lethorpe U N I IV E R S 1 I ^ Bulletin 1984 1985 Oglethorpe makes no distinction in its admissions policies or procedures on grounds of age, sex, religion, race, color, natural origin, or physical handicap. This bulletin is published by the Dean of the Faculty Oglethorpe University. The information included in it is accurate as of the date of publication, August, 1983. The listing of a course or program in this bulletin does not, however, constitute a guarantee or contract that it will be offered during the 1984-85 academic year. lethorpe U N IIVERSITY Bulletin 19841985 Table of Contents University Calendar 3 TYadition and Purposes 4 History 9 Buildings and Grounds 13 Admissions 17 Financial Assistance 23 Finances 3 5 Student Life 40 Academic Regulations and Policies 49 The Curriculum 58 Division I The Humanities 68 Division II Social Studies 78 Division III Science 83 Division IV Education and Behavioral Sciences 93 Division V Economics and Business Administration 105 Division VI Graduate Studies in Early Childhood and Middle Grades Education 113 Graduate Courses 119 Board of Tt-ustees 123 Board of Visitors 12 5 The Faculty 127 Administration 130 Index 136 Visitors We welcome visitors to the campus throughout the year. Those without appointments will find an administrative office open from 9:00 a.m. to 5:00 p.m. on weekdays. In addition, appointments are available on Saturday. To be sure of seeing a particular officer, visitors are urged to make an appointment in advance. All of the offices of the University can be reached by calling Atlanta (Area Code 404), 261-1441, or (404) 233-6864 (Admissions Office). Accreditation Oglethorpe is a fully accredited, four-year university of arts and sciences under the standards of the Southern Association of Colleges and Schools. It is also approved for teacher education by the Georgia Department of Education. Calendar Fall Semester, 1984 September 2 Opening of Residence Halls September 3 Orientation and Testing for New Students September 4 Registration for New Students September 5 Registration for Returning Students September 6 Beginning of Classes September 12 Last Day to Add or Drop a Course October 26 Mid-Term; Last Day to Withdraw from a Course with a "W" Grade November 22-23 Thanksgiving Holidays December 17-22 Final Examinations Spring Semester, 1985 lanuary 20 Residence Halls Open Orientation and Testing for New Students January 21 Registration lanuary 22 Classes Begin lanuary 28 Last Day to Add or Drop a Course March 15 Mid-Term; Last Day to Withdraw from a Course with a "W" Grade Beginning of Spring Vacation (4 p.m.) April 1 Resumption of Classes (8 a.m.) May 13-18 Final Examinations May 19 Commencement May 1985 Mini-Session May 21 May 22 lune 12 Final Registration Date Beginning of Classes End of Mini-Session Summfer Evening Session, 1985 lune 7 Final Registration Date lune 10 Beginning of Classes August 14-15 End of Summer Evening Session Summer Day Sessions, 1985 Session I, lune 17 Final Registration Date June 18 Beginning of Classes July 18 End of Summer Day Session 1 Session II, luly 19 Final Registration Date luly 22 Beginning of Classes August 16 End of Summer Day Session II lethorpe N 1 iV E R S I T Y Tradition and Purpose Oglethorpe derives its educational mission from an awareness and appreciation of the University's heritage and from an analysis of the needs of a rapidly changing society. Tradition Three main ideas or models of what higher education ought to be have shaped American colleges and universities. The first is the model of the English college, particularly in the form developed at Oxford and Cambridge in the 18th and 19th centuries. Most of the older institutions in the United States were patterned on the English colleges of that period. Many observers have concluded that this is the finest type of collegiate education produced by Western civilization. The second idea is that of the German university, especially of the 19th century. This model, which has had enormous influence on American universities, stresses professional education (as in medicine and law), graduate study leading to the Ph.D. degree, and specialized research. The German university idea was imported into the United States by Johns Hopkins and other institutions in the last century and has left its mark on every college and university in this country. The third idea or model is that of the land-grant college, a uniquely American institution created by the Morrill Act, passed by Congress in 1862. This model emphasizes large-scale technical education and service to agriculture and industry. It has contributed especially to education in such fields as engineering and agriculture and has been the basis on which many of the state universities have been built. Oglethorpe University stands firmly in the tradition of the English college. Established in 183 5 and named after General lames Edward Oglethorpe, the founder of Georgia, the University was patterned on Corpus Christi College, Oxford, General Oglethorpe's alma mater. It would be overstating the matter to say that Oglethorpe University has been untouched by the other two conceptions of higher education, but it has certainly been shaped principally by the English tradition of collegiate education. What are the distinctive features of that tradition? Hundreds of books have been written on the subject, perhaps the most influential of which is lohn Henry Newman's The Idea of a University, one of the great educational classics. Briefly stated, four characteristics have made this kind of college widely admired: 1) Colleges in the English tradition emphasize broad education for in- telligent leadership. They believe that this is a more useful undergraduate education for the able young 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. Many high schools and colleges neglect these disciplines today, but they continue to be the essential tools of the educated person, 3) Close relationships between teacher and student are indispensable to this type of education. A teacher is much more than a conveyor of information (the invention of the printing press made that notion of education obsolete). Rather, the most important function of the teacher is to stimulate intellectual activity in the student and to promote his development as a mature person. Factory-like instruction, conducted in huge classes, is the very antithesis of the English tradition. 4) A collegiate education is far more than simply "taking" 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 students from other cultures, in addition to classroom exercises, all have their proper place. Versatility and ability to lead are important goals of this type of undergraduate education. TWo other aspects of Oglethorpe's tradition were contributed by Philip Weltner, president of the University from 1944 to 1953. Dr. Weltner viewed education in the arts and sciences as entirely consistent with and, in fact, the best kind of initial preparation for a career. In an essay entitled the "Oglethorpe Idea ' he advocated an educational experience designed to forge the strongest possible links between academic competencies and the skills needed in ones career. He stressed that an Oglethorpe education should prepare the student to make a life and to make a living. Secondly, Dr. Weltner articulated a con- ception of Oglethorpe's role that has endured as a fundamental principle of the University. Oglethorpe, he said, should strive to be . . . "a small college which is superlatively good." Only at a small college with carefully selected students and faculty, he believed, could young persons achieve their fullest intellectual development through an intense dialogue with extraordinary teachers. Thus, limited size and an emphasis on superior performance are essential characteristics of Oglethorpe today. Preparation for a Changing Society The rapidly changing society in which we live places a premium on adaptability. Persons in positions of leadership must be able to function effectively in changing circumstances. Rigid specialization, with its training in current practice, ill prepares a college graduate for responsibilities in such a society. The broadly educated person, schooled in fundamental principles, is better equipped to exercise leadership in a world that is being transformed by high technology and new information. This point has been well made by John Naisbitt in the first chapter of his notable book Megatrends. One of the underlying trends he identifies in our society is that "we are moving from the specialist who is soon obsolete to the generalist who can adapt." This is the reason for Oglethorpe's emphasis on the preparation of the humane generalist the kind of leader needed by a complex and changing society. Purposes In striving to combine excellence with a personalized approach in its curriculum, campus life, and student activities, Oglethorpe seeks to reflect this tradition and to produce graduates who display particular abilities, skills, intellectual attitudes, and sensitivities. These attributes are seen as indispensable to the educated person and as having been neglected in many schools and colleges in recent years. They are: 1) The ability to comprehend English prose at an advanced level. 2) The ability to convey ideas in writing and in speech accurately, grammatically, and persuasively. 3) Skill in reasoning logically about important matters. 4) An understanding of Western civilization and of the values and principles that have shaped it. 5) A knowledge and appreciation of great literature, especially the great literature of the English-speaking world. 6) An appreciation of great art and great music and some understanding of why they are great. 7) An acquaintance with the methods of inquiry of mathematics and science and with the results of the efforts of scientists to understand physical and biological phenomena. 8) An understanding of the most thoughtful reflections on right and wrong and an allegiance to principles of right conduct. 9) A basic knowledge of our economic and political systems and of the psychological and sociological influences on human behavior. 10) A deeper grasp of one or more fields of knowledge organized coherently as a major. 11) An inclination to continue ones learning after graduation from college and skill in the use of books and other intellectual tools for that purpose. 12) The willingness and ability to assume the responsibilities of leadership in public and private life. This includes skill in organizing the efforts of other persons in behalf of worthy causes. These are the educational goals that all Oglethorpe students are expected to achieve, and the "core courses" are the principal means of doing so. The student's major mentioned in 10) above may be pursued in a single field, such as biology, economics, or English: or it may cut across two or more traditional fields (an interdisciplinary or individually planned major). In addition to majors in the arts and sciences the University offers professional programs in business administration and teacher education, both of which are based on an arts and sciences foundation. The success of Oglethorpe alumni in their personal lives, in graduate and professional schools, and in a wide variety of occupations attests to the balance and the thoroughness of this curriculum. Oglethorpe was chartered on December 21, 183 5, as a result of the efforts of a group of Georgia Presbyterians. The founders named the new college after General lames Edward Oglethorpe, the distinguished leader of Georgia in its earliest days. The University began operations on lanuary 1 , 1 838, at Midway, a small town near Milledgeville, then the state capital, with 1 2 5 students and a faculty of six. For nearly three decades after its founding, Oglethorpe University grew steadily in stature and influence. Its president during most of the time, Samuel K. Talmage, provided gifted leadership and gathered about him a faculty of unusual ability, at least two of whom would achieve national distinctions: James Woodrow, an uncle of Woodrow Wilson and the first teacher in Georgia to hold the Ph.D. degree, and Joseph LeConte, destined to acquire world fame for his work in the field of geology. Oglethorpe produced a steady stream of distinguished graduates during the early years, the most famous being the poet Sidney Lanier. A member of the class of 1860, Lanier is reported to have remarked that the greatest intellectual impulse of his life came to him during his college days at Oglethorpe. By the close of the 1850's, the institution had reached a new plateau of financial stability and academic soundness, but its life and service were suddenly cut short in the 1 860's as the University became a casualty of war. Her students marched away to become Confederate soldiers: her endowment was lost in Confederate bonds: her buildings were converted to barracks and a hospital. Toward the end of the war General William T. Shermans army, during its destructive march to the sea, visited the University but left the property intact. In 1866 an effort was made to revive Oglethorpe, first at Midway and then by relocation in Atlanta. However, the ravages of war, together with the disruptions of Reconstruction, presented obstacles too great to overcome, and in 1872 Oglethorpe closed its doors again. The next chapter of Oglethorpe's history begins with the determination of Thornwell lacobs, a noted Presbyterian minister, to reestablish Oglethorpe. He enlisted the support of Presbyterian churches throughout the South and East and of influential individuals and groups in Atlanta. His vision materialized in 1915 with the laying of the cornerstone of the first building (later named Phoebe Hearst Memorial Hall) on the present campus. Oglethorpe alumni from the classes of 1860 and 1861 were present for the historic ceremony, thus linking the old Oglethorpe with the new. Dr. lacobs was subsequently named president, serving in that capacity until 1944. During that time the University grew in size and reputation. Throughout the 1 920's the institution received substantial contributions from individuals such as j. T. Lupton, Mrs. Robert I. Lowry, and William Randolph Hearst, Sr. With these and other contributions several buildings were constructed, including Lupton Hall, site of the present administration building: Lowry Hall, the University's library: and Hearst Hall, which now serves as a classroom facility. Oglethorpe, under the leadership of Dr. lacobs, was soon recognized as one of the South's most innovative educational institutions. In 1931, WITL, one of the first campus radio stations in the United States, was established at Oglethorpe. A few years later. Dr. lacobs began his work on "The Crypt 10 of Civilization, " located in a vault in Phoebe Hearst Hall. This is a collection of books and other objects representative of 20th Century America, which is to remain sealed until the year 8113, when it will be opened for the benefit of historians. The project was reported nationally and internationally and was supported from its inception by the Scientific American. General David Sarnoff, founder and Chairman of the Board of the Radio Corporation of America (R.C.A.), spoke at the dedication of the Crypt in 1940. Several other interesting projects began during the Jacobs administra- tion, including an unsuccessful attempt to relocate the remains of General lames Oglethorpe from England to the Oglethorpe campus. In the late 1930s the "Exceptional Education Experiment" was instituted with the aim of adding depth and meaning to the educational process for a group of carefully selected students. The University received national attention in 1932, when President Franklin D. Roosevelt spoke on the campus and received an honorary degree. A new chapter opened in the history of Oglethorpe in 1 944 when Philip Weltner assumed the presidency and, with a group of faculty associates, including Gerhart Niemeyer, George Seward, and Wendell Brown, initiated a new and exciting approach to undergraduate education called the "Oglethorpe Idea." This concept was based on the conviction that education should encompass the twin aims of making a life and making a living, and toward these ends a program of studies was developed. The University continued to make steady progress during the presidencies of I. Whitney Bunting, Donald Wilson, Donald C. Agnew, and Paul R. Beall. Throughout this period strong teachers were appointed, the academic program was further developed, and there was a gradual expansion of the size of the student body. Special mention should also be made of George Seward, who contributed importantly to the educational development of the University, as a longtime dean and an acting president. The presidency changed hands once again in 1967, when Paul Kenneth Vonk assumed office. Keeping pace with the growing demands of increased enrollment. Dr. Vonk initiated a program of physical expansion unparalleled in the University's long history. During his administration the following buildings were completed; five men's dormitories Jacobs, Weltner, Alumni, Oglethorpe, and Trustees; a beautiful university center; a women's dormitory, Traer Hall; and a science center, Goslin Hall. In addition, all of the older buildings were extensively remodeled, giving Oglethorpe an attractive campus and an excellent physical plant. Manning M. Pattillo, jr., was inaugurated in 1975 as Oglethorpe's twelfth president. During his administration special emphasis has been placed on liberal education as a rigorous intellectual experience and as preparation for leadership. The expansion of Oglethorpe's program of continuing education, the attraction of students from abroad, increasing selectivity in admissions, and the acceleration of financial development are other areas that have received particular attention. Oglethorpe University has had a long and exciting history and has produced more than its share of distinguished graduates in business, public affairs, education, medicine, religion, law, and other fields. It looks forward to an increasingly important role as one of the better private colleges in its region. The Presidents of the University Carlyle Pollock Beman, 1836-1840 Samuel Kennedy T^image, 1841-1865 William M. Cunningham, 1869-1870 David Wills, 1870-1872 Thornwell Jacobs, 1913-1943 Philip Weltner, 1944-1953 James Whitney Bunting, 1953-195 5 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- 12 lethorpe N I IV E R S 1 T Y Buildings and Grounds Lx)wry Hall Library Lx)wry Hall houses the University library. Among its outstanding features are a variety of study areas, a large reading-reference room on the first floor, and an outdoor reading patio. Individual student conference rooms are available, as well as individual carrels in the book stack areas. The Library of Congress classification system is used in an open stack arrangement, allowing free access to users on all four floors. A variety of microform materials are available. The collection of over 186,500 items includes books, periodicals, microforms, and audiovisual materials. More than 300 periodical subscriptions provide a diversified range of current information. The R. L Dempsey Special Collections room includes materials on lames Edward Oglethorpe and Georgia, Sidney Lanier (an Oglethorpe alumnus), and other collections of autographed books and unique volumes. The Sears Collection of Children's Literature contains over 2,000 volumes of children's books, which help support the graduate program of elementary education. The library also subscribes to the ERIC (Educational Resources Information Center) microfiche publications. The lapanese Collection consists of books in the English language and other materials on lapanese history and culture. A browsing area contains a special collection of current books which have general appeal. It also provides access to all new acquisitions before they are dispersed into the classified subject sections. The library is open seven days a week during the regular academic year. On five days it is open day and evening. The Emerson Student Center The Emerson Student Center is the hub of campus life. It houses the student lounges, television room, recreational facilities, snack bar, post office, student activity offices, conference rooms, the cafeteria, and dining room. Lupton Hall Lupton Hall, built in 1920 and named in honor of |ohn Thomas Lupton, was one of the three original buildings on the present Oglethorpe University campus. It was renovated in 1973 and contains all administrative offices and an auditorium with seating for 3 50 persons. The University Business Office is located on the lower level of Lupton Hall; the office of the Dean, the Registrar, and the Admissions Office are on the first floor: the Office of the President, Dean of Administration, Dean of Students, Office of Counseling and Career Development, Offices of Development, Public Relations, Alumni Affairs, and two lecture halls are on the second floor. The Office of Financial Aid and faculty offices of the Division of Business and Economics are on the third floor. The original cast bell carillon in the Lupton tower has 42 bells which chime the quarter hours and a daily afternoon concert. 14 Phoebe 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 for a classroom and faculty office building. Most classes, with the exception of science and mathematics, are held in this building which is located directly across from Lupton Hall. Additional renovation for a student-faculty lounge and an expanded computer center was completed in 1977. The University book store is located on the lower level of the building. The dominant feature of the building is the beautiful Great Hall, the site of many traditional and historic events at Oglethorpe. Located on the ground floor of the building is the much-publicized Crypt of Civilization. This capsule was sealed on May 28, 1940, and is not to be opened until May 28, 8113. Ck>slin Hall Goslin Hall was completed in 1971 and houses the Division of Science. Laboratories for biology chemistry and physics, and modern lecture halls are located in the building. Goslin Hall was named in honor of Dr. Roy N. Goslin, Professor Emeritus of Physics, for his many years of dedicated work for the college and the nation. A new physics laboratory, made possible by a grant from the Olin Foundation, was opened in 1979. 15 Traer Hall Built in 1969, TYaer Hall is a three-story women's residence which houses 168 students. Construction of the building was made possible through the generosity of the late Wayne S. TVaer, Oglethorpe University alumnus of the Class of 1928. These semi-private rooms open onto a central plaza courtyard. As are all buildings on the Oglethorpe campus, TVaer Hall is completely air-conditioned. Ck)odman Hall Goodman Hall was built in 1956 and renovated in 1970, when it was transformed from a men's into a women's residence hall. The building contains 27 rooms and is used to house some lunior and Senior women. Private rooms are available. Men's Residence Hall Complex Five men's residence halls are situated around the upper quadrangle. TWo of the buildings were named for former Oglethorpe presidents. Dr. Philip Weltner and Dr. Thornwell Jacobs. Constructed in 1968, these buildings were refurbished in 1977. The three-story structures house all male resident students. A $1.2 million redesign of the complex began in 1979. Faith Hall The Student Health Center is located on the upper level of Faith Hall, together with art studios and lecture rooms. The lower level of Faith Hall houses the maintenance facility. The building was renovated in 1972 to include overnight facilities for students in the health center. R. E. Dorough Field House The Dorough Field House is the site of intercollegiate basketball, intramural and recreational sports, and large campus gatherings such as concerts and commencement exercises. Built in 1960, this structure underwent major renovation in 1979. The building is named for the late R. E. Dorough, a former Tt'ustee of the University. Athletic Facilities The most recent additions to the campus are a six-lane, all-weather reslite track, and a new intramural field. These improvements provide modern facilities for the soccer and track teams. The intramural football and softball teams use the new facilities as well. 16 Admissions ill Hill ai: lit Jill Hh 11 11 II n 11 II II II II II ^^^ '-'^^^ 4 X 1 ^^ 0f M