iqq6-iqq8 Bulletin OGr.ETHOR.I>E UJNTI-VERSIXY yv T L A. rsr T A. rii ^ t \j!;* * '-' [IbmII U ^r I V E R S ^ T Y ^H ^H ATI AMTA 1996-98 BULLETIN Oglethorpe University is accredited by the Commission on Colleges of the South- ern Association of Colleges and Schools (1866 Southern Lane, Decatur, Georgia 30033-4097; telephone (404) 679-4501) to award bachelor's degrees and master's degrees. The undergraduate and graduate teacher education programs are approved by the Professional Standards Commission of the State of Georgia. Oglethorpe makes no distinction in its admission policies or procedures on grounds of age, race, gender, religious belief, color, sexual orientation, national origin, or disability. This Bulletin is pub- lished by the Office of the Provost, Oglethorpe University. The information included in it is accu- rate for the 1996-98 academic years as of the date of publication, June 1996; 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 1996-98 academic years. Final responsibility for selecting and scheduling courses and satisfactorily completing curriculum requirements rests with the student. Directory of Correspondence Oglethorpe University, 4484 Peachtree Road, N.E., Atlanta, Georgia 30319-2797 (404) 261-1441 General College Policy Academic Policy Admission Financial Aid and Scholarships Advancement and Fund Raising (Development, Public Relations, Alumni Affairs) Financial Information Housing and Career Services Student Records and Transcripts University College (Continuing Education, Evening Classes) Public Information and Public Relations Donald S. Stanton President Anthony S. Caprio Provost Dennis T. Matthews Director of Admission Pamela S. Beaird Director of Financial Aid Robert J. Buccino Vice President for Advancement John B. Knott, III Executive Vice President Janice C. Gilmore Director of the Business Office Donald R. Moore Vice President for Student Affairs Paul Stephen Hudson Registrar John A. Thames Dean of University College Robert M. Hill Director of Public Relations Visitors Oglethorpe University 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 5:00 p.m. on weekdays. In addition, appointments are available on Saturday. All of the offices of the University can be reached by calling Atlanta (404) 261-1441 (switchboard). The Public Relations Office (404) 364-8446 is available for assistance. The Admission Office can be reached directly by calling (404) 364-8307 in the Atlanta calling area or (800) 428-4484 outside of Atlanta. Table of Contents University Calendar 4 Tradition, Purpose, and Goals 7 History 13 Campus Facilities 17 Admission 23 Financial Assistance 33 Tuition and Costs 47 Community Life 53 Academic Regulations and Policies 67 The Core Curriculum 77 Honors Program 81 Interdisciplinary Programs and Majors 85 University College 99 DIVISION I Humanities 107 DIVISION II History, Politics, and International Studies 133 DIVISION III Science and Mathematics 143 DIVISION IV Behavioral Sciences 161 DIVISION V Economics and Business Administration 171 DIVISION VI Education - Undergraduate and Graduate 187 Board of Trustees 205 President's Advisory Council 208 Alumni Association 210 The Faculty. 212 Administration 216 Institutional Affiliations and Memberships ..221 Campus Map 226 Index 228 University Calendar Fall Semester, 1996 Sat August 24 Opening of Residence Halls and Orientation Sun August 25 Orientation Mon August 26 Orientation and Testing of New Students; Registration of Returning Students Tue August 27 Registration of New Students Wed August 28 First Day of Classes Mon September 2 Labor Day Holiday Wed September 4 Last Day to Drop or Add a Course; End of Late Registration Mon October 14 Columbus Day Holiday Fri October 18 Mid-Term; Last Day to Withdraw from a Course with a "W" Grade M-F November 11-15 Pre-Registration for Spring Semester, 1997 W-S November 27- December 1 Thanksgiving Holidays Mon December 2 Classes Resume Mon December 9 Last Day of Classes Tue December 10 Reading/Preparation Day W-F December 11-13 Final Examinations Sat December 14 Final Examinations for Saturday Classes M-T December 16-17 Final Examinations Spring Semester, 1997 Mon January 13 Opening of Residence Halls and Orientation Tue January 14 Orientation and Registration Wed January 15 First Day of Classes Mon January 20 Martin Luther King, Jr. Holiday Wed January 22 Last Day to Drop or Add a Course; End of Late Registration Fri March 7 Mid-Term; Last Day to Withdraw from a Course with a "W" Grade Sat March 15 Beginning of Spring Vacation (5:00 p.m.) S-S March 16-23 Spring Holidays Mon March 24 Classes Resume M-F April 7-11 Pre-Registration for Summer and Fall Semesters, 1997 Tue April 29 Last Day of Classes Wed April 30 Reading/Preparation Day Th-F May 1-2 Final Examinations Sat May 3 Final Examinations for Saturday Classes M-W May 5-7 Final Examinations Sat May 10 Commencement Fall Semester, 1997 Sat Sun Mon August 23 August 24 August 25 Tue Wed Mon Wed August 26 August 27 September 1 September 3 Mon October 13 Fri October 17 M-F November 10-14 W-S November 26-30 Mon December 1 Mon December 8 Tue December 9 W-F December 10-12 Sat December 13 M-T December 15-16 Opening of Residence Halls and Orientation Orientation Orientation and Testing of New Students; Registration of Returning Students Registration of New Students First Day of Classes Labor Day Holiday Last Day to Drop or Add a Course; End of Late Registration Columbus Day Holiday Mid-Term; Last Day to Withdraw from a Course with a "W" Grade Pre-Registration for Spring Semester, 1998 Thanksgiving Holidays Classes Resume Last Day of Classes Reading/Preparation Day Final Examinations Final Examinations for Saturday Classes Final Examinations Spring Semester, 1998 Mon January 12 Tue January 13 Wed January 14 Mon January 19 Wed January 21 Fri March 6 Sat March 14 S-S March 15-22 Mon March 23 M-F April 6-10 Tue April 28 Wed April 29 Th-F April 30-May 1 Sat May 2 M-W May 4-6 Sat May 9 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 Mid-Term; Last Day to Withdraw from a Course with a "W" Grade Beginning of Spring Vacation (5:00 p.m.) Spring Holidays Classes Resume Pre-Registration for Summer and Fall Semesters, 1998 Last Day of Classes Reading/Preparation Day Final Examinations Final Examinations for Saturday Classes Final Exzuninations Commencement Courses also are offered during several summer sessions. For dates and course offerings, contact the Registrar's Office. 1996 JULY AUGUST SEPTEMBER s M T W T F S S M T W T F S S M T W T F S 1 2 3 4 5 6 1 2 3 1 2 3 4 5 6 7 7 8 9 10 11 12 13 4 5 6 7 8 9 10 8 9 10 11 12 13 14 14 15 16 17 18 19 20 11 12 13 14 15 16 17 15 16 17 18 19 20 21 21 22 23 24 25 26 27 18 19 20 21 22 23 24 22 23 24 25 26 27 28 28 29 30 31 25 26 27 28 29 30 31 29 30 OCTOBER NOVEMBER DECEMBER S M T W T F S S M T W T F S S M T W T F S 1 2 3 4 5 1 2 1 2 3 4 5 6 7 6 7 8 9 10 11 12 3 4 5 6 7 8 9 8 9 10 11 12 13 14 13 14 15 16 17 18 19 10 11 12 13 14 15 16 15 16 17 18 19 20 21 20 21 22 23 24 25 26 17 18 19 20 21 22 23 22 23 24 25 26 27 28 27 28 29 30 31 24 25 26 27 28 29 30 29 30 31 1997 JANUARY FEBRUARY MARCH s M T W T 1 2 F 3 S 4 s M T W T F S 1 S M T W T F S 1 5 6 7 8 9 10 11 2 3 4 5 6 7 8 2 3 4 5 6 7 8 12 19 13 20 14 15 16 21 22 23 17 24 18 25 9 16 10 17 11 12 13 18 19 20 14 21 15 22 9 16 23 10 17 24 11 12 13 18 19 20 25 26 27 14 15 21 22 28 29 26 27 28 29 30 31 23 24 25 26 27 28 30 31 APRIL MAY JUNE S M T W T F S S M T W T F S S M T W T F S 1 2 3 4 5 1 2 3 1 2 3 4 5 6 7 6 7 8 9 10 11 12 4 5 6 7 8 9 10 8 9 10 11 12 13 14 13 14 15 16 17 18 19 11 12 13 14 15 16 17 15 16 17 18 19 20 21 20 21 22 23 24 25 26 18 19 20 21 22 23 24 22 23 24 25 26 27 28 27 28 29 30 25 26 27 28 29 30 31 29 30 JULY AUGUST SEPTEMBER S M T W T 1 2 3 F 4 S 5 S M T W T F 1 S 2 S M T W T 2 3 4 F S 5 6 6 7 8 9 10 11 12 3 4 5 6 7 8 9 7 8 9 10 11 12 13 13 20 27 14 21 28 15 16 17 22 23 24 29 30 31 18 25 19 26 10 17 24 31 11 18 25 12 13 14 19 20 21 26 27 28 15 22 29 16 23 30 14 21 28 15 22 29 16 17 18 23 24 25 30 19 20 26 27 OCTOBER NOVEMBER DECEMBER S M T W T 1 2 F 3 S 4 S M T W T F S 1 S 1 M 2 T W T 3 4 5 F S 6 7 5 6 7 8 9 10 11 2 3 4 5 6 7 8 8 9 10 11 12 13 14 12 13 14 15 16 17 18 9 10 11 12 13 14 15 15 16 17 18 19 20 21 19 20 21 22 23 24 25 16 17 18 19 20 21 22 22 23 24 25 26 27 28 26 27 28 29 30 31 23 30 24 25 26 27 28 29 29 30 31 1998 JANUARY FEBRUARY MARCH s M T W T F S S M T W T F S S M T W T F S 1 2 3 1 2 3 4 5 6 7 1 2 3 4 5 6 7 4 5 6 7 8 9 10 9 10 11 12 13 14 8 9 10 11 12 13 14 11 12 13 14 15 16 17 15 16 17 18 19 20 21 18 19 20 21 22 23 24 15 16 17 18 19 20 21 22 23 24 25 26 27 28 25 26 27 28 29 30 31 22 23 24 25 26 27 28 29 30 31 APRIL MAY JUNE S M T W T 1 2 F 3 S 4 S M T W T F 1 S 2 S M 1 T W T 2 3 4 F S 5 6 5 12 6 13 7 8 9 14 15 16 10 17 11 18 3 10 17 4 18 5 6 7 12 13 14 19 20 21 8 15 22 9 16 23 7 14 8 15 9 10 11 16 17 18 12 13 19 20 19 20 21 22 23 24 25 24 25 26 27 28 29 30 21 22 23 24 25 26 27 26 27 28 29 30 31 28 29 30 Tradition, Purpose and Goals Tradition, Purpose and Goals Oglethorpe derives its institutional purpose from an awareness and appre- ciation of the University's heritage and from an analysis of the needs of contem- porary society. 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 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 universi- ties, 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 institu- tions in the last century and has left its mark on every college and university in the country. The third idea or model is that of the land-grant college, a uniquely Ameri- can 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 foundation on which many of the state univer- sities have been built. Oglethorpe University identifies itself with the tradition of the English college. Established in 1835 and named after General James 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 concep- tions 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 John 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 intelli- gent 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. These are 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 infor- 8 mation the invention of the printing press made that notion of educa- tion obsolete. Rather, the most important function of the teacher is to stimulate intellectual activity in the student and to promote his or her 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 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 students from other cultures, in addition to classroom exercises, all play important roles. 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. Oglethorpe, he said, should be a "small college, 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 extraor- dinary teachers. Thus, a commitment to limited size and superior performance cire important elements 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 effec- tively in a complex and rapidly changing society. What are the requirements of an education intended to inform and enrich lives and careers that will be con- ducted in the remainder of this century and beyond? Many commentators on contemporary social conditions and future trends agree that today's rapidly changing society places a premium on adaptability. People in positions of leadership must be able to function effectively in chang- ing circumstances. Rigid specialization, with its training in current practice, ill prepares the graduate for responsibilities in such a society. The broadly edu- cated person, schooled in fundamental principles, is better 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 society. Its purpose is to produce graduates who are broadly educated in the fundamental fields of knowl- edge and the basic concepts and principles of their disciplines and who are prepared to exercise responsible leadership in public and private life. The University limits its educational program to the arts and sciences, busi- ness administration, and teacher education. It defines its primary role as the conduct of a program of undergraduate education for men and women of above- average ability and traditional college age. In addition, a master's degree in teacher education, a master's degree in business administration, and programs of continuing education for adults are offered as services to the local community. Goals Educational programs at Oglethorpe seek to produce graduates who dis- play abilities, skills, intellectual attitudes, and sensitivities which are related to the University's purpose. The curriculum is designed to develop the following: 1. The ability to comprehend English prose at an advanced level. 2. The ability to convey ideas in writing and in speech accurately, gram- matically, and persuasively. 3. Skill in reasoning logically about important matters. 4. An understanding of the values and principles that have shaped Western civilization and of the methods employed in historical inquiry. 5. A knowledge and appreciation of great literature, especially the great literature of the English-speaking world. 6. An appreciation of one or more of the arts and an understanding of artistic excellence. 7. An acquaintance with the methods of inquiry of mathematics and sci- ence 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 understanding of our economic, political, and social systems and of the psychological and sociological influences on human behavior. In its dedication to a broad, comprehensive liberal education for each stu- dent, 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' expe- riences in advanced courses in their chosen disciplines to encourage the life- long "habit of mind" that is extolled in Newman's The Idea of a University. Stu- dents are thus urged to consider carefully what they see, hear, and read, to examine questions from more than one point of view, and to avoid leaping quickly to conclusions. The central considerations of the Oglethorpe core curriculum are expressed in the form of five questions that have no easy answers: 1. What are our present ways of understanding ourselves and the universe? 2. How do these ways of understanding evolve? 3. How do we deal with conflicts in our ways of understanding? 4. How do we decide what is of value? 5. How do we decide how to live our lives? The Oglethorpe core curriculum initiates and sustains meaningful discus- sion about matters which are and have been fundamental to understanding the human condition and dealing thoughtfully with its ambiguities. The courses in the core program present a variety of distinct ways of knowing or understand- ing ourselves and our world. As students become actively engaged with faculty in asking and attempting to answer the central questions raised by the core courses, they will learn to appreciate the life of the mind and to be interested in hearing the variety of voices that have addressed these questions. In an effort to ensure that students encounter such points of view directly, Oglethorpe's core courses are designed to stimulate intensive interaction between faculty and students. 10 The core curriculum provides only a beginning for the investigation of significant questions. What students have at the completion of the Oglethorpe core program are not final answers but a multiplicity of ways of knowing and experiencing the world. They will, in addition, be prepared to continue this inquiry on their own. All undergraduate programs also require the student to develop a deeper grasp of one or more fields of knowledge organized coherently as a major. The student'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 interdiscipli- nary or individually planned major). The curriculum and extracurricular life are structured to engender in students the following: 1. The willingness and ability 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. 2. An inclination to continue one's learning after graduation from college and skill in the use of books and other intellectual tools for that purpose. 3. A considered commitment to a set of career and life goals. 4. An awareness of the increasingly international character of contemporary life and skill in interacting with persons of diverse cultural backgrounds. The graduate program in teacher education seeks to support elementary and middle grades education in the University's neighboring community by pro- viding members of the teaching profession with the opportunity to enhance their knowledge and skills in areas of assessed need. The program enables prac- ticing teachers and other students to achieve career advancement by earning the initial graduate degree in the field of education. Program graduates are expected to have developed and demonstrated: 1. Familiarity with the scholarly literature in their fields of study. 2. Expertise in appropriate research techniques. 3. The capacity for sustained study and independent thought. The graduate program in business administration explores the qualities that define business leadership in a global environment. Graduates are expected to develop: 1. Critical thinking skills which will enable students to solve complex busi- ness problems. 2. Advanced communication skills which cross technical and cultural spectrums. 3. Achieve a greater understanding of the social context in which businesses operate. The continuing education program enables members of the metropolitan community to pursue their educational goals in a variety of programs and courses. Baccalaureate courses selected for adult learners from the regular undergradu- ate curriculum are offered in the evening and on weekends. Majors and pro- grams of special relevance and interest to those already employed are emphasized to enable program graduates to attain advancement in their careers. 11 Non-credit courses are also offered in the continuing education program in order to provide service to as broad a segment of the community as possible. Courses focused on the goals of personal enrichment and professional develop- ment are offered during evening hours. Career advancement goals may be pursued in the non-credit curriculum through a variety of computer courses. The success of Oglethorpe alumni and students in their subsequent educa- tion, a wide variety of careers, and community life attests to the soundness of this approach to education. 12 History History 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, shortly after the centennial observance of the state. The college was named after James Edward Oglethorpe, the founder of Georgia. Oglethorpe University, which com- menced 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 Milledgeville, then the capital of Georgia. Throughout its antebellum existence the Oglethorpe curriculum consisted primarily of courses in Greek, Latin, classical literature, theology, and a surpris- ing variety of natural science. Oglethorpe's president during much of this period was Samuel Kennedy Talmage, an eminent minister and educator. Other notable Oglethorpe faculty members were Nathaniel M. Crawford, professor of math- ematics 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 ante- bellum era was the poet, critic, and musician Sidney Lanier, who graduated in 1860. Lanier remained as 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. 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 1870 the in- stitution was briefly relocated in Georgia's postbellum capital of Atlanta, at the site of the present City Hall. Oglethorpe at this time produced several educa- tional 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. Oglethorpe University was rechartered in 1913, and in 1915 the corner- stone to the new campus was laid at its present location on Peachtree Road in north Atlanta. 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 University's revival was Dr. Thornwell Jacobs, whose grandfather, Professor Ferdinand Jacobs, had served on the faculty 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 revival architecture of the campus was in- spired by the honorary alma mater of James Oglethorpe, Corpus Christi College, Oxford. The collegiate coat-of-arms, emblazoned with three boar's heads and the inscription Nescit Cedere ("He does not know how to give up"), replicated the 14 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. Although Presbyterian congregations throughout the South contributed to the revival of Oglethorpe University, the school never re-established a denomi- national 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 profes- sional programs in business administration and education. From the 1920s through the 1940s, the institution received major contributions from several individuals. Some of the most prominent benefactors were: John Thomas Lupton, Coca-Cola bottler from Chattanooga, Tennessee; Atlanta business community 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 University. In 1923 Jacobs discovered the tomb of James and Elizabeth Oglethorpe in Cranham, England. For about a decade Oglethorpe University 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 with its campus radio station, WJTL, named after benefactor John Thomas Lupton. Oglethorpe's University of the Air was a notable experiment, which lasted about five years, that broadcast college credit courses on the air waves. Oglethorpe University was one of the first institutions to confer honor- ary doctorates on national figures in order to recognize superior civic and scientific achievement. Among Oglethorpe's early honorary alumni were Woodrow Wilson, Walter Lippman, Franklin Roosevelt, Bernard Baruch, Amelia Earhart, and David Sarnoff. Perhaps the best known of all of Jacobs' innovations was the Oglethorpe Crypt of Civilization, which he proposed in the November 1936 issue oi Scientific American. This prototype for the modern time capsule v/as an effort to provide, for posterity, an encyclopedic inventory of life and customs from ancient times through the middle of the 20th century. The Crypt, sealed in the foundation of Phoebe Hearst Hall in 1940, is not to be opened until 8113 A.D. It has been hailed by the Guiness Book of World Records as "the first successful attempt to bury a record for future inhabitants or visitors to the planet earth." 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 15 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, nota- bly close personal relationships, in order to be, in Dr. Weltner'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 mod- ern student center and residential complex. By the 1980s the Carnegie Foundation for the Advancement of Teaching had classified Oglethorpe in the category of Liberal Arts I (now referred to as Baccalaureate [Liberal Arts] Colleges I). These highly selective undergraduate institutions award more than half of their degrees in the arts and sciences. By the 1990s the University was listed in the Fiske Guide to Colleges, The Princeton Review Student Access Guide, Barron's 300 Best Buys in College Education, National Review College Guide - America 's Top Liberal Arts Schools and many other guides to selective colleges. The student body, while primarily from the South, has become increasingly cosmopolitan; in a typical semester, Oglethorpe draws students from about 30 states and 30 foreign countries. The University has established outreach through its non