majoring in accounting. The smdent must demonstrate a strong academic record, active campus and communit\' involvement, relevant work experience, and aspirations for a career in the field of accounting. The Bank of America Scholars Program: This endowed scholarship program was established in 1999 by Bank of America, formerly NationsBank, and is awarded to students majoring in business or computer science. The Earl Blackwell Endowed Scholar: Earl Blackwell, distinguished publisher, playwright, author, and founder of Celebrit}' Services, Inc., headquartered in New York, established this scholarship for deserving students with special interest in English, journalism, or the performing arts. Mr. Blackwell was a 1 929 graduate of the University. The Class of 1963 Endowed Scholar: Funding was established through the efforts of the class of 1963. The intention of this scholarship is "to give to others, so thev too can be enriched by an Oglethorpe education." The Miriam H. and John A. Conant Endowed Scholar: Funding was established bv Mrs. Miriam H. "Bimby" and Mr. John A. Conant, long-time benefactors of Oglethorpe and both recipients of Oglethorpe Honorary Doctor of Humane Letters degrees. Mrs. Conant served as a Trustee of the Universit)' from 1981 until her death in January 2003. Scholarsliips are awarded annually to superior students with leadership abilit}'. 42 The Michael A. Corvasce Memorial Endowed Scholar: Funding was established by Dr. and Mrs. Michael Corvasce of Hauppauge, New York, and friends in memory of Michael Archangel Corvasce, class of 1979. The scholarship recipient is selected from the three pre- medical students who have the highest cumulative grade-point average through their junior years and plan to attend an American medical school. This scholarship, which perpetuates Michael Archangel Corvasce's interest in Oglethorpe and medicine, takes into consideration the moral character of the candidates as well as their academic qualifications. The Estelle Anderson Crouch Endowed Scholar: This funding is the first of three scholarships given by Mr. John W. Crouch, class of 1929 and a former Trustee of the Universit}' and was established in memory of Mrs. Estelle Anderson Crouch, the mother of John Thomas Crouch, class of 1965. Mrs. Crouch died in 1960. It is awarded annually without regard to financial need to students who have demonstrated high academic standards. The Katherine Shepard Crouch Endowed Scholar: Funding was given in memorv of Mrs. Katherine Shepard Crouch by Mr. John W. Crouch and is awarded annually based upon academic achievement. The Cammie Lee Stow Kendrick Crouch Endowed Scholar: This is the third scholarship endowed by Mr. Crouch and is awarded annually based upon academic achievement in memory of Mrs. Cammie Lee Stow Kendrick Crouch. Mr. and Mrs. Crouch were classmates at Oglethorpe and graduates in the class of 1929. The Karen S. Dillingham Memorial Endowed Scholar: Funding was provided by Mr. and Mrs. Paul L. Dillingham in loving memory of their daughter. Mr. Dillingham is a former Trustee and served for several years as a senior administrator of the Universit}-. The scholarship is awarded each year to an able and deserving student. The R. E. Dorough Endowed Scholar: Funding was established by a gift from Mr. Dorough's estate. Scholarships from this fund are awarded to able and deserving students based on the criteria outlined in his will. Mr. Dorough was a former Trustee of the Universit\^. The William A. Egerton Memorial Endowed Scholar: Initial funding was established in 1988 by alumni Franklin L. Burke '66, Robert B. Currey '66, and Gary C. Harden '69 who encouraged other alumni and friends to assist in establishing this endowed scholarship fund in memory of Professor Egerton, a highly respected member of the facult}' from 1956 to 1978. The scholarship is awarded to a smdent with strong academic record and demonstrated leadership skills who is majoring in business administration. The Ernst & Young Endowed Scholar (formerly Ernst & Whinney): Funding was established in 1981 through the efforts of Murray D. Wood, a former vice chairman at Ernst & Whinney and by a gift from the accounting firm of Ernst & Whinney of Cleveland, Ohio. Scholarship preference will be given to superior students who are majoring in accounting. The Henry R. "Hank" Frieman Endowed Scholar: Funding was established by Mr. Frieman, class of 1936. An outstanding athlete during his days at Oglethorpe, Mr. Frieman spent a career in coaching. He is a member of the Oglethorpe Athletic Hall of Fame. This scholarship is awarded annually based on academic achievement, leadership qualities, demonstrated need, and a special interest in sports. The Charles A. Frueauff Endowed Scholar: Funding was established by grants from the Charles A. Frueauff Foundation of Littie Rock, Arkansas. Scholarship preference is given to able and deserving smdents from middle-income families who do not quaUfi,' for governmental assistance. The criteria for selection also include academic abiHt}' and leadership potential. The Lu Thomasson Garrett Endowed Scholar: Funding was established in honor of Lu Thomasson Garrett, class of 1952, a former Trustee of the University', and a recipient of an Oglethorpe Honorary Doctor of Humane Letters degree. Preference for awarding scholarships from this fund is given to students who meet the criteria for an Oglethorpe Scholars Award and are majoring in education or business administration. 43 The Georgia Power Company Endowed Scholar: Funding was established bv a grant from the Georgia Power Company of Atlanta. The fund will provide scholarship support for able and deserving students from Georgia. Georgia Power Scholars must have at least a 3.2 grade-point average, leadership abiUt}' and must demonstrate financial need. The Goizueta Endowed Scholar: Established by grants from the Goizueta Foundation, this endowment provides need-based scholarships for Hispanic smdents who reside in the United States. Participation in high school extracurricular activities and an evaluation of the smdent's potential to succeed at Oglethorpe is considered. The Walter F. Gordy Memorial Endowed Scholar: Funding was established in 1994 with a bequest from the Estate of William L. Gordy, class of 1925. Walter Gordy was also an alumnus of Oglethorpe, class of 1924. The scholarship fund was increased in 1995 with a bequest from the Estate of Mrs. William L. (Helene) Gordy. Scholarships from this fund are awarded at the discretion of the University. The Bert L. and Emory B. Hammack Memorial Scholar: This is one of three scholarships established by gifts from Mr. Francis R. Hammack, a member of the class of 1927 and brother of Bert L. and Emory B. Hammack. This scholarship, established in 1984, is awarded annually to a senior student majoring in science or mathematics, who is a native of Georgia and who had the highest academic grade-point average of all such students who attended Oglethorpe University in his/her previous undergraduate years. The Francis R. Hammack Scholar: Established in 1990, this fund is the second endowed financial assistance program created by Mr. Hammack, a member of the class of 1927. It is to be awarded annually to a needy but worthy student who is a native of Georgia, a junior class member majoring in English, and has attended Oglethorpe University' in his/her prexious undergraduate years. The Leslie U. and Ola Ryle Hammack Memorial Scholar: Funding of this third gift was established in 1985 by Francis R. Hammack, class of 1927, in memory of his parents. It is awarded annually to a junior class student working toward the Bachelor of Business Administration degree, who is a native of Georgia and who had the highest academic grade-point average of all such students who attended Oglethorpe Universit\' in his/her previous undergraduate years. The Harold Hirsch Foundation Endowed Scholarship: Established in 1981 by the Harold Hirsch Foundation with the intent of assisting non-traditional age smdents, this scholarship is awarded annually to students enrolled in the Universit\? College program. The Ira Jarrell Endowed Scholar: Funding was established in 1975 to honor the late Dr. Jarrell, former Superintendent of Atianta Schools and a 1928 graduate of Oglethorpe. It is awarded annually in the fall to a new student who is a graduate ot an Atianta public high school studying teacher education. Should there be no eligible applicant, the award may be made to an Atianta high school graduate in any field, or the Universit}' may award the scholarship to any worthy high school graduate requiring assistance while working in the field of teacher education. The Nancy H. Kerr Endowed Scholarship: Funding was established by Margaret O.Y. Chin, class of 1987, in honor of former Oglethorpe Universit}' Professor of Psychology and Provost Nancy H. Kerr. Scholarships are awarded annually to student(s) who demonstrate superior academic achievement, leadership potential, and active communit}^ involvement. The Mary Jane Stuart Kohler Memorial Scholarship Fund: The Fund was established by family and friends in memory of Mrs. Kohler, a 1990 graduate. The scholarship is awarded to a junior or senior female student who demonstrates strong involvement in campus life, a positive outiook coupled with diligence and commitment to all she undertakes, and at least a 3.0 grade-point average. 44 The Lowry Memorial Scholar: Established by a bequest from Emma Markham Lowry in 1923, awards are made to students who "desire an education but are unable to secure the same because of a lack of funds." The Vera A. Milner Endowed Scholar: Funding was established by Belle Turner Lynch, class of 1961 and a Trustee of Oglethorpe, and her sisters, Virginia T Rezetko and Vera T. Wells, in memory of their aunt, Vera A. Milner. The scholarship is awarded annually to a fuU- time student planning to study at Oglethorpe for the degree of Master of Arts in Teaching in Early Childhood Education. Eligibility may begin in the undergraduate junior year at Oglethorpe. Qualifications include a grade-point average of at least 3.25, a Scholastic Assessment Test or Graduate Record Examinadon score of 1100, and a commitment to teaching. The Virgil W. and Virginia C. MUton Endowed Scholar: Funding was established through the gifts of their five children. Mr. Milton was a 1929 graduate of Oglethorpe Universit}' and a former chairman of the Board of Trustees. He received an Honorary Doctor of Commerce degree from Oglethorpe in 1975. This scholarship is awarded based on the applicant's financial need, academic achievement, and leadership ability. The Dr. Keiichi Nishimura Endowed Scholar: Funding was established by his family in memory of Dr. Keiichi Nishimura, a Methodist minister who served in the poor areas of Tokyo for over 50 years. The scholarship is awarded to able and deserving international students and is based on financial need, academic achievement, and leadership potential. The Oglethorpe Christian Endowed Scholar: Funding was established by a grant from an Adanta foundation which wishes to remain anonymous. The fund also has received grants from the Akers Foundation, Inc., of Gastonia, North CaroUna; the Clark and Ruby Baker Foundation of Adanta; and the Mary and E. P. Rogers Foundation of Atlanta. Recipients must be legal residents of Georgia and have graduated from Georgia high schools. High school applicants must rank in the top quarter of their high school classes and have Scholastic Assessment Test scores of 1100 or more; upperclassmen must have a grade-point average of 3.0. Applicants must submit a statement from a local minister attesting to their religious commitment, active involvement in a local church. Christian character, and promise of Christian leadership and service. The Oglethorpe Christian Scholarship Committee interviews applicants. The Oglethorpe Memorial Endowed Scholar: Funding was established in 1994 by combining several existing scholarship funds created over the previous tu'o decades. This fund also allows persons to establish memorials with amounts smaller than would otherwise be possible. The following are honored in the Oglethorpe Memorial Endowed Scholarship Fund: Allen A. and Mamie B. Chappell Dondi Cobb Memorial Lenora and Alfred Glancy Foundation Golden Petrel Memorial Diane K. Gray P D. M. Harris William Randolph Hearst Anna Rebecca Harwell HUl and Frances Grace Harwell George A. HoUoway Sr. Elliece Johnson Memorial Ray M. and Mary Elizabeth Lee Foundation 45 The Manning M. Pattillo Jr. Endowed Scholar: Funding was established in 1988 by the Oglethorpe Nadonal Alumni Associadon from gifts received from many alumni and friends. Dr. Pattillo was Oglethorpe's 13* president, serving from 1975 until his retirement in 1988. In recognition of his exemplary leadership in building an academically strong student body and a gifted faculty, the scholarship is awarded to an academically superior smdent with demonstrated leadership skills. The E. Rivers and Una Rivers Endowed Scholar: Funding was established by the late Mrs. Una S. Rivers to provide for deserving students who qualify for the Oglethorpe Scholars Award. The Fred C. Robey Endowed Scholar: Funding was established by Fred C. Robey, a 1997 graduate of Oglethorpe University. This scholarship is awarded based upon financial need to students enrolled in University College. The J. Mack Robinson Endowed Scholar: Funding was established by Adanta businessman J. Mack Robinson. It is awarded to a deserving student who meets the general qualifications of the Oglethorpe Scholars Award. Preference is given to students majoring in business administration. The John P. Salamone Endowed Scholar: This scholarship was established bv Ben Salamone in honor of his son, John P. Salamone, a graduate of the class of 1986 who died in the World Trade Center attack on September 11, 2001. The scholarship is awarded annuallv to a student leader from New Jersey, New York, or Connecticut who is involved, or demonstrates the potential to be involved, in campus activities such as the intramural program, the athletic program, etc. Preference is given to a male student from New Jersey. The Steve and Jeanne Schmidt Endowed Scholar: Funding was established bv jVIr. and Mrs. Schmidt to support an outstanding student based upon high academic achievement and leadership in student affairs. Mr. Schmidt, class of 1940, is a former Chairman of the Board of Trustees and a recipient of an Oglethorpe Honorary Doctor of Laws degree. Mrs. Schmidt is a member of the class of 1942. The Timothy P. Tassopoulos Endowed Scholar: Funding was established in 1983 by S. Truett Cathy, founder of Chick-fil-A Inc., in honor of Timothy P. Tassopoulos, a 1981 graduate of Oglethorpe University. This scholarship is awarded to individuals who demonstrate academic achievement and leadership abilit}'. The Dr. Heyl G. and Ruth D. Tebo Endowed Scholar: Funding was established bv Dr. and Mrs. Tebo in 1994 to support Georgia residents majoring in chemistry, biology or other sciences. Preference is given to students who plan to do graduate smdy in medicine, dentistry or other specialties in the health sciences field. Dr. Tebo is an alumnus of Oglethorpe, class of 1937. The J. M. TuU Scholar: Funding was established by a gift from the |. M. Tull Foundation in 1 984. Scholarships are awarded annually to superior smdents with leadership abilit}- as weU as financial need. The United Technologies Corporation Endowed Scholar: Funding was established by a grant from the United Technologies Corporation, Hartford, Connecticut. The fund proxides scholarship support for able and deserving students who are majoring in science or pursuing a pre- engineering program. United Technologies Scholars must have at least a 3.2 grade-point average and leadership ability, as well as financial need. 46 The Charles Longstreet Weltner Memorial Endowed Scholar: Funding was established in 1993 by former United States Senator Wychc Fowler Jr., his longtime friend and colleague. An alumnus of the class of 1948 and trustee of Oglethorpe Universit}', Charles Weltner was Chief Justice of the Supreme Court of Georgia at the time of his death in 1 993. He was the recipient of the "Profile in Courage" award in 1991 and a recipient of an Oglethorpe Honorary Doctor of Humane Letters degree. He was a tireless advocate for equal rights for minorities and, while serving in the United States House of Representatives, was the only congressman from the Deep South to vote for the Civil Rights Act of 1964. Weltner Scholarships are awarded annually to selected Oglethorpe students who are residents of the State of Georgia with financial need, satisfactory academic records, and, to the extent allowed by law, of African- American descent. At the donor's request, the amount of the scholarship award to any recipient is to be no more than one-half of fuU tuition in order to encourage student recipients to work to provide required additional funds. The L. W. "Lefty" and Frances E. Willis Endowed Scholar: Funding was established by the family of the late L. W. "Lefty" Willis, class of 1925. Preference will be given to outstanding students who are pursuing a pre-engineering program. This award is based on academic achievement, leadership abiUt}', and financial need. The Vivian P. and Murray D. Wood Endowed Scholar: Funding was established by gifts from Mr. and Mrs. Murray D. Wood. Mr. Wood is a former vice chairman of the Board of Trustees and former chairman of Oglethorpe University's Campaign for Excellence. Scholarship preference is given to superior students who are majoring in accounting. The David, Helen, and Marian Woodward Endowed Scholar: Funding was established by grants from the David, Helen, and Marian Woodward Fund of Atianta to provide assistance to students who meet the criteria for an Oglethorpe Scholars Award. The award is based upon superior academic achievement, leadership potential, and financial need. The Louise H. Woodbury Endowed Scholar: Funding was established by the late Mrs. Louise H. Woodbury. Scholarship preference is given to a worthy student in need. Annual Scholarships The BCES Foundation Urban Leadership Scholar: Funding is provided annuaUv for a sophomore, junior, or senior who is enrolled in the Rich Foundation Urban Leadership Program. First Families of Georgia (1733 to 1797) Annual Scholar: Funding is awarded to an academically superior senior majoring in history. First Families of Georgia is a society- whose members are able to document their descent from early settiers of the State of Georgia. The Wilson P. Franklin Annual Scholar: Funding is awarded to a deser\'ing student. Mr. Franklin, class of 1939, established this scholarship with a gift in 1995. The Mack A. Rikard Annual Scholar: Funds were established in 1990 by Mr. Mack A. Rikard, class of 1937 and a former Trustee of the University. He received an honorary Doctor of Commerce degree from Oglethorpe in 1 992. Funds are awarded to able and deserving students who meet certain criteria. The criteria are flexible, with consideration being given to a number of factors, including without limitation academic achievement, leadership skills, potential for success, evidence of propensity for hard work, and a conscientious application of abilities. Recipients must be individuals born in the United States of America and are encouraged, at such time in their business or professional careers when financial circumstances permit, to pro\ide from their own funds one or more additional scholarships to worthy Oglethorpe students. The Lettie Pate Whitehead Foundation Scholar: Grants have been made annually for a number of years to Christian women from the Southeastern states who are deser\ing and in need of financial assistance. 47 Endowed Professorships and Lecture Series Frances I. Eeraerts Professor of Foreign Language: This professorship was established in 1 997 by a bequest from the estate of Miss Eeraerts, a non-traditional student who graduated in 1976. Milner Professor of Education: The Milner Professorship was established in 1988 by the Vera A. Milner Charitable Trust. The trustees of the Milner Trust, Belle Turner Lynch, class of 1961, Virginia Turner Rezetko, and Vera Turner Wells, created the professorship in honor of their aunt. Vera A. Milner. The holder of the professorship is a scholar in early childhood education. Manning M. Pattillo Jr. Professor of Liberal Arts: This professorship was established in 1991 through the generosit}' of Miriam H. and John A. Conant and the John H. and Wilheknina D. Harland Charitable Foundation in honor of Dr. Pattillo, the 13* president of Oglethorpe from 1975 to 1988. The professorship honors the work of an outstanding faculty- member. A new Pattillo Professor is chosen every two years. The Mack A. Rikard Chair in Business Administration and Economics and Lecture Series: The Mack A. Rikard Chair supports a scholar in business administration or economics, advancing Mr. Rikard's own interest in the free enterprise system. The chair also coordinates the Rikard Lecture Series, aimed at helping college students understand current issues in business. Established in 1991 by Mr. Rikard, a 1937 alumnus and an honorary degree recipient, the lectures bring to campus guest speakers who are recognized leaders in their professions. The series is intended to foster in students a particular appreciation of economics. Endowed Prize Funds The Lu Thomasson Garrett Annual Award for Meritorious Teaching: This prize was created in 1994 through the generosit}' of Mr. and Mrs. David (Lu La Thomasson) Garrett. The late Mrs. Garrett was a 1952 graduate, an Oglethorpe honorary degree recipient, and member emerita of the Board of Trustees. The prize is awarded annually to an outstanding faculr\' member selected by a committee of his or her peers. The Anne Rivers Siddons Award: This fund was endowed by Anne Rivers Siddons, the celebrated novelist, former member of the Board of Trustees, Oglethorpe honorarv degree recipient, and daughter of L. Marvin Rivers, a 1928 graduate. The prize is awarded annuaUv to a graduating senior majoring in English who has submitted the best work of short fiction. Special Purpose Named Endowed Funds The Herman Daughtry Fund: This fund was established in 1980 by a gift from the Daughtry Foundation. It provides support for professional travel and scholarship bv the President and for special projects relating to the Office of the President. The Grenwald Faculty Salary Endowment: This fund was established in 1991 bv a bequest from Edward S. Grenwald. Mr. Grenwald was a law professor before coming to Adanta to engage in the private practice of law. He served as a member of the Oglethorpe Universin' Board of Visitors and of the Board of Trustees. The fund is part of the Universirv s permanent endowment and, at Mr. Grenwald's request, used primarily for the enhancement of facult\- salaries. The Eugene W. Ivy Endowment Fund: Established bv planned gifts from Mr. l\-\\ a 1949 graduate of Oglethorpe, the Fund provides unrestricted income to the Universin". 48 The National Endowment for the Humanities Core Curriculum Endowment: In 1996, Oglethorpe Universit}' was awarded a challenge grant in the amount of 5300,000, which enabled the University to raise a total of $1.1 million for an endowment to support the Core Curriculum and library purchases for the Core. The Cemal and Armagan Ozgorkey Entrepreneurial Endowment Fund: Created in 2001 by Cemal, class of 1984, and Armagan, class of 1985, Ozgorkey, the fund supports entrepreneurial acdvities in the Division of Economics and Business Administradon. Such acdvities include residencies by guest entrepreneurs and business plan competidons. The Pattillo Faculty Lounge Endowment Fund: Created in 2000 by the PatdUo Family Foundation in honor of Manning M. PatdUo Jr., the 13"^^ president of Oglethorpe, this fund provides a permanent source of funds to maintain and improve the Facult}' Lounge on the third floor of Hearst Hall. The Garland Pinholster Fund for Academic and Athletic Excellence: The fund was established in 1995 by friends and admirers in honor of Mr. Pinholster, who served as Athletic Director and Head Basketball Coach from 1956 to 1966. Mr. Pinholster received an honorary Doctor of Humane Letters from Oglethorpe in 2004. The fund provides incremental funding beyond the Athletic Department's normal operating budget. The Rich Foundation Urban Leadership Program Endowment: Established in 1996 by the Rich Foundation, this endowment provides funding for the Rich Foundation Urban Leadership Program, a certificate program that challenges its participants to pursue their leadership potential while utilizing the cit}' of Atianta as a living laboratory. The Philip Weltner Endowment: This fund was created in 1981 by memorials to Dr. Philip Weltner, the sixth president of Oglethorpe. Earnings from the fund support instruction in "human understanding, citizenship, and communit}' service," three of the pillars of the Oglethorpe curriculum during the Weltoer years, 1944 to 1953. Student Emergency Loan Funds The Olivia Luck King Student Loan Fund provides short-term loans to enrolled smdents from Georgia. Her husband, Mr. C. H. King of Marietta, Georgia, established the fund in memory of Mrs. King. Mrs. King was a member of the class of 1942, and Mr. King received his master's degree from Oglethorpe in 1936. The David N. and Lutie P. Landers Revolving Loan Fund pro\ades short-term loans for needy and deserving students. The fund was established by a bequest from the estates of Mr. and Mrs. Landers of Atianta. The Steve Najjar Student Loan Fund provides short-term loans and financial assistance to deserving Oglethorpe smdents. The fund was established in memory of Mr. Najjar, who, with his aunt "Miss Sadie" Mansour, operated the Five Paces Inn, a family business in the Buckhead section of Atianta. The Five Paces Inn was a popular establishment for Oglethorpe smdents for many years. A number of Oglethorpe alumni, especially students in the late 1950s and early 1960s, established this fund in Mr. Najjar's memory. 49 50 Tuition and Costs Fees and Costs The fees, costs, and dates listed below are for 2004-05. Financial information for 2005- 06 will be available in early 2005. The tuition charged by Oglethorpe University represents only 63 percent of the actual expense of educating each student, the balance coming from endowment income, gifts, and other sources. Thus, every Oglethorpe undergraduate is the beneficiary of a hidden scholarship. At the same time, 90 percent of the students are awarded additional financial assistance in the form of scholarships, grants, and loans from private, governmental, or institutional sources. The tuition is $10,450 per semester. Room and board (subject to size and location) is $3,550 per semester. Students who desire single rooms are assessed $4,455 for room and board. The tuition of $10,450 is applicable to all students taking 12-17 semester hours. These are classified as full-time smdents. Students taking less than 12 semester hours are referred to the section on Part-Time Fees. Students taking more than 17 hours during a semester are charged $410 for each additional hour. Payment of tuition and fees is due three weeks prior to registration each semester. Failure to make the necessary payments will result in the cancellation of the student's registration. Students receiving financial aid are required to pay the difference between the amount of their aid and the amount due by the deadline. Students and parents desiring information about various payment options should request the pamphlet "Payment Plans." New students who require on-campus housing for the fall semester are required to submit an advance deposit of $300 of which $200 is a damage deposit for the room and $100 is an advance deposit applied to student fees. New commuting students are required to submit an advance deposit of $100. Such deposits are not refundable. However, the deposit is credited to the student's account for the faU semester. Upon payment of the room and board fees, each student is covered by a Student Accident and Sickness Insurance Plan. Coverage begins on the day of registration. Full-time students residing off campus may purchase this insurance for $139 per year. International students, students participating in any intercollegiate sport and students participating in intramural football or basketball are required to have this medical coverage or its equivalent. (Insurance rates are subject to change.) In addition to tuition and room and board charges, students mav be required to subscribe to the following: 1. Damage Deposit: A $200 damage deposit is required of all resident students. The damage deposit is refundable at the end of the academic year after any charge for damages is deducted. Room keys and other University propert^" must be returned and the required checkout procedure completed prior to issuance of damage deposit refunds. Smdents who begin in the spring semester also must pav the $200 damage deposit. 2. Graduating Senior: Degree completion fee of $95. 3. Science Laboratory Fee: An $85 fee is assessed for each laboratorv course taken. 4. Art Fee: A $65 fee is assessed on certain art courses. Courses requiring a fee will be noted in the semester class schedule. 52 FuU-Time Fees - 2004-05 Full-time on-campus student: FaU, 2004 Tuition $10,450 Room & Board 3,550 Damage Deposit 200 Activity Fee 50 Advance Deposit 100 Full-time commuting student: FaU, 2004 Tuition $10,450 Activity Fee 50 Advance Deposit 100 Spring, 2005 Tuition $10,450 Room & Board 3,550 Damage Deposit Acdvity Fee 50 Advance Deposit Spring 2005 Tuition $10,450 Activity Fee 50 Advance Deposit - These schedules do not include the extra cost of single rooms, books and supplies (approximately $700 per year), or travel and personal expense. All fees are subject to change. Please inquire with the Business Office for a complete Fee Schedule and for 2004-2005 fees. Part-Time Fees - 2004-2005 Students enrolled part-time in day classes during the fall or spring semesters will be charged $855 per credit hour. This rate is applicable to those students taking 11 semester hours or less. Students taking 12 to 17 hours are classified full-time. Please inquire with the Business Office for a complete Fee Schedule. Institutional Refund Policy The establishment of a refund policy is based on the Universit}''s commitment to a fair and equitable refund of tuition and other charges assessed. VCTiile the Universit}' advances this policy, it should not be interpreted as a policy of convenience for students to take Ughtiy their responsibilit}' and their commitment to the Universit}'. The UniversiU' has demonstrated a commitment by admitting and providing the necessary programs and expects students to reciprocate that commitment. If a student must withdraw from a course or from the Universit}^, an official withdrawal form must be obtained from the Registrar's Office and correct procedures followed. The date that wiU be used for calculation of a refund for withdrawal or Drop/Add will be the date on which the Registrar receives the official form signed by aU required personnel. AH students must follow the procedures for withdrawal and Drop/Add in order to receive a refund. Students are reminded that aU changes in their academic programs must be cleared through the Registrar; an arrangement with an instructor will not be recognized as an official change of schedule. This policy has direct implications for students recei\'ing benefits from the \'^eterans Administration and other federal agencies as these agencies must be notified when a student withdraws or otherwise ceases to attend class. This may result in a decrease in payments to the student. See Drop and Add and Withdrawal from the Universit)' in the Academic Regulations and Policies section of this B////eti/i. 53 Since the University does not retain the premium for insurance coverage, it will not be refunded after registration day. Since room and board services are consumed on a daily basis, during the period when tuition is to be refunded on a 100 percent basis, the room and board refund wiU be prorated on a daily basis. After the 100 percent tuition refund period, room and board refunds revert to the same schedule as tuition refunds. All other fees except the advanced deposit are subject to the refund schedule as established by the Business Office. Return of Title IV Funds Policy If a smdent completely withdraws from Oglethorpe Universit}' during the first 60 percent of the payment period and has received federal student financial assistance, the school must calculate the amount of federal funds the student "did not earn." This process is required to determine if the school 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 completely before completing 60 percent of the payment period, the percentage "earned" is equal to the percentage of the payment period that was completed. If the smdent withdraws after completing 60 percent of the payment period, the percentage earned is 100 percent. If the smdent has received more federal assistance than the calculated amount "earned," the school, or the student, or both, must remrn the unearned funds to the appropriate federal programs. The school must remrn the lesser of: the amount of federal funds that the smdent does not earn; or, the amount of instimtional costs that the student incurred for the payment period multiplied by the percentage of funds "not earned." The smdent must remrn (or repay, as appropriate) the remaining unearned federal funds. An exception is that smdents are not required to remrn 50 percent of the grant assistance received that is their responsibilitjf to repay. It should be noted that the Institutional Refund Policy and the federal Return of Title IV Funds Policy (R2T4) are separate and distinct. Smdents who completely withdraw after Oglethorpe's refund period has passed and before the 60 percent point of the payment period mav owe a balance to the University previously covered by federal aid. The withdrawal date used in the R2T4 calculation varies depending on the individual smdent's simation. Smdents receiving federal assistance are advised to consult the Office of Financial Aid before initiating the withdrawal process to see how these new regulations will affect their eligibilit}^ Smdent financial aid refunds must be distributed in the following order by federal regulation: 1 . Federal Unsubsidized Stafford Loans 2. Federal Subsidized Stafford Loans 3. Federal Perkins Loan Program 4. Federal PLUS loans 5. Federal Pell Grant Program 6. Federal SEOG Program 7. Other federal aid programs 54 Financial Obligations A student who has not met all financial obligations to the Universit)' will not be aUowed to register for courses in subsequent academic sessions; he or she will not be allowed to receive a degree from the Universit}^; and requests for transcripts will not be honored. Oglethorpe University retains the right to assess finance charges and /or late fees when a student's account is past due. In the event a student defaults on pavment of his or her account, Oglethorpe retains the right to turn the account over to a third-part}' collection agency. Any cost of collections will be the responsibilit}' of the student. 55 56 Student Affairs Orientation Oglethorpe University provides entering students with the opportunit}' to make a successful adjustment to college. The University community's tradition of close personal relationships results in an orientation program that fosters the development of these relationships and provides much needed information about the University. Throughout orientation information is disseminated which acquaints smdents with the academic program and the extracurricular life of the campus communit}-. To supplement the student's orientation experience, the course Fresh Focus is required for all entering first vear students during the first semester. For a description of Fresh Focus, please see the Educational Enrichment section of this Bulletin. Beginning in Summer 2004, Oglethorpe University will schedule one-day sessions to familiarize smdents with the Oglethorpe campus and facilitate the transition to college life. The Office of Student Affairs, in collaboration with the Office of Admission and the Provost and Senior Vice President, organizes both the summer orientation sessions and fall orientation to celebrate the induction of students into the Oglethorpe community. International Student Services The Office of Admission in Lupton Hall and the Office of Smdent Affairs, which is located in the Emerson Student Center, work together to meet the needs of international smdents. Through a specially designed orientation program and ongoing contacts, the new international smdent is assisted in the process of adjustment to life at an American college. Special tours, host family programs, and social occasions are available to ensure that smdents can benefit fuUv from cross-culmral experiences. The International Smdent Advisor helps smdents with questions related to their immigration stams. Housing and Meals The residence halls are available to all full-time day smdents. There are single gender and co-ed residence halls. A housing staff of Resident Assistants and housing professionals supervise each residential area. All freshmen not living at home with a parent or legal guardian are required to live on campus. Beginning in the Fall 2005 Semester, all sophomores not li^^ng at home with a parent or legal guardian are required to live on campus. All smdents living in the residence halls are required to participate in a Universit\' meal plan. Meals are served in the Emerson Smdent Center. Nineteen meals are served each week and three different meal plan options are available. Two of these options include flex dollars which may be used at the Oglethorpe Cafe in Goodman Hall. No breakfast is served on Samrdav, Sunday, or holidays. Instead, a brunch is served from mid-morning until early afternoon. An evening meal is also served on these days. In addition to the residence halls, there are six Greek houses that accommodate some members of four fraternities and two sororities. Health Services The Center for Counseling and Health Services is staffed by a registered nurse, a part- time clinic physician, and a licensed psychologist. The center operates on a regular schedule during weekdays when classes are in session and provides basic first aid and limited medical assistance for students. 58 In the event additional or major medical care is required, or for emergencies, the student-patient will be referred to medical specialists and hospitals in the area with which the health service maintains a working relationship. When it is determined that a student's physical or emodonal health is detrimental to his or her academic smdies, group-Living situation, or other reladonships at the Universit}' or in the community, the student will be required to withdraw. Re-admission to the Universit}' will be contingent upon acceptable verification that the student is ready to return. The final decision will rest with the University. All resident students subscribe to a Student Accident and Sickness Insurance Plan provided through the Universit)'. Full-time students Living off campus may purchase this insurance. International smdents and students participating in aU intercollegiate sports and intramural football are required to enroll in the Insurance Plan or have equivalent coverage. A brochure is available at the Center for Counseling and Health Services that describes the coverage provided by the plan. Counseling and Personal Development Counseling and referrals for professional services are available to students experiencing a variet)' of personal or social problems. The Center for Counseling and Health Services, staffed by a licensed psychologist and assistants, offers individual and group therapy. Special outreach and consultation programs are conducted on campus to provide information and promote development in leadership skills, interpersonal relationships, sexual abuse, eating disorders, and substance use, among others. The center also offers assistance to students encountering academic difficulties. Time management, test anxiety and stress reduction, and study skills are programs designed to tackle such issues. Student Rights and Responsibilities Among the enumerated rights of Oglethorpe Universit}' students are freedom of expression and peacefiil assembly, the presumption of innocence and procedural fairness in the administration of discipline, and access to personal records. As members of the Oglethorpe communit}?, students are responsible for maintaining high standards of conduct and respecting the privacy and feelings of others and the propert}- of both smdents and the Universit}'. Smdents are expected to display behavior that is not disruptive of campus life or the surrounding communit}'. They represent the Universit}' off campus and are expected to act in a law-abiding and mature fasliion. Those whose actions show that thev have not accepted this responsibility may be subject to disciplinary action as set fordi in the Universit}''s smdent handbook. The O Book. The O Book The O Book is the smdent's guide to Oglethorpe Universit}'. It contains thorough information on the history, customs, traditional events, and ser^'ices of the Universit}; as well as University regulations. It also contains the full texts of the Oglethorpe Universit}' Honor Code, the E-mail and Computer Use Policy and the Constimtion of the Oglethorpe Smdent Association. This handbook outlines the policies for recognition, membership eligibUit\', and leadership positions for campus student organizations and publications. 59 Student Role in Institutional Decision Making Student opinions and views play a significant role in institutional decisions affecting their interests and welfare. A comprehensive standardized student opinion survey is administered to students annually. In addition there is the Core Survey administered in core courses, as well as the Course Assessment in all courses and the Advising Assessment which all students are asked to complete. Students serve on key academic committees such as the Commencement Committee, the Core Curriculum Committee, the Experiential Education Committee, the Round Tables Committee, and the Teacher Education Council. Particularly important is the role of elected student government representatives in this process. The president along with selected other officers of the Oglethorpe Student Association meet regularly each semester with the University's senior staff to discuss smdent body concerns. At least twice each year student government representatives meet with the Campus Life Committee of the Board of Trustees. In addition, the Oglethorpe Student Association collaborates with the President of the University and the senior staff in sponsoring periodic "town meetings" to which all students are invited. Oglethorpe Student Association The Oglethorpe Student Association is the guiding body for student life at Oglethorpe University. The O.S.A. consists of three elected bodies: an executive council, composed of a president, two vice presidents, parliamentarian, secretary, treasurer, and presidents of the four classes; the senate, chaired by a vice president, and composed of four senators from each class; and, the programming board, chaired by a vice president and composed of the freshman class president, one senator from each class, and three elected representatives from each class. All three bodies meet regularly and the meetings are open to the public. The O.S.A. administers a student activity fee that is assessed to all full-time day students. Additional information can be obtained from the O.S.A. Office or the Student Center Office located on the lower level of the Emerson Student Center. The address is Oglethorpe Student Association, 3000 Woodrow \Xav, N.E., Adanta, GA 30319-2797. Student Organizations Valuable educational experience may be gained through active participation in approved campus activities and organizations. All students are encouraged to participate in one or more organizations to the extent that such involvement does not deter them from high academic achievement. Smdents are encouraged especially to join professional organizations associated \nth their interests and goals. Eligibility for membership in student organizations is limited to currendv enrolled students. To serve as an officer of an organization, a student must be enrolled full time and mav not be on academic or disciplinary probation. 60 Recognized Student Organizations Alpha Chi National Academic Honorary Alpha Phi Omega - National (Coed) Service Fraternity Alpha Psi Omega Drama Honorary Amnesty International Atlanta YAD: Jewish Student Union Beta Omicron Sigma - Business Honorary Black Student Caucus Le Cercle Fran^ais French Club Chi Alpha Sigma - National CoUege Athlete Honor Society Circle K CoUege Democrats College Republicans ECOS Environmentally Concerned Oglethorpe Smdents Fellowship of Christian Athletes Feminist Majority Alliance Film Club International Club Interfraternity Council Oglethorpe Ambassadors Oglethorpe Dancers Oglethorpe YAD Jewish Student Organization Omicron Delta Kappa National Leadership Honorary Order of Omega Greek Honor Society" OU Cheerleaders OU Dancers OUTlet - Smdents Against Homophobia Panhellenic Council Phi Alpha Theta - National History Honorary Phi Beta Delta Honor Society for International Scholars Phi Delta Epsilon International Medical Society Phi Eta Sigma Freshman Academic Honorary The Playmakers Oglethorpe University Theatre Psi Chi - National Psychology Honorary Psychology and Sociology Club Rho Delta Rho Lambda Panhellenic Honorary Sigma Pi Sigma National Physics Honorary Sigma Tau Delta National English Honorary Sigma Zeta National Science Honorary Society of Physics Smdents (SPS) ThaUan Society Philosophical Discussion Group The Stormy Petrel Smdent Newspaper The Tower Literary Magazine The Yamacraiv Yearbook Ultimate Frisbee University Accounting Society University Chorale University Singers 61 Fraternities and Sororities The Greek community at Oglethorpe is made up of four fraternities and three sororities. The fraternities are Chi Phi, Delta Sigma Phi, Kappa Alpha Order, and Sigma Alpha Epsilon. The sororities are Alpha Sigma Tau, Chi Omega, and Sigma Sigma Sigma. These organi2ations contribute positively to campus life by providing a variet}' of leadership, service, and social opportunities for students. Membership in these organizations is voluntary and subject to guidelines established by the Interfraternity Council, the Panhellenic Council, and the Assistant Director for Residential Services and Greek Affairs. The fraternit\' and sorority recruitment process takes place early in the fall semester. Athletics At Oglethorpe University the students who participate in intercollegiate athletic competition are considered to be smdents first and athletes second. The Universit}' is an active member of the Southern CoUegiate Athletic Conference (SCAC) and Division III of the National CoUegiate Athletic Association (NCAA). Members of Division III may not award financial aid (other than academic honor awards) to any student-athlete, except upon a showing of financial need by the recipient. Oglethorpe provides a program of Oglethorpe Scholars Awards, which is described in the Financial Assistance section of this bulletin. Many students who are interested in sports and are superior academically do qualify for this form of assistance. The University offers intercollegiate competition in basketball, basebaU, soccer, cross- country, tennis, golf, and track and field for men; and in soccer, basketball, volleyball, cross- country, tennis, golf, and track and field for women. The Stormy Petrels compete against other SCAC schools, including Trinity University, MiUsaps College, Rhodes College, The University' of the South, Southwestern University, Hendrix CoUege, Centre College, DePauw University', and Rose-Hulman Institute of Technology. The Petrels also challenge teams from schools outside the SCAC, such as Emory University and Washington and Lee University. Intramural and Recreational Sports In addition to intercollegiate competition, an array of intramural and recreational sports is offered. There are opportunities for aU students to participate in physically and inteUecmaUv stimulating activities. Four competitive team sport seasons are offered in which men and women can compete in flag football, volleyball, basketball, wiffle ball, and ultimate frisbee. There are also several short seasons or tournaments in soccer, softball, field hockey, lacrosse, bocce, chess, and sand volleyball. In addition, aerobics, weight training, dance and fencing classes are also offered at the Steve Schmidt Sport and Recreation Center. Cultural Opportunities on Campus There are numerous cultural opportunities for students outside die classroom, such as concerts, theatrical productions, and lectures by visiting scholars. The Mack A. Rikard lect\ires expose students to leaders in business and other professions. The University Singers perform several times during the year, including seasonal events, often featuring guest artists. The Oglethorpe Universit}' Museum of Art, on the third floor of Philip Welmer Library, sponsors exhibitions as well as lectures on associated subjects and occasional concerts in the museum. The Playmakers, Oglethorpe University Theatre, also stage four productions each year in die Conant Performing Arts Center. Two annual events, the Oglethorpe Night of the Arts and International 62 Night, provide a showcase for campus talent. The former presents student literary, musical, and visual arts talent. The latter features international cuisine and entertainment. The Georgia Shakespeare Festival, located permanently on the Oglethorpe campus, has a summer and fall schedule of performances that is also a valuable cultural asset to the Oglethorpe communit}'. Opportunities in Atlanta Oglethorpe is located eight miles from downtown Adanta and just two miles from the city's largest shopping center. A nearby rapid transit station makes transportation quick and efficient. This proximity to the Southeast's most vibrant cit}' offers students a great variet\' of cultural and entertainment oppormnities. There are numerous excellent restaurants and clubs in nearby Buckhead. Downtown Adanta offers major league professional baseball, football, ice hockey, and basketball to sports fans as well as frequent popular concerts. The Adanta Symphony Orchestra performs from September through May in the Woodruff Arts Center. The Adanta Ballet and the Adanta Opera perform periodically at the Fox Theater which also presents musical theater and various concerts. The Alliance Theatre Company and many smaller companies present productions of contemporary and classical plays. The High Museum of Art hosts major traveling exhibitions in addition to its permanent collection. The Office of Student Affairs sponsors a series of field trips called AdantOUrs to museums, theater and dance programs, and places of cultural and historical interest in the metropolitan Adanta area. Policy on Discriminatory and Sexual Harassment Oglethorpe Universit)- values the dignit}' of the individual, human diversity-, and an appropriate decorum for members of the campus communit}'. Harassing behavior interferes with the work or smdy performance of the individual to whom it is addressed. It is indefensible when it makes the work, study or living environment hostile, intimidating, injurious or demeaning. It is the policy of the Universit}' that smdents and employees be able to work, smdv, participate in activities and live in a campus community free of unwarranted harassment in the form of oral, written, graphic or physical conduct which personally frightens, intimidates, injures or demeans another individual. Discriminatory harassment directed against an individual or group that is based on race, gender, religious belief, color, sexual orientation, national origin, disabilit}' or age is prohibited. Discriminatory harassment is defined as unwelcome oral, written, or physical conduct directed at the characteristics of a person or group such as negative name calling and imitating mannerisms, slurs, graffiti, or the physical act of aggression or assault upon another which interferes with the individual's employment or education, or creates an intimidating, hostile or offensive employment or educational environment. In addition, sexual harassment of a student bv another student, of a smdent by an employee, of an employee by a smdent, or of an employee by another employee will not be tolerated and is prohibited. Any unwelcome sexual advance, requests for sexual favors, ^'erbal or physical conduct of a sexual nature, or any verbal conduct that might be construed as a sexual slur that: 1) interferes with performance or creates a hostile, offensive, or intimidating en^^ronment and/or 2) is an expressed or implied condition imposed bv a faculty' member for evaluation or grading a student, or by an employee for evaluating job performance or advancement of a subordinate or colleague, wiU be viewed as misconduct. 63 Grievance Procedures Oglethorpe University has adopted an internal grievance procedure providing for the prompt and equitable resolution of complaints alleging any action prohibited by regulations under Tide VI, Tide VII, Tide IX, Section 504, the Age Discrimination Act, and the Americans with Disabilities Act. The following Universit}' officials have been designated to respond to allegations regarding violation of any of these regulations: the Vice President for Student Affairs (Mr. Timothy Doyle, Emerson Student Center, (404) 364-8336), the Provost and Senior Vice President (Dr. Christopher Ames, Lupton Hall, (404) 364-8317), the Director of Human Resources (Ms. Carol E. Carter, Lupton Hall, (404) 364-8325), or the University Psychologist and Director of the Counseling Center (Dr. Bonnie L. Kessler, Emerson Student Center, (404) 364-8456). Complaints alleging misconduct as defined in this poHcy on discriminatorv and sexual harassment should be reported within 90 days of the alleged offense. Complainants may seek informal or formal resolution. All complainants must complete a written Discriminator}' Harassment Incident Report which may be obtained from any of the aforementioned officials. Complainants are encouraged to explore informal resolution before fULng a formal complaint. Informal resolution focuses on communication, education, and resolution while formal procedures focus on investigation and discipline. Informal complaints will be resolved within 15 working days with a written resolution given to each of the parties involved. If the situation results in an impasse, the complainant will be given a notice of impasse within 15 working days from the fiHng of the incident. If a notice of impasse is given and the complainant wishes to file a formal written complaint, the complainant must do so within 30 working days of the date of notice of impasse unless a waiver in filing time is requested. WTien a formal complaint is filed an investigation will be initiated. The alleged harasser will be given 10 days to provide a signed response to the requesting official. A copy wlU be provided to the complainant. If the alleged harasser falls to respond, the presumption wUl be made that the allegation(s) in the complaint are true. A written determination will be issued to the complainant within 60 working days of the receipt of the formal written complaint. If the procedure requires an extension of time, the complainant wiU be informed in writing of the reasons, the status of the investigation, and the probable date of completion. If the complainant disputes the findings or is dissatisfied with the recommendations, the complainant may request reconsideration of the case to the president, Larry D. Large, in writing within 45 working days of receipt of the written determination. Complainants also have the right to fde with the appropriate state or federal authorities under Tide VI, Tide VII, Tide IX, Section 504, the Age Discrimination Act, and the Americans with Disabilities Act. Cases that may require disciplinary action wiU be handled according to the established discipline procedures of the Universit}'. Smdent organizations in \'iolation of this policy may be subject to the loss of Universit}' recognition. Complainants shall be protected from unfair retribution. Nothing in this policy statement is intended to infringe on the indi\Tidual rights, freedom of speech, or academic freedom provided to members of the Oglethorpe communitv The scholarly, educational, or artistic content of any written or oral presentation or inquiry shall not be limited by this policy. Accordingly, this provision wiU be liberally construed but should not be used as a pretext for violation of the policy. 64 Honors and Awards These awards are presented at Commencement or at the Honors and Awards Convocation: Donald C. Agnew Award for Distinguished Service: This award is presented annually by members of the Oglethorpe Student Associadon and is chosen by that body to honor the person who, in their opinion, has given disdnguished service to the Universit}'. Dr. Agnew served as President of Oglethorpe University? from 1 957 to 1 964. Alpha Chi Award: This is an annual award made to the member of the sophomore class who best exemplifies the ideals of Alpha Chi in scholarship, leadership, character, and service. Alpha Phi Omega Service Award: This award is presented by Alpha Phi Omega fraternit}' to the student, faculty; or staff member who best exemplifies the organization's three- fold purposes of leadership, friendship, and service. Alpha Psi Omega Rookie Award: This award is presented annuaUv to the outstanding new member of The Playmakers. Art Awards of Merit: These are presented to students who have displayed excellence in photography, sculpture, painting and drawing. Leo BUancio Award: This award, created in memory of Professor Leo Bilancio, a member of the Oglethorpe history facult}' from 1958 to 1989, was established by the Oglethorpe Student Association and is presented to a graduating senior who has been an outstanding student of history. Mary Whiton Calkins and Margaret Floy Washburn Awards: Outstanding seniors majoring in psychology are honored with these awards. Chiaroscuro Juried Art Show Awards: These awards are presented to the artists who submit the best drawings, sculpture, photographs, and paintings to the annual student art show sponsored by Chiaroscuro, a club that supports the arts on campus. The Chanda Creasy Music Prize (University Singers of the Year): Given annually to one male and one female member who, in the opinion of the conductor, has made invaluable contributions to the organization and whose musical achievements and commitment has been of the highest order. The award is a cash prize, a personal plaque, plus their names listed on a master plaque in the University Singers rehearsal room. Deans' Award for Outstanding Achievement: This award is presented annually to a campus club, organization, or society which, in the opinion of the Vice President for Student Affairs and the Provost and Senior Vice President, has contributed most to Universit)' life. Financial Executives Institute Award: This award is presented annually by the Adanta Chapter of The Financial Executives Institute to students who have demonstrated leadership, superior academic performance, and potential for success in business administration. Georgia Society of Certified PubUc Accountants Certificate of Academic Excellence: This award is presented annually to the accounting major who has the highest overall grade-point average. Intramural Sports Awards: These awards are presented to the leading teams and individual athletes in men's and women's intramural competition. Sidney Lanier Prize: This award is given yearly to the student, or students, submitting excellent poetry to campus publications. 65 LeConte Award: The most outstanding student graduating with a major in one of the natural sciences or mathematics, as determined by the faculty in the Division of Natural Sciences, is recognized with this award. Leader in Action Award: The Leader in Action Award is presented to the student who best exemplifies the ideals of the Rich Foundation Urban Leadership Program. Charles M. MacConnell Award: This award honors a former member of the faculty and is presented by the sophomore class to the senior who, in the judgment of the class, has participated in many phases of campus life without having received full recognition. Metropolitan Atlanta Phi Beta Kappa Alumni Association Award: This award is given to the outstanding graduating senior in the Honors Program. The James Edward Oglethorpe Awards: Commonly called the "Oglethorpe Cups," these are presented annually to the man and woman in the graduating class who, in the opinion of the faculty, have excelled in both scholarship and service. Oglethorpe Poet Laureate: This award was first instituted by Mrs. Idalee Vonk, wife of former President Paul Vonk, and is an honor that is bestowed upon a freshman, sophomore, or junior who presents the best written work to The Tower for competition. Omicron Delta Kappa Emerging Leader Award: This award is made by Omicron Delta Kappa to the student in the freshman class who most fully exemplifies the ideals of this organization. Order of Omega Outstanding Sophomore Award: This award is presented by the Order of Omega, a national Greek honor society', to the sophomore who best exemplifies the principles of Greek life. Outstanding Male and Female Varsity Athletes of the Year Award: These awards are made annually to the outstanding male and female students participating in varsit}' sports. Outstanding Improvement in French Studies: This award honors the student who demonstrates excellence and dedication in French studies. Outstanding Mathematics/Computer Science Senior Award: This award recognizes the most exceptional senior majoring in either mathematics or mathematics and computer science. Outstanding Politics Senior Award: This award is given annually to die graduating senior who, in the judgment of the facult}', does the most sophisticated work in upper-level classes within the discipline. Outstanding Sociology Senior Aw^ard: The outstanding senior majoring in sociologv is honored with this award. Pattillo Leadership Award: The President of the Universirv presents this prize to a graduating student who has excelled in leadership accomplishments. The award is named for the 13* President of Oglethorpe Universit}', Manning M. Pattillo Jr. Phi Beta Kappa Faculty Group Award: This award is presented by the faculty- and staff members of Phi Beta Kappa to the graduating student who, in their judgment, has demonstrated outstanding scholarly qualities. Phi Eta Sigma Freshman Scholarship Award: This award is presented annually to die full-time freshman student with the highest grade-point average by Phi Eta Sigma, a national scholastic honor societ}' for freshmen. Publications Awards: Notable contributors to The Tower, The Stormy Petrel and The Yamacraw are recognized with these awards. 66 Resident Assistant of the Year: This award is presented annually to an exemplary student who organizes outstanding educational and social programs for dormitory residents and builds a sense of community in the residence halls. Anne Rivers Siddons Award: This award is given each year to the graduating senior majoring in English who is judged to have written the best piece of short tlction. The Warren Valine Music Prize (University Singers Most Valuable Member): Given annually to the student who is considered by the members of the Singers to be their most valuable member, the award is a cash prize, a personal plaque, plus the winner's name listed on a master plaque in the Universit}- Singers rehearsal room. Charles Longstreet Weltner Award: Sponsored by the -Stormy Petrel Bar Association in honor of Chief Justice Charles L. Weltner, class of 1948, this award is presented annuaUy to a student who demonstrates analytical and persuasive skills and an appreciation for the elements of civic leadership, as determined through a competitive essay and interview process. Sally Hull Weltner Award for Scholarship: This award is presented to the smdent in the graduating class who has the highest grade-point average on work completed at Oglethorpe among the students graduating with academic honors. Who's Who in American Colleges and Universities: This honor is given in recognition of the merit and accomplishments of smdents who are formally recommended by a committee of students, facult\', and administrators, and who meet the requirements of the publication IVho 's Who Among Students in American Colleges and Universities. 67 68 Academic Regulations and Policies Academic Advising Each student consults with a member of the faculty' in preparing course schedules, discussing completion of degree requirements and post-graduation plans, and inquiring about any other academic matter. The student's advisor in the first year is the instructor of the Fresh Focus section, which the student has selected prior to initial enrollment. The facult}' advisor is each student's primary point of contact with the University. To change advisors a student must complete the following procedural steps: 1. Ask the proposed "new" facult}' advisor for permission to be added to the facult}' member's advisee list. 2. Ask the current advisor to send the student file to the facult}' member who has agreed to be the smdent's new advisor. 3. Ascertain that the new advisor has received the file and has sent an Advisor Change notice to the Registrar's Office. This is the only method for changing academic advisors. When the smdent decides or changes a major field, he or she should change ad\isors, if necessary, to a facult}' member who has teaching responsibilities in that major field. Preregistration and Registration Schedule planning and course selection for all students is done online in consultation with each student's academic advisor. New students select courses with their facult}- ad\'isor during summer orientation or the official registration period that precedes the first day of classes of each semester. Returning students should make appointments to consult with their academic ad^-isors for course selection during preregistration week in November for the following spring semester and in April for the following summer sessions and fall semester. Full-time students wishing to participate in the Atlanta Regional Consortium for Higher Education (ARCHE) Cross Registration program (see Cross Registration below) also should select courses during the preregistration weeks. Cross Registration Oglethorpe Universit}' is a member of the Adanta Regional Consortium for Higher Education (ARCHE), a consortium of the 19 instimtions of higher education in the greater Adanta area. Through the Consortium, full-time Oglethorpe students may enroll on a space- available basis in courses at any other member institution. The student need not be admitted to the other institution and completes all procedures, including payment of tuition, at Oglethorpe. Because of instimtional deadlines, students should complete forms for cross registration during Oglethorpe's designated preregistration week. Courses taken at Consortium institutions on a cross-registration basis count as Oglethorpe courses for residence requirements. While grades earned through Consortium courses are not tabulated in grade-point averages, courses with grades of "C" or higher count toward graduation requirements. Interested students should consult the Registrar for program details. 70 Drop and Add Students who find it necessary to change their schedule bv dropping or adding courses must do so by completing a Drop/Add form from the Registrar's Office. This form must be returned to the Registrar's Office during the Drop/Add period as printed in the semester's Schedule of Classes. Withdrawal from a Course From the conclusion of the Drop/Add period through mid-semester or the middle of a summer session, changes in schedule constitute a withdrawal. The academic advisor, the instructor, and the Office of Financial Aid must approve withdrawals on the appropriate form from the Registrar's Office. Smdents withdrawing from a course may do so through the 9* week, or two weeks after the published mid-semester date with a "W" For two weeks between the 9* and 11''"' weeks, the grade "W" or "WF" may be given at the discretion of the instructor. Students withdrawing after the Friday that falls on the 11* week will receive a grade of "WF." Only m the case of medical emergency or hardship may students appeal a grade of "WF": a physician's letter should be submitted to the Provost and Senior Vice President. Students should note that any change of academic schedule is not official until it is filed in the Registrar's Office. The date the change is received in the Registrar's Office will be the official date for the change. If a student misses six consecutive class days in any course, the instructor wiU notify the Registrar's Office and it will be assumed that the student has unofficially withdrawn from the course. This does not eliminate the student's responsibiHt}' stated above concerning official procedure for withdrawal. Please see Institutional Refund Policy in the Tuition and Costs section of this Btil/etin. Withdrawal from the University Smdents who must withdraw from the University during a semester are required to complete the appropriate withdrawal form, which is available in the Registrar's Office. The Office of Financial Aid must also sign approval. The date the completed withdrawal form is submitted to the Registrar will be the official date for withdrawal. In the case of an emergency deparmre from the campus for which withdrawal forms have not been executed, the Registrar's Office may verify that the student has left campus as a result of an emergency and notify instructors. For absences of a year or more, see Re-admission in the Admission section of this Bulletin. Class Attendance Regular attendance at class sessions, laboratories, examinations, and official University- convocations is an obligation which all students are expected to fulfill. Facult}' members set attendance policies in their course syllabi. 71 Grading Faculty members submit mid-semester reports to the Registrar's Office on class rolls indicating Satisfactory or Unsatisfactory ("S" or "U"). These mid-semester reports are not part of the student's permanent record. Faculty members submit letter grades at the end of each semester. These grades become part of the student's official record. Once entered, a grade may not be changed except by means of an officially executed Change of Grade form. A smdent's cumulative grade-point average (GPA) is calculated by dividing the number of semester hours of work the smdent has attempted at Oglethorpe into the total number of quality points earned. The letter grades used at Oglethorpe are defined as follows: Grade A A- Meaning Superior Quality Points Numerical Equivalent 4.0 93-100 3.7 90-92 B+ 3.3 87-89 B Good 3.0 83-86 B- 2.7 80-82 C+ 2.3 77-79 c C- Satisfactory 2.0 73-76 1.7 70-72 D+ 1.3 67-69 D Passing 1.0 60-66 F Failure 0.0 59 and below FA Failure: Excessive Absences* W WF wx Withdrew Passing** Withdrew FaUing* Grade Withdrawn/ I IP Freshman Forgiveness (see below) Incomplete*** In Progress Policy S u AU Satisfactory**** Unsatisfactory* Audit (no credit) 70 or liigher Notes: * _ Grade has same effect as an "F" on the GPx\. ** _ Grade has no effect on the GPA; no credit awarded. *** _ Grcidp has 'sflmp pffpct as an "F" nr\ the GPA Tf a stnidenf is unable to complete the work for a course on time for reasons of healdi, family tragedy, or other circumstances the instructor deems appropriate, the grade "I" may be assigned. If the student completes the work within 30 days of the last day of fmal examinations (of the semester in question), die instructor will evaluate the work and turn in 72 a revised grade. Any "I" not changed by the professor within 45 days of the last day of final examinations will automatically be changed to a grade of "F." **** Grade has no effect on the GPA; credit is awarded. Only work completed at Oglethorpe is reflected in the Oglethorpe grade-point average. Good Academic Standing, Probation, and Academic Dismissal To be in good academic standing students must achieve the cumulative grade-point averages specified below in relation to the number of semester hours they have completed. Cumulative GPA Required Semester Hours Completed for Good Standing 0-35 1.50 36-64 1.75 65 and above 2.00 Students who fail to achieve good standing are placed on probation. Smdents who do not achieve good standing for two consecutive semesters (poor performance in summer sessions excluded) are subject to dismissal from the Universit}' for academic reasons. However, successful completion of summer classes taken at Oglethorpe may be used to achieve good academic standing. New students, freshmen, or transfer students who fail all courses during their first semester at Oglethorpe are subject to dismissal, unless the student received a "W" in all courses or had to withdraw from all courses for medical reasons. Students who have been dismissed for academic reasons may be readmitted after an absence of one spring or fall semester upon petition to the Provost. Students readmitted by petition must achieve good standing by the end of their second semester as readmitted students or be subject to permanent dismissal. (See also Re-activation Policy below.) Re-activation Policy Students in good academic standing who leave the Universit}' and return after a year's absence or more should notify the Admission Office of intent to re-enroU. Smdents who apply for re-activation or re-admission whether in good academic standing or not, are governed by the current graduation requirements. Any exceptions are granted at the discretion of the Provost and Senior Vice President. Repetition of Courses Courses may be repeated only if an unsatisfactory grade ("D," "F," "FA," or "\XT") was received in the course. When a course is repeated, both grades are calculated into the smdent's grade-point average, but no additional semester hours of credit are earned. 73 Freshman Forgiveness Policy Beginning in Fall Semester 2001, during a student's freshman and sophomore years at Oglethorpe, a single "F" per semester will be removed from the student's transcript if in the following semester the student earns a 2.0 grade-point average. For purposes of this policy, a semester is defined as 12 or more semester hours at Oglethorpe. A form requesting removal of the "F" may be obtained from the Registrar's Office. It must be signed and approved by the student's academic advisor and returned to the Registrar. Course Substitutions Requests for course substitutions for students with documented disabilities are handled on a case-by-case basis. The Learning Resources Director will present the student's request to the Academic Program Committee. The petition should state the specific accommodation requested and a rationale. The petition must be presented to the Committee no later than the last regular meeting of the semester prior to when the course would be taken. See the Learning Resources Center in the Educational Enrichment section of this Bulletin. Satisfactory/Unsatisfactory Option After 32 semester hours are earned at Oglethorpe a student in good academic standing may register to take two courses (in addition to internships and Science Seminar) on a Satisfactory/Unsatisfactory basis. These courses cannot be taken in the same semester and cannot be used to satisfy proficiency requirements, core requirements, or the student's major or minor. The student must register for the Satisfactory/Unsatisfactory designation by the end of the Drop/Add period after which the Satisfactory/Unsatisfactory designation cannot be changed. Satisfactory is defined as a "C-" or better. Final Examinations Final examinations, up to four hours in length, generally are given in courses at the end of each semester or session. The Final Examination Schedule is made up in the Registrar's Office and is printed in each semester's Schedule of Classes. (Final examinations in the summer are held on the last day of each session.) Final examinations must be given at the assigned date and time. No final examinations may be administered during the last scheduled class meeting of the semester or during the reading period prior to the first day of scheduled final examinations. If special arrangements are needed for individual students, facult}- members must inform their Division Chair. (Regular course tests may not be given on the last day of classes or be scheduled on the reading day.) No student help is to be used for t}'ping or grading examinations. 74 Grade Appeal Policy If a student believes that a course grade has been assigned in a capricious or prejudicial manner, he or she may appeal the grade through the following steps: 1. The student submits a written appeal to the instructor clearly stating the reasons for believing that the grade was assigned in a capricious or prejudicial manner. 2. The instructor changes the grade or replies in writing, explaining why the extant grade is appropriate. 3. If the student is not satisfied with the explanation, he or she may submit the written appeal and response to the appropriate Division Chair, "who asks two faculd,' members with suitable experience in appropriate disciplines to serve with the Division Chair as a ruling committee. If the instructor is a Division Chair, the senior facultv member in the Division will serve in place of the Chair. The ruling committee receives aU written materials relevant to the case and may request additional information. If the ruling committee rules in favor of the instructor, written notification is given both to the instructor and to the student and there is no further appeal. If the committee rules in favor of the student, the Chair advises the instructor to reconsider the grade. If the instructor refuses to change the grade, the ruling committee may submit a written recommendation for a grade change to the Provost and Senior Vice President, whose final decision wiU be based on a review of the materials that have been submitted and the process that has been followed. The entire process must be initiated within 30 days of the first day of classes in the semester immediately following the assignment of the grade and must be completed by the end of that semester. Auditing Courses Regularly admitted Oglethorpe students may register for courses on an "audit" basis. A student who audits a course may attend it for enrichment but is not required to take course examinations or complete other course requirements. In order to audit a course, an admitted student must request an Audit form from the Registrar's Office and submit it to the instructor of the course he or she intends to audit. If the class is not closed, the instructor may accept the student as an audit by returning the signed form to the Registrar's Office. The grade awarded for a class taken on an audit basis is "AU," and no credits or quaUtv points are earned. Students may register to take courses on an audit basis only during the Drop/Add period as printed in the semester Schedule of Classes. The fees for auditing courses are published by the Business Office. Dean's List Smdents who earn a semester grade-point average of 3.5 or higher carrying 12 semester hours or more during the fall or spring semester, or during the summer sessions, are placed on the Dean's Academic Honors List. 75 Graduation Requirements To earn a baccalaureate degree from the University the following requirements must be met: 1. Completion of a minimum of 128 semester hours and a cumulative grade-point average of 2.0 or higher on Oglethorpe course work. No more than four semester hours earned in Seminar for Student Tutors or Team Teaching for Critical Thinking are permitted to count toward the 128-semester hour requirement. (Students who entered prior to fall 1998 must have completed a minimum of 120 semester hours.) 2. Completion at Oglethorpe of 52 of the last 64 semester hours of course credit immediately preceding graduation. Courses taken at Atlanta Regional Consortium for Higher Education institutions on a cross-registration basis (with prior approval of the faculty advisor) and courses in an approved study abroad program (with prior approval of the Director of Study Abroad) also count as Oglethorpe courses for the purpose of meeting this residency requirement. 3. Satisfaction of core requirements and major field or dual degree requirements (see appropriate disciplinary headings for descriptions). Completion at Oglethorpe of at least half the semester hours for each major. 4. Submission of an application for graduation to the Registrar's Office by mid-October prior to completion of degree requirements the following December, May, or August. 5. Satisfaction of all financial and other obligations to the Universit}' and pavment of a degree completion fee. 6. Participation in assessments of competencies gained and curricular effectiveness bv completing standardized or other tests and surveys. 7. Formal facult}' and Board of Trustees approval for graduation. Graduation Exercises Graduation exercises are held once a year at the close of the spring semester in Ma}'. Diplomas are awarded at the close of the spring semester during commencement and at the close of the summer and fall semesters. Students must have completed all graduation requirements in order to participate in graduation exercises. An exception wiU be allowed for a student who has completed all graduation requirements except for a maximum of tw^o courses totaling no more than 12 semester hours. Students completing requirements at the end of summer or fall are encouraged to participate in the following spring graduation exercises. Degrees with Latin Academic Honors Undergraduate degrees with Latin academic honors are awarded as follows: cum laude for a cumulative grade-point average of 3.5 or higher; magna cum laude for 3.7 or higher; and summa cum laude for 3.9 or higher. To be eligible for Latin academic honors, students entering fall 1998 or thereafter must have completed 68 or more semester hours in residence at Oglethorpe. Students entering prior to faU 1998 must have completed 65 semester hours in residence at Oglethorpe to be considered for Latin academic honors. Transfer work is not included in the determination for Latin academic honors. 76 Degrees with Honors Thesis Please see the Honors Program in the Educational Enrichment section of this Bulletin. Double Major Policy A student may earn a double major subject to the following conditions: 1 . The student must meet all requirements of both majors. 2. The student may count no more than three of the courses taken to meet the major requirements of one of the fields toward meeting the major requirements of the other field. 3. The transcript wiU List both majors. In case both majors result in the same degree, that degree wUl be awarded. 4. In case the two majors result in different degrees, the student will receive only one degree, that being the student's choice of the two degree designations. Earning a Second Add-On Major Students who have been awarded an Oglethorpe baccalaureate degree may return to earn a second major within that degree at the University. Upon completion of the requirements, the second major wLU be entered on the student's record and transcript. No diploma will be awarded when the second major is within the degree already awarded. The requirements are: 1. Completion of an additional 32 semester hours of which a minimum of 16 must be completed at Oglethorpe. 2. Maintenance of a 2.0 or higher cumulative grade-point average. 3. Completion of a major other than the major(s) completed at the time the first degree was awarded, subject to the first two conditions listed above under the Double Major Policy. Earning a Second Baccalaureate Degree Students who have completed a baccalaureate degree may be awarded a second and different baccalaureate degree. Upon completion of the requirements, the student's record and transcript will reflect the conferring of a second degree and a diploma will be awarded. For students who earned their first baccalaureate degree at Oglethorpe, the same requirements listed above under Earning a Second Add-On Major apply. For students who have earned their first baccalaureate degree at another institution, this degree is treated as transfer credit. Up to a maximum of 80 semester hours may be accepted at Oglethorpe. The requirements for the second degree are: 1. Satisfaction of Oglethorpe core requirements. 2. Completion of a minimum of 48 semester hours at Oglethorpe. 3. Maintenance of a 2.0 or higher cumulative grade-point average. 4. Completion of a major other than the major(s) completed at the time the first degree was awarded. All transfer policies stated in the section of this Bulletin entitied Transfer Students and Transfer Policies apply. 77 Student Classification For administrative and other official and extra-official purposes, undergraduate students are classified according to the number of semester hours successfully completed. Classification is as follows: to 32 hours freshman; 33 to 64 hours sophomore; 65 to 96 hours junior; 97 hours and above senior. Normal Academic Load Two semesters fall and spring constitute the regular academic year, and two sessions are offered in the summer. While courses of one to five semester hours credit are offered each semester, a full-time academic program at Oglethorpe consists of no less than three regular 4-semester hour courses each semester or a minimum of 12 semester hours. Generally four courses are taken, giving the student a total of 16-18 semester hours, with a maximum of 18 hours allowed as part of the regular fuU-time program. This includes any cross-registered courses. Students may take up to four academic courses and one additional 1 -hour course as part of a regular load without special permission, even if the total hours exceed 18. An academic course is defined for these purposes as a 4-hour course, a 5-hour laboratory science, or a 4-hour science lecture with accompanying 1 -hour laboratory. A smdent whose academic load exceeds 18 hours as a result of taking five academic courses, an internship, or multiple additional 1-hour courses must obtain overload permission. Such overloads are allowed for students with 1) junior standing and 2) a minimum grade-point average of 3.5, unless the overload is due to internship hours, otherudse a 3.0 grade-point average. A request form may be obtained from the Registrar's Office and requires signed approval bv the student's advisor and the Provost and Senior Vice President. During the summer a student wiU be permitted to take no more than eight hours in any 5-week session (nine hours if one of the courses is a 5-hour laboratory science course). Thus, a student will be limited to a maximum of two 4-hour courses, plus one hour of Applied Instruction in Music, in a 5-week session or to a load of one 4-hour course and one 5-hour combination of course and accompanying laboratory. Or, to a maximum of one 4-hour course in a 5-week session while simultaneously enrolled in a maximum of two 3-hour courses in an 8-week session. The student should be cautioned that these maximum limits represent course loads that are approximately 50 percent greater than the ceUing of 18 hours during the regular academic year. Successful completion of such a load will require a correspondingly greater effort on the part of the smdent. Course Level In the Programs of Study section of this bulletin, disciplines and majors are listed alphabetically. Respective courses under each are designated by a prefix that identities the discipline and a three-digit number. The first digit indicates the level of the course: 1 = freshman level, 2 = sophomore level, 3 = junior level, and 4 = senior level. (A 5 or 6 t\-picallv denotes a graduate-level course.) Higher-level courses in a discipline are t\picallv designed to bmld upon die content of lower-level courses in that discipline and other specified prerequisite courses. The number of hours refers to the semester hours of college credit per semester, which are earned by the successful completion of the course. 78 Access to Student Records To comph' with the Family Educational Rights and Privacy Act (FERPA) of 1974, commonly called the Buckley Amendment, Oglethorpe Universit}' informs students of their rights under this act in the student handbook, The O Book. Three basic rights are covered by this act: 1) the student's right to have access to personal records, 2) the right of a hearing to challenge the content of a record, and 3) the right to withhold or give consent for the release of idendf}'ing directory data. Additional information may be obtained from The O Book and from the Registrar. Oglethorpe Honor Code Persons who come to Oglethorpe Universit}' for work and smdy join a communit}' that is committed to high standards of academic honest}^ The Honor Code contains the responsibilides we accept by becoming members of the community. The students and faculty of Oglethorpe University expect each other to be truthful in the academic endeavor they share. Faculty assume students complete work honesdy and act toward them in ways consistent with that assumption. Oglethorpe welcomes all who accept our principles of honest behavior. We believe that this Code will enrich our years at the University and allow us to begin practicing the honorable, self-governed lives expected of societ}''s leaders. Students pledge that they have completed assignments honesdy by attaching the following statement to each test, paper, overnight work, in-class essay, or other work designated by the professor: I pledge that I have neither given nor received any unauthorized aid on this assignment. Signed It will be the responsibility of the smdent to provide these pledges bv either attaching them on a separate sheet or typing them as part of the assignment. The instructor also should remind the class to sign the pledge. The pledge serves as an affirmation of the student's and the instructor's belief in the principles .of the Honor Code. Assigned work should not be considered complete without the pledge. Since it is assumed that students act according to their pledge, facult}' abstain from any practices whose purpose is to ascertain that students have been dishonest unless tiiere is a compelling reason to believe that cheating has taken place. Instructors should invite their own smdents to discuss with them actions or policies that appear to be at variance with the assumption of honest}'. AH credit courses offered by the Universit}- are covered by the Honor Code, and all cases of suspected academic dishonesty will be handled in accordance with its provisions. It is the responsibiUt}' of facult}' members to make clear how the Code applies to specific courses and to follow its procedures. Alternative ways of dealing with cases are not to be used. The Judicial Review Board is the final arbiter in all disputes concerning the Honor Code. For a complete text of the Honor Code, please see The O Book, the student handbook. 79 80 Educational Enrichment First- Year Experience Oglethorpe University's faculty and student affairs staff work together to coordinate academic offerings and student services in order to create a first-year experience that is welcoming, suppordve, and challenging. This integrated program is committed to encouraging first-year students to succeed. Major features of this first-year experience include the course Fresh Focus, the freshman advising program, a two-semester core course in humanities, programs in the residence halls, the tutoring services of the Academic Resource Center, disability services in the Learning Resource Center, and a coordinated intervention process for assisting students in trouble. FOG 101. Fresh Focus 1 hour This class, required for all entering first-year students, is a group-oriented course involving upper-class students and faculty. Students select a class from among numerous topics with experiential and interactive as well as academic features. The faculty instructor serves as the student's academic advisor during his or her first semester. The first meeting of each group of students is during fall orientation, and continues thereafter twice weekly for the first half of the semester to pursue their chosen topic and share related experiences. During the same period new students will also attend occasional workshops on aspects of leadership, health and wellness, careers, skills for academic success, and open houses in the academic divisions. Graded on a satisfactory/unsatisfactory basis. FOC 201. Team Teaching for Critical Thinking 1 hour Upper-class student mentors assist faculty instructors in planning and teaching the special topics sessions of Fresh Focus or other freshman-level courses. They participate in training meetings prior to the beginning of the course, communicate with entering freshmen over the summer, attend all classes in their Fresh Focus section, and assist with the ad\'ising of freshmen throughout their first year. Graded on a satisfactory/unsatisfactory basis. Prerequisite: Permission of the instructor. Sophomore Choices Smdents in their second, third, and fourth semesters of college are encouraged to participate in Sophomore Choices. This seminar is designed to introduce students to a model for career decision making that is useful throughout Ufe. Informational interviewing and \'isits to Adanta workplaces allow students to learn about particular occupations or career fields of interest and to begin to make career connections in the community. These experiences mav help students as they select courses, majors and minors, and internships. CHO 101. Sophomore Choices 1 hour During this six-week career exploration seminar, students complete interest and personality assessments, learn how to find information about different careers, and develop interviewing, networking, and resume-writing skills. Students then conduct informational interviews with professionals in their fields of interest. Graded on a satisfactory/unsatisfactory basis. 82 Making a Life and Making a Living In the liberal arts environment, students gain a broad education with essential communicadon and critical thinking skills. Students do not learn generally how to communicate those skills to potential employers or graduate schools. Oglethorpe, however, makes a commitment to helping students reap the life-long benefits of their education. Sophomore Choices is a career decision-making class designed to help students begin planning their careers and includes resume writing and informational interviewing. Senior Transitions picks up where Sophomore Choices leaves off and teaches the skills necessary to implement the career decision. SEN 401. Senior Transitions 1 hour Tliis course is designed to prepare students for a successful transition to life after college. A successful career requires effective, informed planning. Topics will include industry and employer research, job searching, interviewing, networking, salary negotiation and more. A special focus will be designed for students considering graduate school. Students will leave the course with a spotiess resume, cover letter samples, fine-tuned interview skills, and a plan for landing a job or graduate school acceptance. Graded on a satisfactory/unsatisfactory basis. SEN 402. Personal Financial Education 2 hours This course is designed to prepare students for a successful transition to life after college. The course will focus on fmancial planning and education. It will cover topics such as employer benefits, money management, debt reduction, tax return preparation, insurance, large asset purchases, and investing. Graded on a satisfactory/unsatisfactory basis. Academic Resource Center Tutoring The Academic Resource Center provides group and individual tutoring and other academic activities for all students, free of charge. The ARC services include helping smdents to prepare for papers and examinations, as well as arranging enriching group smdy and research for students who are already doing well in core classes and other courses. The student tutors often work closely with the facult}' teaching the classes in which they are tutoring, meeting regularly to plan and provide individual and small-group help for students who need it, and to increase interactive and collaborative educational experiences both in and outside Oglethorpe's classrooms. ARC 201. Seminar for Student Tutors 1 hour Peer tutors at the Academic Resource Center spend two hours per week assisting other students, individually or in groups, with course material, papers, and preparation for examinations. In addition, they occasionally participate in support and training meetings with the ARC director and with instructors of the courses in which thev tutor. They discuss how to work with texts in different disciplines, encourage study group members to help each other learn, and foster student engagement with and assimilation of course content. Graded on a satisfactory/unsatisfactory basis. Prerequisites: Permission of the instructor and Associate Provost for Smdent Achievement. 83 Disability Programs and Services It is the policy of Oglethorpe to ensure that all universit}^ goods, services, facilities, privileges, advantages and accommodations are meaningfully accessible to qualified persons with disabilities in accordance with the Americans with Disabilities Act (ADA) of 1990, Section 504 of the Rehabilitation Act of 1973 and other pertinent federal, state and local disability anti- discrimination laws. Oglethorpe will provide persons with disabilities an equal opportunit}' to participate in and benefit from programs and services as afforded to other individuals. This is done in the most integrated setting appropriate to the needs of the individual with a disabilit}'^. Where readily achievable, architectural and communication barriers will be removed. New structures will comply fully with all accessibility requirements. Alterations will comply to the maximum extent feasible. Oglethorpe will make available auxiliary aids and services, as appropriate to the individual and required by the ADA, at no cost to the individual, provided that such auxiliary aids and services do not require significant difficulty or expense. Oglethorpe does not discriminate against any person who is related to or associated with a person with a disability. Oglethorpe wiU comply with any federal, state or local laws that provide individuals with disabilities greater protection, and take other actions necessary to ensure equal oppormnity for persons with disabilities. This policy applies to the goods, services, privileges, advantages and accommodations offered by Oglethorpe either directiy or through contractual, licensing or other arrangements. This policy is neither exhaustive nor exclusive. Reasonable accommodations will be made on an individualized basis. It is the responsibility of persons with disabilities, however, to seek available assistance, register for services and establish their needs. Learning Resources Center The Learning Resources Center (LRC) provides individualized services at no additional cost for students with learning disabilities and attention deficit disorders. This program ensures that these students have an opportunity to participate fully in the Oglethorpe experience. Students must meet established University' admission requirements and program technical standards. Qualified students must submit comprehensive professional documentation that meets the established criteria for accepting evaluations. Students approved for ser\'ices are pro^^ded appropriate accommodations and academic adjustments. Students without documented disabilities who are experiencing learning difficulties may participate in LRC skills-building courses, workshops, and seminars as appropriate. The LRC is located in the Weltner Library 24-Hour Room. The Learning Resources Director acts as Uaison and referral between the student with a disabilit)' and faculty members. Academic Resource Center tutors, and other campus programs. For additional information \'isit the LRC Web site at www.oglethorpe.edu, key word: "Ire." 84 Experiential Education Oglethorpe University strives to provide valuable learning experiences outside of the traditional classroom setting. Experiential Education, under the support of Career Services, offers three primary programs: Exploration Atianta, Exploration Week, and Internships. A variety of additional services, including volunteer opportunities, service learning, and career-related programs are also available. Exploration Atlanta utilizes local resources to enhance Oglethorpe's traditional academic courses. Students select topics from a series of one-day programs providing indepth examination of various career fields and industries. This non-credit program occurs each year during spring semester. In small seminars, students discuss topics of interest, meet- industry professionals and visit related organizations. Exploration Atianta allows students to work closely with faculty and colleagues and provides an outiet for continued research in a particular discipline. Students can choose one or several topics of interest from the mini-courses which change each year. Exploration Week provides students with a concentrated look at an individual area of smdv that is enriched by first-hand experience. This week involves chaperoned travel to locations outside Atianta to visit sites, meet professionals, learn about careers and take part in educational activities. Activities may be enhanced by assignments, readings and pre-trip preparations for students designed by the educator leading the group. Internships provide practical experience to complement the academic program, as well as give students the opportunity to solidif\" career decisions, gain work experience, and provide a ser\'ice to the community in their fields of interest. More than half of college students nationwide complete internships, making the experience an essential credential for competition in the current job market. Internships are available in a large variety of local businesses and organizations representing most academic majors and potential career fields. Oglethorpe students have recendy completed internships at The Carter Center, CNN, Georgia Pacific, Atlanta Magatiiue, Zoo Atianta, the Atianta History Center, and the Georgia State Legislature, to name only a few. In addition to these Atianta-based internships, Oglethorpe maintains resources and affiliations for nationwide oppormnities, such as the Washington Center in D.C. Internships are available in most majors for students who: 1) demonstrate a clear understanding of goals they wish to accomplish in the experience and 2) possess the necessary academic and personal background to accomplish these goals. Sophomores, juniors, and seniors with a minimum grade-point average of 2.0 qualify to apply for internships. Transfer students must complete one semester at Oglethorpe prior to participation. Every internship requires a statement of objectives and academic requirements, in addition to related academic assignments, developed in consultation with the student's internship faculty supervisor. Upon successfial completion of the internship, the student is awarded academic credit (graded on a satisfactory/unsatisfactory basis) in recognition of the learning value of the experience. Students may apply for 1-16 semester hours of internship credit toward their degree, with approval from their academic advisor and the Experiential Education Committee. Students seeking more than four semester hours must submit an appeal form to the Career Services Office indicating why the internship exceeds the normal number of hours and outlining additional projects in which the I 85 student will participate. Students desiring academic credit must register for the internship before the end of the Drop/Add period of the semester in question. Students who wish to engage in internships on a voluntary basis do not need to apply for academic credit; however, they should follow the same basic internship guidelines. Students who are interested in an internship should first consult with their facult}^ advisor and then visit the Career Services Office in Goodman Hall. Career Services The Career Services Office provides resources to assist students in making responsible decisions and strategies regarding career options and job search plans. These resources include a Career Library with information available from books, a computer, and videotapes on occupations, the job search, and prospective employers. The Myers Briggs Tj.-pe Indicator and Strong Interest Inventory personality and career assessment tests are also available to students in an easily accessible online version. Both tests provide suggestions about environment and work style preferences as well as industries and job titles for further exploration. Other job search programs are available to explore options and employers that match individual career interests. Workshops on resume writing, interviewing and job search techniques are presented each semester to prepare smdents for the workplace. In addition, a number of prospective employers send recruiters to the campus each vear for the purpose of conducting on-campus interviews. Current information on permanent, summer, and part-time job opportunities is made available to students and alumni in the Career Library. Resume referrals to employers are made for those students who register for the serA-ice through ivmv.PetrelTfL4K.com. Honors Program AH students at Oglethorpe Universit}' are encouraged to attain academic and personal excellence through an active investment in their education. The Universit}' offers an Honors Program for those students who demonstrate the potential and desire to further challenge themselves intellectually, both within and beyond the classroom setting. Students in the Honors Program wiU develop their own independent project, while learning how their interests relate to relevant disciplinary discourse, other academic disciplines, and the world beyond academia. The Honors Program allows smdents to forge closer relations with peers and faculty- from various disciplines who have different interests, but share a common enthusiasm for learning, while developing their own interests and initiative. The seven-semester program is organized in two phases, the first consisting of interdisciplinary seminars led by rwo facult}' members from disparate academic disciplines. These seminars are built around the interests of the students, who are equal parmers in directing die content of the seminars and the central questions which inform them. The second phase focuses on developing an original independent research project under the close supervision of a faculty- mentor. This phase culminates in the production of an honors thesis (or project), which is presented in the spring semester of the senior year at the annual Oglethorpe Symposium in the Liberal Arts. Academic honors earned through the Honors Program are recognized at commencement exercises, on the student's diploma, and on the student's transcript of grades. 86 SCHEDULE FOR HONORS PROGRAM YEAR FALL SEMESTER SPRING SEMESTER Recruitment/ Application. Freshman Social activities. Informational activities. Seminar led by tvvTj facult}- frcjm disparate disciplines. Graded A-F. HON 201. Honors Seminar. 1 hour Seminar led by two faculty Sophomore from disparate disciplines. Graded A-F HON 201. Honors Seminar.. 1 hour Seminar led by tu'o facult)' from disparate disciplines. Graded A-F. HON 201. Honors Seminar. 1 hour Development of Honors Project Junior prospecms and reading Ust. Initial reading. Attend research skills sessions. Graded S/U HON 301. Honors 1 1 hour Refinement of prospectus. Honors Project Research. Prospectus must be approved by select facult\' to continue. Graded S/U. HON 302. Honors II 1 hour Project research and preparation Senior of initial draft of thesis. Critique by reading committee. Graded A-R HON 401. Honors III 4 hours Preparation of final draft of thesis. Defense. Presentadon of Honors work. HON 402. Honors IV. hours Each fall semester informational programs are held to acquaint prospective participants with the feamres and requirements of the Honors Program. Interested students should then apply for admission to the program. A grade-point average of 3.3 is required to participate in the first seminar. A grade-point average of 3.3 must be maintained to continue in the Honors Program. Students may apply for admission to the program at any time prior to the fall semester of the junior year. The first phase of the program, intended to be taken in the freshman and sophomore years, consists of a minimum of two 1 -semester hour seminars (HON 201). Smdents are expected, encouraged, and enabled to take the lead in the seminars. Students carry out research relevant to the topic, write extensivelv in connection with the seminar, and make frequent presentations of their findings to the seminar. This phase focuses on scholarship in breadth and communication to persons whose interests may be outside one's own area of interest and expertise. Students practice and refine many of the skills and techniques necessary for the second phase of the Honors Program. Note that students who elect to enter the Honors Program later in their careers must still take these two seminars at some point. The second phase of the Honors Program, in the junior and senior vears, focuses on scholarship in depth and the effective communication of the results of that scholarship to persons in the field of study, as weU as those outside it. During the fall semester of the junior vear, the smdent secures a thesis supervisor and enrolls in HON 301. Honors I. Honors I carries credit of 1 -semester hour graded on a satisfactory/unsatisfactory basis, with the grade to be determined by the Honors Program Director in consultation with the facult}' super\'isor. Satisfactory completion of Honors I is required to continue the program. 87 In the spring of the junior year the student enrolls in HON 302. Honors II, a 1 -semester hour credit course, graded on a satisfactory/unsatisfactory basis, in which the honors project is further refined and researched. Upon successfiil completion of Honors II, the student enrolls in HON 401. Honors III during the fall semester of the senior year. This is a 4-semester hour credit course in which research of the thesis topic is to be completed. A first draft of the thesis must be submitted to the student's reading committee by the end of this semester. The reading committee provides the student with feedback, including recommended revisions. After successful completion of Honors III, the student enrolls in HON 402. Honors IV, a required course which carries no academic credit, during the spring semester of the senior year. Students are encouraged to submit their theses to appropriate competitions or for publication. The final draft of the thesis is presented to the reading committee at least one week prior to the end of classes. At the reading committee's discretion the student may be asked to make a formal defense of the thesis. The faculty supervisor, in consultation with the reading committee and the Honors Program Director, determines whether Honors is to be awarded by the first day of the final examination period. HON 201. Honors Seminar 1 hour This seminar, led by faculty members from two disparate disciplines, will consider a question, problem, proposition, text, period of time, project, etc. The focus of the seminar wUl be student research, writing, and presentation. An interdisciplinary approach will be emphasized. Seminars have included: Self Reference Artificial Intelligence, Literature and Societs', Science and Postmodernism, Moderns Confront the Classics: Hobbes and Thucydides, Evolutionan,' Psychology, Creativity, Politics and Theatre, An Intimate History of Humanit}', and Gender and Discourse. Graded with a letter grade "A-F." Prerequisite: Application and admission into the Honors Program. HON 301. Honors I 1 hour In this course, with the aid of a facult)' supervisor, the student selects and begins to research a thesis topic. A preliminary prospectus is developed along with a reading Ust. The student attends a series of research skills sessions. Graded on a satisfactory/unsatisfactory basis. Prerequisites: Permission of the Honors Program Director, permission of the facult\' super\asor, a 3.3 overall grade-point average, and a 3.5 grade-point average in the field in which the honors research is to be done. HON 302. Honors 1 1 hour In this course the student continues to research in order to refine the prospectus of the honors project. The prospectus and related materials are submitted to a select group of facults^ who must approve the student's preparedness to continue the program. Graded on a satisfactory/unsatisfactory basis. Prerequisite: Satisfactory grade in HON 301. HON 401. Honors III 4 hours Under continued direction of the facult}^ supervisor, research of the thesis topic is completed in this course. Preparation of a first draft is submitted to the student's reading committee. Graded with a letter grade "A-F." Prerequisite: Satisfactory grade in HON 302. HON 402. Honors IV hours Revisions are made and a final draft of the thesis is submitted to the smdent's reading committee. A formal defense of the thesis may be scheduled. An appropriate oral presentation of the honors work also wiU be required in an academic setting. Prerequisite: Minimum grade of "C" in HON 401. Grade of "I" for HON 401 is not acceptable. Oglethorpe University Students Abroad (OUSA) Oglethorpe University fosters and supports the concept that international study, travel, and global explorations remain a vital part of a rigorous academic education. Through a growing global network of partnerships, agreements, and for-credit, short-term trips sponsored by the university, Oglethorpe offers an exciting array of opportunities for international education. Oglethorpe University Students Abroad (OUSA) consists of four divisions: International Exchange Partnerships Oglethorpe University offers unique opportunities to students for one semester or one year of study at partnership colleges and universities in Latin America, China, France, Germany, Japan, the Netherlands, and Russia. Most of the student exchanges at these institutions will cost the student what he or she pays for tuition at Oglethorpe. Independent Study Abroad Numerous oppormnities exist for any qualified smdents to study at other, non- partnership universities of the student's choice throughout the world, in science, economics, social sciences, languages, art, communications, the liberal arts, and business. The OUSA Director will help advise and direct each student in selecting the appropriate university abroad. Financial resources and stipends are available for academic study in some countries. Students Abroad This division of OUSA creates, organizes, and directs short-term, for-credit academic study trips abroad during the months of December, March, May, and the summer. Oglethorpe professors develop these trips as intensive explorations of culture, cuisine, music, historical and political institutions, art, archaeology, and business. Standard destinations include Ital\', France, Spain, Switzerland, Austria, England, Greece, Turkey, Central and Latin America, China, and Russia. Students who elect to do so receive credit for their participation, which includes note- taking, photographing, field documentation, journaUng, and a research project to be completed after returning from the trips as independent work with the professor. Associate Student Programs for Special Study Abroad This division of OUSA manages special links to prominent universities and institutions abroad with whom Oglethorpe has developed a special relationship. At present, Oglethorpe has created the following special programs at these universities: Oxford University, Oxford, England: Through the Washington International Studies Council, students who wish to study at Oxford University for a semester or a year may do so as registered visiting smdents with university privileges, and live with British smdents in the center of Oxford. Applications and eligibility requirements can be obtained in the Office of the OUSA Director. Umbra Institute, Perugia, Italy: Smdents who wish to smdv in Italy for a semester or a year may do so at this English-speaking, liberal arts instimte, where they can take courses in Italian language, history, and politics. Applications and materials may be obtained in the Office of the OUSA Director. 89 Students who desire to explore a culture, examine archaeological ruins, witness political decisionmaking firsthand, research museums throughout the world, document ecological problems, study in an internadonal setting, or sharpen language skills should seriousty investigate participating in any of the four divisions of OUSA. Oglethorpe academic advisors and the OUSA Director serve as primary consultants for students who seek any study abroad experience. Students who wish to apply for financial assistance should contact the Director of Financial Aid early in the pursuit of a study abroad program to determine what available funds exist. Specific deadlines and itineraries for short-term trips appear throughout the year in student e-mail, the student newspaper, and fliers throughout the campus. Note: Every student attending an Oglethorpe approved semester or year abroad will receive credit for one semester of the junior year core either Historical Perspectives on the Social Order I or II the smdent may choose. Rich Foundation Urban Leadership Program Oglethorpe University's Rich Foundation Urban Leadership Program challenges students to develop their leadership abilit)' throughout their college years, and awards the Certificate of Urban Leadership at graduation. Through a balance of academic courses, workshops, and various on- and off-campus experiences, it prepares graduates to meet the challenges of responsible citizenship in local, national and international communities. Students gain a broad understanding of leadership concepts, theories, and applications. They are encouraged to consider their education in light of the demands of leadership in their own lives as well as in their communities. The program takes fuU advantage of the extraordinary resources of the Atianta metropolitan area. A major economic force in the Southeast, Atianta is rich with exceptional learning opportunities in the realms of politics, business, the arts, information technologv, entertainment, and community service. Few selective universities are able to combine a rigorous liberal arts education with the resources and opportunities of a world-class citv'. The following curriculum encompasses the four required courses designed specitlcaUv for the Rich Foundation Urban Leadership Program POL 350. Special Topics in Politics: Moral and Political Leadership 4 hours In tliis course, the Uves of a number of leaders are examined and a series of questions are addressed. In what did or does their greatness consist? With what issues or moral dilemmas did they wrestie? What challenges did they face? How did they understand and perhaps overcome the constraints of their situation? Upon what moral, intellectual, and "characterological" resources could they rely? What were their strengths? What were their weaknesses? Prerequisite: Permission of the instructor. ULP 303. The New American City 4 hours The purpose of this course is to examine the problems and prospects of politics and policymaking in the new American city and its environs. Consideration will be given to the political and sociological significance of a number of the factors that characterize this new development, including extremes of wealth and poverty, the mix of racial and ethnic groups, and the opportunities and challenges provided by progress in transportation and technologv. Offered annually. 90 ULP 304. Community Issues Forum: Principles into Practice 4 hours This course is taught as a weekly seminar focusing on a particular community issue and accompanied by an issue-related, off-campus internship. Together with facult)-, students analyze issues confronting stakeholders, collaborate on solutions, and present findings derived from their internship assignments. Students have interned with the state legislature, local and state chambers of commerce, community' food banks, arts organizations, corporations, non-profit organizations, and a number of other communit}' groups. Topics covered in previous years include: communit}^ development, education, transportation, health care, and the environment. Prerequisite: Permission of the instructor. Urban Leadership Elective 4 hours With the approval of the Rich Foundation Urban Leadership Program Director and the academic advisor, the student selects an appropriate course to satisfy the fourth course requirement of the program. Ideally, the elective course will be part of the student's major or minor, or in an area of vocational interest. The principal objective of the elective requirement is to look for intellectual or applied leadership in the student's chosen field or profession. In addition to the required academic course work, students demonstrate leadership on and off campus by their participation in University, civic, and communit}' endeavors in Atianta. Smdents organize and participate in conferences, workshops, and symposia on and off campus. At the end of each semester, smdents submit a brief memo to the director detailing their leadership challenges and opportunities that semester. In the final semester, students prepare a paper reflecting on their leadership experiences during college. The final portfolio contains written work drawn from the student's leadership courses and experiences. Admission to the Rich Foundation Urban Leadership Program is competitive. Students may apply in the freshman, sophomore, or junior year. The director and a selection committee evaluate candidates on the basis of commitment to leadership-related study, the desire for leadership understanding and application, extracurricular participation, academic record, and other experience. 91 92 The Core Curriculum X History of the Core Curriculum Oglethorpe initiated its "core curriculum," in the academic year 1944-45, making it one of the first core programs in the United States. In his explanatory brochure about the program, Oglethorpe President Philip Weltner presented a new liberal arts curriculum with the twin aims of equipping students to "make a Ufe and make a living." Each student would devote one half of his or her college course work to the common intellectual experience of the core, while the student would devote the other half to his or her major area of study. In outlining his new plan and his philosophy of education. President Weltner anticipated some of the ideas featured in General Education in a Free Society, Harvard University's 1945 statement stressing an emphasis on liberal arts and a core curriculum. The idea of a core curriculum was at that time so revolutionary in higher education that news of the Oglethorpe Plan appeared in The New York Times in the spring of 1945. Dr. Weltner told The Times: "We are trying to develop keen.. .appreciation and understanding. Instead of dividing our courses into separate schools, we are giving the students a good liberal and general education which can become the basis of hundreds of vocations." Dr. Weltner's core curriculum for the Oglethorpe students of the 1940s reflected the concerns of the war era: the core consisted of a series of courses under the headings "Citizenship" and "Human Understanding." As the concerns of the war era receded and the post- war information explosion ensued, the Oglethorpe core underwent extensive revision in the 1960s, with its required courses coming to resemble much more closely traditional courses in the disciplines. Gradually this core came to focus on those courses representing competencies that a well-educated generaUst ought to have upon graduating from coUege. With the support of a major grant from the National Endowment for the Humanities, the Oglethorpe core curriculum underwent substantial revision in the early 1990s to reflect a new idea about core curriculum and its purpose. Rather than an attempt to define what every student should know or a list of basic competencies every student should have, the new Oglethorpe core aimed at providing a common learning experience for all students. Since the early 1990s the core curriculum has undergone further scrutiny and refinement. Beginning in 1998, Oglethorpe implemented a sequence of new interdisciplinary year-long courses. These sequences, which extend over all four years of a student's collegiate career, feature the reading of a number of primary texts common to all sections of the courses and frequent writing assignments. Each course in the sequence builds upon the body of knowledge studied in the pre\ious covirse. Courses in the fine arts and in mathematics complement these sequences. The program explicidv invites students to integrate their core learning and to consider knowledge gained from smdv in the core as they approach study in their majors. In developing this curriculum, the facults' has renewed its commitment to the spirit of Dr. Weltner's original core: "We must never for an instant forget that education to be true to itself must be a progressive experience for the learner, in which interest gives rise to inquiry, inquiry is pursued to mastery, and mastery here occasions new interests there." As every student's second major, the core continues to urge students to pursue links among the various areas of study and to appreciate the value of intellectual inquiry. A National Endowment for the Humanities Challenge Grant, wWch Oglethorpe received in 1996, helped to create an endowment for the core curriculum, guaranteeing that faculty have the resources to keep the core vital and central to learning at Oglethorpe. As facult)' work together through frequent conversation about the content and goals of their core courses to pro\dde an integrated approach to learning, one is reminded of the pledge Dr. Weltner made over half a century ago in outlining the core: "Oglethorpe University insists that die object is not to pass a subject; the object is to take and keep it." 94 Liberal Education and the Core Curriculum Oglethorpe University is committed to providing a comprehensive liberal arts education for all of its students. We aim to produce graduates who are broadly educated in the fundamental fields of knowledge and who know how to integrate knowledge in meaningful ways. The University's core curriculum is the clearest expression of this commitment. As an interdiscipUnarv and common learning experience, the core curriculum provides for students throughout their academic careers a model for integrating information and gaining knowledge. The sequencing of the core courses means that all Oglethorpe students take the same core courses at the same point in their college careers, thereby providing an opportunity for students to discuss important ideas and texts both inside and outside the classroom. In this way, the core curriculum aims to create a communit)' of learners at Oglethorpe University. Staffed by facult)^ from a wide variet}' of disciplines, the program seeks to teach students the following aptimdes and skills: 1 . The abiUt}' to reason, read, and speak effectively, instilled through frequent and rigorous writing assignments and the reading and discussion of primary texts. 2. An understanding as well as a critical appreciation of how knowledge is generated and challenged. 3. The ability to reflect upon and discuss matters fundamental to understanding who we are and what we ought to be. This includes how we understand ourselves as individuals (Core I) and as members of societ}' (Core 11), how the study of our past informs our sense of who we are as human beings (Core III), and the ways in which the practice of science informs our understanding of ourselves and the world (Core I\^. In addition to the seven integrated and sequenced core courses, Oglethorpe University students take two additional courses that have been designed to help them develop an appreciation and understanding of fine arts and mathematics. Students earning a Bachelor of Arts degree also study a foreign language. The core curriculum provides only a beginning for the investigation of significant questions and issues. The program is designed to foster in students a love of learning and a desire to learn, to think, and to act as reflective, responsible beings throughout their lives. Freshman Year - Core I COR 101. Narratives of the Self I COR 102. Narratives of die Self II Sophomore Year - Core II COR 201. Human Namre and the Social Order I COR 202. Human Namre and the Social Order II Junior Year - Core III COR 301. Historical Perspectives on the Social Order I COR 302. Historical Perspectives on the Social Order II Senior Year - Core IV - One of the following: COR 401. Science and Human Namre: Biological Sciences COR 402. Science and Human Namre: Physical Sciences 95 Fine Arts Requirement - One of the following: COR 103. Music and Culture COR 104. Art and Culture Mathematics Requirement COR 203. Great Ideas of Modern Mathematics Foreign Language Requirement AH students undertaking and earning a Bachelor of Arts degree will be required to take at least one semester of a foreign language at the second-semester elementary-level or higher. Students who graduated from a secondary school where the language instruction was not English have satisfied the foreign language requirement. COR 101, COR 102. Narratives of the Self I, II 4 plus 4 hours The first-year course sequence investigates narratives of the self vVmong the topics that students wiU consider are a variety of fictional and philosophical constructions of the self, the relationships of memory to personal identity, and the disjunction or harmony between public and private selves. The authors considered in the courses may include Homer, Socrates, St. Augustine, Montaigne, Shakespeare, Descartes, Cervantes, Lao Tsu, Nietzsche, and Toni Morrison. COR 103. Music and Culture 4 hours The appreciadon of music begins with an understanding of the creative process as a means of self-expression and the artist's relationship to the world. Using primary sources, guest lecturers, and artists, this course examines the st\4es, trends, and developments of Western and international music from early civilizations through the 20* century. Study and discussion begin to develop an understanding of how music and the cultural arts reflect and affect societal trends and values. COR 104. Art and Culture 4 hours Through the study of art this course will help students understand the basic chronology of Western culture, lay the groundwork for broad cultural Uteracv, and look at how art retlects the human condition. The course explores content, formal elements, and historical context of the art of Western and non-Western cultures from ancient to modern times. Four basic themes wUl prevail: Art and Religion, Art and Power, Art and Nature, and Art and the Personal. COR 201, COR 202. Human Nature and the Social Order I, II 4 plus 4 hours The sophomore course sequence focuses on the relationship between individuals and communities, examining the extent to which the "good Ufe" can be pursued within die confmes of any social order. These courses investigate issues such as the nature of human excellence and virtue, the character of justice, the origins and sources of social order, and the stams and legitimacy of political power. How can we obtain an accurate description of humans as social beings? What is the good societ}?, and how may it be realized? Students in this course are in\'ited to become more thoughtful, self-conscious, and self-critical members and citizens of the society- and polity in which they live. Authors such as Aristotie, Locke, Smith, Tocquevdlle, Marx, and Weber are read. COR 203. Great Ideas of Modern Mathematics 4 hours This course explores several major modern matiiematical developments and helps students to understand and appreciate the unique approach to knowledge wliich characterizes mathematics. The mode of inquiry employed is reason. This is not to be confused widi the approach used, for example, in the natural or social sciences. It is, rather, reason divorced from 96 anything empirical. As T. H. Huxley remarked, "Mathematics is that study which knows nothing of observation, nothing of experiment, nothing of induction, nothing of causation." The course will be organized around three or four major mathematical ideas that have emerged since the time of Newton. These ideas will be drawn from such fields as calculus, set theory, number theory, probabilit)' theory, modern algebra, logic, topology, and non-Euclidean geometry. COR 301, COR 302. Historical Perspectives on the Social Order I, II 4 plus 4 hours The junior year sequence constitutes an historical examination of human experience in response to some of the themes and issues raised in the first two years of the core. Drawing on a variety of perspectives from both the humanities and the social sciences, the course strives to reconstruct the histories of significant periods in human history. The first semester focuses on the rise and fall of civilizations from antiquit}' through the Renaissance. The second semester concentrates on the problems of modernity, such as the rise of the modern state, nationalism, revolution, and globalization. Both courses examine the ways in which significant moments have become essential parts of our historical consciousness, enshrined in myth, and religion, tradition, culture, and institutions. Through careful analysis of current scholarship and original sources, students are invited to consider the complex relationship between history, cultural traditions, and the social and political institutions derived from them. COR 401. Science and Human Nature: Biological Sciences 4 hours The senior year course deals with the way scientific methodologies inform current thinking on the nature of the human organism. Starting from basic genetic and psychological understandings, it emphasizes how evolutionary mechanisms may be seen as contributing to the origins of uniquely human behaviors. Elements of DNA structure as it applies to information storage and transmission, the regulation of gene expression and the mechanics of protein synthesis, mutation and its centralit^' in producing variation, sexual reproduction and how the laws of probabUit}' apply to biological systems, sex determination, "altruistic" behavior, and kin selection are among the topics explored. COR 402. Science and Human Nature: Physical Sciences 4 hours Modern western society is largely science-dominated, and the consideration of science and its role in society is essential for any educated person. This core course investigates the practice of science by focusing specifically on scientific revolutions. It is during such periods of upheaval that we can most clearlv see how science is actually practiced. WTiat causes a new idea to challenge the scientific status quo? What determines whether the new idea will be accepted, or not? When seeking new explanations for natural events, what guides the scientist's search? The goal of this course is to equip the student with the necessary tools and background to seek answers to these questions, and others, for such questions are increasingly a part of each of our lives if we live those lives reflectively. 97 Core Equivalencies for Transfer Students Core credits for transfer students are determined by two things: a student's specific course work and the total semester hours transferred in by the student. No core credit is given for Advanced Placement or College Level Examination Program course work. Other credit is often given, however for Advanced Placement and International Baccalaureate course work; please see Advanced Placement and International Baccalaureate Programs in the Admission section of this Bulletin. Transfer Hours Course Credits from Previous Colleges Core Equivalents 1-14 Music Appreciation or Music History Art Appreciation or Art History COR 103 COR 104 1 5 and over Writing Course Literature or philosophy course COR 101 COR 102 Over 30 Course in history, politics, sociology, anthropology, philosophy* or economics. COR 201 Over 45 Two courses in history, politics, sociology, anthropology, philosophy* or economics. COR 201 and COR 202 * Note: If a philosophy course is used to exempt COR 102, the same course cannot be applied to COR 201 or 202. Great Ideas of Mathematics, Historical Perspectives on the Social Order I, II, Science and Human Nature: Biological Sciences, and Science and Human Namre: Physical Sciences cannot be fulfilled by transfer credit. Core Credits Through Study Abroad or as a Transient Student Every student attending an Oglethorpe approved semester or year abroad wall receive credit for one semester of the junior year core either Historical Perspectives on the Social Order I or II the smdent may choose. Once a student enrolls at Oglethorpe, core credit may not be earned through study as a transient student at other institutions; for example, no summer school credit from another university. 98 Programs of Study Degrees Oglethorpe University offers six degrees: Bachelor of Arts, Bachelor of Science, Bachelor of Arts in Liberal Studies, Bachelor of Business Administration, Master of Arts in Teaching - Early Childhood Education, and Master of Business Administration. The Bachelor of Arts, Bachelor of Science, and Master of Arts in Teaching Early Childhood Education degrees are offered in the traditional program and described in this publication. (For a discussion of the other three degrees, please see University College at the end of this section or refer to the University College Bulletin, available from the University College Office.) Under certain conditions it is also possible for a student to receive a dual degree in art, a dual degree in engineering, a dual degree in environmental studies, or a degree under the Professional Option. See the Index for the sections where these degrees are discussed. Undergraduate Major Programs and Requirements Completion of a major program is required for all baccalaureate degrees. The student's academic advisor assists with the student's selection of a major. The student declares the major selected on the course registration form completed each semester. Students must have declared a major by the end of the second semester of the sophomore year. A major is an orderly sequence of courses in: 1) a particular discipline, 2) a combination of two disciplines, or 3) a defined interdisciplinary field. A major must include a minimum of 32 and a maximum of 64 semester hours of required course work, exclusive of all hours used to satisfy core requirements. Exceptions may be granted in special circumstances by a vote of the appropriate faculty committee. At least half of the semester hours required for the major must be in course work taken at Oglethorpe University. Each major includes a substantial component of advanced courses which have specified prerequisites. A major may require for successful completion a cumulative grade-point average in the major field which is higher than the 2.0 cumulative grade-point average required for graduation. Alternativel}', the requirements for the major may state that only courses in which a "C-" or higher grade is received mav be used in satisfaction of the major's requirements. The student is responsible for ensuring the fulfillment of the requirements of the major selected. Specific requirements for each of the majors may be found listed below in alphabetical order. Please note that no course that is counted to fulfill a major requirement for one degree may be used toward the requirements of another degree. For the Bachelor of Arts degree the following majors are offered: American Studies Art - Dual Degree Art History Business Administration and Behavioral Science Communication and Rhetoric Studies Economics Engineering Dual Degree English Environmental Studies Dual Degree French History Individually Planned Major International Studies International Studies with Asia Concentration 100 Philosophy Politics Psychology Sociology Sociology with Social Work Concentration Spanish Studio Art Theatre For the Bachelor of Science degree the following majors are offered: Accounting Biology Biopsychology Business Administration Business Administration and Computer Science Chemistry Economics Mathematics Mathematics and Computer Science Physics Undergraduate Minor Programs and Requirements A minor consists of at least 16 semester hours of course work beyond any core requirements in that discipline. A minimum of 12 semester hours of a minor must be in course work taken at Oglethorpe. Minor programs are available in the fields Usted below. Specific requirements for each minor may be found in the respective disciplines, that follow in alphabetical order: Accounting American Studies Art History Biology Business Administration Communication and Rhetoric Studies Chemistry Computer Science Economics English French History Individually Planned Minor Japanese Mathematics Music Philosophy Physics Politics Psychology Sociology Spanish Studio Art Theatre Women's and Gender Studies Wanting 101 Academic Departments Organizadon of Oglethorpe's disciplines is by division, each with its own division chair. The nine divisions are as follows: Division I Philosophy, Communication and Rhetoric Studies, and the Fine Arts Division II History, Politics, and International Studies Division III Natural Sciences Division IV Behavioral Sciences Division V Economics and Business Administration Division VI Education Undergraduate and Graduate Division VII English Language and Comparative Literature Division VIII Foreign Languages Division IX Mathematics and Computer Science Accounting Accounting is the language of business. Accounting provides quantitative information, primarily financial in nature, about economic entities that is intended to be useful in making economic decisions. Accounting students become acquainted with the sources and uses of financial information and develop the analytical ability necessary to produce and interpret such information. The students learn to observe economic activity; to select from that acti\4t\' the events which are relevant to a particular decision; to measure the economic consequences of those events in quantitative terms; to record, classify, and summarize the resulting data and to communicate the information in various reports and statements to the appropriate decisionmakers. Accounting students gain the conceptual foundation and basic skills to begin a career in accounting. There are many attractive career fields including public accounting, industry, government, and non-profit organizations. Accounting provides an excellent educational background for anyone going into business. With the skills gained from accounting, the student wiU have an appropriate background for such related careers as financial ser\aces, computer science, management, industrial engineering, law and others, or the abiUt}' to pursue graduate education. Internships are available to give preparation to students for careers after graduation. The major in accounting wiU assist the student to prepare for several qualifying examinations in accounting and finance such as Certified Public Accountant (CPA), Certified Management Accountant (CMA), and Certified Financial Analyst (CFA). Major Students pursuing a Bachelor of Science degree must complete the following requirements with a grade of "C-" or higher: ACC 230 Financial Accounting ACC 231 Managerial Accounting ACC 332 Intermediate Accounting I ACC 333 Intermediate Accounting II ACC 334 Cost and Managerial Accounting ACC 335 Income Tax Accounting: Individuals ACC 435 Advanced Accounting ACC 437 Auditing BUS 110 Business Law I BUS 260 Principles of Management 102 BUS 310 Corporate Finance BUS 350 Marketing BUS 469 Strategic Management ECO 121 Introduction to Economics ECO 221 Intermediate Microeconomics MAT 111 Statistics MAT 121 AppUed Calculus Note: All upper level (300 and 400) accounting courses must be taken at Oglethorpe unless special permission is given by a member of the accounting facult\'. In addition, the student must satisfy the Computer Applications Proficiency Requirement. This can be done in one of three ways: 1) by assessment of skills with the student's academic advisor, 2) by successful completion of Introduction to Computer Applications Software, or 3) by successful performance on the computer proficiency examination. Beginning in 1998, new eligibility requirements adopted by the Georgia State Board of Accountancy require at least 150 semester hours of college study to qualifv' to take the CPA examination. Included within the content of this minimum education standard is the requirement to complete at least 30 semester hours of accounting courses beyond Financial Accounting and Managerial Accounting and at least 24 semester hours of education in business administration. For those students whose objective is to qualif}' to take the CPA examination, it is recommended that the following courses be included in these additional required semester hours: ACC 336 Income Tax Accounting: Corporations, Partnerships, Estates, and Trusts ACC 436 Accounting Control Systems ACC 438 Accounting Theory BUS 111 Business Law II Minor Students desiring to minor in accounting must complete five courses: Financial Accounting and Managerial Accounting, and three of any of the following with a grade of "C-" or higher: ACC 332 Intermediate Accounting I ACC 333 Intermediate Accounting II ACC 334 Cost and Managerial Accounting ACC 335 Income Tax Accounting: Individuals ACC 435 Advanced Accounting ACC 230. Financial Accounting 4 hours This course is a study of generally accepted accounting principles (GAAP) and other accounting concepts with emphasis on their application in the financial statements of business enterprises. The measurement and reporting of assets, liabilities, and owners' equit\' is stressed, along with the related measurement and reporting of revenue, expense, and cash flow. Prerequisite: Sophomore standing or above or approval by the Director of Accounting Studies. 103 ACC 231. Managerial Accounting 4 hours This course is a study of the use of accounting information by managers and decision makers within an economic enterprise. Cost analysis for purposes of planning and control is emphasized. Prerequisite: ACC 230. ACC 332. Intermediate Accounting I 4 hours This course covers financial accounting topics at an intermediate level. The topics covered are similar to Financial Accounting, but in greater depth. The standards promulgated by the Financial Accounting Standards Board are considered and evaluated. The theoretical foundations of accounting are emphasized. Prerequisite: ACC 231. ACC 333. Intermediate Accounting II 4 hours This is a continuation of Intermediate Accounting I with emphasis on advanced topics such as capitalized leases, pension costs, inter-period income tax allocation and accounting changes. Prerequisite: ACC 332. ACC 334. Cost and Managerial Accounting 4 hours This course provides an introduction to the financial information required for the managerial activities of planning, directing operational activities, control, and decision making. The course includes the study of the analytical techniques and methodologies used to generate accounting information and the managerial use of accounting information. The topics include cost behavior and estimation, costing of products and services, cost-volume-profit analysis, budgeting, relevant cost analysis, performance evaluation, and pricing decisions. Prerequisite: ACC 231. ACC 335. Income Tax Accounting: Individuals 4 hours This course provides an overview of the federal income tax system primarily as it relates to individuals. The study of the federal tax law provides the necessary tax background for a variet}' of accounting, financial, and managerial careers. Prerequisite: ACC 231. ACC 336. Income Tax Accounting: Corporations, Partnerships, Estates, and Trusts 4 hours This course is a study of the federal income tax laws and related accounting problems of corporations and parmerships, with some consideration of estates and trusts. Consideration will be given to the role of taxation in business planning and decision making and the interrelationships and differences between financial accounting and tax accounting. Prerequisite: ACC 335. ACC 430. Personal Financial Education 2 hours This course is designed to prepare students for a successftil transition to life after college. The course wiU focus on financial planning and education. It wiU cover topics such as emplo^er benefits, money management, debt reduction, tax remrn preparation, insurance, large asset purchases, and investing. Graded on a satisfactory/unsatisfactory basis. ACC 433. Independent Study in Accounting 1-4 hours Supervised research on a selected topic. Prerequisite: Submission of a proposed outline of study that includes a schedule of meetings and assignments approved bv the instructor, die division chair, and the Provost and Senior Vice President prior to registration. 104 I ACC 434. Internship in Accounting 1-4 hours An internship is designed to provide a formalized experiential learning opportunit)^ to qualified students. The internship generally requires the student to obtain a faculty supervisor in the relevant field of study, submit a learning agreement, work 30 hours for every hour of academic credit, keep a written journal of the work experience, have regularly scheduled meetings with the faculty supervisor, and write a research paper dealing with some aspect of the internship. Written work should total five pages of academic writing for every hour of credit. An extensive list of internships is maintained by the Career Services Office, including opportunities at PricewaterhouseCoopers, Ernst and Young, Deloitte and Touche, Georgia Pacific, and Miller, Ray, and Houser. Graded on a satisfactory/unsatisfactory basis. Prerequisites: Permission of the faculty supervisor and qualification for the internship program. ACC 435. Advanced Accounting 4 hours This course is a study of business combinations and the related problems of consolidating the financial statements of affiliated corporations. The accounting problems related to international business are also covered and governmental accounting is introduced. Prerequisite: ACC 333. ACC 436. Accounting Control Systems 4 hours This course is an in-depth study of the application of information systems concepts to the accounting environment. Emphasis is on the processing of data in a computerized environment as well as the controls that are necessary to assure accuracy and reUabiUt}' of the data processed by an accounting system. Practical implications of accounting information system design and implementation will be investigated through the use of cases and projects. Prerequisites: ACC 231 and CSC 240. ACC 437. Auditing 4 hours This course is a study of auditing standards and procedures, including the use of statistical and other quantitative techniques, and preparation of audit working papers, reports, and financial statements. Emphasis is placed upon the criteria for the establishment of internal controls and the effect of these controls on examinations and reports. Prerequisites: ACC 333 and MAT 111. ACC 438. Accounting Theory 4 hours This course covers the principles and concepts of accounting at an advanced theoretical level. The emphasis is on critical analysis of the ideas on which accounting practice is based along with an appreciation for the intellectual foundations for those ideas. Prerequisite: ACC 333. ACC 439. Special Topics in Accounting 4 hours An intense study of diverse accounting topics under the direct super\'ision of an accounting faculty member. Prerequisite: Permission of the instructor. 105 Allied Health Studies Students who plan to attend schools of nursing, physical therapy, occupational therapy, medical technology, or other allied health fields should plan their programs at Oglethorpe with the assistance of the faculty member serving as the Allied Health Advisor. The name of this advisor can be obtained at the Registrar's Office. Preparation for admission to an allied health education program typically follows one of two models. In the first model, students are admitted to an allied health program after completing a group of required courses in specific academic areas during two years of college study. For students pursuing this option, a minimum of 64 semester hours credit earned at Oglethorpe and successful completion of the allied health education program in an accredited professional school are required to earn the Bachelor of Arts degree with an individually planned major. (See the description of the individually planned major below.) The second model, which has become common practice in fields such as physical therapy, requires students to earn a bachelor's degree before being admitted to the allied health program. The degree awarded upon completion of the allied health program is t}^ically a master's or doctoral degree. Students interested in this option may find that one of the majors regularly offered at Oglethorpe fulfills the admission requirements for the allied health program. In other cases, an individually planned major can be designed to meet the admission requirements of the allied health program. Students who are exploring careers in allied health fields can find additional information about them at "Health Professions Links" at http://wipw.naahp.org and at "Careers in Allied Health" at http:/ / wiviv. ama-assn. org/ ama/pub/ category/ 2322. html. American Studies The interdisciplinary major in American studies is designed to provide students with the opportunity to develop a systematic and in-depth understanding of American culture. Bv combining American studies courses and courses from relevant disciplines (history, literature, the arts, economics, and the social sciences), students may explore the relationships of diverse aspects of American life. Students also are able to pursue their special interests within American culture by developing an "area of concentration" that provides a specific focus for much of the work completed in fulfillment of major requirements. In addition to introducing students to the field of American studies, the major is designed to help students refine their fundamental intellectual skills, especially their writing and speaking skills. Skills of this sort wUl serve the student well long after many specific facts, postulates, and theories have been forgotten. In short, as is consistent with Oglethorpe's stated institutional purpose, the American studies program seeks to prepare humane generalists - individuals who possess those basic qualities so necessary for leadership in a rapidly changing world. The degree awarded is the Bachelor of Arts. Major Requirements of the major include completion of the following seven courses: ECO 223 United States Economic History ENG 303 American Poetry HIS 130 United States History to 1865 HIS 330 Between Worid Wars: The United States, 1 920- 1 945 HIS 331 The Age of Affluence: The United States Since 1945 106 SOC 202 The American Experience (to be taken in the freshman or sophomore year) One semester of a foreign language at the second semester elementary- level or higher Completion of five of the following courses also is required: CRS 340 Writing for Business and the Professions ECO 421 Money and Banking ECO 424 Labor Economics ECO 425 Public Finance EDU 101 Introduction to Education ENG 312 Special Topics in Literamre and Culture: Literature in the 1920s ENG 314 Special Topics in Major British and American Authors HIS 430 The American Civil War and Reconstruction HIS 431 History of United States Foreign Relations POL 201 Constitutional Law POL 302 American Political Parties POL 303 Congress and the Presidency POL 304 African- American Politics POL 311 United States Foreign Policy SOC 201 The Family ULP 303 The New American City Minor Requirements for the minor include completion of The American Experience (to be taken in the freshman or sophomore year) and three of the following five courses: ECO 223 United States Economic History ENG 303 American Poetry HIS 130 United States History to 1865 HIS 330 Between World Wars: The United States, 1920-1945 HIS 331 The Age of Affluence: The United States Since 1945 Art The Art Department at Oglethorpe Universit\' offers a stimulating and rigorous program of study in studio and art history. The curriculum is designed to be an integral part of the liberal arts experience for majors and non-majors alike. Students may choose from a -wide range of studio courses offered at the introductory through the advanced level, including dra\\ing, painting, figure drawing, photography (both traditional darkroom and digital), printmaking, two- dimensional design, color theory, anatomy, and figure sculpture. Art history courses cover a wide array of time periods and culmres from ancient to modern art, with an interdisciplinary approach which stresses aesthetic and historical context. The Art Department curriculum prepares students for a wide array of options, including graduate school and careers in a variet}' of art-related fields. In keeping with the concept of the liberal arts education, the Art Department's curriculum is designed to give smdents the tools needed to express themselves, think clearly, and help find their places in the world. The curriculum is unique in the Southeast for its emphasis on mastering the concepts and skills necessary to draw, paint, and sculpt the human figure. Color theor}^, perspective, anatomy, and art history are integrated to this goal. In addition, students are exposed to a wide range of mediums, including drawing, painting, printmaking, sculpmre, and photography. 107 The wide range of courses, as mentioned above, is open at the introductory' level to all students regardless of major or minor. Introductory-level courses emphasize the development of perception (learning to see); cognitive skills (application of theories to visual phenomena); a sense of aesthetics (organization of the parts for the larger whole); and technical skills (facilit}' in manipulating tools). Many courses are offered at the intermediate and advanced levels as well, in some cases under the "Special Topics" heading. Intermediate-level courses build upon introductor}'-level course material, undertaking more complex thought processes and approaches, while advanced- level courses emphasize individual inquiry and original thinking. Studio Art Major Studio courses are designed to provide students with a rigorous and stimulating foundation in visual language and thinking. Courses emphasize the development of perception and visual acuity, cognitive skills, a sense of aesthetics, and facility in manipulating a variet}- of artistic approaches and media. The curriculum prepares students to go on to graduate school in studio or other fields such as education, art therapy, graphic design or medical illustration. Students majoring in studio art must complete eight studio courses, two upper-level art history courses, and one foreign language course at the second semester elementary-level or higher, for a total of 11 courses and 44 semester hours. Requirements for the studio major include two drawing courses; three painting courses; Anatomy For the Artist and Figure Drawing; Introduction to Photography; Modern Art History; either Introduction to Figure Sculpture, Introduction to Printmaking, or Ways of Seeing; and one other upper-level art history course. The degree awarded is the Bachelor of Arts. The Scientific Illustration Track with Biological Science Emphasis and the Scientific Illustration Track with Physical Science Emphasis are two programs which enable the student to combine art major requirements and specific science courses. These programs fulfill admission requirements for graduate school programs in medical and scientific illustration. The degree awarded is the Bachelor of Arts. Art History Major The art history major provides students with an intellecmal, aesthetic, and historical foundation for the study of all visual arts, including architecture, sculpture, painting, photography, and nascent media. The courses which make up the art history major have been designed to be integrally related to the liberal arts experience, complementing other courses and majors wliich are already offered at Oglethorpe by providing comparative historical, cultural, and philosophical reference points, while at the same time functioning as a rigorous, free-standing discipline. The curriculum prepares students to go on to graduate school in art history and for careers such as museum work, education, and art consulting. Students majoring in art history must complete a minimum of six art liistory courses (one of which must be Modern Art History), two smdio courses (in any tVk'o different media), up to two courses from the list below, and one foreign language course at the second semester elementary-level or higher, for a total of 1 1 courses and 44 semester hours. i\ll art history courses have COR 104 Art and Culture as a prerequisite. The degree awarded is the Bachelor of Arts. 108 Completion of two or more of the following courses is required (others may be added at the discretion of the Art Department): CRS 101 Theories of Communication and Rhetoric CRS 390 Special Topics in Communication and Rhetoric Studies: Media, Culture and Societ}'* ENG 101 Ancient Literature ENG 102 Medieval and Renaissance Literature PHI 301 Philosophy of Art (Aesthetics) PHI 321 Special Topics in Philosophy: Japanese Aesthetics* SOC 305 Film and Societ\' WGS 301 Introduction to Women's Studies Theory WGS 302 Introduction to Women's Studies-History Two semesters of foreign language (in addition to the foreign language requirement for the Bachelor of Arts degree) * contingent on these Special Topics courses being offered again. Minor For a minor in art, students may have a concentration in studio or art history. For both areas of concentration students must complete a total of five courses and 20 semester hours. Students with a concentration in studio must take four studio courses and one upper-level art history course. Students may take up to three of these studio courses in one discipline (for example, photography, drawing, painting, etc.) or in four different disciplines. At least two of these studio courses must be in separate disciplines. For a concentration in art history, students must take four upper-level art history courses and one studio course. ART 101. Introduction to Drawing 4 hours This course is an introductory-level studio course which will focus on mastering the fundamentals of drawing. Working from observation in line and value, students will develop an understanding of form and shape; volume and flatness; spatial relationships; the basics of perspective and composition, and the materials and techniques of drawing. ART 102. Introduction to Painting 4 hours This course is an introductory-level studio course which will focus on understanding and mastering the fundamentals of painting. Working from observation, this includes developing an understanding of color and color relationship; form and shape; volume and flatness; the basics of composition, and the materials and techniques of oil painting. ART 103. Introduction to Figure Sculpture 4 hours Working from the life model, students will convey their understanding of the human form in clay. Planar structure, volume, proportion, and major anatomical landmarks will be covered. ART 109. Introduction to Photography 4 hours Laboratory exercises, in-class lecmres, critiques and assignments are designed to develop an understanding of all aspects of photography, including composition and self expression. Emphasis will be on development of technical skills and a personal direction in photography. Prerequisite: A fuUy manual camera - to be brought to the first class meeting. 109 ART 110. Ways of Seeing 4 hours This course systematically breaks down the vocabularies of art to their component elements, studying how these elements work together to form visual language. Problems in color and composition will be undertaken in a variety of media, including ink, acrylic, and photography. ART 111. Anatomy For the Artist and Figure Drawing 4 hours This course focuses on both the scientific and the aesthetic exploration of the human body. Drawing from the life model, students will study form and function of the skeletal and muscular systems, along with proportion and surface landmarks. A variet}' of approaches to drawing and drawing materials will be covered. ART 201. Intermediate Drawing 4 hours This course explores drawing as a tool for perception and a means of self-expression. Students will undertake advanced problems in drawing which build upon concepts and techniques covered in Introduction to Drawing. These include problems involving the surface of the picture plane and the ground plane, arrangements of elements in static and dynamic compositions and value pattern. Prerequisite: ART 101 or ART 111. ART 202. Intermediate Painting 4 hours Students will build upon experiences in Introduction to Painting and undertake more complex formal and personal issues in their work. They will be expected to master a wide range of visual vocabularies and approach painting from a variety of aesthetic points of view. Imager}', realism, abstraction, expressionism, and narration will be explored as smdents begin to develop individual direction in their own work. Prerequisite: ART 102. ART 203. Intermediate Figure Sculpture 4 hours Working from the Life model, this level of sculpture builds upon conceptual and percepmal skills honed in Introduction to Figure Sculpmre. Students are expected to approach sculpting the human form from a variety of aesthetic points of view, including realism, abstraction, and expressionism. Prerequisite: ART 103. ART 205. Special Topics in Studio 4 hours Smdio exercises, in-studio lecmres, outside assignments, and critiques are designed to develop a basic understanding of various media, including printmaking and various specialties of artists-in-residence. ART 250. Special Topics in Art History 4 hours An in-depth analysis of specific historical art periods will stress how major artists and trends were influenced by their times. Discussion of important events and ideas of significant individuals of the period will serve to provide the necessary background for a thorough comprehension of social and inteUecmal sources of art. Prerequisite: COR 104. ART 260. Ancient Art History 4 hours This course wiU cover the art and archaeology of the area around the Mediterranean Sea before the fall of Rome, commonly called the "ancient world." The course will examine the mythology and religion of each culmre, using primary sources such as artifacts and ancient literature. Cultures covered will include Mesopotamia, Eg^.'pt, Bronze Age Crete, Greece, and Rome. Prerequisite: COR 104. 110 ART 300. Italian Renaissance Art History 4 hours This course explores the paintings, sculpture, and architecture of Italy from 1300 to 1650 C.E. Chronological in format, this course enables students to analyze and understand the principle styles, methods, and contexts of Italian art and its intrinsic value in the study of European art. Prerequisite: COR 104. ART 302. Advanced Painting 4 hours Students wiU build upon prior experiences in Intermediate Painting and be guided to set parameters for individual inquiry in their work. Emphasis will be on personal imagery and control of formal issues to express the students' ideas. Each student will be expected to develop ideas and themes in a cohesive body of work. Prerequisite: ART 202. ART 305. Advanced Special Topics in Studio 4 hours This is an advanced level of Special Topics in Studio such as sculpture, photography, drawing, printmaking, etc. Prerequisite: ART 205. ART 310. Northern Renaissance and Baroque Art History 4 hours This course will cover the art of Northern Europe from the late Gothic through the Baroque period (the late 14* to the end of the 17* century). A range of media and styles will be explored such as illuminated manuscripts, architecture, printmaking, and painting, including the work of Durer, Rembrandt, and Vermeer. Prerequisite: COR 104. ART 320. 18* and 19* Century European Art History 4 hours This course focuses on the major artists and movements of the 18* and 19* centuries in Europe, beginning with the late Baroque and progressing through the Rococo, the Neoclassical, Romantic, Realist, Impressionist, and the Pre-Raphaelite, as well as Expressionism, and Art Nouveau Movements. Students will analyze the major paintings, architecture, and sculpture of each period as reflections of the political, social, and religious realities of the time. Prerequisite: COR 104. ART 330. Far Eastern Art History - India, China, Tibet, and Japan 4 hours This course wiU explore the paintings, sculpture, and architecture of India, Cliina, Tibet, Japan, and other Eastern cultures. Chronological in format, this course will enable students to analyze and understand principle st}des, methods, and cultural contexts of Eastern art. This course will compare and contrast Eastern and Western approaches and attitudes toward art. Prerequisite: COR 104. ART 340. The Art of the Americas, Africa, Oceania, and Others 4 hours This course will look at how non-western and often pre-technological people around the world use visual arts. How does their art express what is important to them? What does it share with Western art? Some anthropology findings and the idea of "the primitive" will be explored. Both living and extinct cultures will be studied. Prerequisite: COR 104. Ill ART 350. Modern Art History 4 hours An in-depth analysis of the art of the 19* and 20* centuries, stressing how major trends and major artists were influenced by their dmes, this course wiU begin with the advent of the Industrial Revolution and continue to the present. It will focus on the art and ideas of Ingres, Manet, Monet, Van Gogh, Gauguin, Cezanne, Picasso, Matisse, DaU, and Warhol. Prerequisite: COR 104. ART 400. Independent Study in Art History 1-4 hours Supervised research on a selected topic in art history. Prerequisite: Submission of a proposed outline of study that includes a schedule of meetings and assignments approved by the instructor, the division chair, and the Provost and Senior Vice President prior to registration. ART 405. Independent Study in Studio 1-4 hours Supervised studio art on a selected topic. Prerequisite: Submission of a proposed outline of study that includes a schedule of meetings and assignments approved by the instructor, the division chair, and the Provost and Senior Vice President prior to registration. ART 410. Internship in Art 1-4 hours An internship is designed to provide a formalized experiential learning opporttinit\^ to qualified smdents. The internship generally requires the student to obtain a facult}' supervisor in the relevant field of study, submit a learning agreement, work 30 hours for every hour of academic credit, keep a written journal of the work experience, have regularly scheduled meetings with the faculty supervisor, and write a research paper dealing with some aspect of the internship. Written work should total five pages of academic writing for every hour of credit. An extensive list of internships is maintained by the Career Services Office, including opportunities at the High Museum of Art, Nexus Contemporary Art Center, Atianta International Museum, and Vespermann Gallery. Graded on a satisfactory/unsatisfactory basis. Prerequisites: Permission of the faculty supervisor and qualification for the internship program. Art Dual Degree Smdents seeking a broadly based educational experience invoking the t\pes of programs generally found at a college of arts and sciences as well as the specialized training offered by a professional college may wish to consider the dual degree program in art. Oglethorpe University and The Atianta College of Art offer a joint program for students interested in a career in the visual arts. The dual degree program requires enrollment at Oglethorpe for two vears followed by enrollment at The Atianta College of Art for another two years and one summer. The student is required to complete Fresh Focus, all of the core curriculum at Oglethorpe (including Art and Culture), a foreign language course at the second semester elementary-level or higher, and three courses in studio electives. Upon successful completion of these courses, the smdent enrolls at The Atianta College of Art and completes 75 credit hours in studio and art history courses. Placement in studio courses is dependent on a portfolio re\-iew. 112 Upon compledon of the joint program, the student receives the degree of Bachelor of Arts from Oglethorpe and the degree of Bachelor of Fine Arts from The Atlanta College of Art. Students participating in the dual degree program must meet the entrance requirements of both institutions. Dual degree smdents are advised at Oglethorpe by a facult}' member in the field of visual arts. Note: Dual-degree students in art may not use Oglethorpe financial aid assistance to attend other institutions. Biology The curriculum in biology provides a foundation in both classical and contemporary biological concepts and prepares the student for continuing intellectual growth and professional development in the life sciences. These goals are achieved through completion of a set of courses that provide a comprehensive background in basic scientific concepts through lectures, discussions, writing, and laboratory work. The program supplies the appropriate background for employment in research institutions, industry, and government; the curriculum also prepares smdents for graduate school and for professional schools of medicine, dentistry, veterinary medicine, and the like. Students planning to attend graduate or professional schools should recognize that admission to such schools is often highly competitive. Completion of a biology major does not ensure admission to these schools. A grade of "C-" or higher must be obtained in each freshman- and sophomore-level science or mathematics course that is required for this major or minor; these courses are numbered 100 through 300 in each discipline. A grade-point average of 2.0 or higher is required in all courses required for the major. Students who are interested in medical Hlustration are encouraged to consider the Scientific Illustration Tracks that are offered within the art major. Major The requirements for a major in biology are as follows beginning with these four courses in sequence: General Biology I and" II, Genetics, and Microbiology. One set of paired courses chosen from the following three sets must be completed: Biochemistry and Molecular Biology and Biotechnology or Comparative Vertebrate Anatomy and Human Physiology or Ecology and Special Topics in Biology: Conservation Ecology Three upper-level courses chosen from Cell Biology, Embryology, Evolution, Animal Behavior, and Vascular Plants; or, any of the paired courses above not used to fulfill the paired course requirement must be completed. Additionally, Biology Seminar I: Oral Presentations, Biology Seminar II: Biological Literamre, General Chemistry I and II (with laboratories). Organic Chemistry I (with laborator}-); either Organic Chemistry II (with laboratory) or Elementary Quantitative Analysis (with laboratory); General Physics I and II (with laboratories); and Statistics must be completed. The degree awarded is the Bachelor of Science. 113 All introductory level science courses (General Biology I, General Chemistr}^ I (with laboratory). General Physics I (with laboratory), College Physics I (with laboratory) have the same mathematics prerequisite. There are three ways that students can fulfill this mathematics requirement: 1) by completing Precalculus at Oglethorpe with a grade of "C-" or higher; 2) by successfully completing the precalculus mathematics placement examination (Placement Examination Two at http: 1 1 petrelnet.oglethorpe.edu I dmsion9 1) [a graphing calculator is required for the placement test]); or 3) by achieving a score of 3, 4, or 5 on the Advanced Placement Calculus AB or BC Examination. Minor The requirements for a minor in biology are General Biology I and II, Genetics, and Microbiology. Students minoring in biology are not exempt from the prerequisites for the biology courses and thus also wiU complete General Chemistry I and II (with laboratories) and Organic Chemistry I (with laboratory and either Organic Chemistry II (with laboratory) or Elementan,- Quantitative Analysis (with laboratory). BIO 101, BIO 102. General Biology I, II 5 plus 5 hours An introduction to modern biology, these courses include the basic principles of plant and animal biology, with emphasis on structure, function, evolutionary relationships, ecology, and behavior. Lecture and laboratory. Prerequisites: Precalculus in high school or MAT 103, BIO 101 must precede BIO 102 and it is recommended that the courses be completed in consecutive semesters. Smdents who are majoring in biology must earn a grade of "C-" or higher in BIO 101 before taking BIO 102. BIO 201. Genetics 5 hours An introduction to the study of inheritance. The classical patterns of MendeUan inheritance are related to modern molecular genetics and to the control of metabolism and development. Lecture and laboratory. Prerequisites or corequisites: BIO 102, CHM 102, CHM 201, and CHM 201L. A grade of "C-" or higher must be earned in each of the prerequisite courses. BIO 202. Microbiology 5 hours An introduction to the biology of viruses, bacteria, algae, and fungi. Consideration is given to phylogenetic relationships, taxonomy, physiology, and economic or pathogenic significance of each group. Lecture and laboratory. Prerequisites: BIO 201, CHM 201, and CHM 201L with a grade of "C-" or higher in each course. BIO 251. Biology Seminar I: Oral Presentations 1 hour This course is offered in the faU as a component in a two-semester "capstone" sequence for biology majors. The two-part experience is designed to introduce students to the mechanics and inteUecmal components of the practice of being a scientist. This course will cultivate the skills of the framing, researcliing, preparation and presentation of a public address on a topic of biological interest. Recommended for smdents with junior or senior standing. 114 BIO 252. Biology Seminar II: Biological Literature 1 hour This course is offered in the spring as a component in a two-semester "capstone" sequence for biology majors. The two-part experience is designed to introduce students to the mechanics and intellectual components of the practice of being a scientist. This course serves as an introduction to researching, locating, interpreting and presenting information from the professional scientific literature. Recommended for students with sophomore or junior standing. BIO 301. Comparative Vertebrate Anatomy 5 hours An intensive study of the structural aspects of selected vertebrate t}'pes. These organisms are smdied in relation to their evolution and development. The laboratory involves detailed examination of representative vertebrate specimens . Prerequisites: BIO 102, BIO 201, CHM 201, and CHM 201L. Completion of BIO 201 or CHM 201 and coregistration in the other may be acceptable with the permission of the instructor. A grade of "C-" or higher must be earned in each of the prerequisite courses. BIO 302. Human Physiology 5 hours A detailed analysis of human functions that deals primarily with the interactions involved in the operation of complex human systems. Lecture and laboratory. Prerequisites: BIO 201, CHM 201, and CHM 201L. A grade of "C-" or higher must be earned in each of the prerequisite courses. BIO 310. Special Topics in Biology 1-5 hours Advanced course and laboratory work, including independent studies, in various areas of biology. Approval by the student's facult}' advisor and the chairperson of the department is required for off-campus activities. Prerequisite: Permission of the instructor. BIO 313. Embryology 5 hours A course dealing with the developmental biology of animals. Classical observations are considered along with more recent experimental embryology in the framework of an analysis of development. In the laboratory, living and prepared examples of developing systems in representative invertebrates and vertebrates are considered. Prerequisites: BIO 202, CHM 201, and CHM 201L. A grade of "C-" or higher must be earned in each of the prerequisite courses. BIO 315. Animal Behavior 5 hours This course considers the function, development, and evolution of animal behavior, including the physical and physiological bases of behaxdor, behavioral genetics, social beha\aor and behavioral ecology. The laboratory component applies the issues addressed in lecmre in a hands- on interactive and field-oriented setting. An integrated speakers series is part of the interactive intellectual environment cultivated by the course. Lecmre and laboratory. Offered biennially. Prerequisites: BIO 102 and PSY 101. A grade of "C-" or higher must be earned in each of the prerequisite courses. 115 BIO 316. CeU Biology 5 hours An in-depth consideration of cell ultrastructure and the molecular mechanisms of cell physiology. Techniques involving the culturing and preparation of cells and tissues for experimental examination are carried out in the laboratory. Prerequisites: BIO 202, CHM 201, and CHM 201 L. A grade of "C-" or higher must be earned in each of the prerequisite courses. BIO 326. Vascular Plants 5 hours The biology of vascular plants is considered at levels of organization ranging from the molecular through the ecological. Studies of anatomy and morphology are pursued in the laboratory, and an independent project concerning plant hormones is required. Offered spring semester of even-numbered years. Prerequisites: BIO 202, CHM 201, and CHM 201L. A grade of "C-" or higher must be earned in each of the prerequisite courses. BIO 413. Biochemistry 5 hours 7\n introduction to the chemistry of Hving systems, this course will investigate the synthesis, degradation, and functions of various molecules within living organisms. Central metabolic pathways and enzyme reaction mechanisms also will be studied. Lecttire and laboratory. Prerequisites: BIO 102, CHM 201, and CHM 201 L with a grade of "C-" or higher in each course; recommended Prerequisite: CHM 310. BIO 414. Molecular Biology and Biotechnology 5 hours This course is an introduction to the theory and practice of molecular bioscience. Topics covered include the principles and processes of molecular biology, DNA isolation and characterization, restriction enzyme analysis, cloning, construction and selection of recombinants made in vitro and preparation and analysis of gene libraries. Lecture and Laboratory. Prerequisites: BIO 202, CHM 201, CHM 201 L, and BIO 413 with a grade of "C-" or higher in each course. BIO 416. Evolution 4 hours A course dealing with the various biological disciplines and their meaning in an evolutionary context. Also, a consideration of evolutionary mechanisms and the various theories concerning them. Prerequisites: BIO 202, CHM 201, and CHM 201L. A grade of "C-" or higher must be earned in each of the prerequisite courses. BIO 423. Ecology 5 hours This course investigates the features of the environment that dictate where an organism lives and what densit}' its population can achieve. The course takes a quantitative approach to these topics and uses both laboratory and field-based examples to Ulustrate concepts. Laboratory sections involve several off-campus field trips. Prerequisites: Permission of the instructor or a grade of "C-" or higher in BIO 202, CHM 201, and CHM 201L. Biopsychology Biopsychology is the study of the biological bases of behavior, including the molecular and cellular basis of neural functioning and how systems of neurons relate to beha\ior. By its nature, the field of biopsychology is an interdisciplinary field of smdy that encompasses biology, chemistry, and psychology. The field is broad and researchers may find themselves smd\ing the brain from a chemical, cellular, genetic, developmental, behavioral, cognitive, or social behavioral perspective. A graduate with a Bachelor of Science in biopsychology could pursue entry-level 116 positions in academic or private research settings, sales positions in the biotechnology industry, or explore alternative careers such as policy development or science writing. In addition, the major provides the training necessary to be competitive when applying to various graduate programs in neuroscience and related disciplines. The major consists of 1 1 required courses (some with associated laboratories) and four electives. There is no minor in biopsychology. Courses taken to complete this major may not be used to fulfill the requirements of a minor in a related field. Due to the breadth of electives offered students should consult with their advisor to create a coherent program of study that is best suited to each student's goals. Pre-medical students should consult with the pre-medical advisor concerning additional course work required to apply to medical school. General Biology I and II, General Chemistry I and II, and General Chemistry Laboratory I and II have as prerequisites fulfillment of one of the following with a grade of "C-" or better: 1) high school calculus, 2) AP calculus, or 3) precalculus taken at the college level. A grade of "C-" or higher must be obtained in each freshman- and sophomore-level required course (100-level and 200-level). A grade-point average of 2.0 or higher is required in all required courses and electives for the major. The degree awarded is the Bachelor of Science. Major Requirements of the major include completion of the following courses: BIO 101 General Biology I BIO 102 General Biology II BIO 201 Genetics BIO 202 Microbiology CHM 101, lOlL General Chemistry I with laboratory CHM 102, 102L General Chemistry II with laboratory CHM 201, 201 L Organic Chemistry I with laboratory MAT 1 1 1 Statistics PSY 101 Psychological Inquiry PSY 301 Research Methods PSY 309 Behavioral Neuroscience Each student must also complete four electives from the following options. At least one elective must be a biology course or Organic Chemistry II with laboratory. BIO 301 Comparative Vertebrate Anatomy BIO 302 Human Physiology BIO 315 Animal Beha\aor * BIO 316 CeU Biology BIO 413 Biochemistry BIO 414 Molecular Biology and Biotechnology CHM 202, 202L Organic Chemistry II with laboratory PSY 201 Developmental Psychology PSY 203 Learning and Conditioning PSY 302 Advanced Experimental Psychology PSY 306 Abnormal Psychology PSY 307 Cognitive Psychology PSY 308 Sensation and Perception PSY 403 Drugs, the Brain, and Behavior *Note: This course will not serve as the one biology elective by itself. 117 Business Administration Business Administration prepares stxidents for careers in the business world. Business teaches not only knowledge and use of business terminology but introduces all the major disciplines of a business entity. Throughout the curriculum there is a major emphasis on critical thinking, strategic thinking, leadership, problem solving, managerial skills, and communication skills. Business students study all functional areas of business to enable them to have an appropriate foundation for related careers in advertising, financial services, banking or securities trading, marketing, management, or to pursue graduate education. Internships are available to prepare students for careers after graduation. In addition to preparing students for business careers and graduate school, the program in business administration is a good alternative for other careers. Students gain administrative skills and methods of kiquiry that are applicable in governmental and non-profit organizations. Since much legal practice involves business and a knowledge of business terminology and institutions, this major is an excellent background for the smdy and practice of law. Major Students pursuing a Bachelor of Science degree must complete the following requirements with a grade of "C-" or higher: ACC 230 Financial Accounting ACC 231 Managerial Accounting BUS 219 Management Science BUS 260 Principles of Management BUS 310 Corporate Finance BUS 350 Marketing BUS 469 Strategic Management ECO 121 Introduction to Economics ECO 221 Intermediate Microeconomics ECO 222 Intermediate Macroeconomics MAT 1 1 1 Statistics MAT 121 AppUed Calculus In addition, the student must satisfy the Computer Applications Proficiency Requirement. This can be done in one of three ways: 1) by assessment of skills with the student's academic advisor, 2) by successful completion of Introduction to Computer Applications Software, or 3) by successful performance on the computer proficiency examination. Finally, three additional advanced-level courses must be successfully completed at the 300 or 400 level in accounting, business administration, economics, and/or computer science. These courses may be taken in a specific functional area as a concentration or taken in different areas. A concentration may be earned in the areas of finance, international business smdies, management, or marketing. Each concentration requires that the student take at least nine credit hours of course work at the 300, 400, or MBA level in that area. For a course to be included as part of a student's concentration, it must be approved by the smdent's advisor. Students who wish to take MBA-level courses as part of their concentration must have 1) at least junior standing, 2) a cumulative grade-point average of 2.8, and 3) written permission from the MBA director. In addition, there must be sufficient space availabilit}' for undergraduate students. A student may take no more than six credit hours of the concentration at the MBA level. 118 Minor A minor in business administration is designed to provide the student with an elementary foundation in the major disciplines within business administration. It is a useful minor for students who wish to prepare for an entry-level position in business while pursuing another major outside of business administradon. It is also useful for those who wish to continue work after graduation toward a Master of Business Administration degree at Oglethorpe or elsewhere. The requirements for a minor are the successful completion with a grade of "C-" or higher in each of the following courses: ACC 230 Financial Accounting ACC 231 Managerial Accounting BUS 260 Principles of Management BUS 310 Corporate Finance BUS 350 Marketing ECO 121 Introduction to Economics BUS 110. Business Law 1 4 hours This course is designed to give the student an awareness of a Limited area of those aspects of the law which will be needed in day-to-day dealings with the problems of business. Special emphasis is placed upon the law of contracts, negotiable instruments, agency, and a study of the Uniform Commercial Code as it applies. BUS 111. Business Law II 4 hours This course is a study of partnerships, corporations, sales, bailments, securit}' devices, propert}', bankruptcy, and trade infringements. Prerequisite: BUS 110. BUS 219. Management Science 4 hours An introduction to operations research, model building, optimization, linear programming, inventory models, and simulation. Major techniques and models of quantitative analysis as appUed to business are studied. Prerequisites: CSC 240, MAT 111, and MAT 121. BUS 260. Principles of Management 4 hours This course is an introduction to the principles of management and administration. It includes the study of leadership, conflict resolution, decision making, and the general functions of management in large and small organizations. Students wiU use computers extensively to do active research, and wiU learn spreadsheet and graphical tools to aid in the development of their decision-making skills. BUS 310. Corporate Finance 4 hours This course is a study of the basic principles of organizational finance and its relation to other aspects of business management and to the economic environment within which the firm operates. Attention is given to basic financial concepts, techniques of financial analysis, sources of fiinding, asset management, capital budgeting, capital structure, cost of capital, time value of money, and financial decision making under conditions of uncertainty Prerequisites: ACC 231, ECO 121, and MAT 111. BUS 350. Marketing 4 hours This course is concerned with the policies and problems involved in the operation of market institutions. It will examine broad principles and concepts involved in the operation of market planning, market segmentation, consumer behavior, and product management, pricing, distribution, and promotion of goods and services. Aspects of global marketing, current marketing topics, and ethical and social responsibUit)' issues in marketing are addressed. Prerequisites: ACC 231 and ECO 121. ^ 119 BUS 351. Retailing 4 hours This course is designed to acquaint tlie student with one aspect of the marketing activity of distribution known as retailing. The course will involve looking at all the activities necessary to sell goods and services to the final consumer. This will include an examination of such retail topics as consumer markets and behavior, retail site location, retail store operations and management, pricing and communication decisions, merchandising, decision analysis and evaluation, and the regulatory, technological and ethical environments in which retailing operates. Prerequisite: BUS 350. BUS 352. Marketing Communications 4 hours Principles, concepts, and practices relating to the various kinds of communications employed to disseminate information about products and services to potential buyers are topics in this course. Communication methods to be studied include advertising, personal seUing, sales promotion, and pubUc relations. The behavioral aspects of both messages and media will be explored. Prerequisite: BUS 350. BUS 362. Human Resources Management 4 hours In this course students will explore the perspectives and challenges of Human Resources Management within the context of the emerging global economy. The class will look at traditional HRM topics such as selection and compensation and also at how students can manage their own human resource potential. Prerequisite: BUS 260. BUS 370. International Business 4 hours This course is designed to acquaint the student with the problems encountered in conducting business outside one's own country and to provide a basis for evaluating the impact on business activities of changing economic, political, and cultural factors. Cases will be used throughout the course to give the student experience with the problems and advantages of doing business across national frontiers. A cultural diversit)' simulation game also will be used. Prerequisite: BUS 260. BUS 410. Advanced Corporate Finance 4 hours As a continuation of Corporate Finance, topics in this course will include capital budgeting, intermediate and long-term funding, current asset management, working capital management, and dividend policy. Case studies will be used to emphasize actual business situations and to focus on the comprehensive financial management of the firm. Prerequisite: BUS 310. BUS 411. Investments 4 hours An introduction to tlie environment in which investment decisions are made. Topics explored wiU include efficient markets, the capital asset pricing model, term structure of interest rates, risk versus return, and performance measures. Although the emphasis will be on stocks and bonds, other investments will be discussed. Prerequisite: BUS 310. BUS 450. Consumer Behavior 4 hours This course is designed to develop and enhance an understanding of how and why individuals, groups, and organizations select, secure, use, and dispose of products and die impact this has on consumers and society. The course is interdisciplinarv, drawing upon the fields of economics, marketing, psychology, and sociology. Ethical and legal as well as international aspects of consumer behavior are explored in the course. Prerequisite: BUS 350. 120 BUS 451. Direct Marketing 4 hours This course is designed to introduce the student to the specialized field of interactive marketing which uses all media to effect a measurable consumer response. Topics to be explored include direct marketing planning, mailing lists and databases, selecting the appropriate media for the message, techniques for creating and producing direct response campaigns, and managing the direct marketing operation. Prerequisite: BUS 350. BUS 456. Marketing Research 4 hours This course is designed to explore topics such as the t\pes of research, the research process, research design, sampling procedures, data collection methods, data analysis, and preparation and presentation of research findings. A research project and presentation of findings is usually required in the course. Prerequisites: BUS 350, CSC 240 or equivalent, and MAT 111. BUS 461. Total Quality Management 4 hours This course will explore major systematic approaches to Total Qualit\' Management. Students will examine quality management from a "profound knowledge" perspective (Deming, Pirsig, Goldratt), and will learn how to understand qualit}' as a concept for achieving effective management within a firm, and in one's own life. Prerequisites: BUS 260 and MAT 111. BUS 469. Strategic Management 4 hours This course is the capstone integration course for the business program. Students learn integrative thinking skills and strategic management tools through both the reading of conceptual work and the extensive use of the case studies. This course must be taken in residence in order to fulfill the requirements for a degree in this major. Prerequisites: BUS 260, BUS 310, and BUS 350. BUS 490. Internship in Business Administration 1-4 hours An internship is designed to provide a formalized experiential learning opportunity' to qualified students. The internship generally requires the student to obtain a facult}' supervisor in the relevant field of study, submit a learning agreement, work 30 hours for every hour of academic credit, keep a written journal of the work experience, have regularly scheduled meetings with the facult}' supervisor, and write a research paper dealing with some aspect of the internship. Written work should total five pages of academic writing for every hour of credit. An extensive list of internships is maintained by the Career Services Office, including opportunities at Office Depot, the Metro Adanta Chamber of Commerce, SunTrust Bank and the Atianta Thrashers. Graded on a satisfactory/unsatisfactory basis. Prerequisites: Permission of the faculty supervisor and qualification for the internship program. BUS 494. Independent Study in Business Administration 1-4 hours Supervised research on a selected topic in business administration. Prerequisite: Submission of a proposed outline of study that includes a schedule of meetings and assignments approved by the instructor, the division chair, and the Provost and Senior \^ice President prior to registration. BUS 495. Special Topics in Business Administration 4 hours An intense study of diverse business topics under the direct supervision of a business administration faculty member. Prerequisite: Permission of the instructor. 121 Business Administration and Behavioral Science Business administration and behavioral science provides students with the knowledge and skills of the behavioral sciences as they may apply to the business world. Students majoring in business and behavioral science will be prepared for careers in human resources or institutional administration such as hospitals. The major also prepares students to pursue graduate studies in business, applied psychology, or organizational behavior. Major Students pursuing a Bachelor of Arts degree must complete the following requirements with a grade of "C-" or higher: ACC 230 Financial Accounting ACC 231 Managerial Accounting BUS 260 Principles of Management BUS 350 Marketing MAT 1 1 1 Statistics PSY 204 Social Psychology PSY 303 Psychological Testing SOC 302 The Sociology of Work and Occupations One semester of a foreign language at the second semester elementary-level or higher Two of the following behavioral science courses: PSY 202 Organizational Psychology PSY 203 Learning and Conditioning PSY 205 Theories of Personality PSY 301 Research Methods SOC 308 Culture and Society Two of the following business administration courses: BUS 110 Business Law I BUS 219 Management Science BUS 310 Corporate Finance BUS 352 Marketing Communications BUS 362 Human Resources Management BUS 456 Marketing Research BUS 461 Total Quality Management BUS 495 Special Topics in Business Administration: Entrepreneursliip and Innovation ECO 221 Intermediate Microeconomics ECO 222 Intermediate Macroeconomics ECO 424 Labor Economics In addition, the student must satisfy the Computer Applications Proficiency Requirement. This can be done in one of three ways: 1) by assessment of skills with the student s academic advisor, 2) by successful completion of Introduction to Computer Applications Software, or 3) by successful performance on the computer proficiencv examination. 122 Business Administration and Computer Science Business involves the collection, storage, analysis, and reporting of large volumes of data. By combining business and computer science courses, students learn ways in which computer systems can assist in carrying out the accounting, finance, marketing, and management functions of business. Business administration and computer science majors learn innovative approaches to administration that would be impractical without the computational capacity of the computer. Students pursuing a Bachelor of Science degree must complete the following requirements with a grade of "C-" or higher: ACC 230 Financial Accounting ACC 231 Managerial Accounting BUS 260 Principles of Management BUS 310 Corporate Finance BUS 350 Marketing BUS 469 Strategic Management CSC 243 Principles of Computer Programming in C++ or CSC 244 Principles of Computer Programming in Java CSC 344 Principles of File Processing in COBOL ECO 121 Introduction to Economics MAT 1 1 1 Statistics MAT 121 AppUed Calculus Completion of three of the following courses also is required: CSC 240 Introduction to Computer Applications Software or CSC 243 Principles of Computer Programming in C++ or CSC 244 Principles of Computer Programming in Java CSC 342 Introduction to Data Structures in Ada CSC 440 Principles of Object-Oriented Programming Using C++ CSC 441 Assembly Language and Computer Architecture CSC 442 Special Topics in Computer Science In addition, the student must satisfy the Computer AppUcations Proficiency Requirement. This can be done in one of three ways: 1) by assessment of skills with the student's academic advisor, 2) by successful completion of Introduction to Computer Applications Software, or 3) by successful performance on the computer proficiencv examination. 123 Chemistry The chemistry program covers four general areas of chemistry: inorganic, organic, physical, and analytical. The first half of a student's chemistry curriculum involves courses which present the fundamentals of the various areas. The second half of the curriculum consists of advanced courses which cover specialized topics in chemistry. In addition to factual knowledge about chemistry, the student gains an understanding about the scientific method and a systematic approach to research. A large portion of the chemistry curriculum includes laboratory courses. These courses teach the techniques and skills used in chemical experimentation. A student who has completed the Bachelor of Science program in chemistry has several career options. These options include technical or analytical work in a chemical laboratory and non-research positions in the chemical industry such as sales or marketing. Another option is to enter a graduate or professional school. Graduates interested in doing chemical research should pursue the M.S. or Ph.D. degrees. Those interested in professions such as medicine or dentistn,-, would enter the appropriate professional school after receiving the Bachelor of Science degree. Lastiy, the chemistry major is an excellent preparation for careers as diversified as patent law and teaching. A grade of "C-" or higher must be obtained in each freshman- and sophomore -level science course that is required for this major or minor; these courses are numbered 100 through 300 in each discipline. A grade-point average of 2.0 or higher is required in all courses required for the major. Smdents who are interested in scientific illustration are encouraged to consider the Scientific Illustration Tracks that are offered within the art major. Major The requirements for a major in chemistry are as follows: General Chemistry I and II, Organic Chemistry I and II, Elementary Quantitative Analysis, Instrumental Methods of Chemical Analysis, Physical Chemistry I and II, Inorganic Chemistry, Advanced Organic Chemistry, and Organic Spectroscopy. Each requirement has a respective laboratory which must be taken concurrentiy with the course. The degree awarded is the Bachelor of Science. Minor The requirements for a minor in chemistry are as follows: General Chemistry I and II (with laboratories). Organic Chemistry I and II (with laboratories). Elementary Quantitative Analysis (with laboratory), and one additional lecture course in chemistry. CHM 101, CHM 102. General Chemistry I, II 4 plus 4 hours An introduction to the fundamental principles of chemistry, including a smdv of the theories of the structure of atoms and molecules and the nature of the chemical bond; the properties of gases, liquids, and solids; the rates and energetics of chemical reactions; the properties of solutions; chemical equilibria; electro-chemistry, and the chemical beha\'ior of representative elements. Prerequisites: MAT 102 and MAT 103 with a grade of "C-" or higher in each course. Corequisites: CHM lOlL and CHM 102L. A grade of "C-" or higher must be earned in CHM 101 before taking CHM 102. 124 CHM lOlL, CHM 102L. General Chemistry Laboratory I, II 1 plus 1 hour The laboratory course is designed to complement CHM 101 and CHM 102. Various laboratory techniques will be introduced. Experiments wiU demonstrate concepts covered in the lecture material. Corequisites: CHM 101 and CHM 102. CHM 201, CHM 202. Organic Chemistry I, II 4 plus 4 hours An introductory course in the principles and theories of organic chemistry. The structure, preparation, and reactions of various functional groups wiU be investigated. Emphasis will be on synthesis and reaction mechanisms. Prerequisites: CHM 101 and CHM 102 with a grade of "C-" or higher in each course. Corequisites: CHM 201L and CHM 202L. A grade of "C-" or higher must be earned in CHM 201 before taking CHM 202. CHM 201L, CHM 202L. Organic Chemistry Laboratory I, II 1 plus 1 hour The laboratory course is designed to complement CHM 201 and CHM 202. Various techniques, such as distillation, extraction, and purification, are smdied in the first semester. The second semester involves synthesis and identification of a variet}' of organic compounds. Corequisites: CHM 201 and CHM 202. CHM 301, CHM 302. Physical Chemistry I, II 4 plus 4 hours A systematic study of the foundations of chemistry. Particular attention is paid to thermodynamics, including characterization of gases, liquids, solids, and solutions of electrolytes and nonelectrolytes; the First, Second, and Third Laws; spontaneity and equilibrium; phase diagrams and one- and two-component systems; electrochemistry; and an introduction to the kinetic theory and statistical mechanics. Additionally, both phenomenological and mechanistic kinetics are presented, as is a brief introduction to quantvim mechanics. Prerequisites: MAT 233, CHM 202, and PHY 102 with a grade of "C-" or higher in each course. CHM 301L, CHM 302L. Physical Chemistry Laboratory I, II 1 plus 1 hour Intended to complement the physical chemistry lecture courses, these courses provide the smdent with an introduction to physico-chemical experimentation. Corequisite: CHM 301, 302. CHM 310. Elementary Quantitative Analysis 4 hours An introduction to elementary analytical chemistry, including gravimetric and volumetric methods. Emphasis is on the theory of analytical separations, solubility, complex, acid-base, and redox equilibria. Intended for both chemistry majors and those enrolled in pre-professional programs in other physical sciences and in the health sciences. Prerequisite: CHM 201 with a grade of "C-" or higher. CHM 310L. Elementary Quantitative Analysis Laboratory 1 hour Analyses are carried out in this course which illustrate the methods discussed in CHM 310. Corequisite: CHM 310. 125 CHM 422. Instrumental Methods of Chemical Analysis 4 hours A discussion of the principles and applications of modern instrumentation used in analytical chemistry. Methods discussed are primarily non-optical, including an overview of electrochemistry; potentiometric methods, including use of pH and other ion meters; electrogravimetry; coulometry; polarography; amperometry; and gas- and liquid-chromatography. Course is offered on alternate years. Prerequisite: CHM 310 with a grade of "C-" or higher. CHM 422L. Instrumental Methods Laboratory 1 hour This laboratory accompanies CHM 422 and will consider the practical applications of modern instrumentation in analytical chemistry. Corequisite CHM 422. CHM 424. Advanced Organic Chemistry 4 hours A discussion of selected reactions and theories in organic chemistry. Emphasis is placed on reaction mechanisms and reactive intermediates encountered in organic synthesis. Prerequisite: CHM 202 with a grade of "C-" or higher. CHM 424L. Advanced Organic Chemistry Laboratory 1 hour Intended to complement Advanced Organic Chemistry, this course will investigate general reactions and mechanistic principles in organic synthesis. The study will require the multi- step synthesis of various organic molecules. Corequisite: CHM 424 CHM 432. Inorganic Chemistry 4 hours A study of the principles of modern inorganic chemistry, including atomic structure; molecular structure; ionic bonding; crystal structures of ionic solids, a systematic study of the behavior of inorganic anions; coordination chemistry, including structure and mechanisms of aqueous reactions; and acids and bases. Course is offered on alternate years. Prerequisite or corequisite: CHM 302. CHM 432L. Inorganic Chemistry Laboratory 1 hour Intended to complement Inorganic Chemistry, this course provides experience in the methods of preparation and characterization of inorganic compounds. Corequisite: CHM 432 CHM 434. Organic Spectroscopy 4 hours A course dealing with several spectroscopic methods as applied to organic molecules. The principles and interpretation of ultra-violet, visible, infrared, mass, and nuclear magnetic resonance spectra wiU be studied. Course is offered on alternate years. Prerequisite: CHM 202 with a grade of "C-" or higher. CHM 434L. Organic Spectroscopy Laboratory 1 hour Students enrolled in this course use various spectrometers for qualitative and quantitative analysis. Corequisite: CHM 434 CHM 490. Special Topics in Chemistry 1-5 hours Advanced topics wiU be offered in the following fields: Organic Chemistry, Organic Qualitative Analysis, Biochemistry, Theoretical Chemistr)', and Advanced Inorganic Chemistry. Prerequisite: Permission of the instructor. 126 CHM 499. Independent Study in Chemistry 1-5 hours This course is intended for students of senior standing who wish to do independent laboratory and/or theoretical investigations in chemistry. Prerequisite: Submission of a proposed outline of study that includes a schedule of meetings and assignments approved by the instructor, the division chair, and the Provost and Senior Vice President prior to registration. Communication and Rhetoric Studies The program in communication and rhetoric studies prepares students to become critically reflective citizens and practitioners in professions, including journalism, public relations, law, politics, broadcasting, advertising, public service, corporate communications, and publishing. Students learn to perform effectively as ethical communicators as speakers, writers, readers, and researchers who know how to examine and engage audiences, from local to global situations. Majors acquire theories, research methods, and practices for producing as well as judging communication of all kinds written, spoken, visual, and multi-media. The program encourages students to understand messages, audiences, and media as shaped by social, historical, political, economic, and cultural conditions. Smdents have the opportunity to receive hands-on experience in a communication field of their choice through an internship. A leading center for the communications industry, Adanta provides excellent opportunities for students to explore career options and apply their skills. The major in communication and rhetoric studies consists of at least nine courses (36 semester hours) in the discipline. All majors must complete a minor course of study to connect their field to a related body of knowledge and to enhance career possibilities. Smdents are encouraged to broaden their knowledge and skills through this required minor in such areas as art, philosophy, psychology, business administration, politics, and international smdies. The degree awarded is the Bachelor of Arts. Major The following courses are required: CRS 101 Theories of Communication and Rhetoric CRSllO Public Speaking I CRS 390 Advanced Topics in Communication and Rhetoric Studies One year of a foreign language at the first-year college level (or the equivalent determined through testing) Two courses selected from the following: CRS 221 Persuasive Writing CRS 240 Journalism CRS 340 Writing for Business and the Professions Four courses selected from the following list with at least three of them bearing the CRS designation. Advanced Topics in Communication and Rhetoric Studies may be taken more than once. CRS 1 1 1 PubHc Speaking II CRS 220 Investigative Writing CRS 250 Broadcasting and the New Electronic Media CRS 380 Independent Study in Communication and Rhetoric Studies CRS 390 Advanced Topics in Communication and Rhetoric Studies CRS 401 Internship in Communication and Rhetoric Studies , ENG 230 Creative Writing ENG 231 Biography and Autobiography ENG 331 Writing Prose, Fiction, and Nonfiction 127 WRI 381 Independent Study in Writing WRI 391 Special Topics in Writing Minor A student may take a communication and rhetoric studies minor or writing minor, but not both. The minor consists of 20 semester hours. (For the requirements of the writing minor, please see the description of the writing minor in alphabetical order below.) The following course is required: CRS 101 Theories of Communication and Rhetoric 1 One course selected from the following: CRS 221 Persuasive Writing CRS 240 Journalism CRS 340 Writing for Business and the Professions Three courses selected from the following. Advanced Topics in Communication and Rhetoric Studies may be taken more than once. CRS 110 PubHc Speaking I CRS 111 PubUc Speaking II CRS 220 Investigative Writing CRS 240 Journalism CRS 250 Broadcasting and the New Electronic Media CRS 340 Writing for Business and the Professions CRS 390 Advanced Topics in Communication and Rhetoric Smdies CRS 401 Internship in Communication and Rhetoric Studies WRI 391 Special Topics in Writing CRS 101. Theories of Communication and Rhetoric 4 hours This gateway course to the major is designed to establish a broad understanding of various theories used in communication and rhetoric studies. Students wiU learn theories about messages themselves as well as the various contexts in which they occur: interpersonal communication, public communication, mass communication, intercultural and gendered communication, and organizational communication. The ethical implications of these theories wiH also be considered. CRS 110. Public Speaking 1 4 hours This course is designed to develop and enhance students' abiLit\' to communicate effectively to any audience. Students wiU deliver both prepared and impromptu speeches. Thev will give humorous and inspirational speeches as well as informational speeches focusing on organization and the use of visual aids. Students develop all the tools necessary to effectively communicate their voice, their gestures, their body language, and their eye contact. They will receive timely written and oral feedback from the instructor. Speeches wiU be videotaped and critiqued. The goal is to become a more polished and confident speaker. CRS 111. PubUc Speaking II 4 hours This course develops communication skills gained in Public Speaking I. Smdents will learn to convey their messages directiy, confidendy, and persuasively. Students will practice delivering persuasive speeches for a varietv of occasions from the classroom to the boardroom. They will learn to make the closing argument to the jury, to tleld the difficult interN-iew question, to close the sale, to give the congratulatory toast, and to deliver the inspirational speech. Speeches wUl be videotaped and critiqued. Prerequisite: CRS 1 10. 128 ARC 201. Seminar for Student Tutors 1 hour Peer tutors at the Academic Resource Center spend two hours per week assisting other students, individually or in groups, with course material, papers, and preparation for examinations. In addition, they participate in support and training meetings with the ARC directors and with instructors of the courses in which they tutor. They discuss how to work with texts in different disciplines, encourage study group members to help each other learn, and foster student engagement with and assimilation of course content. Graded on a satisfactory/unsatisfactory basis. Prerequisites: Permission of the instructor and Associate Provost for Student Achievement. CRS 220. Investigative Writing 4 hours This expository writing course is designed to develop research and writing skills. Emphasis will be on learning a wide range of library and Internet-based research techniques and purposefully presenting information to a variety of audiences in appropriate format and style. Students wiU be asked to define their own investigative projects and to analyze and revise their own writing. This course is recommended for freshmen and sophomores. Prerequisite: COR 101. CRS 221. Persuasive Writing 4 hours This course is designed to develop sophisticated strategies of persuasion for analyzing and generating arguments responsive to targeted audiences in a variety of contexts, including civic, professional, and academic. Students will learn both classical and contemporary strategies of persuasion. Emphasis will be on presenting clear, coherent, and logical arguments. Students wiU be asked to define their own projects within assigned contexts. Students will evaluate their own and others' writing to enable the revision process. This course is open to sophomores, juniors, and seniors only. It is offered in the fall semester. Prerequisites: COR 101 and COR 102. CRS 240. Journalism 4 hours This course teaches the fundamentals of journalistic news writing and reporting. From interviews to the Internet, students will learn how to gather information from a variet\' of sources and write stories using different t\"pes of leads, endings, and structures. Thev wiU also engage in a critique of today's journalistic practices. This course is offered in the fall semester. Prerequisites: COR 101 and COR 102. CRS 250. Broadcasting and the New Electronic Media 4 hours This course is designed to introduce students to the economic, regulatory, and creative forces that affect the broadcast industry. The course will raise theoretical questions and practical concerns about the different t}"pes of media (TV, radio, and the Internet) that deal with the electronic transmission of information. The focus wiU be on industry trends and on current issues facing these media industries. This course is offered in the fall semester. CRS 340. Writing for Business and the Professions 4 hours This course is for students who have mastered the basic skills and insights of writing and who wish to improve their abilit}' to write clear, concise, persuasive prose designed for audiences in business and the professions. Students are required to write a variety of texts, such as proposals, progress reports, recommendation reports, and manuals. Other elements of the course may include oral presentations. Prerequisite: CRS 220, CRS 221, or permission of the instructor. 129 CRS 380. Independent Study in Communication and Rhetoric Studies 1-4 hours Supervised independent communications project. Prerequisites: Submission of a proposed outline of study that includes a schedule of meetings and assignments approved by the instructor, the division chair, and the Provost and Senior Vice President prior to registration. The student must be pursuing a major in communication and rhetoric studies. WRI 381. Independent Study in Writing 1-4 hours Supervised independent writing project. Prerequisites: Submission of a proposed outline of study that includes a schedule of meetings and assignments approved by the instructor, the division chair, and the Provost and Senior Vice President prior to registration. The student must be pursuing a minor in writing or a major in communication and rhetoric smdies. CRS 390. Advanced Topics in Communication and Rhetoric Studies 4 hours This advanced course will examine selected topics in rhetoric, communication, or media smdies, such as Global Media, Civic Literacy, Global Culmre and Rhetoric, Rhetoric of Human Rights, Gendered Communication and Rhetoric, Media Culture and Societ}', Political Rhetoric, and Mass Media Effects. Prerequisite: CRS 101 or permission of the instructor. This course may be taken more than once. WRI 391. Special Topics in Writing 4 hours Smdy of a selected topic in the field of writing, such as Public Relations Writing, Scientific and Technical Writing, Oral History, and The Art of the Essay. The topic will varv from year to year and may be offered by communication and rhetoric studies facult}' or English facult\\ Prerequisite for special topics taken with communication and rhetoric smdies facult}': CRS 101 or permission of the instructor. CRS 401. Internship in Communication and Rhetoric Studies 1-4 hours An internship is designed to provide a formalized experiential learning oppormnirv to qualified students. The internship generally requires the student to obtain a facult\' supervisor in the relevant field of study, submit a learning agreement, work 30 hours for every hour of academic credit, keep a written journal of the work experience, have regularly scheduled meetings with the faculty supervisor, and write a research paper dealing with some aspect of the internship. An internship for the writing minor must be writing intensive. Written work should total five pages of academic writing for every hour of credit. An extensive list of internships is maintained bv the Career Services Office, including oppormnities at CNN, Fox 5, WSB-TS-^, Green Olive Media, and The A.tlanta journal Constitution. Students are strongly encouraged to do multiple internships, but only 4 semester hours can be applied as elective credits to the major. Graded on a satisfactory/unsatisfactory basis. Prerequisites: Permission of the facult\' supervisor and qualification for the internship program. 130 Computer Science Minor A minor in computer science consists of five computer science courses, one of which must be Principles of Computer Programming in Java or Principles of Computer Programming in C++, and no more than two of which may be below the 300 level. Internship in Computer Science may not be used as one of the five courses in a computer science minor. CSC 240. Introduction to Computer Applications Software 4 hours This course introduces the student to the major t}pes of computer applications software, including word processing, electronic spreadsheets, database management, graphics, and presentation software. A predominant emphasis is on the construction of significant applications systems, including integrating various applications, transferring data among applications, and custom programming. The student wUl use microcomputer software such as Microsoft Office Professional, which includes Word, Excel, Access, PowerPoint, and Visual BASIC. CSC 243. Principles of Computer Programming in C++ 4 hours This course introduces the student to the fundamental techniques of problem solving and algorithm construction within the context of the C++ programming language. The student will design and complete several substantial programming projects, most having significant mathematical content. Topics include data types, control structures, file manipulation, functions, parameters, structures, unions, classes, arrays, dynamic data structures, abstract data t)fpes, object-oriented programming, and separate compilation units. Prerequisite: MAT 102 or bv examination. CSC 244. Principles of Computer Programming in Java 4 hours This course introduces the student to the fundamental techniques of problem solving and algorithm construction within the context of the Java programming language. The student will design and implement several substantial programming projects, most having signitlcant mathematical content. Topics include data types, control structures, file manipulation, functions, parameters, classes, arrays, dynamic data structures, object-oriented programming, separate compilation units, HTML, and World Wide Web programming. Prerequisite: MAT 102 or by examination. CSC 342. Introduction to Data Structures in Ada 4 hours This courses uses Ada language constructs to introduce the student to the important concepts of static and dynamic data representation, which, along with effective algorithm development, are essential components of successful computer program development. Topics include arrays, records, files, pointers, linked Usts, stacks, queues, priority queues, sets, trees, b- trees, strings, abstract data types, sorting and searching techniques, and implementation procedures. Prerequisite: CSC 243 or CSC 244. 131 CSC 344. Principles of File Processing in COBOL 4 hours This course provides an accelerated introduction to the COBOL language and to standard techniques for managing data in computer files. Students will use COBOL to program solutions to problems which arise predominandy, though not exclusively, in business environments. Topics include file creadon and updating, merging and searching, report generation, subprograms, separate compilation units, interactive programming, sequential, indexed, and relative files, and elementary concepts of database management. Prerequisite: CSC 243 or CSC 244. CSC 440. Principles of Object-Oriented Programming Using C++ 4 hours This course includes a comprehensive treatment of the C++ programming language, using the object-oriented methodology. Fundamental C++ programming constructs will be discussed, including native types, control structures, functions, parameters, pointers, structures, unions, classes, file manipulation, arrays, dynamic data structures, and separate compilation units. In addition, the student will study such important object-oriented notions as objects, constructors, parametric polymorphim, and exceptions. Prerequisite: CSC 243 or CSC 244. CSC 44L Assembly Language and Computer Architecture 4 hours This course provides a concentrated introduction to assembly language programming for the 8086/8088 family of microprocessors and to the architecture embodied in those processors. Special attention wtU be given to implementing the familiar control structures of a high-level language using assembly language's much more restricted instruction set, and to the problems of decimal and floating point numeric representation, conversions, and computations. Topics include structured programming, control structures, object library maintenance, macro programming, interrupts, registers, buses, bit manipulation, memory management, input/output file manipulation, strings, and interfacing with high-level languages. Prerequisite: CSC 243 or CSC 244. CSC 442. Special Topics in Computer Science 4 hours This course focuses on a variet}' of timely concepts and useful language emdronments. Current topics include artificial intelligence, machine simulators, compiler and assembler construction, computer-aided instruction, graphics, database management, computer architecture, operating systems, and systems programming. These topics may be examined in the context of languages such as Ada, assembly language, COBOL, C++, Forth, LISP, Logo, Pascal, Scheme, Visual BASIC, and applications software. Prerequisite: CSC 342 or CSC 344. CSC 443. Independent Study in Computer Science 1-4 hours Supervised research on a selected topic in computer science. Prerequisite: Submission of a proposed outline of study that includes a schedule of meetings and assignments approved bv the instructor, the division chair, and the Provost and Senior Vice President prior to registration. CSC 446. Internship in Computer Science 1-4 hours An internship is designed to provide a formalized experiential learning opportimin" to qualified students. The internship generally requires the student to obtain a faculty' supervisor in the relevant field of study, submit a learning agreement, work 30 hours for ever\- hour of academic credit, keep a written journal of the work experience, have regularly scheduled meetings with the facult\' supervisor, and write a research paper dealing with some aspect of the internship. Written work should total five pages of academic writing for every hour of credit. An extensive list of internships is maintained by the Career Services Office, including opportunities at Array Computer Technologies, the Nwoko Group, and the Catapult Group. Graded on a satisfactor\'/unsatisfactorv basis. Prerequisites: Permission of the facult}' supervisor and qualification for the internship program. 132 Economics Economics is the study of decision making. Economics is used to examine individual behavior, interactions, and the resulting social order. Basic economic principles govern all action. It is valuable to go into negotiations in markets, as well as the voting booth, prepared with a clear understanding of the business strategies, government policies and decision outcomes that will affect society. Knowledge of how markets function is helpful to both business people and voters who will make decisions about such market-related economic matters as taxes, interest ceilings, minimum wages, and public utility rates. A student majoring in economics will evaluate propert}' rights assessments, the incentives created, and resulting social order, replacing uninformed opinions about complex situations with disciplined thought. Smdents majoring in economics will be prepared to analyze complex problems and communicate their findings. The student will be introduced to the technical terminology of business, analytical tools for problem solving, and communication methods, including business writing and presentation. Internships are available to provide preparation for careers after graduation. The major provides an excellent foundation for careers in business, law, politics, as well as government and other not-for-profit entifies, or to pursue graduate studies in economics or business administration. Major Students pursuing a Bachelor of Science degree must complete the following requirements with a grade of "C-" or higher: ACC 230 Financial Accounting ACC 231 Managerial Accounting BUS 219 Management Science BUS 260 Principles of Management BUS 310 Corporate Finance BUS 350 Marketing BUS 469 Strategic Management ECO 121 Introduction to Economics ECO 221 Intermediate Microeconomics ECO 222 Intermediate Macroeconomics MAT 1 1 1 Statistics MAT 121 AppUed Calculus In addition, the student must also complete three additional electives in economics and satisfy the Computer Applications Proficiency Requirement. This can be done in one of three ways: 1) by assessment of skills with the student's academic advisor, 2) by successful completion of Introduction to Computer Applications Software, or 3) by successful performance on the computer proficiency examination. 133 Major Students pursuing a Bachelor of Arts degree must complete the following requirements with a grade of "C-" or higher: BUS 219 Management Science ECO 121 Introduction to Economics ECO 221 Intermediate Microeconomics ECO 222 Intermediate Macroeconomics MAT 111 Statistics MAT 121 AppUed Calculus One semester of a foreign language at the second semester elementary-level or higher In addition the student must also complete four additional electives in economics and satisfy the computer applications proficiency requirement. This can be done in one of three wa3's: 1) by assessment of skills with the student's academic advisor, 2) by successful completion of Introduction to Computer Applications Software, or 3) by successful performance on the computer proficiency examination. Minor Students desiring to minor in economics must complete the following courses with a grade of "C-" or higher: ECO 121 Introduction to Economics ECO 221 Intermediate Microeconomics ECO 222 Intermediate Macroeconomics In addition the smdent must complete two additional electives in economics. ECO 121. Introduction to Economics 4 hours This course is designed to familiarize the student with basic economic principles and concepts. The student wiU be introduced to a few key economic principles that can be used in analyzing various economic events. The materials will include a history of economic thought, monetary and financial economics, and supply and demand analysis. ECO 221. Intermediate Microeconomics 4 hours This course develops the economic principles necessary to analyze and interpret the decisions of individuals and firms with respect to consumption, investment, production, pricing, and hiring. The principles are used to understand the beha\dor of business firms and public policy- making institutions. Prerequisites: ECO 121 and MAT 121. ECO 222, Intermediate Macroeconomics 4 hours This course examines the goals of economic policy and the poUcv instruments available to achieve those goals. Attention is given to both monetary and fiscal policy along widi the theory and measurement of national income, employment, and price levels, and the international implications of economic policy. Prerequisite: ECO 121. ECO 223. United States Economic History 4 hours This course will study the origin and growth of the American economic system from pre-colonial through the 20* cenmry. The course traces the development of the evolution of American agricultural, commercial, manufacturing, financial, labor, regulatory, and technological sectors. Prerequisite: ECO 121. 134 ECO 323. International Economics 4 hours This course is a study of international trade and finance. The microfoundations of the course will address why countries trade, why special interest groups fight international trade, regional specialization, international agreements on tariffs and trade, and national commercial policies. The macrofoundations of the course will focus on exchange rates, balance of payments, international investments, and coordination and cooperation of international monetary and fiscal policies. Prerequisite: ECO 121. ECO 324. History of Economic Thought 4 hours Tliis course is a study of the major writers and schools of economic thought, related to the economic, political, and social instimtions of their times: the Medieval, Mercantilist, Physiocrat, Classical, Marxist, Historical, Neoclassical, Institutionalist, Keynesian, and post- Keynesian schools. Prerequisite: ECO 121. ECO 420. Economic Development 4 hours This course is a study of the economic, social, and political factors that account for the contrast between the economic stagnation in much of the world and the steadily rising incomes in the United States, Europe, and Japan. General principles are applied to the development experience of selected countries in the historically less-developed world and the formerly centrally-planned economies of Eastern and Central Europe. Prerequisites: ECO 221 and ECO 222. ECO 421. Money and Banking 4 hours This course will study the role of private financial institutions and the Federal Reserve System in the creation of the nation's money supply and the theory that links the money supply to the nation's inflation rate and output level. Additional topics are the international payments mechanism, capital flows, the determination of exchange rates, and the use of a common currency by several countries. Prerequisites: ECO 221, ECO 222, and proficiency in the use of spreadsheet software. ECO 423. Business Structure and Antitrust Law 4 hours This course is a study of the structure of firms within a given industry, the corresponding strategic decisions and conduct, and the United States' antitrust policy that is intended to facilitate competitive market goals across the economy. Topics will include competition, dominant firm and cartel theory, measurement of industry structure and performance, strategic behavior in pricing, advertising and information, vertical integration, regulation, and law and international markets. Prerequisite: ECO 221 with a grade of "C-" or higher. ECO 424. Labor Economics 4 hours This course will be a comprehensive study of the cause and effect relationship between work and income. It will examine labor market strucmres, human capital theory, union- management relations, labor history, economic policy, and earning profiles by gender and race. Prerequisites: ECO 221 and ECO 222. ECO 425. PubUc Finance 4 hours An analysis of the impact of federal, state, and local government expenditures, revenues, debt management, and budgeting on the allocation of resources, the distribution of income, the stabilization of national income and employment, and economic growth. Topics will include expenditure patterns, tax structure, benetlt-cost analysis, policy analysis, and microeconomic and macroeconomic theories of public expenditures and taxation. Prerequisites: ECO 221 and ECO 222. 135 ECO 426. Internship in Economics 1-4 hours An internship is designed to provide a formalized experiential learning opportunit}- to qualified students. The internship generally requires the student to obtain a facult\' super\'isor in the relevant field of study, submit a learning agreement, work 30 hours for every hour of academic credit, keep a written journal of the work experience, have regularly scheduled meetings with the faculty supervisor, and write a research paper dealing with some aspect of the internship. Written work should total five pages of academic writing for every hour of credit. An extensive list of internships is maintained by the Career Services Office, including oppormnities at the Federal Reserve Bank and Prudential Securities. Graded on a satisfactory/unsatisfactory basis. Prerequisites: Permission of the faculty supervisor and qualification for the internship program. ECO 427. Independent Study in Economics 1-4 hours Supervised research on a selected topic. Prerequisite: Submission of a proposed outline of study that includes a schedule of meetings and assignments approved by the instructor, the division chair, and the Provost and Senior Vice President prior to registration. ECO 428. Special Topics in Economics 4 hours An intense study of diverse topics under the direct supervision of an economics facult}' member. Prerequisite: Permission of the instructor. Education Grounded in the Liberal arts tradition, the education program emphasizes strong academic preparation of teachers who are lifelong learners. Teacher education at Oglethorpe University is designed to challenge students to think critically about issues in education, to be informed decision makers, and to become change agents in their schools. The program also has strong connections to the Atianta community, both urban and suburban. Oglethorpe is committed to preparing teachers for the variety of settings and diverse populations of metropolitan schools. The following courses are offered as corequisites to the Master of Arts in Teaching program. EDU 101. Introduction to Education 4 hours A study of the historical development, the philosophy, and the political and social issues underlying the American educational system and the teaching profession. Pro\asion is made for classroom observation in public schools in the Atianta area. EDU 201. Educational Psychology 4 hours A study of learning theory and its application to such problems as classroom management, the organization of learning activities, understanding individual differences, and evaluating teaching and learning. Emphasis is given to factors which facilitate and interfere with learning. Prerequisite: PSY 101 with a grade of "C" or higher. EDU 401. The Exceptional Child 4 hours This course is designed to assist regular classroom teachers in the identification and education of children who have special needs. In addition to characteristics of special learners, students will study topics such as the referral process, educational approaches for use with special learners, methods of diagnostic teaching, mainstreaming, and inclusion. Prerequisites: EDU 201 and admission to the Teacher Education Program. 136 Education Master of Arts in Teaching Early Childhood Education The Master of Arts in Teaching Early Childhood Education (grades P-5) Program at Oglethorpe University' is based on a commitment to a broad Liberal arts background as the best content preparation for teaching and to preparing teachers for the diverse schools of the 21 ^^ century. The program offers both the Master of Arts in teaching degree and initial certification for earlv childhood educators. Successful completion of the program is necessary to obtain recommendation for a teaching certificate. Admission Application forms may be obtained from the Division of Education. To be admitted to the graduate program, applicants must meet the following admission criteria: 1. Completion of a bachelor's degree at a regionally accredited institution. Oglethorpe undergraduate students may be able to "bridge" into the Master of Arts in Teaching Early Childhood Education Program in the final semester of their senior year. 2. A minimum undergraduate grade-point average of 2.8 from all college work. 3. Prerequisites as follows: two courses in humanities (including English composition) two courses in social studies two courses in mathematics two courses in laboratory science two courses in the arts EDU 101 Introduction to Education, or equivalent EDU 201 Educational Psychology, or equivalent EDU 401 The Exceptional Child, or equivalent PSY 201 Child and Adolescent Psychology, or equivalent 4. A passing score on all sections (reading, writing, and mathematics) of the Praxis I Pre- Professional Skills Test (PPST) developed and administered by Educational Testing Service. Applicants are exempt from this requirement if they have earned qualifying scores on any of these tests: SAT total score 1 000, with at least 480 verbal and 520 mathematical ACT total score 22, with at least 21 verbal and 22 mathematical GRE total score 1030, with at least 490 verbal and 540 quantitative 5. A combined score of 1000 on the verbal and quantitative portions of the GRE, with a minimum of 500 on the verbal section. 6. A 500- to 1000-word written statement describing experiences in working with children or youth as, for example, a tutor, camp counselor, day care worker, church school teacher, substitute teacher, or volunteer working with children. 7. Three letters of recommendation, including one from a facult}' advisor, one from another universit}' professor, and one from a supervisor in a work or volunteer setting. Note: Admission to the graduate program does not imply acceptance as a candidate for the master's degree. See Admission to Candidacy below. 137 i Program Completion Requirements Candidates for the degree and initial certification must meet the following requirements: 1. Maintain a cumulative grade-point average of 3.0 or higher for aU work taken at Oglethorpe. 2. Complete all courses in the Master of Arts in Teaching Early Childhood Education Program (48 semester hours) with a grade of "C" or higher. 3. Complete 50 hours of field experience during fall and spring enrollment in the program and a semester-long student teaching experience EDU 619 Student Teaching and Capstone Seminar. 4. Pass the appropriate Praxis II tests prior to enrolling for EDU 619 Student Teaching and Capstone Seminar. 5. Complete EDU 619 Student Teaching and Capstone Seminar successfully. In order to enroll, students must show proof of liabHit}' insurance and sign the "Personal Affirmation," affirming their legal status and giving the Georgia Professional Standards Commission the right to perform a background check, if required. Smdent teaching placement in some school districts may also require a background check and/or fingerprinting. 6. Compile and successfully present an electronic professional portfolio. In this portfolio, candidates must demonstrate their knowledge base for each of the 10 INTASC standards. Admission to Candidacy Graduate students must be admitted to candidacy before enrolling for EDU 619 Smdent Teaching and Capstone Seminar. The candidacy application must be filed with the Chair of the Division of Education. Admission to candidacy may be given or denied following a careful re^'iew of all work of the smdent, including participation in field experience. Notice of action taken on the candidacy application wUl be given in writing to the smdent. Residency Requirement At least 30 semester hours of graduate work must be completed at Oglethorpe Universit}'. Transfer Credit The Master of Arts in Teaching Early Childhood Education Program at Oglethorpe is unique in both conception and implementation. For this reason, only Limited transfer credit is possible. A maximum of six semester hours of credit may be transferred from another accredited graduate instimtion subject to the following conditions: 1 . Transfer credit may be awarded for courses that are comparable to Culmral Psychology and Assessing Teaching and Learning. Transfer credit cannot be accepted for other courses. 2. Determination of transfer credit is made by the Chair of the Division of Education in consultation with the smdent's advisor and the facult\' member who teaches tiiat course. The smdent must present a catalog course description for the requested course. Work already applied toward another degree cannot be accepted. 3. Work must have been completed unthin the pre\nous six \'ears and must have been applicable toward a graduate degree at the instimtion where die credit was earned. 138 4. Acceptance of transfer credit does not reduce the residency requirement. 5. An official transcript showing the credits to be transferred must be on file in the Registrar's Office. A copy of the transcript should be attached to the request. 6. Under no circumstances may credit earned through correspondence or online courses be applied toward satisfaction of graduate degree requirements. Advisement and Registration Upon admission to the graduate program, each student is assigned to a member of the facultv' of the Division of Education who serves as advisor to guide the student in planning the program of study. Registration dates for each semester are listed in the Academic Calendar in this Bulletin. Preregistration occurs in November for the spring semester and in April for the summer and fall semesters. Students must meet with their advisors to plan for registration for courses. Course Load A full-time course load for graduate smdents is 12 semester hours or three courses. Tuition and Fees An application fee (non-refundable) of $35 must accompany the application. Tuition is charged on a per-course basis. AH fees are subject to change. Please direct inquiries regarding current fees to the Business Office. An application for degree must be made by mid-October in the Registrar's Office prior to completion of degree requirements the following December, May, or August, at which time a $95 degree completion fee is due. Academic Standards Candidates for the master's degree must meet the following academic standards: 1. The student's overall grade-point average for work in the graduate program must be 3.0 or higher. 2. If in any case the candidate fails to maintain satisfactory academic and professional standards, a review by the Teacher Education CouncU will determine the student's continuation in the program. 3. Any smdent who falls below a 3.0 grade-point average or has a total of two course grades of "C" or below will be placed on academic probation. A student who received a third grade of "C" or less or who does not achieve a 3.0 grade-point average upon completion of three additional graduate courses will be dismissed from the program. EDU 601. Exploring Constructivist Teaching and Learning 4 hours The purposes of this course, the first in the Master of Arts in Teaching program sequence, are to explore the historical and philosophical foundations of constructivist teaching and learning and to provide learners with pedagogical skills to plan, implement, and assess inquiry- based instruction. Students will engage in regular and systematic reflection on their developing knowledge and then apply their knowledge in field-based classroom experiences in diverse settings. EDU 602. Cultural Psychology 4 hours Culmral psychology is an interdisciplinary field benveen psychology and anthropology. It focuses on the ways in which culmre and mind, and more specifically, culture and self, mutually constitute each other. Therefore, cultural psychology primarily addresses how the mumal constimtion of culture and self has implications for cross-culturaUv divergent psvchological patterns in cognition, emotion, motivation, moral reasoning, and psychopathologies. 139 EDU 603. Assessing Teaching and Learning 4 hours This course provides an introduction to the concepts and skills needed to develop paper-and-pencil and performance assessments for formative and summative classroom evaluation. Planning student evaluations, coordinating evaluations with objectives, item development, item analysis, relating evaluation to instruction, grading, and reporting achievement outcomes to smdents, parents, and school personnel are discussed. EDU 604. Technology of Teaching 4 hours The purposes of this course are two: 1) to prepare prospective teachers to meet the Georgia technology standards for educators, and 2) for these prospective teachers to learn to integrate technology into meaningful learning experiences for the students they will teach. To accomplish these goals, students in the course will learn to use technology as a tool for designing and conducting learning projects in which inquiry is the means of investigation. EDU 611. Arts of Diverse Peoples 4 hours This course provides future teachers with an appreciation and understanding of the arts disciplines of music, visual art, dance, and theatre as a means to understand self, others, and the human condition. It also offers students an opportunity for personal inquiry experiences and skill development in the arts so that they feel prepared to incorporate study of the arts into their classrooms. Students wUl engage in regular and systematic reflection on their developing knowledge base. Students will also apply their knowledge in field-based classroom experiences in diverse settings. EDU 612. Literacy and Literature 4 hours This course prepares students to be literacy teachers in diverse early childhood classrooms. The course includes methods of literacy instruction and explorations in Uteramre from various cultural perspectives. Students will engage in regular and systematic reflection on their developing knowledge base and apply their knowledge in field-based classroom experiences in diverse settings. EDU 613. Studies of Diverse Cultures 4 hours This course includes exploration of social studies content and methods for teacliing social studies in early childhood education. From a variet}- of perspectives, students will examine the types of questions social scientists ask about human experience, institutions, and interactions. In the course, prospective teachers will use appropriate methods of inquiry to investigate some of those questions. They will engage in regular and systematic reflection on their developing knowledge base and then apply that knowledge in field-based classroom experiences in diverse settings. EDU 614. Mathematical Inquiry 4 hours The foundation for this course is that knowing mathematics is doing mathematics; thereby, students will be prepared to teach mathematics well. The focus is mathematics content: number systems, geometry, and an additional unit (from probabiIit\V statistics, graph theory, or another appropriate area). Methods, assessment, technology, and historical perspective are integral to this course. 140 EDU 615. Inquiring Into Science 4 hours In this course, stxidents will explore namre, content, and processes of science while examining current best practices and issues in teaching science to children. Students will understand the role that inquiry plays in the development of scientific knowledge. Students will explore relationships between science, technology, and other curriculum areas in a community of diverse elementary learners. EDU 619. Student Teaching and Capstone Seminar 12 hours Student teaching, a supervised internship semester in a diverse elementary public school classroom, is the capstone experience in teacher preparation, the point at which theory and practice converge. The course includes 14 weeks of full-time participation and teaching in a public school classroom with weekly seminar meetings for professional development. EDU 629. Advanced Special Topics in Education 1-12 hours Advanced courses are offered to respond to topical needs of the curriculum. Engineering Dual Degree Oglethorpe is associated with the Georgia Institute of Technology, the Universit}' of Florida, Auburn Universit}', Mercer University', and the Universit}' of Southern California in combined programs of liberal arts and engineering. The programs require the student to complete three years at Oglethorpe Universit}' and the final two years at one of these engineering schools. The three years at Oglethorpe include core curriculum courses. General Chemistry I and II, College Physics I and II, Calculus I-III, a choice of Differential Equations or Linear Algebra and a foreign language course at the second semester elementary-level or higher. The two years of technical education require the completion of courses in one of the branches of engineering. In this combined plan, the two degrees which are awarded upon the successful completion of the program are the degree of Bachelor of Arts by Oglethorpe Universit\' and the degree of Bachelor of Science in Engineering by the engineering school. Because the required pre- engineering curricula of the five affiliated schools are slightiy different, the student is advised to consult frequentiy with the facult\' member serving as dual degree engineering program ad\isor. Engineering is a difficult subject. Students can maximize their chances for success by starting at Oglethorpe where the facult}''s primary concern is effective teaching and working closely with students. Classes are small, and laboratories offer the opportunity for hands-on experience with sophisticated equipment. This strong foundation gives the student an excellent preparation for professional school, resulting in more effective learning in advanced engineering courses. As a liberal arts and sciences university, Oglethorpe stresses broad education for intelligent leadership. Here, the student will explore the fundamental fields of knowledge, further his or her understanding of science and mathematics, and refine the abilities to read, write, speak, and reason with clarit}-. This preparation will serve the student well in any career but particularly so in the engineering field. With strong preparation in engineering plus a liberal arts education, the student will be ready for a variet}' of career positions. The dual degree engineering program provides an education that is both broad and deep a combination that uiU serve the graduate well as career responsibilities increase. Note: Dual-degree students in engineering may not use Oglethorpe financial aid assistance to attend other instimtions. 141 English In literature courses, students examine written works to determine their meaning, to reach judgments about their value, to explore their relation to Ufe, and to derive pleasure. To these ends, students make written and oral analyses, supporting their conclusions with close examination of specific passages firom the works of literature being studied. In both literature and writing courses, students learn to compose their generalizations and supporting details into a coherent structure of thought and language. An English major at Oglethorpe is excellent preparation for law school or anv other professional training that requires students to interpret written material and support their assertions with specific evidence. Given the expressed need in the business communit}- for people who can communicate weU orally and on paper, the combination of an English major and courses in business administration or an accounting minor may be very attractive to prospective employers. The course Writing for Business and the Professions focuses on the kinds of speaking and writing abilities graduates wUl need to get and keep jobs in personnel, sales, and management. Oglethorpe graduates also work in public relations and editing, where they use their skill with words - a major emphasis of every English course. They go into teaching, and sometimes work for publishers, television stations, film-making companies, or computer firms. Thev write press releases, training manuals, in-house newspapers, and news copy. To help smdents bridge the gap between academic life and work experience, Oglethorpe places English majors in internships with area newspapers, publishing companies, public relations firms, cultural associations, and radio and television stations. Such experiences enhance students' chances of finding the jobs they want after graduation. Major Students who major in English are required to take four period courses: Ancient Literamre, Medieval and Renaissance Literature, 18* and 19* Century Literature, and Modern and Contemporary- Literature. Students also are required to take one writing course; Shakespeare or Chaucer; four electi\'es from the upper-level (300) literature courses, and one semester of a foreign language at the second semester elementary-level or higher. The degree awarded is the Bachelor of Arts. Minor Students who minor in EngUsh are required to take a minimum of five literature courses. At least three of these must be upper-level (300) courses. ENG 100. Independent Study in Literature and Composition 1-4 hours Supervised study in specified genres or periods. Prerequisite: Submission of a proposed outiine of study that includes a schedule of meetings and assignments approved by the instructor, the division chair, and the Provost and Senior Vice President prior to registration. ENG 101. Ancient Literature 4 hours This course will examine the literature of the ancient world. Although the primary focus will be on Greek, Roman, and Hebrew culmre, non-Western materials may also be smdied. Wbrks and authors might include: Gilgamesh, Homer, Job, and Virgil. ENG 102. Medieval and Renaissance Literature 4 hours This course will examine the transition of the cultural world of Dante to that of Shakespeare and Milton. Although the primary focus will be Western, non- Western works may also be studied. Texts and authors might include: Chretien, Dante, The Tale of Genji, Chaucer, Montaigne, Shakespeare, Cervantes, and Milton. 142 ENG 103. 18'*^ and 19*'^ Century Literature 4 hours Authors in this course might include: Defoe, Pope, Basho, Austen, Emerson, Twain, and George Eliot. ENG 104. Modern and Contemporary Literature 4 hours This course will investigate the literature of the 20'^ century. Authors might include: T. S. EUot, Woolf, Lawrence, Frost, Morrison, and Marquez. ENG 201. Chaucer 4 hours Students wiU learn to read and appreciate the works of Geoffrey Chaucer, the first great English poet, in his original language; to enjoy the rich and varied nature of his works; and to appreciate why he is called "the Father of English." Prerequisites: COR 101, COR 102, and one 100-level English course. ENG 202. Shakespeare 4 hours The plays and theatre of William Shakespeare. Offered in alternate years. Prerequisites: COR 101, COR 102, and one 100-level EngUsh course. ENG. 230. Creative Writing 4 hours This course is an introduction to writing poetry and prose fiction. The smdent wiU be asked to submit substantial written work each week, keep a journal, and read published writers. Much class time will be spent discussing student and published work. Prerequisites: COR 101 and COR 102. ENG 231. Biography and Autobiography 4 hours This course is an introduction to biographical and autobiographical writing with practice in the personal narrative as well as other forms such as the profile and the interview. Students wdU submit substantial written work each week and keep a journal. The class will foUow a workshop format, discussing the smdents' and published work. Prerequisites: COR 101 and COR 102. ENG 300. The Bible as Literature 4 hours This course will examine the Bible as a literary artifact and within an historical context. Students will be particularly interested in the varied ways in which the Bible generates meaning. These include archet\pal repetition, the weaving together of historicaUv disparate texts, parable, and allegory. Prerequisites: COR 101, COR 102, and one 100-level English course. ENG 301. Russian Literature 4 hours This course will consist of Russian literature in translation, mostiy fiction, mostiv from the 19* cenmry. Central to the course is Anna Karenina. In addition to Tolstoy, authors might include: Gogol, Dostoevski, and Chekhov. Prerequisites: COR 101, COR 102, and one 100-level English course. ENG 302. The Child in Literature 4 hours This course will involve a wide-ranging studv of works which employ innocence, particularly in childhood, in order to deepen the understanding of experience. Authors might include: Sophocles, Blake, Carroll, James, and Kat"ka. Prerequisites: COR 101, COR 102, and one 100-level English course. 143 ENG 303. American Poetry 4 hours This course will consider the work of major American poets such as XXTiitman, Dickinson, Frost, Eliot, and Williams. Prerequisites: COR 101, COR 102, and one 100-level English course. ENG 304. Images of Women in Literature 4 hours An exploration of various stereotypical, archetypal, and reaUsdc images of women in Uteramre. Prerequisites: COR 101, COR 102, and one 100-level English course. WGS 304. Women Poets 4 hours This course is a survey of poetry by women, from ancient Chinese, Persian, and others in translation, to medieval Irish and Renaissance English, to 19* and 20* century Americans, as well as Eastern Europeans and Ladn Americans in translation. Included will be several recent poets such as Gwendolyn Brooks, Adrienne Rich, and Mary Oliver in order to discover what themes, images, and attitudes seem to emerge from the works. Prerequisites: COR 101 and COR 102. ENG 305. Chivabric Romance 4 hours This course will explore the chivalric tales of "knights and ladies' gentie deeds," paving particular attention to models of heroism and temptation; tensions between holy and secular quests; dichotomies of masculine and feminine identity; and canons of moral and ethical beha\tior. Authors might include Marie de France, Chretien de Troyes, Arisoto, and Spenser. Prerequisites: COR 101, COR 102, and one 100-level EngUsh course. ENG 306. Special Topics in Drama 4 hours Drama as literature and genre, through survey and period studies. Prerequisites: COR 101, COR 102, and one 100-level English course. ENG 307. Milton 4 hours This course will examine the major prose and poetry of John Milton and their place in 1 7* century English culture. Works studied wiU include Areopagitica, Ij^ddas, Samson Agonistes, and Paradise Lost Prerequisites: COR 101, COR 102, and one 100-level English course. ENG 308. Special Topics in Poetry 4 hours This course will focus on particular poets, movements, styles, or periods. Prerequisites: COR 101, COR 102, and one 100-level EngUsh course. ENG 309. The Literature of the City and the Country 4 hours This course wiU concentrate on 1 9* and 20* century English and American literature in order to deepen the student's understanding and test the conceptions of the natural and the urban. Authors might include Wordsworth, Dickens, Thoreau, Woolf, and Frost. Prerequisites: COR 101, COR 102, and one 100-level English course. ENG 310. Special Topics in Fiction 4 hours English, American, and continental narrative prose will be examined in the context of theme, period, or genre. Prerequisites: COR 101, COR 102, and one 100-level English course. 144 ENG311. Ulysses 4 hours This course will focus on a thorough reading of Ulysses but might also examine other works by James Joyce, such as Dubliners, A Portrait of the Artist as a Young Man, and selecdons from Finnegans Wake. Prerequisites: COR 101, COR 102, and one 100-level English course. ENG 312. Special Topics in Literature and Culture 4 hours Courses relating literamre with aspects of social and inteUecmal history or a particular issue or theme. Possible offerings may include women in literature, American civ^ilization, African- American (or other ethnic) literature, popular culture, the literature of a single decade, children's literature, and myth and folklore in literature. Usually offered in alternate years. Prerequisites: COR 101, COR 102, and one 100-level English course. ENG 313. African-American Literary Traditions 4 hours This course surveys African-American literature and literary history. It begins with a close examination of the slave narrative and the African-American sentimental novel of the 19* century. An exploration is made of the literamre of the Harlem Renaissance, followed by works like Ralph EUison's Invisible Man and Richard Wright's Native Son. Finally, civil rights era literature and works by authors such as Gloria Naylor and Alice Walker will be examined. Prerequisites: COR 101, COR 102, and one 100-level English course, preferably Modern and Contemporary Literamre. ENG 314. Special Topics in Major British and American Authors 4 hours An intensive study of between one and five British or American authors. Prerequisite: COR 101, COR 102, and one 100-level EngUsh course. ENG 315. Vision, Violence, and Community in Milton, Blake, Whitman, and Yeats 4 hours This course will examine works by four major visionary poets. In the historical context of English civil war, the French Revolution, the American Civil War, and World War I and the Irish rebellions, they tried to envision for their culmres a restoration of communit}' between the temporal and the eternal, the human and the divine. In times of fragmentation and crisis, each re- invented a traditional mythology. A smdy will be made of their individual visions to those collective myths and to personal struggles. Prerequisites: COR 101, COR 102, and one 100-level English course. ENG 330. Writing Poetry 4 hours In weekly assignments students will try free verse and various forms in the effort to discover and to embody more and more truly what they have to say. Much time wiU be spent reading published poets, responding to student work in class, and tr\ing to generate language that reveals rather than explains intangible "meanings." Prerequisites: COR 101 and COR 102. 145 ENG 331. Writing Prose, Fiction, and Nonfiction 4 hours Students will get instruction and substantial practice in writing fictional and nonfictional prose which aims at getting what Henry James called "a sense of felt life" onto the page. The class will follow a workshop format with weeldy assignments, journal writing, extensive discussion of student work, and reading of published examples. Prerequisites: COR 101 and COR 102. ENG 401. Internship in English 1-4 hours An internship is designed to provide a formalized experiential learning opportunit\' to qualified students. The internship generally requires the student to obtain a faculty supervisor in the relevant field of study, submit a learning agreement, work 30 hours for every hour of academic credit, keep a written journal of the work experience, have regularly scheduled meetings vAth the faculty supervisor, and write a research paper dealing with some aspect of the internship. Written work should total five pages of academic writing for every hour of credit. An extensive list of internships is maintained by the Career Services Office, including opportunities at Atlanta Magaf(ine, The Knight Agency, and Peachtree Publishers. Graded on a satisfactory/unsatisfactorv basis. Prerequisites: Permission of the faculty supervisor and qualification for the internship program. Environmental Studies - Dual Degree The Cooperative College Program coordinates the education of students at Oglethorpe University with graduate programs in environmental studies and natural resources offered bv the Nicholas School of the Environment at Duke Universit}'. This program pro^ades a unique combination of liberal and professional education well suited for those desiring to enter the fields of environmental studies or natural resources. Participating Oglethorpe smdents are accepted into either of two degree programs at Duke: the Master of Environmental Management (MEM) or the Master of Forestry (MF). The degree awarded is determined by the student's area of concentration at Duke. The program accommodates a wide range of undergraduate backgrounds, and experience indicates that students majoring in one of the natural or social sciences, pre- engineering, economics, or business administration are best suited for it. Although some smdents may prefer to complete the baccalaureate degree before undertaking graduate smdv at Duke, highly qualified students can reach a satisfactory level of preparation with three vears of coordinated undergraduate study at Oglethorpe; all final admission decisions rest with the Nicholas School of the Environment. A Bachelor of Arts degree is awarded by Oglethorpe Universit}' upon successful completion of one year of study at Duke; after four semesters at Duke, in which at least 48 semester units of credit are earned, these smdents may qualifi,' for one of the professional master's degrees. There are six areas of concentration for the professional master's degree programs offered by the Nicholas School of the Environment: Coastal Environmental Management; Environmental Toxicology, Chemistry, and Risk Assessment; Resource Ecology; Resource Economics and Policy; Water and Air Resources; and Forest Resource Management. The undergraduate course requirements are highly flexible for some areas of concentration; others are more stringent. All of the programs have the following requirements: 146 1. Completion of the Oglethorpe University core courses, including one semester of a foreign language at the second semester elementary-level or higher. 2. Training in the natural sciences or social sciences related to the student's area of interest in namral resources and environmental science. 3. Completion of at least one introductory course in calculus - either Applied Calculus or Calcvilus I. 4. Completion of a statistics course that includes descriptive statistics, probability distributions, hypothesis testing, confidence intervals, correlation, simple linear regression and simple ANOVAs. Statistics at Oglethorpe fulfills this requirement. 5. A working knowledge of microcomputers for word processing and data analysis. Introduction to Computer Applications Software fulfills this requirement, although students with extensive experience with computers may have other options. Qualified students who have interests outside of the structured programs of the Nicholas School of the Environment are permitted to design individual programs of study; all such individual programs are subject to approval by the Education Committee of the Nicholas School of the Environment. Note: Dual-degree students in environmental studies and natural resources may not use Oglethorpe financial aid assistance to attend Duke University. Foreign Languages In order to study in any given foreign language, all students with previous study or experience in that language must take a language proficiency examination or obtain permission of the instructor during summer orientation or prior to fall registration. They will be placed in the course sequence according to their competence. Smdents are not eligible to enroU in elementary and intermediate courses in their primary language. Please refer to specific foreign languages in alphabetical order in this section for respective course offerings. FOR 201. Intermediate Special Topics in Foreign Language, Literature, and Culture 4 hours A course in which intermediate conversation or topical aspects of a literature and culture is explored. FOR 301. Advanced Special Topics in Foreign Language, Literature, and Culture 4 hours A course in which advanced conversation or topical aspects of a literature and culture is explored. 147 FOR 425. Internship in Foreign Language 1-4 hours An internship is designed to provide a formalized experiential learning opportunit}- to qualified students. The internship generally requires the student to obtain a faculty supervisor in the relevant field of study, submit a learning agreement, work 30 hours for even^ hour of academic credit, keep a written journal of the work experience, have regularly scheduled meetings with the faculty supervisor, and write a research paper dealing with some aspect of the internship. Written work should total five pages of academic writing for every hour of credit. An extensive list of internships is maintained by the Career Services Office, including opportunities at the Adanta Hispanic Chamber of Commerce, Georgia Council for International Visitors, and the Georgia Department of Industry, Trade, and Tourism. Graded on a satisfactory/unsatisfactory basis. Prerequisites: Permission of the faculty supervisor and qualification for the internship program. French A student who chooses French as a major will gain valuable knowledge, not onlv about the language, but also about the many unique and fascinating cultures represented in the French- speaking world. Like all languages offered in our foreign language program, the French major is informed by "the five C's": Communication, Cultures, Connections, Comparisons, and Communities. These areas represent the defined goals of the National Standards for Foreign Language Learning. The journey toward a French major begins with a thorough emphasis on reading, writing, listening comprehension, and speaking. These essential skills prepare the student with the foundations for communicating in diverse contexts in the French language. More advanced studv of French wiU enable the student to explore the treasures of French and Francophone prose, poetry, drama and cinema, in addition to the smdy of colorful and intriguing civilizations in France, Belgium, Switzerland, Africa and Quebec and wider French-speaking Canada. Through course offerings in French at Oglethorpe University, students become more informed about America's French-speaking neighbors to the north and in the Caribbean to the south, in addition to becoming more functional global citizens. Once students have reached an adequate level of proficiency in French, thev will be ready to complement their classroom smdies with full-immersion smdy abroad oppormnities. As an invaluable component of the French major, students are required to study and live in a French- speaking country for a semester during the academic year following the completion of an initial sequence of courses taken in the program. Most French majors choose to smdy at Oglethorpe's partner institution the Catholic University of Lille. In addition, for the adventurous smdent, there are many other creative smdy abroad options available, all of which can be discussed with smdent advisors. Native speakers of French are invited to complete the 12-semester hour requirements of study abroad in courses at Oglethorpe or through cross registration at one of the Atianta Regional Consortium for Higher Education (ARCHE) instimtions. Many smdents who complete the French major at Oglethorpe go on to carrv out graduate programs at other institutions in French and Francophone language and Hteramre, linguistics, French culmral smdies, or International Relations. Other graduates from the program become French instructors or find oppormnities in corporate or non-profit organizations, where they continue to apply their language skiUs and global experiences. Smdents are also in\-ited to combine a double major in French with other disciplines, a combination which greativ enhances smdent marketabUit}' after graduation. . 148 All students with previous study or experience in French must take a language placement examination. They will be placed in the course sequence according to their competence. Under no circumstance should students with past experience in French place themselves in courses, especially at the elementary level. Students are not eligible to enroll in elementary and intermediate courses in their native languages. Major Students who major in French must first complete the following requirements: FRE 201 Intermediate French FRE 301 French Conversation and Composition FRE 302 French Lyric and Literary Prose Students will then complete a semester in an approved study abroad program, which should include a minimum of 12 semester hours. Returning students must complete three upper- level (300 or 400) courses in French. Elementary Spanish I or equivalent as determined through the Spanish placement test is also required. It is recommended that this requirement be completed during the student's first two years. The degree awarded is the Bachelor of Arts. Minor A minor in French consists of the following requirements: FRE 201 Intermediate French Three upper-level courses (300 or 400) Certain of these requirements may be met through an approved study abroad program. FRE 101, FRE 102. Elementary French I, II 4 plus 4 hours This course is beginning college French, designed to present a sound foundation in understanding, speaking, reading and writing contemporary French. Prerequisite: None for FRE 101; FRE 101 required for FRE 102, or placement by testing. FRE 201. Intermediate French". 4 hours This course involves further practice in developing oral and written skills. Introduction to a variet}? of unedited French texts will be included. Prerequisite: FRE 102 or placement by testing. FRE 301. French Conversation and Composition 4 hours This course focuses on the development of oral skills through practice in group settings and individual class presentations combined with weekly writing assignments in French to be revised on a regular basis. A study of st\'le and grammatical forms used exclusively in the written language completes the course work. Prerequisite: FRE 201 or placement bv testing. FRE 302. French Lyric and Literary Prose 4 hours Selected texts from French literature are studied as examples of prose, poetrv and drama. Students will read original works from the French classical and modern periods. Taught in French. Prerequisite: FRE 301 or placement by testing. 149 FRE 401. Special Topics in French Language, Literature, and Culture 4 hours Topical aspects of the literature and cultural phenomena associated with the French language are explored in this course. Offerings will vary according to faculty and student interest. Prerequisite: FRE 301. FRE 402. The Modern French Republics and Their Institutions 4 hours A study of both political and cultural institutions in France from 1870 to the present with emphasis on the traditions established by the new republican government in the 1 880s and the creation in 1958 of the Fifth Republic under which France is currendy governed. Taught in French. Prerequisite: FRE 301. FRE 403. Franco-American Relations in Trade and Culture 4 hours This course is an orientadon to French business and cultural communides and considerations of existing connections with their American counterparts. The course includes an introduction to business French. Guest lecturers are invited from the diplomatic and business community in the wider Atianta area. Field trips are also organized to consulates, trade offices, and businesses. Taught in French. Prerequisite: FRE 301. FRE 404. Great French Actresses and Their Film Roles 4 hours This course will smdy French film actresses and their roles in an attempt to understand better the simation of women in France during the last half of the 20* century. Readings from The Second Sex by Simone de Beauvoir, written at the outset of the period in question, pro\ade a counterpoint to the cinematic fiction. Actresses studied may include Isabelle Adjani, Arletn; Fanny 7\rdant, Brigitte Bardot, Juliette Binoche, Sandrine Bonaire, Catherine Deneuve, IsabeUe Huppert, Miou-Miou, Romy Scheider, and Simone Signoret. The course is conducted in English. Students may take the course as part of a French major or minor and complete readings, tests, and written work in French. Prerequisite: None for work in English, FRE 302 for work in French. FRE 405. The 19th-century French Realist Novel 4 hours This course studies the 19*-century French realist novel by concentrating on three "giants" of the tradition. The course includes Balzac's Pere Goriof, Flaubert's Education Sentimentale and Zola's Germinal The smdy of one novel of each of these writers gives an over\dew of the major Literary moments in the century following the French Revolution. The principal characters in each novel confront the particular challenges of each historical and social moment in 19^*^- cenmry France. The course thus allows students to obtain a complex notion of realism in an historical context along with greatiy enhanced vocabulary and language skills in French. Taught in French. Prerequisite: FRE 302. FRE 450. Independent Study in French 1-4 hours Supervised research on a selected topic. Prerequisite: Submission of a proposed outline of study that includes a schedule of meetings and assignments approved bv die instructor, the division chair, and the Provost and Senior Vice President prior to registration. 150 General Science The physical science and biological science courses are appropriate for students who have a good background in algebra but a minimal one in other sciences. Students with excellent preparation in the sciences may elect one of the regular lecture-and-laboratorv courses in biology, chemistry, or physics. GEN 101. Natural Science: The Physical Sciences 4 hours This topically-oriented course will examine the many facets of scientific investigation. These include the underlying assumptions, the limitations, the provisional nature, and the power of the scientific process, as weO as the influences of science on other aspects of human activit}'. Experimentation is the hallmark of scientific investigation. As such, laboratory experimentation will be a distinguishing feamre of this course. Course time devoted to experimentation in the laboratory, as well as inside and outside the classroom, will intertwine with time devoted to discussion and lecture. Namral Science: The Physical Sciences will deal with a topic drawn from the physical sciences. These will include, but not be limited to: Chemistry, Cosmology, Descriptive Astronomy, History of Science, Meteorology, Modern Scientific Perspectives of the Universe, and Oceanography. Prerequisite: MAT 103 or bv examination. GEN 102. Natural Science: The Biological Sciences 4 hours This course is designed to examine the many facets of scientific investigation. Laboratory experimentation will be an important feature, with course time devoted to experimentation in the laboratory as well as the classroom. Rather than a survey of the entire field of biology, this effort will be directed toward specific topics such as, but not limited to: Cancer, Cell Biology, Human Biology, Ecology, and Evolution. GEN 200. Internship in Science 1-4 hours An internship is designed to provide a formalized experiential learning opportunit}' to qualified students. The internship generally requires the student to obtain a facult\" supervisor in the relevant field of study, submit n learning agreement, work 30 hours for every hour of academic credit, keep a written journal of the work experience, have regularly scheduled meetings with the facult\' supervisor, and write a research paper dealing with some aspect of the internship. Written work should total five pages of academic writing for every hour of credit. An extensive list of internships is maintained by the Career Services Office, including oppormnities at Piedmont Hospital, The Centers for Disease Control and Prevention, and Accura Analytical Laboratory. Graded on a satisfactory/unsatisfactory basis. Prerequisites: Permission of the faculty supervisor and qualification for the internship program. 151 German All students with previous study or experience in German must take a language placement examination during summer orientation or immediately prior to fall registration. They will be placed in the course sequence according to their competence. Under no circumstances should students with past experience in the language place themselves in courses, especially at the elementary level. Students are not eligible to enroll in elementary and intermediate courses in their primary languages. GER 101, GER 102. Elementary German I, II 4 plus 4 hours This course is beginning college German, designed to develop the abiHt)' to understand, speak, read, and write contemporary German. Prerequisite: None for GER 101; GER 101 required for GER 102, or placement by testing. GER 201. Intermediate German 1 4 hours This course will focus on practice in speaking and understanding German, accompanied by a review of grammar. Reading and discussion of short literary texts. Prerequisite: GER 102 or placement by testing. GER 202. Intermediate German II 4 hours This course is a continuation of Intermediate German I with practice in spoken German and added emphasis on writing. Reading materials include both contemporary topics and selections from literamre. Prerequisite: GER 201 or placement by testing. GER 301, GER 302. Special Topics in German Language, Literature, and Culture I, II 4 plus 4 hours Topical aspects of the literature and cultural phenomena associated with the German language are explored in this two-semester sequence of courses. Prerequisite: GER 202. For a listing of foreign instimtions and programs with which Oglethorpe has exchange agreements and affiliations, please see Oglethorpe University Smdents Abroad in the Educational Enrichment section of this Bulletin. Of particular interest to smdents of German is the Oglethorpe exchange agreement with the University of Dortmund. Greek AJl students with previous study or experience in Attic Greek must take a language placement examination during summer orientation or prior to fall registration. They will be placed in the course sequence according to their competence. Under no circumstances should smdents with past experience in the language place themselves in courses, especiaUv at the elementary level. GRE 101, GRE 102. Attic Greek I, II 4 plus 4 hours These courses wUl introduce students to the grammatical and syntactical elements of the Attic dialect of 5* century Athens. Mastery of these materials will enable students to read works written by Thucydides, Sophocles, Plato, Aristotie, and other ancient authors of tliis period. Knowledge of Attic Greek will also provide a foundation for those wishing to study Homeric epic or The New Testament. Prerequisite: None for GRE 101; GRE 101 for GRE 102, or placement by testing. 152 History History bridges the disciplinary perspectives of the humanities and social sciences. At Oglethorpe the causes, experience, and impact of important moments in the past are examined in order to explain, analyze, and assign contemporary significance to the movements and events that have shaped human experience. History courses at Oglethorpe begin where traditional survey courses and textbooks leave off. Rather than simply viewing the parade of events, students consider the origins and implications of events, their impact on our values, assumptions, social relations, and world views. In this spirit students are invited to enter into dialogue with historians past and present. Courses are taught in a seminar format designed to promote lively interchange and informed debate. Reading assignments draw on a wide range of historical methods and traditions, including perspectives from religion, philosophy, art, music, literature, and popular culture as well as politics, economics, and geography. These methods and perspectives inform independent student research. In their individual projects, students develop their own research agendas and learn to master the techniques of historical research. Particular emphasis is placed on presentation both written and oral - of evidence, arguments, and conclusions. Oglethorpe's location provides many opportunities for creative research as well as internships. The experience and training of Oglethorpe history majors prepares them for post- graduate study in a wide variet}' of academic disciplines, including histor)', archaeology, anthropology, politics, international studies, and social work, as well as careers in such fields as education, law, journalism, public relations, art, theology, diplomacy, and public service. Lower-level (100 and 200) courses are especially recommended for freshmen and sophomores; upper-level (300 and 400) courses generaUv require a research paper, may have prerequisites, and are primarily aimed toward juniors and seniors. Major Students majoring in history are required to take at least nine history courses. These must cover the following geographic areas and time periods (a course can simultaneously satisfy both one area and one time-period requirement): European, United States, and Latin American history; and ancient or medieval (before 1500), early modern (1500-1789), and modern (since 1789) history. In addition, the student must also take one course in Asian Smdies, and at least one semester of a foreign language beyond the first-year level, or demonstrate the equivalent proficiency. The degree awarded is the Bachelor of Arts. Minor To complete a minor, four courses must be taken. HIS 110. The Vikings and the Anglo-Saxons 4 hours This course will examine the meteoric rise of the Scandinavians from obscurity to become the terror of Europe in the 8* through the 11* centuries. For purposes of comparison, a look also will be taken at the Vikings' more "civilized" cousms, the 7\nglo-Saxons. VCTnile both medieval and modern historians have tended to draw a thick line between these two cultures, this course will suggest that both represent aspects of a general political, economic, and cultural zone in the Northern Seas. 153 HIS 130. United States History to 1865 4 hours A survey from Colonial times to 1865, concerned mainly with the major domestic developments of a growing nation. HIS 131. United States History Since 1865 4 hours A survey from 1865 to the present, concerned with the chief events which explain the growth of the United States to a position of world power. HIS 201. Ancient Greece 4 hours This course will examine the Greeks from their Minoan and Mycenaean antecedents through the rise of Macedonia in the mid-fourth century B.C.E. Students will investigate the political, social, economic, and cultural aspects of Greek civilization as well as an appreciation of the Hellenic world's legacy. Specific topics include: the collapse of Mycenaean civilization and the problem of a "Dark Age;" the rise, development and failure of the polls system; Greek contact with eastern cultures; the political significance of hoplite warfare; the roles of women in various Greek poleis; and competing models of Greek political organization. HIS 202. Roman History 4 hours This course wiU trace the history of Rome from its Italian precursors through the ascension of Constantine. Topics will include political, religious, social, cultural, and economic aspects of Rome's development, focusing on the origins, maturation, decline, and transformation of its civilization. HIS 210. The Age of Chivaky, 800-1450 4 hours This course wiU cover the High and Later Middle Ages, from the later Carolingian period through the War of the Roses. The main focus wiU be on the evolution of state and societ\' in northern and western Europe during these periods. Special attention wiU be given to such events as the rise of feudal monarchies, the Investiture Contest, the Norman Conquests, the Crusades, and the Hundred Years' War. HIS 211. The Renaissance and Reformation 4 hours Students will study the significant changes in European art, thought, and institutions during the period from 1300 to 1550. The course will focus on critical readings of primary sources from this era. HIS 212. Early Modern Europe 4 hours This course will examine the development of European societ\' and politics from the end of the Reformation to the eve of the French Revolution. Special emphasis \\ill be placed on the development of the modern state, the contest between absolutism and constitutionalism, and the Enlightenment. HIS 213. The Age of Revolution - Europe and the Atlantic World 1776-1849 4 hours The "old regime" (serfdom, rule by monarchs and nobles, and a politically powerful church) and an agrarian way of life had prevailed in much of Europe and the New World since the Middle Ages. From 1 776 on, however, a series of upheavals, such as the American and French revolutions, the Napoleonic Wars, the Latin American Wars of Independence, and the European revolutions of 1820-21, 1830-31, and 1848-49 had challenged the old order. This course studies the events of this dramatic period, including the Industrial Revolution and the rise of romanticism, socialism, nationalism, and liberalism. 154 HIS 214. The Age of Empire and Nationalism - Europe 1848-1914 4 hours The six decades following the revolutions of 1848 were a period of remarkable power, prosperity, and creativity in Europe. New nation-states (Germany and Italy) were formed; old multiethnic empires (Russia and Austria-Hungary) seemed rejuvenated; and Europeans acquired immense colonial empires. Meanwhile, industrialization and modern science and art revolutionized European life and thought. However, this fusion of culmral and economic modernity with social and political conservatism concealed grave weaknesses that would lead, beginning in 1914, to the upheavals of world war, communism, and fascism. HIS 215. The Age of World War - Europe 1914-1945 4 hours This course examines the disasters that befell Europe in the three decades after 1914: World War I; the Russian Revolution; the lU-fated Treat}' of Versailles; the rise of Mussolini; the Great Depression; the dictatorships of Hider and StaHn; the spread of fascism in the 1930s; and World War II. The course discusses the reasons for the failure of the international order to prevent two horrific military conflicts, and for the failure of moderate forces in many European countries - including Russia, Germany, Italy, and Spain - to block the rise to power of violent and millenarian political forces. HIS 216. Rise and Fall of the Third Reich 4 hours The course examines the roots of National Socialism in Germany before World War I; the reasons for the failure of the Weimar Republic in the 1920s, which ended in Hitier's coming to power; and the nature of Hitier's dictatorship, with its policies of totalitarian rule, world war, and genocide. HIS 240. Latin America to Independence 4 hours Latin American history from the origins of pre-Columbian civilizations to independence win be examined by exploring: the origins and development of indigenous societies in Mesoamerica and the Andes; the conquest and colonization of (what became) Spanish and Pormguese America; the nature of colonial control; the response of indigenous populations to colonial societ)'^, administration, and religion; and the developing tensions between Spaniards and Creole elites. The movement for independence, which arose from a variet\' of issues, created bv contrasting views and concerns of distant European authorit}' and local culmral identit\', wiH be studied. Finally, the major challenges that faced the newly emergent Latin American nations will be considered. HIS 301. History of Christianity 4 hours This course will examine the origins and development of Christianit}' through the modern era. Special areas of interest include the structure and organization of the church, the development of liturgy and doctrine, and the counterpoint between orthodoxy and heresy. A central question will be the relationship between the "three pillars" of doctrine revelation, reason, and tradition and social pressures in the history of the church and doctrine. HIS 311. The Old Reich: German History to 1800 4 hours The Holy Roman Empire of the German Nation has been derided by Voltaire as being none of the above. At the same time, the Empire provided the primary political organization of pre-Modern Germany, from the Middle Ages to the Napoleonic Wars. This course will survey the general history of the Empire from the Renaissance to the end of the 18* cenmry. Special emphasis will be paid to questions of social, cultural and constitution history, in particular, the development of German identit}' and political culture in the Early Modern era. Prerequisite: HIS 211, HIS 212, or HIS 213, or permission of the instructor. 155 HIS 312. German History Since 1800 4 hours This course is a survey of German history in the 19* and 20* centuries, focusing on the unification of Germany in the 19* century, the Bismarckian state, the two world wars, the Weimar Republic, the Third Reich, and the division and subsequent reunification of Germanv after World War II. HIS 320. Russia under the Tsars 4 hours This course studies the thousand years from the formation of the Kievan state until the abolition of serfdom. It covers the Mongol invasion, the rise of Muscov}', the reign of Ivan the Terrible and the Time of Troubles, Imperial Russia's Westernization under Peter the Great, and its apogee under Catherine the Great and her grandsons. HIS 321. Russian History Since 1861 4 hours This course studies Russian history from the abolition of serfdom, which began Imperial Russia's last attempt to reform itself and stave off revolution, until the present. It also covers the 1905 and 1917 revolutions, the rise of communism, the era of Lenin and Stalin, and the fall of the communist system. HIS 330. Between World Wars: The United States, 1920-1945 4 hours During this period of war, prosperit}', and depression, the United States underwent dramatic economic, political, social, and cultural changes. The interwar years witoessed the emergence of the United States as a world power, an increasingly sophisticated women's movement, the rise of mass production and mass consumption, and a variet}' of new challenges to social and economic policies. The Great Depression and the New Deal brought further challenges to traditional liberal political and economic assumptions as the federal government intervened in nearly every aspect of American Ufe. World War II, then, again transformed the nation as it ushered in the "age of affluence" and cold wars in the international and domestic realms. Prerequisites: HIS 130 and HIS 131 or permission of the instructor. HIS 331. The Age of Affluence: The United States Since 1945 4 hours An interdisciplinary study of American life since World War II, this course will emphasize political, economic, and social developments. Foreign policy is considered principally with respect to its impact on domestic affairs. HIS 335. Georgia History 4 hours This course is a chronological examination of the history of Georgia from the Colonial period to the 20* century. Emphasis is given to Old and New South themes, higher education development with attention to the history of Oglethorpe, the transition from rural to urban life, and Georgia's role in contemporary American life. Prerequisites: HIS 130, HIS 131, or permission of the instructor. HIS 340. Dictatorship and Democracy in Latin America 4 hours This course will examine the roots, character, and impact of authoritarian rule and resulting resistance movements in Latin America. Included will be a look at the caudillos who competed for power after independence, the Liberal dictatorships of the late 19* century, the Depression Dictators of the 1930s and Populist dictators of the 1940s and 1950s, and the rise of miHtary-bureaucratic dictatorships in the 1960s and 1970s. An understanding will be sought for why almost all political orientations (Republicanism, Liberalism, nationalism. Populism, and Communism) offered up a dictator as their champion at some point in Latin American history and how Latin American nations have been able to make a transition to democracy. 156 Finally, consideration will be given to how dictatorships affect the everyday lives and perceptions of the people living under them and in their aftermath. Prerequisite: HIS 240 or permission of the instructor. HIS 350. Special Topics in History 4 hours Courses offered to respond to topical needs of the curriculum. Prerequisite: Permission of the instructor. FRE 402. The Modern French Republics and Their Institutions 4 hours A study of both political and cultural institutions in France from 1870 to the present with emphasis on the traditions established by the new republican government in the 1880s and the creation in 1958 of the Fifth Republic under which France is currendy governed. Taught in French. Prerequisite: FRE 301. HIS 410. Ancient History and Ancient Historians 4 hours In this course, the history of Greek and Roman civilizations will be studied through the writings of several ancient historians. The methods used by ancient authors, their literary st\'le, and the relation of their works to the specific historical context in which they were written will be examined. The course will focus on detailed analysis of specific historical events such as the 5*- cenmry Athens, the rise of the Roman Empire, and the Roman civil wars. Since the thematic focus and selection of readings will not always be the same, the course may be repeated for credit with the permission of the instructor. HIS 411. The Fall of Rome and the Barbarians 4 hours This course will examine the "fall" of the Roman Empire in late antiquit}' and the subsequent rise of barbarian kingdoms in Europe. The primary issue will be to determine whether the Roman Empire did in fact "fall" during this time, or whether the period actually marks a transition, the birth of Europe. The role of Christianity in the transformation of Europe will be a major focus of discussion, as well as other social, political, and economic issues. Prerequisite: Junior standing or permission of the instructor. HIS 412. Radical Religion and Revolution 4 hours This course will examine the role of radical theologies in shaping a series of rebeUions and revolutions in the Middle Ages and the Early Modern era. Some of the conflicts studied wlU include the Hussite Revolution, The German Reformation, and the EngUsh Civil War. In addition, some modern examples illustrating the connections between religion and revolutionary thought, in particular, liberation theology in Latin America and the current crisis in the Middle East will be considered. Prerequisite: Permission of the instructor. HIS 430. The American Civil War and Reconstruction 4 hours A course for advanced history students emphasizing the causes of conflict, the wartime period, and major changes that occurred. Prerequisites: HIS 130 and HIS 131. HIS 431. History of United States Foreign Relations 4 hours This course is a study of major developments in American diplomacy from the end of the Revolution until 1945. Prerequisite: at least one prior United States history course, or permission of the instructor. 157 HIS 450. Independent Study in History 1-4 hours Supervised research on a selected topic. Prerequisite: Submission of a proposed outline of study that includes a schedule of meetings and assignments approved by the instructor, the division chair, and the Provost and Senior Vice President prior to registration. HIS 451. Internship in History 1-4 hours An internship is designed to provide a formalized experiential learning opportunit}- to qualified students. The internship generally requires the student to obtain a faculty supervisor in the relevant field of study, submit a learning agreement, work 30 hours for every hour of academic credit, keep a written journal of the work experience, have regularly scheduled meetings with the faculty supervisor, and write a research paper dealing with some aspect of the internship. Written work should total five pages of academic writing for every hour of credit. An extensive list of internships is maintained by the Career Services Office, including opportunities at the Adanta History Center, the Atlanta Preservation Center, the Holocaust Center, and the Coosawattee Foundation archeological dig. Graded on a satisfactory/unsatisfactory basis. Prerequisites: Permission of the faculty supervisor and qualification for the internship program. Individually Planned Major A student who wishes to pursue a course of study not included in one of the available majors may petition to receive permission to complete an individually planned major. Such a major must include at least nine courses beyond core requirements (excluding courses with three or fewer semester hours) and including at least one semester of a foreign language at the second semester elementary-level or higher. At least four courses of the major must be completed in courses above the introductory level in one particular discipline. This discipline will be defined as the major's concentration. Graded course work in the major must have a grade-point average of at least 2.0. Course work that is included in the individuallv planned major may not be counted toward a second major or a minor. To apply for an individually planned major, the student, in consultation with his or her academic advisor, must complete an application, available at the Registrar's Office, to be approved by the chairperson of the division in which the proposed major's concentration is included and the Provost and Senior Vice President. This application should be submitted by the end of the second semester of the smdent's sophomore year. The application must specify the following: 1. The major's coverage and definition. 2. The observed or expected conceptual linkages among the concentration and the other subject(s) included in the major. 3. The expected outcomes of the completion of the major in terms of the student's intellectual growth and plans for graduate study or career. After the student has secured written approval from his or her academic ad^^sor, the chairperson of the division, and the Provost and Senior Vice President, the Provost and Senior Vice President will fde the application in the Registrar's office. The Registrar will notih' the student and the student's advisor of the acceptance of the proposal. The degree awarded upon successful completion of an approved individuallv planned major is Bachelor of Arts. 158 Individually Planned Minor A smdent who wishes to pursue a course of study not included in one of the available minors may petition to receive permission to complete an individually planned minor. Such a minor must include five courses (excluding courses with three or fewer semester hours), of which at least two courses are in one discipline, which is the minor's concentration, and must be at the 300 or 400 level. Of the other three courses included in the minor, another two must also be at the 300 or 400 level. Graded work in the minor must have a grade-point average of at least 2.0. Course work that is included in the individually planned minor may not be counted toward a major or another minor. To apply for an individually planned minor, the student, in consultation with his or her academic advisor, must complete an application, available at the Registrar's Office, to be approved by the chairperson of the division in which the proposed minor's concentration is included and the Provost. This application should be submitted by the end of the second semester of the student's junior year. The application must specify the following: 1. The minor's coverage and definition. 2. The observed or expected conceptual linkages among the concentration and the other subject(s) included in the minor. 3. The expected outcomes of the completion of the minor in terms of the student's intellectual growth and plans for graduate study or career. After the student has secured written approval from his or her academic advisor, the chairperson of the division, and the Provost and Senior Vice President, the Provost and Senior Vice President will file the application in the Registrar's Office. The Registrar will notify the student and the smdent's advisor of the acceptance of the proposal. Interdisciplinary Studies INT 301. Special Topics in Interdisciplinary Studies: 4 hours These courses will focus on materials and topics that transcend the boundaries of specific academic disciplines and are not offered on a regular basis. Such courses have included Bioethics and Environmental Science. ULP 303. The New American City 4 hours The purpose of this course is to examine the problems and prospects of politics and policymaking in the new American city and its environs. Consideration will be given to the political and sociological significance of a number of the factors that characterize this new development, including: the extremes of wealth and povert}^, the mix of racial and ethnic groups, and the opportunities and challenges provided by progress in transportation and technology. Offered annually. ULP 304. Community Issues Forum: Principles into Practice 4 hours This course is taught as a weekly evening seininar focusing on a particular communit}' issue and accompanied by an issue-related, off-campus internship. Together with communit}' leaders and facult}; students analyze issues confronting stakeholders, collaborate on solutions, and present findings derived from their internship assignments. Students have interned with the state legislature, local and state chambers of commerce, community food banks, arts organizations, corporations, non-profit organizations, and a number of other communit^' groups. Topics covered in previous years include: education, transportation, health care, and the environment. Prerequisite: Permission of the instructor. 159 INT 401. Internship in Interdisciplinary Studies 1-4 hours An internship is designed to provide a formalized experiential learning opportunity' to qualified students. The internship generally requires the student to obtain a faculty supervisor in the relevant field of study, submit a learning agreement, work 30 hours for ever}' hour of academic credit, keep a written journal of the work experience, have regularly scheduled meetings with the faculty supervisor, and write a research paper dealing with some aspect of the internship. Written work should total five pages of academic writing for every hour of credit. An extensive list of internships is maintained by the Career Services Office. Graded on a satisfactorv/unsatisfacton' basis. Prerequisites: Permission of the faculty supervisor and qualification for the internship program. International Studies International Studies is an interdisciplinary major that seeks to develop the skills and understanding essential for effective participation in the emerging global business, social and political environment. The major helps to prepare students for careers in government serxice, international commerce, banking and finance, the travel and convention businesses, poHtics and teaching. It also provides appropriate preparation for the professional study of business, law and international affairs. Students interested in masters programs in international affairs mav find it advantageous to take additional courses in economics. Interested students should ask the Registrar to refer them to a faculty advisor who specializes in this major. The degree awarded is the Bachelor of Arts. Requirements of the major include successful completion of 11 courses, three of which must be International Relations, United States Foreign Policy, and International Economics. Completion of five courses selected from the following also is required: BUS 370 International Business ECO 323 International Economics ECO 420 Economic Development PRE 402 The Modern French Republics and Their Institutions FRE 403 Franco- American Relations in Trade and Culture HIS 215 The Age of World War - Europe 1914-1945 HIS 240 Latin America to Independence HIS 312 German History Since 1800 HIS 321 Russian History Since 1861 HIS 340 Dictatorship and Democracy in Latin America HIS 350 Special Topics in History * HIS 431 History of United States Foreign Relations HIS 450 Independent Study in History * 160 INS 400 Independent Study in International Studies INS 401 Internship in International Studies POL 211 War POL 231 Asian Politics POL 321 Political Development POL 331 Comparative Politics of China and Japan POL 350 Special Topics in Politics * POL 361 European Politics POL 411 War, Peace, and Security POL 422 Seminar in Chinese Politics POL 431 Seminar in Politics and Culture * POL 450 Independent Study in Politics * SPN 305 Spanish for International Relations and Business SPN 410 The Development of Latin American Cultures *Note: Special topics and independent study courses fulfill the requirements of the major only when they have a substantial international component. This implies that the course deals with the modern history, current situation or culture in a geographical area outside the United States or concerns some substantive issue that is international in scope, t}'pically regarding economics or securit}'. Smdents must complete two years of foreign language study or demonstrate the equivalent competence by examination. Students must also take one additional language course in which the foreign language is required for research, reading, or discussion. A study abroad experience is required. Note that no more than two courses may be counted toward major requirements from a study abroad program. Foreign students may count their residence at Oglethorpe as their study-abroad experience. Please see Oglethorpe Universit}' Smdents Abroad in the Educational Enrichment section of this Bulletin. Students who receive financial aid at Oglethorpe should contact the Director of Financial Aid early in the pursuit of this major to determine available funding for the study abroad experience. Note: Students who graduated from a secondary school located abroad at which the language of instruction was not English have satisfied the foreign language requirement. They may satisfy the smdy abroad requirement via their residency in the United States. 161 International Studies with Asia Concentration Like the general international studies major, this is a major designed to develop skills useful in cross-culturaUy oriented careers. Students achieve an Asia concentration by taking at least four courses that focus on the culture, politics, history or literature of nations in Asia in addition to a selection of more general courses that cover fundamental issues of international studies. The specialized knowledge that students gain through Asia-related course work helps to prepare them for careers in fields such as government, finance, and travel in this economically growing and culturally rich area of the globe. Combined with the other components of the international studies major, the Asia concentration will assist students with the necessary background for entry into graduate or professional schools in an Asian studies field. Students might go on to study in such areas as anthropology, politics, and international law or business. The degree awarded is the Bachelor of Arts. Requirements of the major include successful completion of the following five courses: ECO 323 International Economics or ECO 420 Economic Development POL 111 International Relations POL 231 Asian PoUtics POL 331 Comparative Politics of China and Japan POL 431 Seminar in Politics and Culture (Japan/ Asian concentration) Students must also take two of the following courses: JPN 301 Special Topics in Japanese Language, Literature, and Culmre I POL 311 United States Foreign Policy Another Asian studies course at Oglethorpe or at another institution pre-approved by the smdent's advisor Students must also take one of the following courses: BUS 370 International Business PRE 403 Franco-American Relations in Trade and Culture HIS 350 Special Topics in History * HIS 450 Independent Study in History * INS 400 Independent Study in International Studies INS 401 Internship in International Studies POL 350 Special Topics in Politics * POL 361 European Politics POL 411 War, Peace, and Securit}' POL 431 Seminar in Politics and Culture (with a different focus than the one above) POL 450 Independent Study in Politics * ^ SOC 308 Culture and Societ}- Any course in 20*-centurv European history *Note: Special topics and independent study courses fulfill the requirements of the major onlv when they have a substantial international component. 162 Students must take at least one 400-level course. Students must demonstrate at least a second-3'ear competence in an Asian language or be able to use an Asian language for research and writing in a class. A study abroad for one semester in an Asian nadon is strongly urged. Please see Oglethorpe University Students Abroad in the Educational Enrichment section of this Bulletin. Note that no more than two courses may be counted toward major requirements from a study abroad program. Foreign students whose native language is Asian may consider their residence at Oglethorpe as their study-abroad experience and their foreign language requirement satisfied. INS 400. Independent Study in International Studies 1-4 hours Supervised research on a selected topic. Prerequisite: Submission of a proposed outline of study that includes a schedule of meetings and assignments approved by the instructor, the division chair, and the Provost and Senior Vice President prior to registration. INS 401. Internship in International Studies 1-4 hours An internship is designed to provide a formalized experiential learning opportunit}' to qualified students. The internship generally requires the student to obtain a faculty supervisor in the relevant field of study, submit a learning agreement, work 30 hours for every hour of academic credit, keep a written journal of the work experience, have regularly scheduled meetings with the faculty supervisor, and write a research paper dealing with some aspect of the internship. Written work should total five pages of academic writing for every hour of credit. An extensive list of internships is maintained by the Career Services Office, including opportunities at the Southern Center for International Smdies, the Georgia Department of Industry, Trade, and Tourism, Hispanic Chamber of Commerce, and the United States Department of State. Graded on a satisfactory/unsatisfactory basis. Prerequisites: Permission of the faculty supervisor and qualification for the internship program. Japanese The study of modern Japanese broadens the mind and provides insight into one of the world's richest cultures. Oglethorpe's Japanese program embraces the "five C's" of foreign language education outiined in the National Standards in Foreign Language Education: communication, cultures, connections, comparisons, and communities. Oglethorpe's four-course Japanese sequence assumes no initial knowledge of the language. The courses lead the student step by step toward communicative competence in the four basic language skills: listening, speaking, reading, and writing. These skills are taught by means of model conversations, role plays, listening activities, and readings. Elementary classes present the fundamentals of the language through a sequence of units that focus on daily Ufe. A t\pical conversation at the beginning level might be about making plans for the weekend or describing one's family. Students are initially trained in the two phonetic kana scripts so that they are able to write in Japanese from the very beginning. Training in kanji characters begins in the second semester. At the intermediate level students master more advanced vocabulary and grammatical patterns. The smdent also learns how to use the language appropriately in different social contexts. A conversation at this level might be about the student's career plans, while a tj'pical reading might deal with changing attitudes toward marriage in japan. By the end of the four-course sequence, the student will be able to express a broad range of ideas with confidence, will be capable of writing short essays, and wUl know about 240 kanji characters. Students who seek further training in Japanese can take advanced Japanese through cross registration at one of the Atianta Regional Consortium for Higher Education (ARCHE) institutions. FuU-immersion study abroad opportunities are available at Oglethorpe's sister schools in Japan, Seigakuin Universit}' and Otaru Universit}- of Commerce. 163 General interest courses taught in English on premodern and modern Japanese literature supplement the language curriculum. These and other eligible courses can be taken in conjunction with the language sequence toward fulfillment of the requirements for a minor in Japanese. The combination of a Japanese minor with a major in any of the traditional liberal arts disciplines can greatly enhance marketability following graduation, and can lead to career opportunities in fields as diverse as education, foreign service, and international commerce. Students with previous study experience should take the Japanese placement examination prior to registration. Minor A minor in Japanese consists of successful completion of Intermediate Japanese II and two culture courses, totaling 24 semester hours. At least one of the two years of language study must be taken at Oglethorpe. The student may select two culture courses from the follo\\ing: JPN 301 JPN 302 Special Topics in Japanese Language, Literature, and Culture I, II PHI 321 Special Topics in Philosophy: Philosophical Issues and Problems Philosophy of the Kyoto School PHI 321 Special Topics in Philosophy: Philosophical Issues and Problems Japanese Aesthetics Other courses offered at Oglethorpe as special topics courses, as well as certain courses offered at other colleges and through study abroad programs, may also qualif}'. Study Abroad and Internships Although it is expected that at least half of the courses counted toward the minor must be taken at Oglethorpe, all students of Japanese language and culture are strongly encouraged to spend at least one semester in Japan. Guidance in finding an appropriate program is provided bv the Japanese department or the Oglethorpe University Students Abroad (OUSA) Director. Of particular interest to students of Japanese is the Oglethorpe exchange agreement with Seigakuin Universit)' in Tokyo and Otaru Universit}' of Commerce in Hokkaido. See also Oglethorpe Universit}' Students Abroad in the Educational Enrichment section of this Bulletin. A student can also gain practical experience by pursuing internship opportunities in Japanese organizations and firms in and around Atianta. Credit for these activities is given when the internship is completed in accordance with the objectives agreed upon with the facult\' supervisor. Credit is given toward the minor upon approval by the student's facult}^ ad\dsor. The Career Services Office has an extensive list of available internships. JPN 101, JPN 102. Elementary Japanese I, II 4 plus 4 hours This is a one-year course sequence in beginning Japanese aimed at developing basic skills in speaking, reading, writing, and aural comprehension. The kaiia and kanji writing systems are introduced. Prerequisite: None for JPN 101; JPN 101 for JPN 102, or placement bv testing. JPN 201. Intermediate Japanese 1 4 hours A continuation of elementary Japanese, the first semester of the second-year sequence focuses on conversational skills and vocabulary building, and extends the student's proficiency in reading and writing. Aspects of the Japanese culture and society are also explored. Prerequisite: JPN 102 or permission of the instructor. 164 JPN 202. Intermediate Japanese II 4 hours This course consolidates and integrates the student's knowledge of basic grammatical patterns, and introduces advanced grammatical structures. Further practice in reading and writing prepares the student to pursue further study in areas related to his or her major. Audio-visual materials are used more extensively to supplement the main text. Prerequisite: JPN 201 or permission of the instructor. JPN 250. Introduction to Japanese Literature 4 hours This course is designed to provide students with a survey of Japanese literature from classical to modern times. Readings include selections from creation myths, court romances and poetic diaries, Buddhist folk tales, the haiku and travel writings of Basho, Saikaku's Five W^omen Who Loi'e^I Loi'e, the puppet drama Ta/e of the 47 Samurai, and modern works by Mori Ogai, Soseki Natsume, and Tanizaki Jun'ichiro. All readings are in English translation. JPN 301, JPN 302. Special Topics in Japanese Language, Literature, and Culture I, II 4 plus 4 hours Topical aspects of the literature and cultural phenomena associated with the Japanese language are explored through readings in English in this course. JPN 350. Modern Japanese Literature 4 hours This course is a survey of Japanese literature from 1890 to the present. The development of modern literature will be examined beginning with the early decades of modernization, through militarization and defeat and ending with a consideration of postmodernist writing. Readings will include novels and short stories by Mori Ogai, Higuchi Ichiyo, Tanizaki Jun'ichiro, Dazai Osamu, Oe Kenzaburo, and Murakami Haruki. Class discussions will be supplemented by lectures on history and culture. All- readings will be in English translation. Latin AH students with previous study or experience in Latin must take a language placement examination during summer orientation or prior to fall registration. They will be placed in the course sequence according to their competence. Under no circumstances should students with past experience in the language place themselves in courses, especially at the elementary level. LAT 101, LAT 102. Elementary Latin I, II 4 plus 4 hours This course is beginning Latin, designed to present a foundation in classical Latin grammar and syntax and to introduce students to Roman literature and histor}-. Prerequisite: None for LAT 101; LAT 101 required for LAT 102, or placement bv testing. LAT 201, LAT 202. Special Topics in Latin Language, Literature, and Culture I, II 4 plus 4 hours Aspects of the literature and cultural phenomena associated with the Latin language are explored in this two-semester sequence of courses. Prerequisite: Permission of the instructor. 165 Mathematics During their course of study at Oglethorpe, mathematics majors move from a concrete, algorithmic mode of reasoning in early courses to a more abstract, formal mode of reasoning in the later capstone courses. The successful mathematics major will: Appreciate the inherent beauty and utilit}' of mathemadcs; Appreciate the interconnectedness of the various mathematical fields to one another and to outside disciplines; Communicate mathematical results in written, oral, formal, and informal fashions; Discern patterns; Read and create mathematical results in a self-directed fashion; Sharpen his or her problem-solving skills; and Understand the power and limitations of using technology to create mathematics. Through tutoring, volunteer, and internship opportunities, mathematics majors can further strengthen their own understanding of mathematics and help others to do the same. Upon graduation, mathematics majors are ready to pursue graduate study, teacher preparation, or employment in industry. Oglethorpe graduates are especially well prepared to work in actuarial science, applied mathematics, operations research, statistical consulting, or a variet\' of careers in computing. Major In order to major in mathematics, a student must successfully complete the follo\vdng mathematics courses with a grade of "C-" or higher: Calculus I, Calculus II, Calculus III, Differential Equations, Discrete Mathematics, ProbabiUt}', Complex Analysis, Linear Algebra, Abstract Algebra, and Special Topics in Mathematics. Mathematics majors graduate with a Bachelor of Science degree. Minor In order to minor in mathematics, a student must successfully complete the following mathematics courses with a grade of "C-" or higher: Calculus I, Calculus II, Calculus III, and t\x'0 additional courses chosen from the list required for the major. Note: No student will be permitted to register for a mathematics course that is a prerequisite to a mathematics course for which the student has already received academic credit. MAT 102. College Algebra 4 hours The objective of this course is to equip students with the algebra skills needed for Statistics and Applied Calculus. Topics include algebraic expressions, equations, inequalities, basic functions (polynomial, rational, exponential and logarithmic) and their graphs, die algebra of functions, inverse functions, and systems of equations and inequalities. MAT 103. Precalculus 4 hours The objective of this course is to equip students with the skills needed for Calculus I. Topics include basic analytic geometr}', trigonometry (functions, equations, and identities), complex numbers, polar coordinates, vectors in the plane, parametric equations, and transformation of coordinates. Prerequisite: MAT 102 with a grade of "C-" or higher or by examination. 166 MAT 111. Statistics 4 hours This course includes descriptive and inferential statistics with particular emphasis upon parametric statistics, rules of probability, interval estimation, and h}^othesis testing. Distributions that will be discussed include the normal, chi-square, and t-distribution. Additional topics include analysis of variance, regression and correlation analysis, goodness-of-fit, and tests for independence. Prerequisite: MAT 102 with a grade of "C-" or higher or by examination. MAT 121. Applied Calculus 4 hours This is the recommended calculus course for students in business, economics, and the social sciences. The goal of this course is to present calculus in an intuitive yet intellectually satisfying way and to illustrate the many applications of calculus to the management sciences, business, economics, and the social sciences. Topics include functions, the derivative, techniques of differentiation, applications of the derivative, the exponential and natural logarithm functions, applications of the exponential and natural logarithm functions, the definite integral, and functions of several variables. Prerequisite: MAT 102 with a grade of "C-" or higher or by examination. MAT 131, MAT 132, MAT 233. Calculus I, II, III 4 plus 4 plus 4 hours This is the recommended calculus sequence for students in mathematics, the phvsical sciences, and computer science. The objective of these courses is to introduce the fundamental ideas of the differential and integral calculus of functions of one and several variables. Topics include limits, continuit}; rates of change, derivatives, the Mean Value Theorem, applications of the derivative, curve sketching, related rates, maximization/minimization problems, area, integration, the Fundamental Theorem of Calculus, inverse functions, logarithmic functions, exponential functions, techniques of integration, applications of integration to volumes and surface area, conic sections, sequences, series, vectors, lines, planes, vector-valued functions, curves, partial derivatives, multiple integrals, and vector fields. Prerequisite for MAT 131: MAT 103 with a grade of "C-" or higher or by examination. Prerequisite for MAT 132: MAT 131 with a grade of "C-" or higher or by examination. Prerequisite for MAT 233: MAT 132 with a grade of "C-" or higher. MAT 241. Differential Equations 4 hours The objective of this course is to introduce the fundamental ideas of the theory of ordinary differential equations and to consider some of the applications of this theory to the physical sciences. Topics include equations of order one, applications of equations of order one, linear differential equations, linear equations with constant coefficients, nonhomogenous equations, undetermined coefficients, variation of parameters, applications of equations of order two, and power series solutions. Prerequisite: MAT 233 with a grade of "C-" or fiigher. MAT 261. Discrete Mathematics 4 hours This course may be considered a general introduction to advanced mathematics. As such, it will consider various methods and techniques of mathematical proof Topics are drawn from logic, set theory, functions, relations, combinatorics, graph theory, and boolean algebra. Prerequisite: MAT 132 with a grade of "C-" or higher. 167 MAT 341. Probability 4 hours This course provides a calculus-based stxidy of probability theory. Topics include set- theoretic, axiomatic and combinatorial foundations, basic rules, conditional probabiHt}^, independence, random variable theory, special discrete and continuous models, probabiHt}' plots, and joint distributions. Prerequisite: MAT 233 with a grade of "C-" or higher. MAT 351. Complex Analysis 4 hours The objective of this course is to introduce the fundamental ideas of the theorv of functions of a complex variable. Topics include complex numbers, analytic functions, elementzTj functions, conformal mapping, complex integration, and infinite series. Prerequisite: MAT 233 with a grade of "C-" or higher. MAT 362. Linear Algebra 4 hours The objective of this course is to introduce the fundamental ideas of linear algebra. Topics include Hnear equations, matrices, determinants, vector spaces, inner products, linear transformation, eigenvalues, and eigenvectors. Prerequisite: MAT 132 with a grade of "C-" or higher. It is recommended that students take MAT 261 before taking this course. MAT 463. Abstract Algebra 4 hours The objective of this course is to introduce the fundamental ideas of modern algebra. Topics include sets, mappings, the integers, groups, rings, and fields. Prerequisite: MAT 362 with a grade of "C-" or higher. MAT 471. Special Topics in Mathematics 4 hours Selected topics in advanced mathematics are offered such as Real Analysis, Topology, Set Theory, Number Theory, Mathematical Statistics, Abstract vVlgebra II, and Differential Geometry. Prerequisites will depend on the topic but will include a minimum of MAT 233 with a grade of "C-" or higher and permission of the instructor. MAT 481. Independent Study in Mathematics 1-4 hours Supervised research on a selected topic. Prerequisite: Submission of a proposed outline of study that includes a schedule of meetings and assignments approved bv the instructor, the division chair, and the Provost and Senior Vice President prior to registration. MAT 491. Internship in Mathematics 1-4 hours An internship is designed to provide a formalized experiential learning opportunity- to qualified students. The internship generally requires the student to obtain a faculty' super\'isor in the relevant field of study, submit a learning agreement, work 30 hours for everv hour of academic credit, keep a written journal of the work experience, have regularlv scheduled meetings widi the faculty supervisor, and write a research paper dealing with some aspect of the internship. Written work should total five pages of academic writing for every hour of credit. An extensive list of internships is maintained by the Career Services Office, including opportunities at the Lvnwood Park Community Center Education Program, Internal Revenue Ser\ace, and various actuarial and consulting firms. Graded on a satisfactory/unsatisfactory basis. Prerequisites: Permission of the faculty supervisor and qualification for the internship program. 168 Mathematics and Computer Science Since its inception as an academic discipline, computer science has been closely associated with mathematics. Many of the field's pioneers are mathematicians by training. Indeed, modern computer science would not be possible without the existence of a number of mathematical developments once thought to be entirely theoretical in namre. The interdisciplinary major in mathematics and computer science is designed to acquaint students with the various linkages between computer science and mathematics and to enable students to understand more thoroughly their primary discipline, whether it is mathematics or computer science. Rigorous training in mathematical thinking will provide the computer science student with essential analytical tools and mental discipline, while the problem-solving skills that will be sharpened in the process of developing algorithms for computer applications will prove to be beneficial to students in mathematics. Students will become familiar with ways in which modern computational tools have made possible work in mathematics that would otherwise be prohibitively laborious. Understanding of the many mathematical structures that are essential to effective development and utilization of processes in computer science will be enhanced. The degree awarded is the Bachelor of Science. Requirements of the major include completion of the following courses, all with a grade of "C-" or higher: MAT 131 Calculus I MAT 132 Calculus II MAT 233 Calculus III MAT 241 Differential Equations MAT 261 Discrete Mathematics MAT 341 ProbabiHt)' CSC 244 Principles of Computer Programming in Java or CSC 243 Principles of Computer Programming in C+ + MAT 362 Linear Algebra MAT 463 Abstract Algebra CSC 342 Introduction to Data Structures in Ada Completion of three of the following courses also is required: CSC 240 Introduction to Computer Applications Software or CSC 243 Principles of Computer Programming in C++ or CSC 244 Principles of Computer Programming in Java CSC 344 Principles of File Processing in COBOL CSC 440 Principles of Object-Oriented Programming in C++ CSC 441 Assembly Language and Computer Architecmre CSC 442 Special Topics in Computer Science 169 Music The music curriculum includes courses in music history and theory, ensemble performance, and applied lessons. Minor To complete a minor in music a student must successfully complete the following: MUS 331 History and Theory of Music I MUS 332 History and Theory of Music II MUS 333 History and Theory of Music III MUS 334 History and Theory of Music IV A total of four semester hours of University Singers and/or Applied Instruction in Music also must be taken and the completion of four hours of independent study in music. MUS 134. University Singers 1 hour This is an auditioned, mixed-voice concert choir, which is the primary musical ensemble for the study and performance of sacred and secular choral music. The Universit}- Chorale, an auditioned chamber choir, is chosen from members of the University Singers. Prerequisites: An audition and permission of the instructor. MUS 135. Beginning Class Voice 1 hour This course is an introduction to the basics of singing which includes posture, breath pressure, phonation, diction, tone, and intonation. A variety of easy vocal Literature will be studied and performed. Prerequisite: Permission of the instructor. MUS 136. Applied Instruction in Music 1 hour The study and practice of techniques and literature on an individual basis. Prerequisite: Permission of the instructor. MUS 331. History and Theory of Music I 4 hours History and Theory of Music I examines music from the early beginnings to 1600 with analysis of representative works. This course uses primary sources listening and stud\ing the music with the aid of selected scores and outlines, and reading and discussing comments by composers, performers, theorists, and other. The required Listening assignments are created to supplement and enhance the classroom experience. Prerequisite: COR 103 or permission of the instructor. MUS 332. History and Theory of Music II 4 hours History and Theory of Music II examines music from 1600 to 1800 with analysis of representative works. This course uses primary sources listening and stud)ing the music with the aid of selected scores and outiines, and reading and discussing comments by composers, performers, theorists, and other. The required listening assignments are created to supplement and enhance the classroom experience. Prerequisite: COR 103, MUS 331 or permission of the instructor. 170 MUS 333. History and Theory of Music III 4 hours History and Theory of Music III examines music from 1800 to 1900 with analysis of representative works. This course uses primary sources listening and studying the music with the aid of selected scores and outUnes, and reading and discussing comments by composers, performers, theorists, and other. The required listening assignments are created to supplement and enhance the classroom experience. Prerequisite: COR 103 or permission of the instructor. MUS 334. History and Theory of Music IV 4 hours History and Theory of Music IV examines music from 1900 to the present with analysis of representative works. This course uses primary sources listening and studying the music with the aid of selected scores and outlines, and reading and discussing comments by composers, performers, theorists, and other. The required listening assignments are created to supplement and enhance the classroom experience. Prerequisite: COR 103, MUS 333, or permission of the instructor. MUS 430. Special Topics in Music 4 hours This course will be a study of a selected topic in music, such as African-American Composers, Basic Techniques of Conducting, Fundamentals of Music, Masterpieces of Choral Literature, Music, Television, Films and Their Impact on Culture, Musics of Multicultural America, Women in Music, and World Music. Prerequisite: COR 103 or permission of the instructor. MUS 431. Independent Study in Music 1-4 hours This course is supervised research on a selected project or paper. It provides students an opportunit}^ to study and analyze in depth a specific musical style, composer, work, etc. Prerequisite: Submission of a proposed outline of study that includes a schedule of meetings and assignments approved by the instructor, the division chair, and the Provost and Senior Vice President prior to registration. Philosophy Philosophy, in the broadest meaning of this term, is the attempt to think clearly about the world and the place of human beings in it. This activit}' is a response to questions which arise because the various areas of human life, such as science, art, moralit}^, and religion, often do not seem to be intelligible in themselves or to fit with one another. A philosophical world \aew, such as the philosophy of Plato or the philosophy of Descartes, represents an attempt to think through these difficulties and to arrive at a single, coherent vision of how reaHt)' is and how human beings should relate to it. The study of philosophy is a noble and worthwhile activity in its own right for the enlightenment which it can provide about questions which should be of interest to everyone. It is important, however, that the philosophy major also be effective at imparting those general skills which are crucial for most professions. The mission statement of Oglethorpe Universit}' states that Oglethorpe graduates should be "humane generaUsts" with the intellectual adaptability which is needed to function successfully in changing and often unpredictable job situations. The plailosophy program at Oglethorpe accomplishes this goal by fostering those abilities of critical thinking and intellectual tlexibiUt}- required in virtually any professional career. Philosophy students learn how to read and understand abstract and often very difficult arguments. They also learn to think critically and independentiy, to develop their own views, and to express their insights in clear, articulate spoken and written prose. Such skills are important for almost any profession and are especially useful for business and law. 171 Philosophy courses need not be taken in a rigid sequence. Any philosophy course should improve a student's overall philosophical abilities and thereby strengthen the student's performance in any subsequent philosophy course. The courses are, however, classified by the difficulty of the reading involved and the amount of philosophical training and background which is advisable. Major The philosophy major consists of 10 courses in philosophy which must include the following courses: Logic; Plato; Aristotle; Nietzsche; either Knowledge and Scepticism (Epistemology) or Philosophy of Mind; one course in non-Western phUosophv; and four additional courses in philosophy. Students majoring in philosophy are also required to take at least one semester of a foreign language at the second semester elementary-level or higher. Students who have attained some proficiency in a foreign language may make use of this abiHt}^ by adding one semester hour of foreign language credit to certain philosophy courses. For example, a student might add one semester hour of credit to the Nietzsche course by reading some parts of Nietzsche's writings in the original German, or add one semester hour of credit to the Plato course by reading portions of Plato's dialogues in Greek. Most philosophy courses at Oglethorpe are suitable for such foreign language supplementation. Credit for such extra sttidy will be arranged between the student and the instructor. The degree awarded is the Bachelor of Arts. Minor The philosophy minor consists of any five courses in philosophy, which must include Logic; either Plato or Aristotie; and three additional courses in philosoph}'. Level I courses are suitable for students who have no background in philosophy and may serve as an introduction to the study of philosophy. PHI 101. Significance of Human Life Western Responses 4 hours This course introduces the student to Western philosophy through the question of whether human life as a whole has any ultimate meaning or significance outside of indi^ndual desires. This question will be considered by studying Eccksiastes, The Book of Job, the phUosophv of Socrates in Plato's Euthjphro, Apolog)/, and Crito, Lucretius,' On the Nature of Things, and Hume's Dialogues Concerning Natural Religion. PHI 102. Significance of Human Life Eastern Responses 4 hours Here the student is introduced to non-Western philosophy through a study of some Asian responses to the question of human significance. Students will study four thinkers who are different from one another but who are all important in the Asian intellectual tradition. By studying these four in some depth, students wiU be able to contrast their own Western philosophical background with something quite different from it. Students are encouraged but not required to take PHI 101 and PHI 102 as a two-semester sequence. 172 PHI 103. Logic 4 hours This course is an introduction to both logical thinking and thinking about logic. It is divided into three parts: informal logic (a study of logical fallacies in thinking), formal logic (a primer to develop Uterac}' in symbolic logic), and the philosophy of logic (exactly what is logic?). Level II courses are for students who have some philosophical background, to the extent of at least one Level I course. PHI 202. Contemporary Ethical Theory 4 hours In this course, smdents wiU read several contemporary works concerning the namre of the ethical. Works will be drawn from both the analytic and the Continental traditions and an effort will be made to put the two traditions into dialogues with each other. PHI 204. Plato 4 hours This course is a study of the philosophy of Plato through a reading of his major dialogues. In addition to the "Socratic" dialogues, readings will include the Phaedo, Phaedrus, Symposium, Republic, and Timaeus. PHI 205. Aristotle 4 hours This course is a study of the philosophy of Aristotie through a reading of his major works. Readings wiU include portions of the Ljjgic, Physics, DeAnima, Metaphysics, and Nicomachean Ethics. PHI 301. Philosophy of Art (Aesthetics) 4 hours This course will attempt to trace the philosophic underpinnings of the movement within art toward non-representational art. The course begins with Kant's third Critique and includes readings by Hegel, Heidegger, Derrida, and several others. Students will also read several works by artists themselves, including Kandinsky, Francis Bacon, and Anselm Kiefer. PHI 302. Knowledge and Scepticism (Epistemology) 4 hours This course wiU cover various issues concerned with the namre and validit)' of human knowledge. The topics smdied will include the distinction between knowledge and belief, arguments for and against scepticism, perception and our knowledge of the physical world, and the namre of truth. PHI 303. Space, Time, and God 4 hours This course examines our conception of the universe as a totality, both in its own namre and in relation to an external cause. We will consider whether space and time are "absolute" realities or only systems of relations among objects, whether they are finite or infinite, and whether or not there logically could exist space-time universes in addition to our own. The course wiU conclude with the question of whether our space-time universe is self-sufficient or requires an ultimate cause or explanation (God) outside of itself 173 PHI 304. Philosophy of Mind 4 hours This course involves the study of philosophical questions about the nature of human persons. Students will examine: 1) The mind-body problem the nature of the mind and consciousness, and the relation of consciousness to physical processes within the body; 2) Personal identity what makes a person one mind or subject both at a single moment and over time; and 3) Free will the status of a person as a free agent and the relation of this freedom to the causally determined processes in the person's body. PHI 305. Nietzsche 4 hours In this course students wiU study the philosophy of Nietzsche through a reading of his major works, including The Birth of Tragedy, The Uses and Abuses of History for Ufe, Thus Spake Zarathustra, Beyond Good and Evil, Twilight of the Idols, and The Anti-Christ. Students will also study some contemporary and influential readings of Nietzsche. PHI 306. African Philosophy 4 hours Taking African philosophy as a case study of post-colonial thought, students will study the African critique of traditional modes of philosophizing. The authors read will include Cesaire, Senghor, Sartre, Mudimbe, Appiah, Achebe, Soyinka, Ngugi wa Thiong'o, and Victor Turner. PHI 320. Special Topics in Philosophy: Pliilosophers 4 hours Intensive study of the thought of a single important philosopher or group of philosophers. PHI 321. Special Topics in Philosophy: Philosophical Issues and Problems 4 hours Smdies of selected philosophical questions usually of special relevance to the present day have included courses such as Philosophy of History, War and Its justification, and Philosophical Issues in Women's Rights. PHI 322. Independent Study in Philosophy 1-4 hours Supervised research on a selected topic. Prerequisite: Submission of a proposed outline of study that includes a schedule of meetings and assignments approved bv the instructor, the division chair, and the Provost and Senior Vice President prior to registration. PHI 323. Internship in Philosophy 1-4 hours An internship is designed to provide a formalized experiential learning opporrunit\- to qualified students. The internship generally requires the student to obtain a facult\' supervisor in the relevant field of study, submit a learning agreement, work 30 hours for every hour of academic credit, keep a written journal of the work experience, have regularly scheduled meetings with the faculty supervisor, and write a research paper dealing with some aspect of the internsliip. Written work should total five pages of academic writing for every hour of credit. An extensive list of internships is maintained by the Career Services Office, including opportunities at the American Civil Liberties Union, the Georgia Attorney General's Office, and Georgia justice Project. Graded on a satisfactory/unsatisfactory basis. Prerequisites: Permission of the faculty- super\-isor and qualification for the internship program. 174 POL 341. Political Philosophy I: Ancient and Medieval 4 hours This is an examinadon of the origins of philosophical reflection on the fundamental issues of politics, which is designed to lead to the critical consideradon of the polidcal views of our dme. Among the topics discussed are the reladonship between knowledge and polidcal power and the character of polidcal jusdce. Pordons of the works of Aristophanes, Plato, Aristode, Aquinas, and Alfarabi are examined. Prerequisite: COR 201 or permission of the instructor. POL 342. Political Philosophy II: Modern 4 hours This is a cridcal examinadon of the peculiarly modern political and philosophical stance beginning where Political Philosophy I concludes. Among the authors discussed are Machiavelli, Hobbes, Rousseau, Kant, and Kojeve. Prerequisite: POL 341 or permission of the instructor. Level III courses are the most difficult and challenging and are for students who have significant philosophical background, to the extent of at least one or two Level II courses. PHI 401. The Philosophical Response to the Scientific Revolution 4 hours This course is a study of the philosophical systems of Hobbes, Descartes, Spinoza and Leibniz. Each of these philosophies is an attempt to come to terms with the scientific picture of the world which had been given to the West by Copernicus and Galileo. The course begins with the materialist philosophy of Hobbes, followed by Descartes' dualistic (between mind and matter) view of the created world, and then considers Spinoza's pantheistic monism and Leibniz's idealistic atomism as responses to the difficulties in the Cartesian philosophy. PHI 402. Kant's Critique of Pure Reason 4 hours A smdy of Kant's theoretical philosophy, his "metaphysics of experience," through a reading and analysis of his major work. An attempt will be made to discover which portions of Kant's philosophy can be accepted as valid and true in the light of present-day philosophy and PHI 403. Heidegger's Being and Time 4 hours This course involves a close and patient reading of one of the most important and difficult works of Continental philosophy. An effort will be made to avoid speaking "heideggerianese" and to translate the dense language of the text into a wav of speaking accessible to students. PHI 404. Contemporary French Philosophy 4 hours It has been argued that the most provocative developments in the current development of German philosophy have been the French readings of now classic German writers such as Kant, Hegel, Marx, Nietzsche, Freud, and Heidegger, to name a few. Smdents will attempt to test this thesis by reading some representative and challenging texts. The authors studied may include BataiUe, Foucault, Deleuze, Derrida, Althusser, Blanchot, and others. 175 Physics The physics curriculum is designed to provide well-rounded preparation in classical and modern physics. The successful completion of this program will prepare the graduate to gain admission to one of the better graduate programs in physics or a related scientific field, or to secure employment in a technical, scientific, or engineering setting. A grade of "C-" or higher must be obtained in each freshman- and sophomore-level science course that is required for this major or minor; these courses are numbered 100 through 300 in each discipline. A grade-point average of 2.0 or higher is required in all courses required for the major. Students who are interested in scientific illustration are encouraged to consider the Scientific Illustration Tracks that are offered within the art major. Major The requirements for a major in physics are as follows: College Physics I and II taken after or concurrentiy with Calculus I and II (preferably in the freshman year); Classical Mechanics I and II taken after or concurrentiy with Calculus III (suggested for the sophomore year); Thermal and Statistical Physics; Modern Optics; Modern Physics I and II; Electricit}' and Magnetism I and II; Mathematical Physics; and Special Topics in Theoretical Physics or Special Topics in Experimental Physics. Examination is generally required to transfer credit for anv of these courses. The degree awarded is the Bachelor of Science. Minor A minor in physics is offered to provide students with an opportunit}' to strengthen and broaden their educational credentials either as an end in itself or as an enhancement of future employment prospects. The requirement for the physics minor is three lecture courses numbered FHY 202 or higher plus at least one physics laboratory course at the 300 level or above. PHY 101, PHY 102. General Physics I, II 4 plus 4 hours An introductory course without calculus. Fundamental aspects of mechanics, heat, Ught, sound, and electricity are included. The text will be on the level of Serway and Faughn, College Physics. Three lectures and three hours of laboratory per week. Prerequisite: MAT 103; PHY 101 must precede PHY 102. Corequisites: PHY lOlL and PHY 102L. PHY 201, PHY 202. CoUege Physics I, II 5 plus 5 hours Introductory physics with calculus. Subject matter is the same as in general physics but on a level more suited to physics majors, engineering majors, etc. One year of calculus as a prerequisite is preferred, otherwise calculus must be taken concurrentiy. The text will be on the level of Halliday, Resnick, and Walker, Fundamentals of Physics. Prerequisite: PH\' 201 with a grade of "C-" or higher must precede PHY 202. Corequisites: PHY lOlL and PHY 102L. PHY lOlL, PHY 102L. Introductory Physics Laboratory I, II 1 plus 1 hour Introductory physics laboratories to accompany PHY 101, 102, 201 and 202. 176 PHY 211, PHY 212. Classical Mechanics I, II 4 plus 4 hours This is the student's first introduction to theoretical physics. Lagrangian and Hamiltonian methods are developed with Newton's laws of motion and applied to a variet\' of contemporary problems. Emphasis is placed on problem work, the object being to develop physical intuition and facilit}' for translating physical problems into mathematical terms. The text will be on the level of Analytical Mechanics by Fowles. Prerequisites: MAT 132 and PHY 202 with a grade of "C-" or higher in each course. A grade of "C-" or higher must be earned in PHY 21 1 before taking PHY 212. PHY 232. Fundamentals of Electronics 4 hours This course is designed primarily for science majors and dual degree engineering students. Coverage includes DC and AC circuits, semi-conductor devices, amplifiers, oscillators, and digital devices. The intent is to provide a working understanding of common instrumentation in science and technology. Prerequisite: PHY 102 or FHY 212 with a grade of "C-" or higher. PHY 232L. Fundamentals of Electronics Laboratory 1 hour The laboratory component of PHY 232. PHY 331, PHY 332. Electricity and Magnetism I, II 4 plus 4 hours A thorough introduction to one of the two fundamental disciplines of classical physics, using vector calculus methods. After a brief review of vector analysis, the first semester will treat electrostatic and magnetic fields and provide an introduction to the special theory of relativit)'. The second semester wiU develop electrodynamics, including Maxwell's equations, the propagation of electromagnetic waves, radiation, and the electromagnetic theory of light. The treatment will be on the level of the text of Reitz, Milford, and Christ}'^. It is recommended that MAT 241 be taken concurrentiv. Prerequisites: MAT 233 and PHY 202 with a grade of "C-" or higher in each course; PHY 331 must precede PHY 332. PHY 333. Thermal and Statistical Physics 4 hours The purpose of this course is to provide physics, engineering, and chemistry majors with a fundamental understanding of heat and the equilibrium behavior of complex systems. Topics wUl include the zeroth, first and second laws of thermodynamics with applications to closed and open systems; microcanonical and canonical ensembles for classical and quantum systems, with applications to ideal gases, specific heats, blackbody radiation, etc.; the kinetic description of equilibrium properties. Text will be on the level of Kestin and Dorfman or Zemansky Prerequisites: MAT 132 and PHY 202 with a grade of "C-" or higher in each course. PHY 333L. Thermal and Statistical Physics Laboratory 1 hour Laboratory work will emphasize classic experiments such as the ballistic pendulum, hard sphere scattering, the Millikan oil drop experiment, the Michelson interferometer, etc. Emphasis also will be placed on measuring fundamental constants such as the speed of light, h, G, e and e/m. Corequisite: PHY 333. PHY 335. Introduction to Modern Optics 4 hours A standard intermediate-level optics course which will treat the basics of wave theory and the electromagnetic origin of optical phenomena, geometrical optics, physical optics including Fourier optics, Fraunhofer and Fresnel diffraction, and dispersion. The course will conclude with some consideration of current topics such as holography, quantum optics, and non-linear optics. Text will be on the level of Jenkins and White or Hecht. Prerequisites: AL\T 241 and PHY 202 with a grade of "C-" or higher in each course. 177 PHY335L. Modern Optics Laboratory 1 hour This laboratory accompanies course PHY 335. PHY 421, PHY 422. Introduction to Modern Physics I, II 4 plus 4 hours For physics, engineering, and chemistry majors, this is a one-year sequence that discusses the most important developments in 20*-century physics. The first semester will review special relativity and treat the foundations of quantum physics from a historical perspective; the quantum theory of one-electron atoms will be developed. In the second semester, there will be a treatment of many-electron atoms, molecules, and solids, with an introduction to nuclear and elementan- particle physics. The text wiU be on the level of Eisberg and Resnick, Quanmm Physics. Prerequisites: PHY 202 and PHY 332; PHY 421 must precede PHY 422. PHY 421L, PHY 422L. Modern Physics Laboratory I, II 1 plus 1 hour Laboratory work will emphasize modern physics in areas such as microwave optics, superconductivity, measurements of magnetic fields, electron spin resonance, the Franck-Hertz experiment, laser optics, etc. Corequisites: PHY 421 and PHY 422. PHY 423. Mathematical Physics 4 hours This course will examine a variety of mathematical ideas and methods used in phvsical sciences. Topics may include: vector calculus; solutions of partial differential equations, including the wave and heat equations; special functions; eigenvalue problems; Fourier analysis and mathematical modeling, particularly numerical computer methods. Text will be on the level of Arfken or Mathews and Walker. Prerequisite: MAT 241 with a grade of "C-" or higher. PHY 431. Special Topics in Theoretical Physics 1-5 hours Topics to be chosen in accordance with the student's interest include Laser Phvsics, Plasma Physics, Theory of the Solid State, Nuclear and Particle Physics, Astrophysics, and Cosmology. PHY 441. Special Topics in Experimental Physics 1-5 hours Topics to be chosen in accordance with the student's interest in experimental phvsics. PHY 499. Independent Study in Physics 1-5 hours Supervised study of a topic of interest to the student, which is not treated in the regularly scheduled course offerings. Prerequisite: Submission of a proposed outline of smdv that includes a schedule of meetings and assignments approved bv the instructor, the di\ision chair, and the Provost and Senior Vice President prior to registration. 178 Politics As Aristode observed some 2000 years ago, "Man is by nature a polidcal animal." Polidcs shapes who we are and how we live; it animates human nature, forges idenddes, drives social movements, structures national politics and institudons, molds internadonal reladons. At Oglethorpe, students of polidcs encounter a wide range of opinions, beliefs, and scholarly analysis as to the nature of polidcs and what constitutes the legitimate aims of polidcal action. Differences and disagreements abound, providing a rich environment for students to develop their own informed opinions honed through healthy debate with their colleagues. In addition, politics majors gain both substantive knowledge and analytic skills. Introductory classes in American politics, comparative politics, international relations, and political philosophy provide the foundation for subsequent pursuit of more specialized study undertaken in higher-level courses. Skills acquired include: close critical reading of texts; inductive, deductive, and analogical reasoning; substantiating arguments; comparing across cases; and making generalizations. Oglethorpe's location provides numerous opportunities to study and engage with real world politics, be they local, national, or international. Adanta is home to the Georgia state government. The Carter Center, and the Martin Luther Iving Jr. Center. Smdents have taken advantage of the Georgia's Legislative Intern and Governor's Intern Programs, as well as worked with the Georgia State Legislature, the Department of Industry, Trade and Tourism, and the League of Women Voters, participated in The Carter Center Internship Program, and worked with a variety of governmental and grassroots programs. Resources at Oglethorpe serve to help students engage actively in politics. Through the Universit}''s Career Services Office, students can identify and create other internships. Oglethorpe's affiliations with The Washington Center for Internships and the Washington Semester Program of American Universit)' allow students to study politics and intern in the nation's capital. Students can also use internship credit towards their major requirements. In an increasingly globalized world, Oglethorpe study abroad programs provide the opportunit^' to gain in-depth experience of the politics and culture of another country for periods ranging from a week, to a semester, to a year. Please see Oglethorpe Universit}' Students Abroad in the Educational Enrichment section of this Bulletin. Politics majors contemplate and analyze the different forms of power shaping today's world, be they individuals, ideas, institutions, or coercive force. This knowledge prepares them well for a variet}' of careers, including law, journalism, government, international organizations, NGO's, education, business, and poHtics. Major The requirements for a major in politics are satisfactory completion of at least 10 courses in the discipline, of which the following four are required: POL 101 Introduction to American Politics POL 111 International Relations POL 121 Introduction to Comparative Politics POL 341 Political Philosophy I: Ancient and Medieval or POL 342 PoUtical Philosophy II: Modern In addition, students must take two courses at the 300 level and one at the 400 level, and complete at least one semester of a foreign language at the second semester elementary-level or higher. The degree awarded is the Bachelor of Arts. 179 Minor To receive a minor, students must take four courses distributed among three of the four subfields of the discipline (American politics, comparative poUtics, international relations, and political philosophy). POL 101. Introduction to American Politics 4 hours This course is an introduction to the fundamental questions of politics through an examination of the American founding and political institutions. POL 111. International Relations 4 hours This course is an introduction to the conduct of politics in a condition of anarchy. The central issues will be how and whether independent states can establish and preserve international order and cooperate for the achievement of their common interests in an anarchic environment. These questions will be explored through a reading of relevant history and theoretical writings and an examination of present and future trends influencing world politics. POL 121. Introduction to Comparative Politics 4 hours This course traces the evolution of major theories and methodologies of comparative politics from the 1960s to present, analyzing both their distinguishing characteristics and how these theories respond to the prominent political issues and intellectual debates of their times. Topics to be covered include: political behavior, political culture, revolutions, modernization, political economy, rational choice, instimtions, and the state, with democratization serving as an overarching theme. POL 201. Constitutional Law 4 hours In this course, we will examine the Constitution and the efforts of the United States Supreme Court to expound and interpret it. In addition to reading and briefing manv Supreme Court decisions, we will examine some leading contemporary works in constitutional and legal theory. Prerequisite: POL 101. POL 202. State and Local Government 4 hours This course is a survey of the origin, development, and characteristic problems of state and local government in the United States. Prerequisite: POL 101. POL21L War 4 hours What is war? How and to what extent has it changed through the ages? Whx are wars won or lost? When is war just? How will war be fought in the future, with what results? POL 231. Asian Politics 4 hours This course is a general introduction to the varietv' of political systems in Asia, concentrating particularly on the nations of East Asia. It wiU emphasize the methods of comparative political study and will focus on understanding the factors that determine different political outcomes in nations that share a geographical region and many similar cultural and historical influences. POL 302. American Political Parties 4 hours An in-depth smdy of the development of part}' organizations in the United States and an analysis of their bases of power. Prerequisite: POL 101. 180 POL 303. Congress and the Presidency 4 hours An examination of the original arguments for the current American governmental structure and the problems now faced by these institutions. Prerequisite: POL 101. ULP 303. The New American City 4 hours The purpose of this course is to examine the problems and prospects of politics and policymaking in the new American cit}' and its environs. Consideration wUl be given to the political and sociological significance of a number of the factors that characterize this new development, including the extremes of wealth and poverty, the mix of racial and ethnic groups, and the opportunities and challenges provided by progress in transportation and technology. Offered annually. POL 304. African- American Politics 4 hours This course is designed to provide students with an overview of the various strategies and tactics used by African-Americans to advance their economic, social, and political agendas. As such, the course will provide a detailed examination of the successes and failures of the interaction between the United States political system and African-Americans from both an historic and present-day perspective. Prerequisite: POL 101. POL 311. United States Foreign Policy 4 hours A history of American foreign policy since 1945, emphasis in this course will be on the description, explanation, and evaluation of events and policies, not the study of policy- making as such. POL 321. PoUtical Development 4 hours This course surveys substantive themes and theoretical debates in the study of political development including: what is meant by 'political development,' cultural versus structural explanations for change, whether development is driven by domestic or international influences, political transitions, and the relative significance of particular groups or institutions. Readings build from theoretical touchstones HNSO II (Smith, Marx, Weber) to address contemporary cases in developing and developed countries. Prerequisite: POL 121, COR 202, or permission of the instructor. POL 331. Comparative Politics of China and Japan 4 hours While Japan and China have both become prominent nation-states with increasing international influence, each country has achieved this feat through very different means. This course seeks to ascertain the sources and strength of their respective development paths as well as the prognosis for their political and economic futures. Topics to be covered include: state formation, ideology and political order, political and economic institutions, economic development strategies, Asian values,' state-society relations, regional and international relations. Prerequisite: POL 121, POL 231, or permission of the instructor. POL 341. PoUtical Philosophy I: Ancient and Medieval 4 hours This is an examination of the origins of philosophical reflection on the fundamental issues of politics, which is designed to lead to the critical consideration of the political views of our time. Among the topics discussed are the relationship between knowledge and political power and the character of political justice. Portions of the works of Aristophanes, Plato, Cicero, and Alfarabi are examined. Prerequisite: COR 201 or permission of the instructor. 181 POL 342. Political Philosophy II: Modern 4 hours This is a critical examination of the peculiarly modern political and philosophical stance beginning where Political Philosophy I concludes. Among the authors discussed are Machiavelli, Hobbes, Locke, Rousseau, Kant, and Kojeve. Prerequisite: POL 341 or permission of the instructor. POL 350. Special Topics in Politics 4 hours A variet}' of courses will be offered to respond to topical needs of the curriculum. Recent courses include Moral and Political Leadership, Dealing with Diversit^; Criminal Law, and Citizenship in Theory and Practice. Prerequisite: Permission of the instructor. POL 361. European PoUtics 4 hours This course is a factual, conceptual and historical introduction to poHtics on the European continent, including (but not necessarily limited to) Britain, France, German}', Italy Russia, and the European Union. These regimes will be smdied through a comparison of their social structures, party systems, institutions and constitutions, political cultures and (if possible) their domestic policies. Prerequisite: POL lOL POL 411. War, Peace, and Security 4 hours An in-depth treatment of one or more of the issues introduced in International Relations. The course will be conducted as a seminar, with the emphasis on reading, discussion and research. It wiU address the following questions: When and why do statesmen resort to force to resolve international conflicts? WTien does the threat of force succeed or fail and when and how ought one to employ it? When and why do states make peace? What are the causes of conflict in the present and future? What are the prospects for peace? Topics vary from year to vear. Prerequisite: POL 111 or POL 311. POL 422. Seminar in Chinese PoUtics 4 hours This course explores the ongoing political, social, and economic transformations in Communist China, with emphasis on the post-Mao era (1978 to the present). General themes include Maoist versus Dengist politics, revolution versus reform, market reform in a communist state, factionalism, central-local relations, state-society relations, China in the international order. The course also examines current political and social issues. Prerequisite: POL 121, POL 231, or permission of the instructor. POL 431. Seminar in PoUtics and Culture 4 hours This will be an upper-level seminar in the study of the relationship of politics and culture. Emphasis will be placed on understanding the namre and difficulties of cultural study with particular attention to ethnographic or participant observer research methods. Focus of the seminar changes yearly but has included such topics as Judaism and Jewishness, Women and Politics, and Language and Politics. Prerequisite: POL 101 or junior standing. POL 441. Seminar in PoUtical Philosophy 4 hours An intensive examination of a text or theme introduced in the Political Philosophv sequence. Among the topics have been Rousseau's Emile, Spinoza, and The German Enlightenment. Prerequisite: Permission of the instructor. 182 POL 450. Independent Study in Politics 1-4 hours Supervised research on a selected topic. Prerequisite: Submission of a proposed outline of study that includes a schedule of meetings and assignments approved by the instructor, the division chair, and the Provost and Senior Vice President prior to registration. POL 451. Internship in Politics 1-4 hours An internship is designed to provide a formalized experiential learning opportunit}- to qualified students. The internship generally requires the student to obtain a facult}' supervisor in the relevant field of study, submit a learning agreement, work 30 hours for every hour of academic credit, keep a written journal of the work experience, have regularly scheduled meetings with the faculty supervisor, and write a research paper dealing with some aspect of the internship. Written work should total five pages of academic writing for every hour of credit. An extensive list of internships is maintained by the Career Services Office, including opportunities at the Georgia State Legislature, the United States Department of State, The Carter Center, and the Superior Court of Fulton Count}'. Graded on a satisfactory/unsatisfactory basis. Prerequisites: Permission of the facult\' supervisor and qualification for the internship program. Pre-law Studies Students planning to enter law school after graduation from Oglethorpe should realize that neither the American Bar Association nor leading law schools endorse a particular pre-law major. The student is advised, however, to take courses that enhance the basic skills of a UberaUv educated person: reading with comprehension, writing, speaking, and reasoning. The student is encouraged to become more familiar with political, economic, and social institutions as thev have developed historically and as they function in contemporary societ}'. Students interested in pursuing a legal career should ask the Registrar for the names of facult}' members serving as pre-law advisors. Pre-medical Studies A student who plans to attend a professional school of medicine, dentistry, optometry, pharmacy or veterinary medicine should plan a program of studies at Oglethorpe in consultation with a facult}' member who is a designated pre-medical advisor. It is desirable for the pre-medical student to have a pre-medical advisor from the outset of the planning of his or her undergraduate program. It is essential that the student establish contact with a pre-medical advisor by the second semester of the student's freshman year. Professional schools of health science require for admission successful completion of a specified sequence of courses in the natural sciences, courses in the humanities and social sciences, as well as the submission of acceptable scores on appropriate standardized tests. However, pre- medical smdents have wide latitude of choice with regard to the major selected. Smdents should familiarize themselves with the particular admission requirements of the t}^e of professional school they plan to enter prior to deciding on the course of study to be pursued at Oglethorpe. An excellent starting point for this preliminary study is "Health Professions Links" at http:/ / mm: naahp. org. 183 Some schools of medicine, dentistry, and veterinary medicine will admit highly qualified applicants who have completed all admission requirements for the professional school during three years of study at an undergraduate institution. (Four years of undergraduate work and a bachelor's degree are standard requirements; admission after three years is highly at}-pical and is not available at aU schools.) It is possible for students to enter an allopathic, osteopathic or pediatric medical school, dental school or veterinary school (no other health professions schools are eligible) after three years of study at Oglethorpe and to complete their bachelor's degree under the Professional Option. By specific arrangement between the professional school and Oglethorpe University, and in accordance with regulations of both institutions, after successful completion of all academic requirements of the first year in the professional school, the student receives a degree from Oglethorpe University when certified to be in good standing at the professional school. Students interested in this possibility should consult with their ad\'isors to make certain that all conditions are met; simultaneous enrollment in several science courses each semester during the three years at Oglethorpe likely wiU be required to meet minimum expectations for taking professional school admissions tests and to meet admission requirements for the professional school. All Oglethorpe core courses must be completed before the student enrolls in the professional school. An important note for international smdents: It is extremely difficult for international applicants who are not citizens or permanent residents of the United States to gain admission to American medical schools. State-supported medical schools rarely consider international applicants; private medical schools that accept international applicants generally require them to place in escrow the equivalent of one to four years tuition and fees (U.S. $40,000 to $200,000). There are very few scholarships available to support any students at American medical schools; in order to qualify for loans that are sponsored by the United States government, the applicant must be a citizen or permanent resident. International students who plan to become medical doctors by completing their education at an American medical school should consider these issues verv carefuUy before enrolling in an undergraduate pre-medical program in the United States. Psychology The Department of Psychology endorses a view of psychology as the use of scientific methods to study a broad range of factors that often interact to produce human behavior, including cognitive, developmental, personality, physiological, and social variables. Therefore, students who major in psychology are expected to: 1 . Learn to apply empirical methods to understand human and animal beha^^or. Smdents should be able to use and critique a variety of research methods, ranging from controlled laboratory experiments to naturalistic observations. Specific skills to be acquired include the ability to operationally define concepts for empirical study; to collect, analyze, and interpret empirical data; and to clearl}' communicate findings to larger audiences through oral and written presentations (for example, APA st^de research papers, posters, and presentations). 2. Learn major theoretical and empirical advances in a variet)' of disciplines uitliin the field of psychology (for example, clinical, cognitive, developmental, motivational, organizational, personality, physiological, social). This objective should include the abiUt)' to compare and contrast explanations offered by different schools of thought within each discipline (for example, behavioral, biological, cognitive, dispositional, psychoanalytic, social learning). It also should include an understanding of both current and historically prominent developments in the various disciplines. 184 3. Learn ways in which psychological concepts can be applied for the benefit of oneself and society. Students will learn about clinical, educational and organizational applications of psychological research and will consider ways in which psychological principles may be relevant to personal life and civic participation. In addition, students are expected to become more precise and tolerant observers of human behavior and individual differences. The Department of Psychology at Oglethorpe Universit}' has a strong tradition of student achievement in research and internships. Many students collaborate with facult)' on research projects or develop and complete their own research projects with the help of faculty mentors. Each year, Oglethorpe is represented at regional and national psychology conferences by psychology students presenting their original work. Psychology students have completed internships in a variet}" of settings including: private clinical practices, adoption agencies, law enforcement agencies, law firms, the Centers for Disease Control and Prevention, Partnership Against Domestic Violence, Georgia State Universit}- Language Research Center, Zoo Adanta, Yerkes Regional Primate Research Center, and the Georgia Psychological Association. Major To complete a major in psychology, the student must complete nine psychology courses (36 semester hours) beyond Psychological Inquiry. These nine courses must include Statistics, Research Methods, Advanced Experimental Psychology, and History and Systems of Psychology. Psychology majors also are required to complete General Biologv I and II as directed electives and at least one semester of a foreign language at the second semester elementary-level or higher. The degree awarded is the Bachelor of Arts. Transfer courses may satisfy major requirements if approved by psychology facult)', if shown on an official transcript and if the work was completed with a grade of "C" or higher. Any course taken outside of the undergraduate day program to satisfy degree requirements must be approved by the psychology department. Minor A minor in psychology consists of any four psychology courses (20 semester hours) beyond Psychological Inquiry. No course can be used to satisfy- both major and minor requirements. PSY 101. Psychological Inquiry 4 hours This course presents a unique way of understanding ourselves: the use of the empirical method to obtain information about human and animal beha\aor. Psychological experimentation win be shown to contribute to human self-understanding through its production of interesting, reliable, and often counter-intuitive results. Topics to be considered may include obedience to authority, memory, alcohoHsm, persuasion, intelligence, and dreaming. These topics will be examined from a variety of potentially conflicting perspectives: behavioral, cognitive, developmental, biological, and psychoanalytic. PSY 201. Developmental Psychology 4 hours The ways in which individuals understand the world and each other change dramatically from birth to adolescence. This course will trace these developments, particularly those of cognition, social behavior, and self-concept. The factors influencing development, such as heredity and the social/cultural environment, will be emphasized. Prerequisite: PSY 101 uith a grade of "C-" or higher. 185 EDU 201. Educational Psychology 4 hours A study of learning theory and its application to such problems as classroom management, the organization of learning activities, understanding individual differences, and evaluating teaching and learning. Emphasis is given to factors which facilitate and interfere with learning. Prerequisite: PSY 101 with a grade of "C" or higher. PSY 202. Organizational Psychology 4 hours Organizations and the individuals who function within them will be examined from the perspective of psychological theory and research. Consideration will be given both to broad topics relevant to all organizations, such as communications, groups, and leadership, and to topics specific to the work environment, such as employee selection, training, and evaluation. Prerequisite: PSY 101 with a grade of "C-" or higher. PSY 203. Learning and Conditioning 4 hours This course examines the empirical and theoretical issues surrounding learned behavior. Most of the data discussed come from studies in animal learning but special emphasis will be placed on how learning principles explain everyday human behavior and are used in the treatment of abnormal behavior patterns. Prerequisite: PSY 101 with a grade of "C-" or higher. PSY 204. Social Psychology 4 hours Social psychology is the study of human beings in interaction with each other or under the pressure of forces of social influence. The course will include a consideration of conformity, persuasion, attraction, aggression, self-presentation, and other relevant aspects of the social life. Prerequisite: PSY 101 with a grade of "C-" or higher. PSY 205. Theories of Personality 4 hours The goal of this course is to acquaint the student with the major theories of personality" and with approaches to the scientific evaluation of them. Students will be encouraged to engage in critical analysis and theoretical comparisons of the ideas presented from diverse, and often contradictory, perspectives. Prerequisite: PSY 101 with a grade of "C-" or higher. PSY 301. Research Methods 4 hours Through a combination of class discussion and hands-on research activit\', this course provides students with exposure to a variet}' of research approaches. The course begins with an examination of descriptive methods, such as naturalistic observation, surveys, and archival research, and concludes with an analysis of controlled experimental methods. Quasi-experimental designs and applications of research methods are also explored. Prerequisites: PSY 101 with a grade of "C-" or higher and MAT HI. PSY 302. Advanced Experimental Psychology 4 hours This sequel to the introductory research methods course provides an in-depth analysis of controlled experimentation in a laboratory setting. Each student will design and conduct an individual research project to fulfill the laboratory component of the course. Prerequisite: PSY 301. 186 PSY 303. Psychological Testing 4 hours This course covers the selecdon, interpretation, and applications of psychological tests, including tests of intellectual ability, vocational and academic apdtudes, and personality. The most common uses of test results in educational institutions, clinical settings, business, government, and the military will be considered. The history of psychological testing and the interpretation of test results also will be considered from both traditional and cridcal perspectives. Although students will have the opportunity to see many psychological tests, this course is not intended to train students actually to administer tests. Prerequisites: PSY 101 with a grade of "C-" or higher and MAT 111. PSY 306. Abnormal Psychology 4 hours There are three main goals in this course. The first is to enhance the student's understanding of psychopathology and major treatment approaches. The second is to help the student learn to evaluate critically the research evidence regarding therapeutic interventions. The third is to encourage a self-examination of the student's attitudes and those of our society regarding mental illness and the full range of human individual differences. Prerequisites: PSY 101 with a grade of "C-" or higher. PSY 307. Cognitive Psychology 4 hours This course explores the nature and function of human thought processes. Topics to be considered include perception, attention, remembering and forgetting, mental imagery, psycholinguistics, problem solving, and reasoning. Prerequisite: PSY 101 with a grade of "C-" or higher. PSY 308. Sensation and Perception 4 hours This course explores how the brain and body transduce, organize, and interpret information from the environment. Topics covered will include psychophysical methods, signal detection theory, and the neural mechanisms underlying vision, hearing, taste, smell, and touch. Prerequisites: PSY 101 with a grade of "C-" or higher and BIO 102. (Biologv majors only need BIO 102.) PSY 309. Behavioral Neuroscience 4 hours This course focuses on the neural and hormonal correlates of behavior including sleep, feeding, sexual behavior, learning and memory, language, movement, and psvchopathology including mood disorders and schizophrenia. Other topics include methods used in the brain sciences, the connection between stress and Ulness, and how the brain recovers from injury. Prerequisites: PSY 101 with a grade of "C-" or higher and BIO 102. (Biology majors only need BIO 102.) PSY 401. Special Topics in Psychology 4 hours The seminar will provide examination and discussion of various topics of contemporary interest in psjxhology. Prerequisite: PSY 101 with a grade of "C-" or higher. 187 PSY402. Topics in Clinical Psychology 4 hours The focus of the course is on the examination and discussion of topics of contemporary interest in clinical psychology. Prerequisite: PSY 306. PSY 403. Drugs, the Brain, and Behavior 4 hours This course examines the effects of psychoactive drugs on the central nervous system and behavior. Both recreational and illicit drugs (opiods, stimulants, sedatives, hallucinogens) and those used to treat mental disorders (antianxiety' agents, antidepressants, antipsychotics) will be covered. Drug action at the synaptic level, dose-response functions, tolerance and sensitization, and toxicity will be discussed. Prerequisites: PSY 101 with a grade of "C-" or higher and BIO 102. (Biology majors only need BIO 102.) PSY 405. History and Systems of Psychology 4 hours A study of the historic development of modern psychology, this course covers its philosophical and scientific ancestry, the major schools of thought, the contemporary systems of psychology, and their theoretical and empirical differences. Recommended for the senior year. Prerequisites: Two or more psychology courses and senior status or permission of the instructor. PSY 406. Directed Research in Psychology 4 hours Original investigations and detailed studies of the literature in selected areas of psychology will be supervised by a faculty member. Emphasis will be on original research. Prerequisites: PSY 301 and permission of the instructor. PSY 407. Internship in Psychology 1-4 hours An internship is designed to provide a formalized experiential learning oppormnit}' to qualified students. The internship generaUy requires the student to obtain a faculty' super\'isor in the relevant field of smdy, submit a learning agreement, work 30 hours for every hour of academic credit, keep a written journal of the work experience, have regularly scheduled meetings with the faculty supervisor, and write a research paper dealing with some aspect of the internship. Written work should total five pages of academic writing for every hour of credit. An extensive list of internships is maintained by the Career Services Office, including opportunities mentioned in the major overview. Graded on a satisfactory/unsatisfactory basis. Prerequisites: Permission of the faculty supervisor and qualification for the internship program. PSY 408. Independent Study in Psychology 1-4 hours This course provides the opportunit}' for an intense study of diverse topics under tlie direct supervision of the instructor. Prerequisite: Submission of a proposed outline of smdy that includes a schedule of meetings and assignments approved by the instructor, the di\-ision chair, and the Provost and Senior Vice President prior to registration. Sociology Sociology is the study of human society culture, and conduct from a variets' of perspectives that include interpersonal, instimtional, and aggregate levels of analyses. At the interpersonal level, sociologists may study personalit\' formation in social contexts or how the individual responds to social opportunities and constraints. At the institutional level, sociologists attempt to analyze social institutions (such as the family, religion, and the state) and social structures 188 (such as social classes and racial and ethnic stratification) that shape human conduct. And at the aggregate level, sociology focuses on the study of large-scale influences ranging from demograpliics to social movements to cultural systems. The mission of the sociology facult}' at Oglethorpe is to introduce students to such studies within a liberal arts setting by developing each student's analytical, writing, speaking, and methodological skills, as well as his or her ability to comprehend and explicate difficult texts. Sociology majors should be able, through written and oral analyses, to make arguments whose conclusions follow from evidence carefully and logically presented. They should be able to distinguish between informed and uninformed opinion. In addition, each sociology student at Oglethorpe will be expected to master essential knowledge within the areas of sociological theory, research methodology, and statistics, and within at least three content areas. In order to encourage a practical understanding of social problems and institutions, students, where appropriate, are urged to seek internships. Students bound for graduate school are encouraged to master a foreign language. Major The sociology major consists of a minimum of nine sociology courses (36 semester hours) beyond Human Nature and the Social Order I and II. These nine courses must include Introduction to Sociology, Statistics, Research Methods, Sociological Theory, and five additional sociology courses selected by the student. Of the nine courses, at least six must be completed at Oglethorpe for a major in sociology. Human Namre and the Social Order I and II must be completed by all majors who enter Oglethorpe below the junior level. In addition, at least one semester of a foreign language at the second semester elementary-level or higher is required. The degree awarded is the Bachelor of Arts. Minor A minor in sociology consists of Introduction to Sociology and any other three sociology courses (16 semester hours) beyond Human Nature and the Social Order I and II. No course can be used to satisfy both major and minor requirements. Of the four sociology courses, at least three must be completed at Oglethorpe for a minor in sociology. Sociology with Social Work Concentration Major A major in sociology with a concentration in social work consists of seven courses (28 semester hours) beyond Human Nature and the Social Order I and II, in addition to a semester of field placement (16 semester hours). Required courses include Introduction to Sociologv, Field of Social Work, and Methods of Social Work, in addition to four sociologv electives. Successful completion of at least one semester of a foreign language at the second semester elementarv-level or higher also is required. The degree awarded is the Bachelor of Arts. SOC 101. Introduction to Sociology 4 hours This course offers an introduction to topics central to the study of human societ}', culture, and conduct. Selected fields of study frequentiy include culture, formation of the self, social classes, power structures, social movements, criminal beha\ior, and a variet}' of social institutions. Emphasis is placed upon basic concepts and principal findings of the field. Offered annually. 189 SOC 201. The Family 4 hours This course focuses primarily on the 20*-centxiry American family. The topics discussed include trends in marriage, the age of marriage, fertility, illegitimacy, divorce, remarriage, and domestic abuse. The possible social and economic causes and consequences of these trends are also discussed. Offered annually. SOC 202. The American Experience 4 hours The purpose of this course is to acquaint students with basic aspects of the American experience. Special attention is paid to the individual's relationship to the community'. Specific topics of discussion include Populism, Federalism, the role of advertising in folk culture, the relationship of technology and democracy, and America's exploring spirit. Offered bienniall)-. SOC 204. Social Problems 4 hours This course studies the impact of current social forces upon American societ\'. Deviation from social norms, conflict concerning social goals and values, and social disorganization as these apply to family, economic, religious, and other insdtutional and interpersonal situations are of primary concern. Offered biennially. SOC 205. Crime and Deviance 4 hours This course will examine behaviors that do not conform to moral and legal codes and the ways in which sociedes control such behaviors. Particular emphasis will be given to American society. Readings will include classic and current analyses of deviance and crime. Offered biennially. SOC 302. The Sociology of Work and Occupations 4 hours This course has three purposes: first, to analyze the means by which non-economic institutions, especially the family, schools, and religious institutions influence the formation of "human capital;" second, to smdy the history and contemporary nature of the professions; and third, to analyze the relationship between the external control of workers and their internal motivation. A cross-cultural approach is employed in the course. Offered bienniallv. SOC 303. Field of Social Work 4 hours This course wiU study and analyze the historical development of social work and social work activities in contemporary societ}'. Offered biennially. ULP 303. The New American City 4 hours The purpose of this course is to examine the problems and prospects of politics and policymaking in the new American cit}' and its environs. Consideration will be given to the political and sociological significance of a number of the factors that characterize this new development, including the extremes of wealth and povert\', the mix of racial and ethnic groups, and die oppormnities and challenges provided by progress in transportation and technology. Offered biennially. 190 SOC 304. Methods of Social Work 4 hours This course is a study of the methods used in contemporary social work. Offered biennially. Prerequisite: SOC 303. SOC 305. Film and Society 4 hours This course is designed to help students analyze and interpret films from the perspectives of social theory. Emphasis will be placed upon exploring visions of the self and society in a variety of film genres, including mysteries, comedies, film noir, westerns, musicals, etc. Films studied in recent classes include Citizen Kane, \-^ertigo, The Maltese Falcon, Rd River, Cabaret, and others. Offered biennially. SOC 306. Race, Ethnicity, and Immigration 4 hours This course treats contemporary ethnic relations and the history of immigration in the United States. It considers the role of markets, government policy, and culture in the formation of ethnic identity' and the well being of ethnic groups. 7\lthough the chief concern is with the United States, a comparative approach is taken. Offered biennially. SOC 307. EUtes and Inequality 4 hours An examination is made in this course of the social stratification of privileges and deprivations in contemporary societies, focusing on the distribution of wealth, status, and power. The course studies social stratification historically and comparatively, the American upper, middle, and lower classes, institutionalized power elites, race and gender stratification, status systems, and economic inequalit}^. Offered biennially. SOC 308. Culture and Society 4 hours A study of the dynamics of traditional, modern, and postmodern cultures that focuses on the analysis of symbolic forms and boundaries, social memory, ceremonies and rituals, bodily habits, cultural elites, and cultural revolutions. Special attention is given to "culture wars," the impact of mass media, and postmodernism in contemporary societies. The course is comparative in approach. Offered bienniallv SOC 309. Religion and Society 4 hours This course will examine religion as a social institution, its internal development, relationship to other institutions, and its cultural and social significance in modern and traditional societies. Special attention will be given to the conflict between spirit and institution in Christianit)'; the rise and decline of denominationalism; contemporary forms of spiritualit}-; the modern psychologization of religion, and the comparative study of religions. Offered biennially. SOC 401. Nations and NationaUsm 4 hours This course examines the rise and persistence of nation-states and nationalism in the modern world. Theories of nationalism, nationalist visions, and case studies of particular nations, including France, Germany, and Russia will be covered. Topics to be addressed include radical nationalism (for example, Nazism and Fascism), problems of national "self-determination," Zionism, and the fall of Communism. 191 SOC 402. Field Experience in Social Work 16 hours Students concentrating in social work spend a semester in social work agencies in the Adanta area for on-the-job practicum experience. Successful field placements have been made in a variety of settings in recent years, including Wesley Woods Health Center, West Paces Ferry Hospital, and Adanta shelters for the homeless. Prerequisites: SOC 303, permission of the academic advisor and faculty supervisor, and signature of the Director of Career Services. SOC 403. Sociological Theory 4 hours This course will study classical and contemporary theory with an emphasis upon the latter. Contemporary theories covered usually include utilitarian individualism (sociobiology, exchange theory, and rational-choice theory), communitarianism, civil societ}^ theor}'^, critical theory, and post-modernism. Offered biennially. SOC 404. Special Topics in Sociology 4 hours A seminar providing examination and discussion of various topics on contemporary' and historical interest in sociology. Prerequisite: Permission of the instructor. SOC 405. Internship in Sociology 1-4 hours An internship is designed to provide a formalized experiential learning opportunity,' to qualified students. The internship generally requires the student to obtain a facult}' super\asor in the relevant field of study, submit a learning agreement, work 30 hours for every hour of academic credit, keep a written journal of the work experience, have regularly scheduled meetings with the faculty supervisor, and write a research paper dealing with some aspect of the internship. \X ritten work should total five pages of academic writing for every hour of credit. An extensive Hst of internships is maintained by the Career Services Office, including opportunities at the Gainesville/Hall Senior Center, the Georgia Bureau of Investigation, and the Parmership Against Domestic Violence. Graded on a satisfactory/unsatisfactory basis. Prerequisites: Permission of the facult}' supervisor and qualitlcation for the internship program. SOC 406. Independent Study in Sociology 1-4 hours An intense study of diverse topics under the direct supervision of the instructor. Prerequisite: Submission of a proposed outline of study that includes a schedule of meetings and assignments approved by the instructor, the division chair, and the Provost and Senior Mce President prior to registration. SOC 407. Internship in American Studies 1-4 hours An internship is designed to provide a formalized experiential learning opportunity' to qualified students. The internship generally requires the student to obtain a facuIt^' super\'isor in the relevant field of study, submit a learning agreement, work 30 hours for every hour of academic credit, keep a written journal of the work experience, have regularly scheduled meetings u'ith die faculty supervisor, and write a research paper dealing with some aspect of the internship. \Xritten work should total five pages of academic writing for every hour of credit. \n extensive Hst of internships is maintained by the Career Services Office. Graded on a satisfactory/unsatisfactorv basis. Prerequisites: Permission of the facult)' superx-isor and qualification for the internship program. 192 Spanish A student who chooses Spanish as a major uill gain valuable knowledge, not only about the language, but also about the many unique and fascinating cultures represented in the Spanish- speaking world. Like all languages offered at Oglethorpe, the Spanish major is informed by "the five C's": communication, cultures, connections, comparisons, and communities. These areas represent the defined goals of the National Standards for Foreign Language Learning. The journey toward a Spanish major begins with a thorough emphasis on reading, writing, listening comprehension, and speaking. These essential skills prepare the student with the foundations for communicating in diverse contexts in the Spanish language. More advanced smdv of Spanish will enable the student to explore the treasures of Hispanic prose, poetry, drama and cinema, in addition to the study of colorful and intriguing Hispanic civilizations in Spain, Africa and Latin America. Through the course offerings in Spanish, students become more informed about America's Latino and fiispanic neighbors, in addition to becoming more functional global citizens. Once students have reached an adequate level of proficiency in Spanish and have become familiar with Spanish-speaking populations and societies, they will be ready to complement their classroom studies with full-immersion study abroad opportunities. As an invaluable component of the Spanish major, students are required to study and live in a Spanish- speaking country for a semester during the academic year following the completion of an initial sequence of courses taken in the program. Most majors choose to study at one of a number of parmer institutions such as the Universidad de Belgrano (Argentina), the Universidad de San Francisco de Quito (Ecuador) or at the Instituto Tecnologico y de Estudios Superiores de Occidente (Mexico). In addition, for the adventurous student, there are many other creative study abroad options available, all of which can be discussed with student advisors. Native speakers of Spanish are in\'ited to complete the 12-semester hour requirements of studv abroad in courses at Oglethorpe or through cross registration at one of the Adanta Regional Consortium for Pligher Education (ARCHE) institutions. Many students who complete the Spanish major at Oglethorpe go on to carry out graduate programs at other institutions in Spanish language and literature, linguistics, Hispanic cultural studies, or International Relations. Other graduates from the program become Spanish instructors or find opportunities in corporate or non-profit organizations, where thev continue to apply their language skills and global experiences. Students are also in\nted to combine a double major in Spanish with other disciplines, a combination which greatiy enhances student marketabUit}' after graduation. Ail smdents with pre\ious study or experience in Spanish must take a language placement examination. Thev will be placed in the course sequence according to their competence. Under no circumstance should students with past experience in Spanish place themselves in courses, especially at the elementary level. Students are not eligible to enroll in elementary and intermediate courses in their native languages. 193 Major Students who major in Spanish must first complete the following requirements: SPN 201 Intermediate Spanish SPN 301 Advanced Spanish SPN 302 Introducdon to Hispanic Literature Students will then complete a semester in an approved study abroad program, which should include a minimum of 12 semester hours. Returning students must complete three upper- level (300 or 400) courses in Spanish. Elementary French I or equivalent as determined through the French placement test is also required. It is recommended that this requirement be completed during the student's first tu'o years. The degree awarded is the Bachelor of Arts. Minor A minor in Spanish consists of the following requirements: SPN 201 Intermediate Spanish Three upper-level courses (300 or 400) Certain of these requirements may be met through an approved study abroad program. SPN 101, SPN 102. Elementary Spanish I, II 4 plus 4 hours These courses are an introduction to understanding, speaking, reading, and writing Spanish. Emphasis will be placed on acquiring a foundation in basic grammar as well as on listening comprehension and spoken Spanish through class activities, tapes, and videos. Prerequisite: None for SPN 101; SPN 101 required for SPN 102, or placement by testing. SPN 201. Intermediate Spanish , 4 hours This course is intended to review basic grammar and develop more complex patterns of written and spoken Spanish. Short compositions, readings from Spanish and Spanish-American literature and class discussions require active use of students' acquired knowledge of Spanish and form the basis for the expansion of vocabulary and oral expression. Prerequisite: SPN 102 or placement by testing. SPN 301. Advanced Spanish 4 hours TWs course is designed to improve students' skiUs to a sophisticated level at which they are able to discuss and express opinions in both oral and written form. Readings of essays and short-stories as well as film viewing in Spanish are used as the basis for discussion, introduction to cultural issues, and written expression. Frequent writing assignments. Prerequisite: SPN 20 lor placement by testing. SPN 302. Introduction to Hispanic Literature 4 hours This course offers an introduction to literary analysis based on a rigorous program, of readings from Spanish and Spanish American Literatures. It is a skills-building course that familiarizes students with the lexicon of literary criticism in Spanish and trains diem to be active readers of Hispanic literature. Students read and analyze (orally and in writing) representative works of the four fundamental genres of literature: Narrative, Poetry, Drama, and Essay. Taught in Spanish. Prerequisite: SPN 301 or placement by testing. 194 SPN 305. Spanish for International Relations and Business 4 hours In this course students will learn vocabulary appropriate to the world of international relations and business in order to understand both oral and written material on relevant issues. Students will read and discuss articles and newspapers in Spanish and explore common cross- cultural clashes and misunderstandings in order to improve intercultural communications as a means of succeeding in the global marketplace. When possible, there will be Spanish-speaking guests from the diplomatic and business communides of Adanta. Taught in Spanish. Prerequisite: SPN 301 or placement by testing. SPN 401. Special Topics in Hispanic Languages, Literatures, and Cultures 4 hours This course provides the opportunit}^ to study particular aspects of the languages, literatures and cultures of Spain, Spanish America or United States Hispanic communities not covered in the other courses. This course may be repeated for credit as course content changes. Prerequisite: SPN 301. SPN 403. Political Issues in Spanish American Literature and Film 4 hours The social and political upheavals that took place in several Spanish American countries during the 20* century spawned the development of a rich literary and cinematic corpus. This course wiU examine part of that corpus in its historical and cultural context and how political issues are aesthetically elaborated in fiction, poetry, essay and film. Among the topics to be studied are revolution, testimony, exile, and the Other as a figure of resistance. Taught in Spanish. Prerequisite: SPN 302. SPN 404. Discourse of Golden-age Spain 4 hours In this course, students will analyze Golden-age Spanish societ}' through the literature produced during the 16* and 17* centuries, the two epochs that encompass the Spanish Siglos de Oro. Studied texts will reveal a young Spain altogether confident about its present, at times insecure about its future, and frequ.endy ambivalent about its diverse past. Prerequisite: SPN 302. SPN 405. 20*-Century Spanish American Literature 4 hours This is a study of Spanish American literature from the 1930s to the present, focusing on its departure from the Realist tradition and its adoption of experimentation, self-reflection, parod}; magical realism or the fantastic. Modern and post-modern trends will be examined. Readings include fiction by Borges, Fuentes, Cortazar, Garcia Marquez, and Puig. Taught in Spanish. Prerequisite: SPN 302. SPN 410. The Development of Latin American Cultures 4 hours This course introduces students to the diverse cultural heritage of Latin America pajdng special attention to the impact and consequences of the encounter between European, Native and African cultures in art, politics, and religion. Ivlanifestations of culmral syncretism and diversit}' from the times of the Spanish conquest and colonization to the post-colonial polemics of cultural identit}' will be examined. Taught in Spanish. Prerequisite: SPN 302. 195 Theatre Students majoring in theatre concentrate their efforts in the areas of performance and directing. Additional courses in theatre history and stagecraft, combined with Oglethorpe's internship program, offer a study in theatre that is interactive in approach and broad in scope. The department's unique relationship with the Georgia Shakespeare Festival also provides qualified students with performance oppormnities unparalleled by any school in the region. Those entering Oglethorpe with a background in theatre, as well as students with an interest but no experience, wiU find ample opportunities in the theatre program to develop their skills and expertise. The Oglethorpe University theatre program is dedicated to presenting stimulating and enjoyable theatre for audiences of all types and ages, and integrating theatre into Oglethorpe University's academic curriculum. Mounting five fuU productions per school year, the program pursues an artistic poHcy that celebrates the diversity of its dramatic heritage by engaging texts of diverse periods, cultures, and st}'les. Through The Playmakers (the theatre program's official performance company), laboratory opportunities are provided as students and facult^' come together to create live performance events for the campus communit}' and the city of Atianta. Major Smdents pursuing a Bachelor of Arts degree are required to complete the following courses: THE 105 Beginning Characterization THE 205 Intermediate Characterization THE 210 Theatre History I: Greeks to Restoration THE 220 Theatre History II: Renaissance to 20* Century THE 305 Advanced Characterization THE 310 Stagecraft THE 330 Directing for the Stage I THE 340 Directing for the Stage II THE 407 Internship in Theatre In addition, students must choose two from among the following: ENG 202 Shakespeare ENG 306 Special Topics in Drama THE 320 Special Topics in Theatre THE 408 Independent Study in Theatre Minor A theatre minor serves as an appropriate complement to a varietA' of majors in communications and the humanities. Smdents are required to take the following courses: THE 105 Beginning Characterization THE 205 Intermediate Characterization THE 310 Stagecraft Students must complete one of the follouing: THE 210 Theatre History I: Greeks to Restoration THE 220 Theatre History II: Renaissance to 20* Cenmry Students must complete one from among the following: ENG 202 Shakespeare ENG 306 Special Topics in Drama THE 320 Special Topics in Theatre THE 407 Internsliip in Theatre 196 THE 105. Beginning Characterization 4 hours This course explores the physical and mental foundations necessary for successful stage performance. Students will be expected to engage in hands-on exercises, physical and vocal warm- ups, and performance work (both individual and partnered) throughout the semester. The basic principles of the Stanislavski method will be explored through stage combat, mime, movement, vocalization, and contemporary characterization. THE 205. Intermediate Characterization 4 hours Intermediate Characterization is a studio intensive course that explores the methods of 20*-century American acting teacher Sanford Meisner. This course is designed to provide students with an in-depth understanding of his approach to acting, which builds upon tenets put forth by Constandn Stanislavski. Meisner's training approaches will be uncovered through immersive studio exercises, in-depth scene study assignments, and review and discussion of Meisner's seminal book Sanford Meisner on Acting, as well as other related literature. Prerequisite: THE 105. THE 210. Theatre History I: Greeks to Restoration 4 hours An in-depth study of theatrical history, examining not only the theatrical literature of particular periods, but the staging practices, costuming, social customs and performance st}'les as well. Periods covered include: Greek, Roman, Medieval, Elizabethan, and Restoration. THE 220. Theatre History II: Renaissance to 20'^ Century 4 hours An in-depth smdy of theatrical history, examining not only the theatrical literature of particular periods, but the staging practices, costuming, social customs and performance sts'les as well. Periods and styles covered include: Renaissance, Neo-classic, Sentimental Comedy, Domestic Tragedy, Melodrama, and Realism. THE 305. Advanced Characterization 4 hours This course affords the advanced theatre student an opportunit}' to explore methods for rehearsing and performing texts written by William Shakespeare. With a focus on the practical demands of Shakespeare's language, the course addresses technical, stylistic, historical and interpretive considerations as they relate to the feat of performance. This course builds upon the student's understanding of Stanislavkian acting with the assumption that, despite formal differences, Shakespearean texts can be approached with psvchological-reaHst tactics. Prerequisite: THE 205. THE 310. Stagecraft 4 hours Stagecraft provides hands-on experience and assignments designed to physically and mentally engage the technician and designer. This class will focus on historical perspective as well as individual research and design. Students will be evaluated on the basis of a mid-term examination, written assignments, the completion of a minimum number of practicum hours and a final design project. THE 320. Special Topics in Theatre 4 hours This course will be a study of a selected topic in theatre and/or film, such as Feminist Theatre, Shakespeare in Performance, Gender in Performance, The Hero in American FUm, or Holl}'wood's Treatment of Women. Prerequisite: THE 105 or permission of the instructor. 197 THE 330. Directing for the Stage I 4 hours This course offers the intermediate to advanced theatre student an opportunity' to explore the foundations of directing texted material for live theatrical performance. The primary focus of this course will be on experiential learning rather than abstract study. The course provides practical experience with the three preparatory phases of directing: research, analysis and conceptualization. Prerequisite: THE 205. THE 340. Directing for the Stage II 4 hours This course serves as the studio practicum for Directing for the Stage I, culminating in performances staged as part of the Oglethorpe Universit}' theatre season. The work of individual students will be scheduled accordingly. All student work will be evaluated by a faculty panel. Prerequisite: THE 330. THE 407. Internship in Theatre 1-4 hours An internship is designed to provide a formalized experiential learning opportunit\' to qualified students. The internship generally requires the student to obtain a facult\' super\'isor in the relevant field of study, submit a learning agreement, work 30 hours for every hour of academic credit, keep a written journal of the work experience, have regularly scheduled meetings with the faculty supervisor, and write a research paper dealing with some aspect of the internship. Written work should total five pages of academic writing for every hour of credit. Internships are available at most of the 147 Atianta Coalition for Performing Arts member theatres. Graded on a satisfactory/unsatisfactory basis. Prerequisites: Permission of the facult}' supervisor and qualification for the internship program. THE 408. Independent Study in Theatre 1-4 hours Supervised research on a selected topic. Prerequisite: Submission of a proposed outline of smdy that includes a schedule of meetings and assignments approved by the instructor, the division chair, and the Provost and Senior Vice President prior to registration. Women's and Gender Studies Wcjmens and Gender Studies is intended to introduce the smdent to the liistory of women and to the effects of gender on the forms of and approaches to disciplinary study and practice. Minor Five courses must be completed, one of which must be either Introduction to Women's Studies Theory or Introduction to Women's Studies History. Students must select courses from at least three different disciplines in addition to courses identified as W GS courses. Examples of other courses applicable to the minor are as follows: CRS 390 Advanced Topics in Communication and Rhetoric Studies: Women in the History of Rhetoric CRS 390 Advanced Topics in Communication and Rhetoric Studies: Gender and Communication ECO 424 Labor Economics ENG 304 Images of Women in Literature ENG 312 Special Topics in Literature and Culture: Gender and Autobiography 198 ENG 312 Special Topics in Literature and Culture: Contemporary Women Writers ENG 314 Special Topics in Major British and American Authors: Jane Austen PRE 404 Great French Actresses and Their Film Roles MUS 430 Special Topics in Music: Women in Music PSY 401 Special Topics in Psychology: Gendering (Social Constructions of Gender) PSY 401 Special Topics in Psychology: Psychology of Women SOC201 The Family SPN 401 Special Topics in Hispanic Languages, Literatures, and Cultures: Contemporary Ladn American Women Writers THE 320 Special Topics in Theatre: Feminist Theatre THE 320 Special Topics in Theatre: The Good, the Bad, and the Beautiful Holl}^wood's Treatment of Women WGS 301. Introduction to Women's Studies Theory 4 hours The purpose of this course is to examine the diverse theoretical approaches which have evolved as scholars and activists have endeavored to incorporate the concerns and experiences of diverse groups of women into dominant world \'iews. The seminar will explore the issues of race, class, and gender, paying close attention to how these variables affect the development of women's identities and relationships. WGS 302. Introduction to Women's Studies History 4 hours The purpose of this course is to explore the history of feminism. By examining a wide range of texts, this seminar will investigate the development of ideas, which have come to be recognized as feminist-womanist and the discipline that has developed into women's studies in the context of Western civilization. Included will be Raine Eisler's The Chalice and the Blade, which examines the position on women in the beginnings of civilization, Mary Wollstonecrafts's Vindication of the Rights of Women (1792), Mary Beard's Women as a Force in History, De Beauvoir's The Second Sex, Susan Faludi's Backlash, and Ellen Carol Dubois's Unequal Sisters: A Multi-Cultural Reader in U.S. Women's Histo/y. WGS 303. The Literature and History of Immigrant and Minority Women in America 4 hours The purpose of this course is to explore the experiences of immigrant and minorit}' women in North America from the interdisciplinary perspectives of history, literature, and women's studies. Through extensive reading, discussion, and research this seminar will attempt to recapture women's sense of their own identities in relation to the dominant ideologies of race, class, and gender. WGS 304. Women Poets 4 hours This course is a survey of poetry by women, from ancient Chinese, Persian, and others in translation, to medieval Irish and Renaissance English, to 19*- and 20*-century Americans, as well as Eastern Europeans and Latin Americans in translation. Included will be several recent poets such as Gwendolyn Brooks, Adrienne Rich, and Mary Oliver in order to discover what themes, images, and attitudes seem to emerge from the works. Prerequisites: COR 101 and COR 102. 199 WGS 305. Special Topics in Women's and Gender Studies 4 hours This course is intended to introduce the student to the study of women and gender. Special emphasis is placed on the intersection of gender with the epistemological foundations of other disciplines, and on the theory and practice of the study of gender. Courses are not limited to, for example, Southern Women's Literature and History, but will often be under the same rubric of other disciplines such as are listed under the requirements of the minor. WGS 400. Independent Study in Women's and Gender Studies 1-4 hours Supervised research on a selected topic. Prerequisite: Submission of a proposed outline of study that includes a schedule of meetings and assignments approved by the instructor, the division chair, and the Provost and Senior Vice President prior to registration. FRE 404. Great French Actresses and Their Film Roles 4 hours This course will study French film actresses and their roles in an attempt to understand better the simation of women in France during the last half of the 20* cenmry. Readings from The Second Sex by Simone de Beauvoir, written at the outset of the period in question, provide a counterpoint to the cinematic fiction. Actresses smdied may include Isabelle Adjani, Arlett}', Fanny Ardant, Brigitte Bardot, Juliette Binoche, Sandrine Bonaire, Catherine Deneuve, Isabelle Huppert, Miou-Miou, Romy Scheider, and Simone Signoret. The course is conducted in English. Students may take the course as part of a French major or minor and complete readings, tests, and written work in French. Prerequisite: None for work in English, FRE 302 for work in French. WGS 407. Internship in Women's and Gender Studies 1-4 hours An internship is designed to provide a formalized experiential learning oppormnit\' to qualified students. The internship generally requires the student to obtain a facult}' super\'isor in the relevant field of study, submit a learning agreement, work 30 hours for every hour of academic credit, keep a written journal of the work experience, have regularly scheduled meetings with the faculty supervisor, and write a research paper dealing with some aspect of the internship. Written work should total five pages of academic writing for every hour of credit. An extensive list of internships is maintained by the Career Services Office. Graded on a satisfactory/unsatisfactory basis. Prerequisites: Permission of the facult}' supervisor and qualification for the internship program. 200 Writing Minor The writing minor offers two options: an eclectic selection of writing courses; or, a literary writing focus. The eclectic option encourages students to learn several kinds of writing according to their interests. This option is open to all students except those pursuing a minor or major in Communication and Rhetoric Studies. The eclectic option consists of five courses beyond Narratives of the Self I and II, one of which may be an internship: ARC 201 Seminar for Student Tutors (must be taken four times to constitute one writing minor course) CRS 220 Investigative Writing CRS 221 Persuasive Writing CRS 240 Journalism CRS 340 Writing for Business and the Professions CRS 401 Internship in Communication and Rhetoric Smdies (writing- intensive internship supervised by communication and rhetoric studies faculty member) ENG 230 Creative Writing ENG 231 Biography and Autobiography ENG 330 Writing Poetry ENG 331 Writing Prose, Fiction, and Nonfiction ENG 401 Internship in English (writing-intensive internship supervised by English faculty member) WRI 381 Independent Smdy in Writing WRI391 Special Topics in Writing A second option is a literary writing focus in which students write poetry, tlction, nonfiction, and other genres that may be offered under Special Topics in Writing or Independent Study in Writing. Students majoring in communication and rhetoric studies may take only this option for the writing minor, provided that no course is used both for the communication and rhetoric studies major and the literary writing option. The writing minor with focus on Literary writing consists of five of the following courses, one of which may be an internship: ENG 230 Creative Writing ENG 231 Biography and Autobiography ENG 330 Writing Poetry ENG 331 Writing Prose, Fiction, and Nonfiction ENG 401 Internship in English WRI 381 Independent Smdy in Writing WRI 391 Special Topics in Writing ARC 201. Seminar for Student Tutors 1 hour Peer tutors at the Academic Resource Center spend two hours per week assisting other smdents, individually or in groups, with course material, papers, and preparation for examinations. In addition, they participate in support and training meetings with the ARC directors and with instructors of the courses in which they mtor. They discuss how to work with texts in different disciplines, encourage smdy group members to help each other learn, and foster smdent engagement with and assimilation of course content. Graded on a satisfactory/unsatisfactory basis. Prerequisites: Permission of the instructor and Associate Provost for Smdent Achievement. 201 CRS 220. Investigative Writing , 4 hours This expository writing course is designed to develop research and writing skills. Emphasis will be on learning a wide range of library and Internet-based research techniques and purposefully presenting information to a variety of audiences in appropriate format and st}'le. Students will be asked to define their own investigative projects, and to analyze and revise their own writing. This course is recommended for freshmen and sophomores. Prerequisite: COR 101. CRS 221. Persuasive Writing 4 hours This course is designed to develop sophisticated strategies of persuasion for analyzing and generating arguments responsive to targeted audiences in a variety of contexts, including ci\ic, professional, and academic. Students will learn both classical and contemporary strategies of persuasion. Emphasis will be on presenting clear, coherent, and logical arguments. Students will be asked to define their own projects within assigned contexts. Smdents will evaluate their own and others' writing to enable the revision process. This course is open to sophomores, juniors, and seniors only. It is offered in the fall semester. Prerequisites: COR 101 and COR 102. ENG 230. Creative Writing 4 hours This course is an introduction to writing poetry and prose fiction. The smdent will be asked to submit substantial written work each week, keep a journal, and read published writers. Much class time will be spent discussing student and published work. Prerequisites: COR 101 and COR 102. ENG 231. Biography and Autobiography 4 hours This course is an introduction to biographical and autobiographical writing with practice in the personal narrative as well as other forms such as the profile and the interview. Students will submit substantial written work each week and keep a journal. The class uiU follow a workshop format, discussing the smdents' and published work. Prerequisites: COR 101 and COR 102. CRS 240. Journalism 4 hours This course teaches the fundamentals of journalistic news writing and reporting. From interviews to the Internet, smdents will learn how to gather information from a variet\" of sources and write stories using different types of leads, endings, and strucmres. They will also engage in a critique of today's journalistic practices. This course is offered in the fall semester. Prerequisites: COR 101 and COR 102. ENG 330. Writing Poetry 4 hours In weekly assignments smdents will try free verse and various forms in the effort to discover and to embody more and more truly what they have to say. Much time uiU be spent reading published poets, responding to smdent work in class, and trying to generate language that reveals rather than explains intangible "meanings." Prerequisites: COR 101 and COR 102. ENG 331. Writing Prose, Fiction, and Nonfiction 4 hours Students will get instruction and substantial practice in writing fictional and nontlctional prose which aims at getting what Henry James called "a sense of felt life" onto the page. The class will follow a workshop format with weekly assignments, journal writing, extensive discussion of smdent work, and reading of published examples. Prerequisites: COR 101 and COR 102. 202 CRS 340. Writing for Business and the Professions ^ 4 hours A course for students who have mastered the basic skills and insights of writing and who wish to improve their ability to write clear, concise, persuasive prose designed for audiences in business and the professions. Students are required to write a variety of texts, such as proposals, progress reports, recommendation reports, and manuals. Other elements of the course may include oral presentations. Prerequisite: CRS 220, CRS 221, or permission of the instructor. WRI 381. Independent Study in Writing 1-4 hours Supervised independent writing project. Prerequisite: Submission of a proposed outline of study that includes a schedule of meetings and assignments approved by the instructor, the division chair, and the Provost and Senior Vice President prior to registration. The student must be pursuing a minor in writing or a major in communication and rhetoric studies. WRI 391. Special Topics in Writing 4 hours Study of a selected topic in the field of writing, such as Public Relations Writing, Scientific and Technical Writing, Oral History, and The Art of the Essay. The topic will vary from year to year and may be offered by communication and rhetoric smdies facult}' or English facult}'. Prerequisite for special topics taken with communication and rhetoric smdies faculty: CRS 101 or permission of the instructor. CRS 401. Internship in Communication and Rhetoric Studies 1-4 hours An internship is designed to provide a formalized experiential learning opportunity' to qualified smdents. The internship generally requires the smdent to obtain a faculty super\'isor in the relevant field of study, submit a learning agreement, work 30 hours for every hour of academic credit, keep a written journal of the work experience, have regularly scheduled meetings with the faculty supervisor, and write a research paper dealing with some aspect of the internship. An internship for the writing minor must be writing intensive. Written work should total five pages of academic writing for every hour of credit. An extensive list of internships is maintained by the Career Services Office, including opportunities at CNN, Fox 5, WSB-TV, Green Olive Media, and The Atlanta journal Constitution. Smdents are strongly encouraged to do multiple internships, but only 4-semester hours can be applied as elective credits to the major. Graded on a satisfactory/unsatisfactory basis. Prerequisites: Permission of the faculty' supervisor and quaUtlcation for the internship program. ENG 401. Internship in English 1-4 hours An internship is designed to provide a formalized experiential learning opportunity to qualified students. The internship generally requires the student to obtain a faculty- super\dsor in the relevant field of study, submit a learning agreement, work 30 hours for every hour of academic credit, keep a written journal of the work experience, have regularly scheduled meetings with the faculty supervisor, and write a research paper dealing with some aspect of the internship. Written work should total five pages of academic writing for every hour of credit. An extensive list of internships is maintained by the Career Services Office, including opportunities at Atlanta Magai^ine, The Knight Agency, and Peachtree Publishers. Graded on a satisfactory/unsatisfactory basis. Prerequisites: Permission of the faculty' super\'isor and qualification for the internship program. 203 University College Three of Oglethorpe's degrees Bachelor of Arts in Liberal Studies, Bachelor of Business Administration, and Master of Business Administration are degrees that ma}' be earned in programs of study offered through University CoUege. These distinctive programs are offered with the working professional in mind. Information on these programs is provided in the University College Bulletin and available from the University College Office, located in Goodman Hall. Undergraduate Program The undergraduate program within University' College offers a curriculum for the adult learner that builds on the foundation of a liberal arts education and aims to enhance the smdent's skills in critical thinking, communication, and basic academic competencies. The underlving \'ision of the College reflects the two-fold philosophical and institutional mission of Oglethorpe University and its commitment to "make a life and make a living." The degree requirements include general education requirements designed to assure that each graduate acquires a broad comprehensive liberal education. In addition, study in a major field and the integration of theorv and practice provides educational experiences that develop the student's chosen career. The total experience is designed to be of lasting benefit as a source for personal growth, professional renewal, and career advancement. Majors offered are: Accounting and Business Administration, leading to a Bachelor of Business Administration degree; Communications, History, Organizational Management, and Psychology, leading to a Bachelor of Arts in Liberal Studies. Traditional undergraduate students may take Universit}' CoUege courses with written permission of their advisors and the Universit)^ CoUege administration. Traditional students who take University CoUege courses are subject to the rules and regulations set forth in the University College Bulletin. Graduate Program The primary purpose of the Master of Business Administration program is to provide graduates with the expertise necessary to become effective, professional leaders and managers in business and non-business organizations. The curriculum is designed to help smdents acquire an understanding of the context in which modern organizations operate, a knowledge of the content of management operations, and an appreciation of the interrelationships involved. The smdent wiU have an understanding of the economic, poUtical, and social en\'ironments in which organizations operate, domesticaUy and internationaUy, and the behavioral skiUs that are essential in the modern organizational environment. 204 Board of Trustees The University is under the control and direction of the Board of Trustees. Among the responsibilities of the Board are establishing broad institutional policies, contributing and securing financial resources to support adequately the institutional goals, and selecting the President. Officers Warren Y. Jobe Chair Harald R. Hansen Treasurer Belle Turner Lynch Vice Chair/ Chair Elect Susan M. Soper '69 Secretary Trustees G. Douglass Alexander '68 President Alexander Haas Martin and Partners Yetty L. Arp '68 Associate Broker Southeast Commercial Properties A. Diane Baker '77 (ex-officio) Attorney at l^w Atianta Kenneth S. Chestnut Principal The Integral Group LLC Milton C. Clipper President and Chief Executive Officer Public Broadcasting Atianta Charles G DeNormandie II, CFP '96 Senior Financial Advisor American Express Financial Advisors Inc. IDS Life Insurance Company William A. Emerson Retired Senior l-lce President Merrill Lynch Pierce, Fenner and Smith St. Petersburg, Florida Norman P. Findley Executive I "ice President, Aiarketing Coca-Cola Enterprises Inc. Lewis J. Glenn '71 President and Chief Executive Officer Harry Norman Realtors Joel Goldberg President The Rich Foundation William R. GoodeU President The Robertson Foundation Jack Guynn President and Chief Exemtive Officer Federal Reserve Bank of Atianta 205 James J. Hagelow '69 Managing Director Marsh USA Inc. Stephen E. Malone '73 First Vice President Merrill Lynch Harald R. Hansen Retired Chairman, President, and Chief Executive Officer First Union Corporation of Georgia James V. Hartlage Jr. '65 President Accumetric Inc. Trishanda L. Hinton '96 A-ttornej King & Spalding LLP W. Jephtha Hogan '72 (ex-officio) First Vice President Investments Salomon Smith Barney Inc. Kenneth K. Hutchinson '78 Dentist Snellville, Georgia Warren Y. Jobe Retired Executive T Ice President Georgia Power Company David L. Kolb Retired Chairman and Chief Executive Officer Mohawk Industries Inc. Larry D. Large (ex-officio) President Oglethorpe University Roger A. LitteU '68 Investment Management and Trust Consultant Northwestern Mutual Trust Company Belle Turner Lynch '61 Adanta Clare (Tia) Magbee '56 Adanta E.R. Mitchell Jr. President and Chief Executive Officer E.R. Mitchell and Company Bob T. Nance '63 President Nance Carpet and Rug Company Inc. R. D. Odom President BellSouth Network Operations John J. Scalley Retired Executive I'^ice President Genuine Parts Company Laura Turner Seydel '86 Trustee The Turner Foundation O.K. Sheffield '53 Retired I Ice President BankSouth, N.A. Arnold B. Sidman Of Counsel Chamberlain, HrdUcka, VCTiite, WiUiams and Martin Susan M. Soper '69 Communications: Editing, Writing, Consulting Adanta Timothy P. Tassopoulos '81 Senior T Ice President of Operations Chick-fd-A Inc. 206 Trustees Emeriti FrankJin L. Burke '66 Retired Chairman and Chief Executive Officer Bank South, N.A. Elmo I. Ellis Retired l-^ice President Cox Broadcasting Corporation George E. Goodwin Retired Senior Counselor Manning, Selvage and Lee C. Edward (Ned) Hansell Retired Senior Counselor Jones, Day, Reavis and Pogue Arthur Howell Retired Senior Partner Alston and Bird J. Smith Lanier Retired Chairman and Chief Executive Officer J. Smith Lanier and Company James P. McLain Attorney McLain and Merritt, P.C. Stephen J. Schmidt '40 Chairman and Chief Executive Officer Dixie Seal and Stamp Company 207 President's Advisory Council The President's Advisory Council is composed of business and professional leaders. The group provides a means of two-way communication with the community' and serves as an advisory group for the President of the University. Officers William J. Hogan Chair Raymond S. Willoch Vice Chair Members Joselyn Buder Baker '91 Public Affairs Consultant Dowling, Langley, Ahmann Rowland Cocks Chief Operating Officer Noble Properties Inc. Mona Diamond Director ASLAN, LLL Business Development and Trade Paul L. Dillingham (ex-officio) Ketired Senior Advancement Officer Oglethorpe University Harry S. Feldman '75 Chief Executive Officer Daycon Products Upper Marlboro, Maryland Donna C. Findling '96 Regional District Manager Subaru of America Kevin D. Fitzpatrick Jr. '78 Attorney Airline Pilots Association Marion B. Glover President Glover Capital Inc. Kenneth R Gould '85 President Kenneth P. Gould and Company Inc. WiUiam J. (fep) Hogan '72 First \ "ice President Investment Salomon Smith Barney Inc. Veronica Holmes '02 Adanta Shane Hornbuckle '92 Vice President Van Winkle General Contractors Robert M. Kane '81 r 'ice President of Finance Southwire Company Gail Lynn '77 Vice President Bank of America 208 Jin Matsumoto '74 Senior l^ice President/ General Manager Mitsubishi International Corporation John O. MitcheU Retired President Mitchell Motors Inc. WilUam T. MuUaUy '02 Senior Vice President Investments Synovus Securities Samuel H. Pettway Founding Director BoardWalk Consulting LLC Thomas W. Phillips, M.D. '63 Physician Atianta Brian Sass '84 Chief Executive Officer BCS Ventures LLC Horace E. Shuman '80 Branch Manager 1 St Metropolitan Mortgage Scott Sloan '76 President National MegaForce LLC Cathy Appling Vinson '92 Immigration Attorney Atianta Raymond S. Willoch '80 Senior Vice President Administration General Counsel and Secretary Interface Inc. 209 National Alumni Association Board of Directors As the primary representatives of Oglethorpe University's alumni body, the National Alumni Association Board of Directors works closely with the Alumni Office to achieve the Association's goal of establishing and encouraging an active and involved alumni network. The purpose of this network is to build mutually beneficial relationships between alumni, students, and the University, demonstrating that the student experience is just the beginning of a lifelong relationship with Oglethorpe. President A. Diane Baker '77 Attorney at Lmw Directors William C. Aitken '64 Psychologist East Virginia Medical School Virginia Beach, Virginia Brooke N. Bourdelat- Parks '95 FIRST Postdoctoral Fellow Emory University Michael A. Burke '83 Interim Chief of Mental Health Emory School of Medicine Laura K. Fowler '84 Public Affairs Specialist US Environmental Protection Agency John E. Harms '58 Retired Colonel, United States Marine Corps Retired Educational Counselor Kailua, Hawaii Antonio V. Lentini '87 Collections Rjepresentative BellSouth Advertising Lori Green LeRoy '95 Media Relations Consultant Roche Diagnostic Indianapolis, Indiana Mary Louise MacNeil '51 Retired Research Chemist Centers for Disease Control and Prevention Scott M. McKelvey '91 Controller Dynamix Group Inc. J. Anthony Paredes '61 Cultural Anthropologist National Park Service Soudieast Region David R. Pass '98 Director of Fund Development and Volunteers Bobby Dodd Institute Anita Stevenson Patterson '97 Associate Director of Banking Relations BellSouth Corporation 210 David M. Ross '93 Copy Editor Ernst & Young Eric Scharff '63 Chairman and Chief Executive Officer Razzi Ground Effects Joseph P. Shelton '91 Eahor Eauyer Fisher & Phillips LLP Jennifer Sisco '96 Honors English Teacher Linden High School Little Falls, New Jersey Ex-Officio Members: Christopher A. Ballar '93 President of the Stormy Petrel Bar Association Attorney at Eaw Charles A. Tingle Jr., PC Christian Y. Benton Faculty V>presentative Director of Accounting Studies Oglethorpe University John W. Wuichet '90 Immediate Past President of the OU National Alumni Association Board Principal Army Environmental Policy Institute Senior Class President (each year) 211 The Faculty (Year of appointment in parentheses) Keith H. Aufderheide (1980) Professor of Chemistry B.S., Wilmington College Ph.D., Miami University Charles L. Baube (1996) Associate Professor of Biology B.A., Alfred University M.A., Ph.D., Indiana Universit}' Christian Y. Benton (1999) Director of Accounting Studies B.S., Universit}' of Maryland, College Park M.A., Webster University C.P.A., Maryland, North Carolina, South Carolina Robert A. Blumenthal (1989) Professor of Mathematics Associate Provost for Academic Affairs B.A., University of Rochester Ph.D., Washington University James A. Bohart (1972) Professor of Music B.S., M.M., Northern Illinois University William L. Brightman (1975) Professor of English A.B., Ph.D., University of Washington Ronald L.CarUsle (1985) Professor of Computer Science and Mathematics Director of Computer Services B.A., Emory University M.A., Atianta University Ph.D., Emory University Johns. Carton (1998) Associate Professor of Psychology B.A., Wake Forest University M.A., Ph.D., Emory University Robert B. Carton (2001) Assistant Professor of Business Administration B.S., Duke University M.B.A., Ph.D., University of Georgia C.P.A., Georgia Mario A. Chandler (2001) Assistant Professor of Spanish B.A., Iowa State University M.A., Ph.D., University of Georgia Cassandra C. Copeland (1999) Assistant Professor of Economics B.S., Florida State University Ph.D., Auburn University John A. Cramer (1980) Professor of Physics B.S., Wheaton College M.A., Ohio State Universit}^ Ph.D., Texas AandM University Roarke E. DonneUy (2003) Assistant Professor of Biology B.A., Lawrence University M.S., Utah State Universit}' Ph.D., Universit}' of Washington Judith Lynn Gieger (2002) Assistant Professor of Education B.S., Millsaps College M.A., M.A.T., Duke University Ph.D., University of Georgia 212 Lynn M. Guhde (2004) Associate Professor of Business Administration B.S., B.A., Slippery Rock State College M.B.A., Ph.D., Kent State University Stephen B. Herschler (2001) Assistant Professor of Politics B.A., Princeton University M.A., Ph.D., University of Chicago Bruce W. Hetherington (1980) Professor of Economics B.B.A. Madison College M.A., Ph.D., Virginia Polytechnic Institute Robert B. Hornback (2000) Assistant Professor of English B.A., University of California, Berkeley M.A., Ph.D., University of Texas, Austin Rebecca C. Hyman (1998) Assistant Professor of English B.A., M.A., Ph.D., Universit)' of Virginia EHzabeth C. Johnson (2000) Assistant Professor of Psychology B.A., The Johns Hopkins University M.S., M.S., Ph.D., University of Georgia Kendra A. King (2003) Assistant Professor of Politics B.A. Colby CoUege Ph.D., The Ohio State University Joseph M. Knippenberg (1 985) Professor of Politics Director of Rich Foundation Urban Eeadership Program Associate Provost for Student Achievement B.A., James Madison College of Michigan State University M.A., Ph.D., University of Toronto Peter J. Kower (2002) Assistant Professor of Economics B.A., Arizona State Universit}-, Tempe M.I.M., American Graduate School of International Management, Thunderbird M.A., University of Colorado, Denver Ph.D., Ohio State University, Columbus Alan Loehle (2001) Assistant Professor of Art B.F.A., University of Georgia M.F.A., Universit}' of Arizona Jay Lutz (1988) Professor of French Frances I. Eeraerts 76 Professor of Foreign Eanguage B.A. Antioch Universit}^ M.A., Ph.D., Yale University Nicholas B. Maher (1998) Associate Professor of Histofy Director of Honors Program B.A., Universit}' of Michigan M.A., Ph.D., Universit}' of Chicago Alan E. Marks (2004) Visiting Associate Professor of Psychology B.A., Columbia Universit}' Ph.D., Duke University Alexander M. Martin (1993) Associate Professor of History B.A., Cornell Universit}' M.A., Columbia Universit}- Ph.D., Universit}' of Pennsylvania McCarthy, Jeanne H. (2004) Visiting Assistant Professor of English B.S., M.A., Ph.D., Universit}- of Texas, Austin 213 Douglas McFarland (1992) Associate Professor of English Manning M. Pattillo Professor of Uberal Arts B.A., Pomona College M.A., San Francisco State University Ph.D., University of California, Berkeley Deborah Merola (2004) Associate Professor of Theatre Director of the Theatre Program B.A., M.A., Ph.D., Universit}^ of California, Berkeley Holly Middlemis (1999) Tecturer in Accounting B.B.A., M.B.A., Baylor University C.P.A., Georgia John C. Nardo (2000) Associate Professor of Mathematics B.A., Wake Forest University M.S., Ph.D., Emory University W. Irwin Ray (1986) Director of Musical Activities B.M., Samford University M.C.M., D.M.A., Southern Baptist Theological Seminary Beth Roberts (2000) Vera A. Milner Professor of Education Director of Master of Arts in Teaching Early Childhood Education Program B.A., M.A.T., Ph.D., Emory Universit}' Anne Rosenthal (1997) Associate Professor of Communication and KJjetoric Studies B.A., Bethel CoUege M.A., University of St. Thomas Ph.D., Purdue University Michael K. RuHson (1982) Professor of Physics B.S., University of Illinois M.S., Ph.D., Universit)' of Georgia PhilipJ. Neu)ahr(1973) Professor of Philosophy B.A., Stanford University M.Phil., Ph.D., Yale University CaroUne R. Noyes (1995) Associate Professor of Education and Psychology A.B., Randolph-Macon Woman's College M.A., Ph.D., University of Georgia JohnD. Orme (1983) Professor of Politics B.A., University of Oregon M.A., Ph.D., Harvard University Anne A. Salter (2003) Director of the Eibraty B.A., MLn., Emory University Daniel L. Schadler (1975) Professor of Biology A.B., Thomas More CoUege M.S., Ph.D., Cornell Universit}- Seema Shrikhande (2002) Assistant Professor of Communication and KJjetoric Studies B.A., Elphinstone College - India M.A., Bombay University' - India M.A., University' of Pennsylvania Ph.D., Michigan State Universit\' Viviana P Plotnik (1994) Associate Professor of Spanish Licenciatura, Universidad de Belgrano - Argentina M.A., University of Minnesota Ph.D., New York University W. Bradford Smith (1993) Associate Professor of History B.A., Universit}' of Michigan Ph.D., Emorv Universit\' 214 Robert Steen (1995) Associate Professor of Japanese B.A., OberHn CoUege M.A., Ph.D., Cornell University Brad L. Stone (1982) Professor of Sociology B.S., M.S., Brigham Young University Ph.D., Universit}' of lUinois William F. Straley (1990) Professor of Business Administration and Mathematics Director of Master of Business Administration Program B.S., M.S., M.B.A., Georgia State Universit}' Ph.D., Auburn Universitv^ Victoria L. Weiss (1977) Professor of English Director of Student Success B.A., St. Norbert College M.A., Ph.D., Lehigh Universit)' Ginger Williams (2000) lecturer in Education and Director of Field Experiences B.S.Ed., Georgia Southern University M.Ed., Mercer Universit}^ Jason M.Wirth (1994) Associate Professor of Philosophy B.A., College of the Holy Cross M.A., Villanova Universit}- Ph.D., State University- of New York LindaJ. Taylor (1975) Professor of English A.B., Cornell University Ph.D., Brown Universit}' Monte W Wolf (1978) Professor of Chemistry B.S., Universit}' of California Ph.D., Universit}' of Southern California PhiHp D. Tiu (1995) Associate Professor of Mathematics B.S., Universit}' of San Carlos - Philippines A.M., Ph.D., Dartmouth College J. Dean Tucker (1988) Professor and Mack A Rik.ard Chair in Economics and Business Administration B.S., M.A., Ohio State Universit}' Ph.D., Michigan State Universit}' Alan N. Woolfolk (1989) Professor of Sociology Director of Core Curriculum B.S., M.A., Universit}' of Pennsylvania M.S., Universit}' of Oregon Ph.D., Universit}' of Pennsvlvania Philip P. Zinsmeister (1 973) Professor of Biology B.S., Wittenberg Universit}' M.S., Ph.D., Universit\' of Illinois James M. Turner (1995) Associate Professor of Accounting B.B.A., University of Georgia Ph.D., Georgia State Universit}' 215 Professors Emeriti G. Malcolm Amerson (1968) James Edward Oglethorpe Professor Emeritus of Biology B.S., Berry College M.S., Ph.D., Clemson University Keith E. Baker (1983) Director Emeritus of Accounting Studies B.S., Youngstown State University M.A., University of Florida C.P.A., Georgia Barbara R. Clark (1971) Professor Emerita of English B.A., Georgia State University M.A., University of Kansas M.P.A., Georgia State University Ph.D., University of Georgia C.P.A., Georgia Charlton H.Jones (1974) Professor Emeritus of Business Administration B.S., Universit}' of Illinois M.B.A., Ph.D., University of Michigan Nancy H. Kerr (1983) Provost and Professor Emerita of Psychology B.A., Stanford University Ph.D., Cornell University J. Brien Key (1965) Professor Emeritus of History A.B., Birmingham-Southern College M.A., Vanderbilt University Ph.D., The Johns Hopkins University David K. Mosher (1972) Professor Emeritus of Mathematics B.A., Harvard University B.S.A.E., Ph.D., Georgia Institute of Technology Ken Nishimura (1964) Professor Emeritus of Philosophy A.B., Pasadena College M.Div., Asbury Theological Seminar)' Ph.D., Emory University Philip R Palmer (1964) Professor Emeritus of Political Studies A.B., M.A., University of New Hampshire WiUiam O. Shropshire (1979) Professor Emeritus of Economics B.A., Washington and Lee University Ph.D., Duke University T. LavonTalley (1968) Professor Emeritus of Education B.S., M.S., Ed.D, Auburn Universit}' David N. Thomas (1968) Professor Emeritus of History A.B., Coker College M.A., Ph.D., Universit}' of North Carolina D.H., Francis Marion College Louise M. VaUne (1978) Professor Emerita of Education B.S., Universit}' of Houston M.Ed., Universit}' of Georgia Ed.D, Auburn Universit\' Martha H. Vardeman (1966) Professor Emerita of Sociology B.S., M.S., Auburn Universit}- Ph.D., Universit}' of Alabama 216 University Officers (Year of appointment in parentheses) Larry D. Large (1999) President B.S., Portland State University M.A., Ph.D., University of Oregon Christopher Ames (2001) Provost and Senior Vice President B.A., Universit}' of Texas, Austin Ph.D., Stanford University John A. Boland III (2004) Interim Vice President for B/isiness and Finance B.S., The Citadel Timothy Doyle (2003) Vice President for Student Affairs and Dean of Students B.A., Wabash CoUege M.A., Emory University Manning M. Pattillo Jr. (1975) Honorary Chancellor B.A., University of the South A.M., Ph.D., Universit)' of Chicago LL.D., LeMoyne College LL.D, St. John's University L.H.D., University of Detroit L.H.D, College of New Rochelle L.H.D., Park College Litt.D, St. Norbert College D.C.L., The Universit}' of the South LL.D, Oglethorpe University' David J. Rhodes (2003) Vice President for Enrollment B.A., Thiel CoUege M.B.A., Heidelberg College Peter A. Rooney (2004) Vice President for Development and Alumni Illations B.A., Rhodes College Donald S. Stanton (1988) President Emeritus A.B., Western Maryland CoUege M.Div, Wesley Seminary M.A., The American University Ed.D, University of Virginia L.H.D, Columbia CoUege LL.D, Western Maryland CoUege Litt.D, Albion CoUege Litt.D, Oglethorpe University 217 Academic Affairs Christopher Ames Provost and Senior T ^ice President B.A., University of Texas, Austin Ph.D., Stanford University Nancy A. Keita Assistant Registrar B.A., M.A., San Francisco State University Susan A. Bacher Registrar B.A., Tift CoUege M.S.W, University of Georgia Robert A. Blumenthal Associate Provost for Academic Affairs Professor of Mathematics B.A., University of Rochester Ph.D., Washington University Karen S. Carter Director of University College B.B.A., Kennesaw State University M.P.A., Georgia College and State University Tricia Clayton Reference Librarian B.A., University of Virginia M.A., M.L.S., Indiana University Jeffrey H. Collins Director of Oglethorpe University Students Abroad B.A., Baylor University Ph.D., University of Texas, Arlington M. Christine Foster-Cates Universit)' College Academic Advisor B.A., Utica College of Syracuse University M.Ed., Seattle University Holly M. Frey Library Assistant Technical Services B.A., Emory University Chantae R. King '03 Media Coordinator and Faculty Services Secretary B.S., Oglethorpe University' Joseph M. Knippenberg Associate Provost for Student Professor of Politics Director of Rich Foundation Urban Feadership Program B.A., James Madison College of Michigan State Universit}' M.A., Ph.D., Universit}' of Toronto Gina Laney Associate Director of University College B.S.W, Universit}' of Georgia M.S., Georgia State Universit}' Tonia M. Minor Assistant Director of University College B.A., M.A., Virginia Pol}technic Institute and State Universit}' Stephanie L. Phillips '90 Library Assistant Circulation and Interlibrary Foans B.A., Oglethorpe Universit\' M.A., Universit\' of Vermont Kerry Reid University College Operations Coordinator 218 Penelope M. Rose '65 Ubraty Assistant Periodicals/ Serials B.A., Oglethorpe University Anne A. Salter Director of the Ubrary B.A., MLn., Emory Universit}^ Jo Ann Santoro Secretary for Faculty Services B.A., WeUesIey CoUege David A. Stockton Technical Services Ubrarian B.A., M.S.L.S., University^ of North CaroHna Pamela G. Tubesing Administrative Assistant to the Provost and Senior Vice President A.B., Indiana University RoseMary Watkins Director of Learning Resources Center B.A., University of South Alabama E.M.R.A., University of San Francisco Joanne R. Yendle Ubraty Assistant Circulation and Archives Specialist A.B., Manhattanville College Judy Zahn Circulation Manager B.S., Dr. Martin Luther College 219 Business Affairs John A. Boland III Interim Vice President for Business and Finance B.S., The Citadel Georgann Billetdeaux Director of Finance B.S., University of Pittsburgh M.A., College of Notre Dame of Maryland Jewel R. Bolen Director of Data Processing Kami T. Bush '01 Help Desk Specialist in Information Technology Services B.S., Oglethorpe University Carol E. Carter Director of Human Resources B.S., Clayton College and State Universit)' M.S., Troy State University Thomas J. Couch Director of Certification Programs B.A., Georgia State University Karen G. Davis Staff A.ccountant Rus Drew Director of Campus Safety B.S., Bellevue University Kate E. Fitzpatrick '01 University Receptionist B.A.L.S., Oglethorpe University Renae Glass Office Manager for Physical Plant Eric Huret Internet Services Manager Donna F. Johnson Assistant Director of the Business Office Jim R. Ledbetter Director of the Physical Plant Betsy Lee Business Manager of Certification Programs B.A., University of Georgia M.A.C.C, Universit}' of Georgia Vicki Miller Interim Assistant to che Vice President of Business and Finance and the Director of Human Resources B.A., Georgia State Universit}' Sheryl D Murphy Assistant Bookstore Manager B.A., Drake Universit}' Kathleen D. Nason '99 Associate Director of Car?pus Safety B.A., Oglethorpe Universit}' Marcus Pett}' Operations Supervisor of Campus Safety B.A., Clark Atlanta Universit}' Adrina G. Richard Director of Auxiliary Services I Purchasing B.A., Georgia State Universit}' Jennifer Richards '04 Server Administrator in Information Technology Services A.S., Gordon College B.A., Oglethorpe Universits" Valyncia Smith '04 Business Office Administrator B.S., Oglethorpe University' 220 Virginia R. Tomlinson '93 Director of Information Technology Services B.A., Oglethorpe University Charles M. Wingo bookstore Manager B.S., Georgia Institute of Technology Development and Alumni Relations Peter A. Rooney Vice President for Development and Alumni Relations B.A., Rhodes College Aimee Ahmed Development Officer for Corporations and Foundations B.A., Agnes Scott College Mary Crosby Alumni Relations Coordinator B.A., University of Arizona Therese D'Agostino Assistant to the Yice President for Development and Alumni Relations B.S., Northern Michigan Universit)'- Mark DeLong '03 Gift Processing and Stewardship Manager B.A., Oglethorpe University William T. Doerr Director of Development Services A.M., Andrew College B.A., High Point University M.P.A., Columbus State University Barbara Bessmer Henry '85 Director of Alumni Relations B.B.A., Oglethorpe University George Kopec Research and Records Manager B.A., University of Pittsburgh Lindsey S. Mann Coordinator of Annual Fund B.A., Hollins University 221 Enrollment Management David J. Rhodes I Ice President for Enrollment B.A., Thiel College M.B.A., Heidelberg College Patrick N. Bonones Director of Financial Aid B.P.A., Mississippi State University Angle Conner Financial Aid Coordinator B.A., University of North Carolina Janet Grant Assistant Director of Financial Aid A.A., Interboro Institute Deborah B. Kirby Admission Assistant B.A., Southern Adventist University Carl Lubbe '03 Admission Counselor B.A., Oglethorpe University Ruth Meyer Assistant Director of Admission B.A., Lynchburg College B.S., Liberty University Karen Prestage Prospect Coordinator B.S., Grambling State University Tacoma Robinson Administrative Assistant to the Vice President for Enrollment Christopher R. Summers '03 Admission Counselor B.A., Oglethorpe University 222 Marketing and Public Relations Rebecca A. Whicker Executive Director of Marketing and Public Relations B.S., Kennesaw State University J. Heath Coleman '95 Director of Conference and Event Planning B.S., M.B.A., Oglethorpe University Kathleen C. Guy Director of Museum Operations A.B., Washington University Thomas Namey '02 Executive Producer and Editor oj Digital Media B.S., B.A., Oglethorpe University Lloyd Nick Director of Oglethorpe University Museum of Art B.F.A., Hunter College M.F.A., University of Pennsylvania Lisa Reams Special Events Coordinator B.S., University of Tennessee President's Staff Larry D. Large President B.S., Portland State Universit}^ M.A., Ph.D., University of Oregon Janet H. Maddox Director of Institutional Research Special Assistant to the President B.A., Georgia State Universit}' La-Shena K. Tatum '02 Assistant to the President B.B.A., M.B.A., Oglethorpe Universit}^ 223 Student Affairs Timothy M. Doyle I'^ice President for Student Affairs and Dean of Students A.B., Wabash CoUege M.A., Emory University Jon Akin Head Soccer Coach BA., Saint Leo University Natalie Dietz '98 Assistant to the Dean of Students B.A., Oglethorpe University M.A., University of North Carolina, Chapel Hill Denise Gilbert Director of Dining Services / Bon Appetit B.A., Edinboro University Daniel Giordano '02 Head Volleyball Coach B.A., Oglethorpe University B. Steven Green '92 Intramurals Coordinator B.A., Oglethorpe University B.M., Georgia State University Adam Grier Athletic Trainer B.A., Georgia Southern University Cathy Grote Director of Health Services A.A.S., Raymond Walters College Peter Howell Head Men 's and Women 's Tennis Coach B.A.,Vanderbilt Universit}' Bonnie L. Kessler University Psychologist and Director of the Counseling Center B.A., Emory University M.A., Georgia State University Ph.D., Pennsylvania State Universit}' Lisa Litdefield Director of Career Services B.A., Southern Illinois University, EdwardsviUe M.A., M.S., Georgia State University Joe LoCascio Director of Residence Life B.A., M.S., Syracuse University Candace Maddox Residence Ufe Coordinator for Student Actimties B.A., M.Ed., Universit\' of Georgia James C. Owen Head Men's and Women's Golf Coach B.S., Berry College M.Ed., Georgia State Universit}' Philip Ponder " Head Men 's Basketball Coach B.A., LaGrange CoUege Ron Sattele ' Head Women's Basketball Coach B.S., Villanova Universir\' 224 Janelle Smith Administrative Coordinator for Student Affairs and Freshman Advocate A.S., Jackson\'ille State University Robert L. Unger Head Cross Country and Track Coach B.A., Lebanon Valley College M.A., Universit}' of Chicago Chadwick Yarborough Manager / Technical Director for the Conant Performing Arts Center B.A., University of South Carolina M.F.A., Ohio Universit)' 225 Index Academic Advising 70 Academic Calendar 4 Academic Departments 102 Academic Dismissal 73 Academic Good Standing 73 Academic Load 78 Academic Regulations and Policies 69 Academic Resource Center 83 Access to Student Records 79 Accounting Programs 102 Administration 217 Admission 25 Allied Health Studies 106 American Smdies Programs 106 Antivirus Policy 23 AP (Advanced Placement Credit) 32 Application for Admission 26 Application for Financial Assistance 40 Art Programs 107 Athletics 62 Adanta Regional Consortium for Higher Education (ARCHE) 20, 70 Auditing Courses 75 Biology Programs 113 Biopsychology Major , 116 Board of Trustees 205 Business Administration Programs 118 Business Administration and Behavioral Science Major 122 Business Administration and Computer Science Major 123 Campus Facilities 17 Campus Visit 27 Career Services 86 Chemistry Programs 124 Class Attendance 71 CLEP (College Level Examination Program 31 Commencement Exercises 76 Communication and Rhetoric Studies Programs.... 127 Community' Life - See Student Affairs Computer Facilities and Services 22 Computer Science Minor 131 Computer Use Policy 22 Conant Performing Arts Center 18 Core Credits for Study Abroad 98 Core Curriculum 93 Core Equivalencies for Transfer Students 98 Counseling Services 59 Course Substitutions 74 Credit by Examination 31 Cross Registration 70 Crypt of Civilization 13, 19 Dean's List 75 Degrees 100 Degrees With Honors Thesis 77 Degrees With Latin Academic Honors 76 Disability Access 18 Disability' Programs and Services 84 Discriminatory and Harassment Policy 63 Dorough Field House 18 Double Major Policy 77 Drop and Add 71 Dual Degree Programs: Art 112 Engineering 141 Environmental Studies 146 Early Admission 30 Economics Programs 133 Education Programs 136 E-mail and Computer Use Policy 22 Emerson Student Center 18 Endowed Professorships/Funds 48 Engineering Program 141 English Programs 142 Environmental Studies Program 146 Experiential Education 85 Faculty 212 Family Educational Rights and Privacy Act (FERPA) 79 Fees and Costs 52 Final Examinations "^4 Financial Assistance 35 First- Year Experience 82 Foreign Language Progi'ams 14"^ Foreign Language Requirement 96 Fraternities 62 French Programs 148 Fresh Focus 82 Freshman Forgiveness Policy 74 General Science Courses 151 German Courses 152 Goodman Hall 18 GoslinHaU 19 Grade Appeal Policy 75 Grading 72 Graduate Education 137 Graduation Exercises 76 Graduation Requirements ^6 Greek Courses 152 Greek Organizations 21, 62 Health Ser\nces 58 Hearst HaU 19 History Programs 153 History of C^glethorpe 1 1 Home Schooled Students 31 Honor Code 79 Honors and Awards 65 Honors Program 86 Housing and Meals 58 226 IB (International Baccalaureate Credit) 32 Individually Planned Major 158 Individually Planned IVIinor 159 Interdisciplinary Studies 159 International Exchange Partnerships 89 International Students 29, 58 International Studies Major 160 International Studies-Asia Concentration Major 162 Internships - See Experiential Education 85 Intramural and Recreational Sports 62 Japanese Minor 163 Joint Enrollment 29 Latin Academic Honors 76 Latin Courses 165 Learning Resources Center 84 Library (I.owry Hall) 20 Lupton HaD 19 Major Programs and Requirements 100 Mathematics and Computer Science Major 169 Mathematics Programs 166 Meals 58 Minor Programs and Requirements 101 Mission 7 Museum of Art 19 Music Minor 170 Music Performance 170 National Alumni Association Board of Directors 210 Non-Traditional Students 30 Normal Academic Load 78 The O Book. 59 Oglethorpe Student Association 60 Oglethorpe LIniversit}' Students Abroad (OUSA) 89 Orientation 58 Part-Time Fees 53 Personal Development 59 Philosophy Programs 171 Physics Programs 176 Policies: Antivirus 23 Disability' Programs and Services 84 Discriminatory and Sexual Harassment 63 Double Major 77 E-mail and Computer Use 22 Freshman Forgiveness 74 Grade Appeal 75 Re-activation 73 Residency Requirement 28, 76, 138 Tuition Refund 53 Politics Programs 179 Pre-law Studies 183 Pre-medical Studies 183 Preregistration 70 President's Advisory Council 208 Presidents of the Universit)- 15 Probation and Dismissal 73 Professional Option 184 Psychology Programs 184 Re-activation Policy 73 Re-admission 31 Refund PoUcy 53 Registration 70 Repetition of Courses 73 Residence Halls 21 Residency Requirement 28, 76, 138 Rich Foundation Urban Leadership Program 90 Robinson Hall 20 Satisfactory/Unsatisfactory Option 74 Schmidt Sport and Recreation Center 20 Scholarships 42 Second Baccalaureate Degree 77 Semester System 78 Senior Transitions 83 Sexual Harassment PoUcy 63 Sheffield Alumni Suite 20 Social Work Program 189 Sociology Programs 189 Sophomore Choices 82 Sororities 62 Spanish Programs 193 Special Status Admission 30 Student Affairs 57 Student Organizations 60 Student Re-activation Policy 73 Student Rights and Responsibilities 59, 60 Study Abroad 89 Teacher Education Programs 137 Theatre Programs 196 Tradition, Purpose, and Goals 8 Traer Residence Hall 21 Transfer Students 27 Transient Students 30 Tuition and Costs 51 Tutoring (ARC) 83 Universits' College 204 UniversiU' Officers and Staff. 217 Urban Leadership Program 90 Withdrawal from a Course 71 Withdrawal from the L-niversits' 71 Women's and Gender Studies Minor 198 Writing Minor 201 227 OGLETHORPE 4484 Peachtree Road, N.E. Atlanta, GA 30319-2797 (404)261-1441 UNIVERSITY B^AA^.cE?'yf W/NOSOR Directions to Campus From 1-85 Take Exit 89, North Druid Hills Road. Go north about 2 miles to Peachtree Road and turn right (north). Go about 1 mile on Peachtree. Oglethorpe is on the left. From 1-285 Take Exit 31 -A, Peachtree Industrial Blvd., and go south about 4 miles. The campus is on the right. Or, take Exit 29, Ashford-Dunwoody Road, and go south to the end. Turn right on Peachtree Road. Oglethorpe is on the right. Legend for Campus Map 1. MacConnell Gate House 2. Lupton Hall 3. Phoebe Hearst Hall 4. Crypt of Civilization 5. Goodman Hall 6. Traer Residence Hall 7. Philip Weltner Library 8. Oglethorpe University Museum of Art 9. J. Mack Robinson Hall 10. Goslin Hall 1 1 . Emerson Student Center 12. Dining Hall 22. 13. Swimming Pool 23. 14. Dempsey Residence Hall 24. 15. Jacobs Residence Hall 25. 16. Alumni Residence Hall 26. 17. Residence Hall 27. 18. Residence Hall 28. 19. Schmidt Residence Hall 29. 20. J. P. Salamone Memorial Soccer Field 30. 21. Lanier House (President's home, 31. not pictured) Greek Row PATH Academy Conant Performing Arts Center Track Tennis Courts Dorough Field House Schmidt Center Anderson Field (Baseball) Hermance Stadium Maintenance Building