Oglethorpe University Bulletin, 1998-2000

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Collection:: Oglethorpe University collections in the Internet Archive
Title:: Oglethorpe University Bulletin, 1998-2000
Creator:: Oglethorpe University (Atlanta, Ga.)
Publisher:: Oglethorpe University Bulletin, 1998-2000, Oglethorpe University, 1998
Date of Original:: 1998
Subject:: Private universities and colleges--Georgia--Atlanta
Location:: United States, Georgia, DeKalb County, 33.77153, -84.22641
United States, Georgia, Fulton County, Atlanta, 33.749, -84.38798
Type:: Text
Format:: application/pdf
image/x-djvu
text/plain
Description:: Oglethorpe University course bulletin of 1998-2000. The bulletin contains information on courses, majors, and student activities.
External Identifiers:
Metadata URL:: https://archive.org/details/oglethorpeuniver9800ogle
IIIF manifest:: https://iiif.archive.org/iiif/3/oglethorpeuniver9800ogle/manifest.json
Holding Institution:: Philip Weltner Library. Archives
Rights:

1998-2000 Bulletin

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ATLANTA

1998-2000 BULLETIN

Oglethorpe University is acciedited by the Commission on Colleges of the
Southern 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
published by the Office of the Provost, Oglethorpe University. The information included in it is
accurate for the 1998-2000 academic years as of the date of publication, July 1998; 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 1998-2000 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

Advancement / Fvmd Raising

Adult Education

(Evening Classes / Graduate Education)

Alumni Affairs

Financial Aid / Scholarships

Financial Information

Public Information and Public Relations

Security

Student Records / Transcripts

Student Services

(Housing, Food, Health, Counseling, Campus Life)

Donald S. Stanton
President

Nancy H. Kerr
Provost

Dennis T. Matthews

Dean of Enrollment Management

Robert J. Buccino

Vice President for Advayicement

Karen Martucci

Dean of University College and

Academic Resources

Amy D. Zickus

Director of Alumni Activities

Patrick N. Bonones
Director of Financial Aid

J(jhn B. Knott, III

Executive \'ice President

Connie L. Pendley

Director of the Business Office

Robert M. Hill

Director of Public Relations

Donald R. Moore

\'ice President for Student Affairs

Paul Stephen Hudson

Registrar

Donald R. Moore

VVcf President for Student Affairs

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 Universitv can be reached bv calling Atlanta (404) 261-1441
(switchboard). Tlie Public Relations Office (404) 364-8446 is available for assis-
tance. The Admission Office can be reached directly by calling (404) 364-8307 in
the Adanta calling area or (800) 428-4484 outside of Atlanta.

Table of Contents

University Calendar 4

Tradition, Purpose, and Goals 7

History 11

Campus Facilities 17

Admission 25

Financial Assistance 35

Tuition and Costs 49

Community Life 55

Academic Regulations and Policies 65

Educational Enrichment 75

The Core Curriculum 85

Programs of Study 91

Board of Trustees 183

President's Advisory Council 186

National Alumni Association

Board of Directors 188

The Faculty 190

Administration 195

Institutional Affiliations and Memberships .... 202

Campus Map 207

Index 209

University Calendar

Fall Semester, 1998

Sat

August 22

Sun

August 23

Mon

August 24

Tue

August 25

Wed

August 26

Wed

September 2

Mon

September 7

Mon

October 12

Fri

October 16

M-F

November 9-13

W-S

November 25-29

Mon

November 30

Mon

December 7

Tue

December 8

W-F

December 9-11

M-T

December 14-15

Opening of Residence Halls and Orientation

Orientation

Orientation and Testing of New Students;

Registration of Returning Stucients
Registration of New 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 "W" Grade
Pre-Registration for Spring Semester, 1999
Thanksgiving Holidays
Classes Resume
Last Day of Classes
Reading/Preparation Day
Final Examinations
Final Examinations

Spring Semester, 1999

Mon

January 11

Tue

January 12

Wed

January 13

Mon

January 18

Wed

January 20

Wed

February 10

Fri

March 5

Sat-S

March 13-21

Mon

March 22

M-F

April 5-9

Wed

April 14

Tue

April 27

Wed

April 28

Th-F

April 29-30

M-W

May 3-5

Sat

May 8

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; Last Day to Withdraw from a Course

with a "W" Grade
Spring Holidays
Classes Resume
Pre-Registration for Summer and Fall

Semesters, 1999
Honors and Awards Convocation
Last Day of Classes
Reading/Preparation Day
Final Examinations
Final Examinations
Commencement

Fall Semester, 1999

Sat

August 21

Sun

August 22

Mon

August 23

Tue

August 24

Wed

August 25

Wed

September 1

Mon

September 6

Mon

October 1 1

Fri

October 15

M-F

November 8-12

W-S

November 24-28

Mon

November 29

Mon

December 6

Tue

December 7

W-F

December 8-10

M-T

December 13-14

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
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 "W" Grade
Pre-Registration for Spring Semester, 2000
Thanksgiving Holidays
Classes Resume
Last Day of Classes
Reading/ Preparation Day
Final Examinations
Final Examinations

Spring Semester, 2000

Mon

January 10

Tue

January 11

Wed

January 12

Mon

January 17

Wed

January 19

Wed

February 9

Fri

March 3

Sat-S

March 11-19

Mon

March 20

M-F

April 3-7

Wed

April 12

Tue

April 25

Wed

April 26

Th-F

April 27-28

M-W

May 1-3

Sat

May 6

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; Last Day to Withdraw from a Course

with a "W" Grade
Spring Holidays
Classes Resume
Pre-Registration for Summer and Fall

Semesters, 2000
Honors and Awards Convocation
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.

1998

JULY

AUGUST

SEPTEMBER

T W T

1 2

F
3

T W T

1 2 3

F S

4 5

7 8 9

4 5 6

8 9 10

11 12

14 15 16

11 12 13

15 16 17

18 19

21 22 23

18 19 20

22 23 24

25 26

28 29 30

23
30

24
31

25 26 27

29 30

OCTOBER

NOVEMBER

DECEMBER

T W T

F S

3 4 5

1 2 3

4 5

6 7 8

10 11 12

8 9 10

11 12

13 14 15

17 18 19

15 16 17

18 19

20 21 22

24 25 26

22 23 24

25 26

27 28 29

29 30 31

1999

JANUARY

FEBRUARY

MARCH

T W T

F
1

T W T

2 3 4

T W T

2 3 4

F S

5 6

5 6 7

9 10 11

12 13

12 13 14

16 17 18

19 20

19 20 21

23 24 25

26 27

24
31

26 27 28

30 31

APRIL

MAY

JUNE

T W T

F
2

T W T

1 2 3

F S

4 5

6 7 8

4 5 6

8 9 10

11 12

13 14 15

11 12 13

15 16 17

18 19

20 21 22

18 19 20

22 23 24

25 26

27 28 29

23
30

24
31

25 26 27

29 30

JULY

AUGUST

SEPTEMBER

T W T

F S

3 4 5

1 2

3 4

6 7 8

10 11 12

7 8 9

10 11

13 14 15

17 18 19

14 15 16

17 18

20 21 22

24 25 26

21 22 23

24 25

27 28 29

28 29 30

OCTOBER

NOVEMBER

DECEMBER

T W T

F
1

T W T

2 3 4

F
5

T W T

1 2

F S

3 4

5 6 7

9 10 11

7 8 9

10 11

12 13 14

16 17 18

14 15 16

17 18

19 20 21

23 24 25

21 22 23

24 25

24
31

26 27 28

28 29 30

2000

JANUARY

FEBRUARY

MARCH

T W T

1 2 3

F
4

T W T

1 2

F S

3 4

4 5 6

8 9 10

7 8 9

10 11

11 12 13

15 16 17

14 15 16

17 18

18
23

17
24

18 19 20
25 26 27

21
28

22 23 24

21 22 23

24 25

28 29 30

APRIL

MAY

JUNE

T W T

2 3 4

F
5

T W T

F S

2 3

4 5 6

9 10 11

6 7 8

9 10

11 12 13

16 17 18

13 14 15

16 17

18 19 20

23 24 25

20 21 22

23 24

23
30

25 26 27

30 31

27 28 29

Tradition, Purpose
and Goals

Oglethorpe derives its institutional purpose from an awareness and apprecia-
tion of the University's heritage and from an analysis of the needs of contempo-
rary society. The goals of the educational program and of other component parts
of the Universitv are based on this sense of institutional purpose.

The Oglethorpe Tradition

Oglethorpe University was 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. Although
influenced by other conceptions of higher education, Oglethorpe University has
been shaped principally by the English tradition of collegiate education, which
manv observers believe is the finest type 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 intelli-
gent leadership. They recognize 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 edu-
cated person.

3. Close relationships between teacher and student are indispensable to this
type 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 important
function of the teacher is to stimulate intellectual activity in the stvident
and to promote his or her development as a mature person.

4. A collegiate education is far more than a collection of academic coiuses.
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.

Another aspect of Oglethorpe's tradition was contributed by Philip Weltner,
President of the University from 1944 to 1953. Oglethorpe, he said, should be a
college that was "superlatively good." Only at a college with carefully selected
students and faculty, he believed, could young persons achieve their fullest
intellectual development through an intense dialogue with extraordinarv teach-
ers. 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 effec-
tively in a complex and rapidly developing society, which places a premium on
adaptability. People in positions of leadership must be able to function effectively
in changing circumstances. The broadly educated person, schooled in fundamen-
tal 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 society.

The location of the University in the dynamic city of Atlanta offers unique
opportunities for students to experience first-hand the relevance of their educa-
tion 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 city today. Atlanta 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 endeav-
ors, international exchanges, transportation, recreation, medical services, sci-
ence, and technology.

Oglethorpe University limits its educational program to the arts and sciences,
business administration, and teacher education. It defines its primary role as the
conduct of a program of undergraduate education for men and women of
superior ability who desire a traditional liberal arts college experience. In addi-
tion, a master's degree in teacher education, a master's degree in business
administration, and an evening undergraduate program are offered as services to
the local community. All degree programs share a commitment to educational
objectives firmly rooted in the liberal arts and dedicated to fostering life-long
learning.

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 ability 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 - accurately, gram-
matically, 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 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.

6. An inclination to continue one's learning after graduation from college
and skill in the use of books, information technology, and other intellec-
tual 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 carefully what they see, hear, and read, to examine
questions from more than one point of view, and to avoid leaping quickly to
conclusions.

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 biolog}', 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.

History

^tj/''VKl^^^^mUI^^^^SSl^^'^

Old Ogleth(ji"pe University began in the early 18()0s 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 natiual sciences. 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 antebellum
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
institution 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 cornerstone 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 inspired 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 Oglethorpe family standard. For the college
athletic teams, Jacobs chose an imusual 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 denomina-
tional affiliation. Since the early 1920s Oglethorpe has been an independent
nonsectarian co-educational higher educational institution. Its curricular empha-
sis continued in the liberal arts and sciences and expanded into professional
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
discoveied 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 devel-
opment 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 honorary doctor-
ates on national figures in order to recognize superior civic and scientific
achievement. Among Oglethorpe's early honorary alumni were Woodrow Wil-
son, 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 of Scientific
American. This prototype for the modern time capsule was 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 the twin
aims to "make a life and to make a living." The Oglethorpe core, which was
applauded by the New York Tiynes, 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 w^ords, "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.

By the 1980s the Carnegie Foundation for the Advancement of Teaching had
classified Oglethorpe in the category of Liberal Arts 1 (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 evening-weekend degree programs; teacher certification and a graduate pro-
gram in education; a graduate program in business administration; and Oglethorpe
University Museum. The University is also home to Georgia Shakespeare Festival.

As Oglethorpe University faces the 21st century, it has demonstrated contin-
ued leadership in the development and revision of its core curriculum, with
efforts funded by the National Endowment for the Hvimanities. The historic
district of the 100-acre campus has been designated in the National Register of
Historic Places. Enrollment is about 1,300 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 notably is the peer tutoring
program, classroom learning that is actively connected to contemporary experi-
ence through internships and other opportunities for experiential education, and
a unique program in Urban Leadership that invites students to consider ways in
which they can become community leaders for the future. Reflecting the contem-
porary growth of the city of Atlanta, Oglethorpe has recently developed a
distinctive international dimension. Students at the University may complement
their campus programs with foreign studies at sister institutions in Argentina,
France, Germany, Monaco, the Netherlands, Japan, Russia, and Mexico. 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 Sidney Lanier, a "college of the heart."

Presidents of the University

Carlyle Pollock Beman, 1836-1840 Donald Wilson, 1956-1957

Samuel Kennedy Talmage, 1841-1865 Donald Charles Agnew, 1958-1964

William M. Cunningham, 1869-1870 George Seward, Acting, 1964-1965

David Wills, 1870-1872 Paul Rensselaer Beall, 1965-1967

Thornwell Jacobs, 1915-1943 Paul Kenneth Vonk, 1967-1975

Philip Weltner, 1944-1953 Manning Mason Pattillo, Jr., 1975-1988

James Whitney Bunting, 1953-1955 Donald Sheldon Stanton, 1988-

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. When 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 University. This
includes classrooms, offices, labs, meeting rooms, lounge areas, restrooms, corri-
dors, stairwells, 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 hall rooms.

Lowry Hall - Philip Weltner Library

The Philip Weltner Library is a recently remodeled and expanded facility which
includes a formal reading room with an atrium, a glass-enclosed quiet reading
room, and an after-hours reading room. In addition, there are numerous study
rooms and carrells, as well as an audio-visual room. The Library of Congress
classification is used in an open-stack arrangement allowing free access to users on
all three floors.

The collection of over 121,000 volumes includes books, periodicals, and
microforms, as well as audio-visual and machine-readable materials. More than
730 periodical subscriptions provide a diversified range of current information.

The library has an on-line catalog and a computerized circulation system to aid
the library patron. The library is a member of the library consortium of the
Atlanta Regional Consortium for Higher Education, and participates in Galileo, a
statewide information network.

The library is open seven days a week dviring the regular academic year.

Oglethorpe University Museum

Oglethorpe University Museum, occupying the entire third floor of the Philip
W^eltner Library, opened in the spring of 1993 after extensive renovations of the
previous Oglethorpe University Art Gallery. The museum, covering 7,000 square
feet, has a comfortable, intimate environment that includes two spacious galler-
ies, the Museum Gift Shop, and offices. It is considered an important cultural
addition to Atlanta's growing art scene, drawing thousands of visitors each year.

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.

Conant Performing Arts Center

This new performing arts center, completed in 1997, is a four-story facility
located adjacent to the Philip Weltner Library. It provides a permanent home for
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.

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
Student Center houses a lounge, television area, a snack bar/ game room, the
student post office, the student association office, the newspaper and yearbook
offices, the cafeteria, the offices of the Dean of Community Life, the Director of
the Student Center, the Director of Career Services, the Director of Housing, and
the Director of Musical Activities. An outdoor swimming pool is adjacent to the
building.

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 University campus.
Renovated in 1973 and 1996, it contains primarily administrative offices, includ-
ing the Office of the President, faculty offices, an auditorium for 300 persons,
classrooms, and a computer laboratory. The offices of Admission, Advancement,
Financial Aid, and the Registrar are also located in Lupton Hall.

The cast-bell carillon in the Lupton tower has 42 bells which chime the quarter
hours.

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 as 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. University College,
which offers degree programs and non-credit courses for adult students, is
located on the main 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 lower level of
the building is the University Bookstore and the much-publicized Crypt of
Civilization. The capsule was sealed on May 28, 1940 and is not to be opened until
May 28, 8113.

Goslin Hall

Goslin Hall was completed in 1971 and houses the Division of Science and
Mathematics. Lecture halls and laboratories for biology, chemistry, and physics
are located in the building. Goslin Hall was named in honor of Dr. Roy N. Goslin,
the late 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. All laboratories were renovated in
1985. In 1993, a grant from AT&T provided a networked computer laboratory for
science and mathematics instruction.

Goodman Hall

Goodman Hall was built in 1956 and renovated in 1970, when it was trans-
formed from a men's into a women's residence hall. In 1997 it was again
renovated to provide housing for the Center for Educational and Career Re-
sources, comprised of the Academic Resource Center, Career Services, the Expe-
riential Education Program, Learning Disabilities Services, and the Urban
Leadership Program. Goodman Hall is also home to the Oglethorpe Cafe, and a
computer training center with computer labs available for student usage.

Traer Hall

Built in 1969, Traer 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. Traer, Oglethorpe University alumnus of the class of 1928.
The double occupancy rooms, arranged in suites, open onto a central plaza
courtyard.

Upper Residence Hall Complex

Six residence halls are situated around the upper quadrangle. Alumni, Dempsey,
Jacobs, Schmidt, and Trustee Halls, constructed in 1968, house both men and
women. x'\ll rooms on the first and second floors are suites with private entrances
and baths.

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 facilitv with a
central entrance and two-, three-, and foiu-person suites off central hallways.

Faith Hall

The Student Health Center and the Counseling Office are located on the upper
level of Faith Hall, together with art studios and lecture rooms.

R. E. Dorough Field House

The Dorough Field House is the site of intercollegiate basketball and volleyball
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.

Steve Schmidt Sport 8c 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
tiack, seven offices, a conference room, locker rooms, a weight room, handball
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,
Oglethoi'pe 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.

Outdoor Athletic Facilities

Intercollegiate soccer is played on the Oglethorpe soccer field, located behind
the upper residence hall complex. Intercollegiate baseball is played on Anderson
Field between Hermance Stadium and Dorough Field House. Six tennis courts are
adjacent to the field house and below them is a six-lane, all-weather LayKold track.
There is an outdoor volleyball court (sand) behind the upper residence hall
complex.

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 through
computers located in the library. In addition to communications through campus
e-mail and Internet e-mail, the OUNet also connects users to the Voyager Library
System, which provides access to the library's catalog, and to Galileo, the Georgia
Library Learning Online service of the University System of Georgia. The Galileo
system provides access to databases containing bibliographical information, sum-
maries, and in many 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 University's
computer, network and telecommunication resources and services by its students,
employees, independent contractors, and other computer users. All network
users have the responsibility to use computer resources in an efficient, effective,
ethical, and lawful manner. This 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 of privileges to
use the resources and services, disciplinary action, including possible termination
or expulsion, and/or legal action.

Oglethorpe University has the right, but not the duty, to monitor any and all
aspects of the computer and network systems, including employee and student
e-mail, to ensure compliance with this policy. The computers and computer
accounts given to employees and students are to assist them in the performance of
their responsibilities 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, network and
telecommunication systems belonging to Oglethorpe University may not be used
in any manner which interferes with the University's educational and business
purposes.

Computer users are governed by the following provisions, which apply to all
use of computer and telecommunication resources and services. Computer and
telecommvmication resources and services include, but are not limited to, the
following: host computers, file servers, workstations, stand-alone computers,
laptops, software, and internal or external communications networks (Internet,
commercial online services, bulletin board systems, and e-mail systems) that are
accessed directly or indirectly 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, students,
independent contractors, and other persons or entities accessing or using
Oglethorpe University's computer, network and telecommunication
resoiuxes and services.

1. Users must comply with all software licenses, copyrights, and all other
state and federal laws governing intellectual property.

2. 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. Users encountering or
receiving such material should immediately report the incident to security
or their supervisor or, in the case of students, the appropriate faculty
member or University official.

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 is accessible and may be reviewed by others.

4. Users may not install software onto University owned computers or the
network without first receiving express authorization to do so from Net-
work Resources.

5. Users shall not forward e-mail to any other person or entity 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 or storage of
commercial or personal advertisements, solicitations, promotions, de-
structive programs (viruses and/or self-replicating code), political mate-
rial, or any other unauthorized use.

8. Users are responsible for safeguarding their passwords for the system.
hidividual passwords should not be printed, stored on-line, or given to
others. Users are responsible for all transactions made using their pass-
words.

9. A user's ability 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. Oglethorpe University is not responsible for the actions of individual
users.

Admission

The admission policy of Oglethorpe University is based on an individual selec-
tion 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
policy 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 enroll in the evening credit
program should consult the University College Bulletin available from the Universit)'
College Office (404) 364-8383.

Freshman Applicants

Admission to the undergraduate division of the University may be gained by
presenting evidence of successful completion of secondary school work and by
providing the results of the College Entrance Examination Board's Scholastic
Assessment Test (SAT) or the results of the American College Testing Program
Assessment (ACT).

Arrangements to take the SAT or ACT may be made through a secondary
school guidance counselor or by writing directly to one of the testing agencies.
For SAT write to College Board, Box 592, Princeton, New Jersey 08540, or Box
1025, Berkeley, California 90701. For ACT write to American College Testing
Program, P.O. Box 451, Iowa City, Iowa 52240. It is to the applicant's advantage to
take one of the tests late in the junior year or early in the senior year of high
school.

Applicants should normally have or be in the process of completing a second-
ary school program including appropriate courses in English, social studies,
mathematics, and science. While an admission decision may be based on a partial
secondary school transcript, a final transcript must be sent to the Admission
Office by the candidate's school, showing evidence 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 will be
considered and acted upon until the items indicated have been received.

Students may choose from Early Decision, Priority Decision, and Regular
Decision admission.

Application Procedure

All correspondence concerning admission should be addressed to the Admis-
sion Office, Oglethorpe University, 4484 Peachtree Road N.E., Atlanta, Ceorgia
30319-2797. After receiving the application form, the applicant should complete
and return it with an application fee of $30.

Entering freshmen must also submit the following: the application essay,
official high school transcripts, standardized test scores (SAT/ACT), and the
recommendation form completed by a high school counselor or teacher. Achieve-
ment tests, portfolios or videos are not required for admission purposes but will
be considered if submitted. Interviews and campus visits are strongly recom-
mended. If, upon review of an applicant's file, it is felt that further information
would be helpful (i.e. mid-year grades), the student will be notified.

Transfer students must submit the completed application form and essay with
the $30 application fee, official transcripts from each college attended, and certifi-
cation of good academic standing at the most recent or present college. High
school transcript and test scores are also required if less than one full year of
college work has been completed.

When a student has completed the application process, the Dean of Enroll-
ment Management and/or the Admission Committee will review the application.
If accepted, the student will be required to submit an enrollment deposit to
reserve accommodations for the appropriate semester. Residence hall students
submit a deposit of $200, commuters $100. While the deposit is not refundable, it
is applicable toward tuition and fees.

Early Decision - First Choice

This program allows students for whom Oglethorpe is their first choice to be
considered on a priority basis. Completed applications with supporting materials
are due on or before November 30. Candidates will be required to certify that they
are not applying to any other colleges under an Early Decision plan. Notification
of admission by Oglethorpe will be made on or about December 15. Early
Decision candidates applying for scholarship or financial aid assistance must file
the appropriate forms by January 7.

Accepted students will be required to submit their deposits by February 1 and
to certify that they have withdrawn applications from other schools. Early Deci-
sion students who do not submit their deposit as required will have offers of
admission and financial assistance rescinded.

Priority Decision

Candidates for Priority Decision will be reviewed immediately following Early
Decision candidates. Applications must be received by December 30. Decision
letters will be mailed on January 15. A non-refundable deposit is due by May 1.

Regular Decision

Candidates for Regular Decision may submit their applications at any time,
although the University will accept applicants after February 1 only on a "space-
available" basis. Decisions will be mailed on or about February 1 to all candidates
whose files are complete by January 23, and afterwards on a rolling basis.

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 calling area or (800) 428-4484 from other locations.

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.

The same application information is required of the transfer student as for the
entering freshman, although high school records, test scores, and reference forms
are not required of students having more than one full year 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
University courses which 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 (e.g..
General Biolog)' I and II).

Transfer students on probation or exclusion from another institution will not
be accepted.

Transfer students must have a minimum grade-point average of 2.5 (on a 4.0
scale) to be considered for admission.

Transfer students who have earned an associate degree at a regionally accred-
ited jvmior college will be awarded two years of credit. Junior college graduates
with strong academic records are encouraged to apply for admission.

Oglethorpe University will 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.

The maximum total number of semester hours that may be transferred into
Oglethorpe is 80. A minimum of 48 semester hours must be earned through
course work at Oglethorpe in order for an Oglethorpe degree to be awarded, with
32 of the last 64 hours earned in residence (see Residency Requirement).

Credits earned at post-secondary institutions accredited by the six regional
accrediting bodies (e.g.. Southern, Middle States, New England, etc.. Associa-
tions) will be accepted.

Courses taken at schools accredited by national crediting bodies (e.g.. Associa-
tion of Independent Schools and Colleges, American Association of Bible Col-
leges, etc.) may be credited. In these cases, student transcripts will be evaluated on
an individual basis. Actual catalog course descriptions and relevant course syllabi
should be provided by the student. The Registrar will determine whether or not
courses are to receive transfer credit.

Courses recognized by the American Council on Education (ACE) may be
credited by the Registrar. Programs not recognized by ACE will 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 80 semester hours may be earned outside of Oglethorpe
University through any of the means described above. At least 48 semester hours
must be earned in course work for which Oglethorpe credits are granted.

A minimum of 16 semester hours of a major must be in course work taken at
Oglethorpe University. (For teacher education majors, please refer to education
requirements in this Bulletin.) A minimum of 12 semester hours of a minor must
be in course work taken at Oglethorpe. For education majors, these requirements
must be fulfilled before student teaching.

Transfer students should note that only work completed at Oglethorpe is
reflected in the Oglethorpe grade-point average, and transfer work is not in-
cluded in determination for Latin academic honors. To be eligible for academic
honors, the student must complete 68 or more 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 (Test of English as a Foreign
Language).

3. Score 480 or more on the verbal section of the International Scholastic
Assessment Test.

4. Have a combined 2.5 grade-point average with no grade below a "C" in
two English composition courses from an AACRAO (American Associa-
tion of Collegiate Registrars and Admissions Officers) accredited college
or university.

5. Earn a grade of "C" or better in G.C.E. or G.S.C.E. examinations or their
equivalent.

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 Educa-
tional Credentials, 1717 Massachusetts Avenue, N.W., Washington, D.C. 20036.

1. All students from nations where English is the native language must have
one of the following to be considered for admission:

2. A combined SAT score of 1000, with at least 480 on the verbal section.

3. An ACT score of at least 2 1 .

4. Above-average scores on the "A" and/or "O" level examinations in British
system schools or their equivalent in Northern Ireland or Scotland.

Joint Enrollment Students

Students who have attained junior or higher standing in their secondary schools
may apply for enrollment in suitable courses offered at the University.

Admission to the joint enrollment program will depend upon an assessment by
appropriate personnel of the student's secondary school and by Oglethorpe
admission personnel.

In general, the candidate must have the social maturity to benefit from a
collegiate experience and possess a "B" or higher grade-point average along with
a combined score of 1140 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 four courses may be taken as a joint enrollment student.

Early Admission (Early Entrance)

A gifted student of unusual maturity 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
interview with a senior admission officer.

Transient Students

Transient students may take any course offered by the University, provided that
they secure permission from their current institution certifying that the institu-
tion wall 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 stu-
dents 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 status 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 $30 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.

Home School Students

Students who have completed high school graduation requirements under a
home school program may be considered for admission if the following informa-
tion is provided:

1. Above average 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. An accredited home school transcript (if applicable). Oglethorpe reserves
the right to require the GED.

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 examina-
tions 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 Examina-
tions cover the areas of English Composition, Humanities, Mathematics, Natural
Science, and Social Science and History. Oglethorpe University 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 student 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 accept-
able CLEP scores.

All students are requiied 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 Programs

The University encourages students who have completed Advanceci 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 appropri-
ate 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 stvident 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 Pro-
gram (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 students
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 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.

ADVANCED PLACEMENT and INTERNATIONAL BACCALAUREATE

CREDIT CHART

Accepted Examination Grades (unless stated otherwise)
AP: 3, 4, 5 / IB (Higher Level Exam): 5, 6, 7

Semester

Hours

AP Exam

Awarded

Course Equivalents

Art

Studio

ART 101 Introduction to Drawing

HistoiN

COR 104 Art and Culture

Biology

C.EN 102 N.itural Science: The Biological Sciences

Chemistry

CiEN 101 Natural Science: The Physical Sciences

Computer Science'

Cirade 4 or 5 AP

CSC 241 Introduction to Computer Science Using

Visual B.\SIC
CSC 243 Principles of C^ompuler

Programming in C++

Grade 3 AP

CSC 241 Introduction to Computer Science Using
Visual BASIC

Economics

Microeconomics
Macroeconomics

ECO 121 Introduction to Economics
Elecli\e Credit

English

Language & Composition

Grade 4 or 5 AP, 6 or 7 IB 4
Grade 3 AP or 5 IB 4

Literature & Composition
Grade 4 or 5 AP, 6 or 7 IB 4
Grade 3 AP or 5 IB 4

Physics'

Physics B
Physics C

Elective Credit

Essay will be evaluated by English faculty.

Elective Credit

Essay will be evaluated by English faculty.

French

Language
Literature

FRE 101, FRE 102 Elementary French I & II
General credit in French

German

Language
Literatme

GER 101, GER 102 Elementary German I & II
General credit in German

Government'

POL 101 Introduction to American Politics

History

American
European

1
4

Elective Credit
Elective Credit

Latin

LAT 101, LAT 102 Elementary Latin I & II

Mathematics

Calculus AB
Calculus BC

MAT 131 Calculus I

MAT 131. MAT 132 Calculus I & II

Music'

Theory
Appreciation

4
4

MUS 231 Music Theory I
COR 103 Music and Culture

8 PHY 101, PHY 102 General Physics I & II

10 PHY 201, PHY 202 College Physics I & II

4 GEN 101 Natural Science: The Physical Sciences

Psychology'

PSY 101 Psvchological Inqi

Spanish

Language
Literature

SPN 101, SPN 102 Elementary Spanish I & II
General credit in Spanish

'Credit for the IB exam will be determined through discussion with the faculty
within the appropriate academic field. Any exams not included in this chart should
be brought to the attention of the Registrar, and credit will be determined by the
appropriate faculty members.

Financial
Assistance

Programs

Oglethorpe University offers a variety of strategies and resources to lower the
cost of an Oglethorpe education. Both need-based aid and awards based on
academic achievement are available. All families are urged to complete the Free
Application for Federal Student Aid (FAFSA) regardless of their income levels.
The University's financial aid professionals will then have the information neces-
sary to discuss all options available to parents and students. The Free Application
for Federal Student Aid (FAFSA) is the approved needs-analysis form by 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, Student Incentive Grant, and the
Oglethorpe Need-based Grant. After the family 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 comprehen-
sive 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
fotir 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. Students must have a combined SAT score of at least
1300 (ACT 30), a 3.6 or higher cumulative grade-point average, and a superior
record of leadership in extracurricular activities either in school or in the commu-
nity. For application procedures and deadlines, contact the Admission Office or
the Office of Financial Aid.

Oglethorpe Scholars Awards (OSA) Scholarships (including Presidential Schol-
arships, Oxford Scholarships, University Scholarships, and Lanier Scholarships)
based on achievement are available to entering students with superior academic
ability. A fundamental aim of Oglethorpe University is to prepare students for
leadership roles in society. One way of promoting this purpose is to give special
recognition to students who demonstrate superior academic abilities as under-
graduates. Scholarships range from $3,000 to $10,500.

Recipients of funds from this program are expected to maintain specified
levels of academic achievement and make a significant contribution to the
Oglethorpe community. Each award is for one year but can be renewed on the
basis of an annual evaluation of academic and other performance factors by the
Director of Financial Aid. See Endowed Scholarships and Annual Scholarships
sections below for additional honorary designation of these funds.

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 1 100 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.

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 on the Oglethorpe campus.

Georgia Tuition Equalization Grant (GTEG) is available for Georgia residents
who attend full time and seek their degrees at Oglethorpe. The program was
established by an act of the 1971 Georgia General Assembly. The Georgia Student
Finance Authority defines the program in this way: "The purpose of the Act is to
provide tuition assistance to Georgia resident students who are desirous of pursu-
ing their higher education goals in a private Georgia college or university but find
the financial cost prohibitive due primarily to high tuition of these educational
institutions in comparison to public schools which are branches of the University
System of Georgia." All students must complete an application and verify their
eligibility for the grant. In the 1997-98 school year, this grant was $1000 per
academic year. Financial need is not a factor in determining eligibility. A separate
application and proof of residency is required.

HOPE Scholarships of $1,500 per semester are available to Georgia residents
who have graduated from an eligible high school in 1996 or later, with at least a
3.0 grade-point average. Georgia residents who do not qualify under these
guidelines but have now attempted 30 or more semester hours (45 quarter hours)
with a 3.0 grade-point average or higher may also be eligible. Applicants must be
registered as full-time, degree-seeking students at a participating 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 information,
contact the HOPE Scholarship Program (770) 414-3085 or 1-800-546-HOPE, or
the Office of Financial Aid at Oglethorpe University.

HOPE Promise Teacher Scholarships provide forgivable loans to high-achieving
students who aspire to be teachers in Georgia public schools. Students must have a
minimum grade point average of 3.6, be academically classified as a junior, and be
accepted for enrollment into a teacher education program leading to initial certifi-
cation. For more information, contact the HOPE Scholarship Program (770) 414-
3085 or 1-800-546-HOPE, or the Office of Financial Aid at Oglethorpe University.

HOPE Teacher Scholarships provide forgivable loans to individuals seeking
advanced education degrees in critical shortage fields of study. The student must
be a legal resident of Georgia and be admitted for regular admission into
graduate school and into an advanced degree teacher program leading to certifi-
cation in a critical shortage field. For more information, contact the HOPE
Scholarship Program (770) 414-3085 or 1-800-546-HOPE, or the Office of Finan-
cial Aid at Oglethorpe University.

Student Incentive Grants (SIG), as defined by the Georgia Student Finance
Authority, is a "program created by an act of the 1974 Georgia General Assembly,
in order to establish a program of need-based scholarships for qualified Georgia
residents to enable them to attend eligible post-secondary institutions of their
choice within the state." The scholarship awards are designed to provide only a
portion of the student's resources in financing the total cost of a college educa-
tion. A student should complete the FAFSA for consideration.

Federal Pell Grant is a federal aid program intended to be the floor in financial
assistance. Eligibility is based upon the results from the FAFSA. This aid is admin-
istered in the form of non-repayable grants.

Federal Supplemental Educational Opportunity Grants (FSEOG) are awarded
to undergraduate students with exceptional financial need. Priority is given to
Federal Pell Grant recipients and does not require repayment.

Oglethorpe Need-based Grants are available to full-time day 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 Perkins Loans are long-term, low-cost educational loans to students
who have demonstrated need for such assistance. For undergraduate students
priority is given to Federal Pell Grant recipients. 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). Informa-
tion regarding repayment terms, deferment and cancellation options are available
in the Office of Financial Aid.

Federal Stafford (Subsidized and Unsubsidized) Loans are long-term loans
available through banks, credit unions, and other lending institutions. Students
must submit the FAFSA and be attending at least half-time to receive consider-
ation. A separate loan application is also required. Information regarding repay-
ment terms, deferment and cancellation options are available in the Office of
Financial Aid.

Federal PLUS Loans are relatively long-term loans available through banks,
credit unions, and other lending institutions. Parents desiring to seek a loan from
this program should consult with the Office of Financial Aid for additional
information.

The Choral Music Scholarships (Performance) are awarded annually to in-
coming students pursuing any degree offered at Oglethorpe who demonstrate
exceptional achievement in choral singing or keyboard accompanying. Candi-
dates must be nominated with a letter of recommendation by the conductor of
any choral ensemble in which they have participated, then must pass a qualifying
audition with the Director of Musical Activities.

The Harold Hirsch Scholarship for Non-Traditional Students is provided by
the Harold Hirsch Scholarship Fvind of Atlanta. The fund provides annual schol-
arship assistance for degree-seeking students in the evening program. Harold
Hirsch Scholars are to have at least a 3.0 grade-point average and leadership
ability, as well as financial need.

The Playmakers Scholarships (Performance) are awarded annually to incom-
ing students pursuing any degree offered at Oglethorpe and who have excep-
tional ability in the area of dramatic performance. Candidates should be nominated
with a letter of recommendation by the director of a dramatic troupe in which
they have participated and perform an audition for the Director of the Theatre
Program. Awards are based on ability, not financial need.

The Lavinia Cloud Pretz Annual Music Scholarship is provided through the
generosity of James and Sharon Bohart in memory of Mrs. Pretz. Mrs. Pretz was a
former member of the Oglethorpe President's Advisory Council and the Art
Gallery Council. The scholarship is to be awarded to an outstanding student in
the music program.

Note: Dual-degree students in art and engineering may not use Oglethorpe
assistance to attend other institutions.

Academic Policies Governing Student
Financial Aid

Applicants for federal aid, state grants, or institutional need-based programs
must be making satisfactory progress toward the completion of their degree
requirements and be in good academic standing with the University 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 80 percent of the cumulative course work attempted at Oglethorpe
University. Unsatisfactory grades which count against the student's progress
are:

D - If a "C" or better is required for the major

F - Failure

FA - Failure by Absence

W - Withdrew

WF - Withdrew Failing

I - Incomplete

NG - No Grade

U - Unsatisfactory

AU - Audit

2. Repeated Courses - Courses that are being repeated will not be consid-
ered when determining financial aid eligibility 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 by completing their degree requirements within
the maximum time frames listed below:

Number of Hours

Minimum Ci

umulative

Maximum Years to

Earned

Grade-Point

Average

Complete Program

0-24

1.50

25-35

1.50

36-48

1.75

49-59

1.75

60-72

2.00

73-96

2.00

97-120

2.00

121-144

2.00

Students who earn over 144 hours will not be eligible for financial aid
unless approved through the appeal process.

Based upon full-time enrollment. The maximum time frame for students en-
rolled part time will be pro-rated.

4. Academic Standing Consistent with Graduation Requirements - Stu-
dents who have earned at least 60 semester hours must maintain at least a
2.0 cumulative grade-point average in order to be academically consistent
with Oglethorpe University's graduation requirements.

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 notification will be sent to the student placing
them on "Financial Aid Probation" for the fall semester. The student may
continue to receive aid during this probationary period but will be encour-
aged to enroll in summer session courses at Oglethorpe University in
order to make up the deficiency. Any student who is not in compliance
with the requirements by the end of the fall probationary 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 by the end of the financial aid probationary period, the
student may present those ciixumstances in a written appeal to the Admis-
sion 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 by the first of the month in
order to receive consideration at the month's committee meeting. The
student will be notified in writing if the appeal has been approved or
denied.

Application Procedure

Sttidents applying for the Georgia Tuition Equalization Grant and HOPE
Scholarship programs must submit a Georgia Tuition Equalization Grant Appli-
cation which may be obtained from a high school counselor or the Office of
Financial Aid.

Students applying for an Oglethorpe Scholars Award (OSA) or an Oglethorpe
Christian Scholarship must complete the appropriate scholarship application
which may be obtained from the Admission Office or the Office of Financial Aid.

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 Student Incen-
tive Grant are as follows:

L 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. Families should make a copy of the
FAFSA before mailing it to the federal processor and submit the copy to
Oglethorpe's Office of Financial Aid for an early estimate of financial aid
eligibility. Oglethorpe's Title IV Code is 001586.

3. Once the FAFSA has been received by the federal processor, an Institu-
tional 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.

6. Transfer students must submit a Financial Aid Transcript from each
college, university, vocational-technical school, etc. attended, regardless of
whether or not financial aid was received from that school.

7. New students who wish to be considered for the Federal Work-Study
Program must complete the Student Employment Application form in the
Office of Financial Aid.

8. If eligible for a Federal Stafford Loan or Federal PLUS Loan, a promissory
note must be completed. Contact the Office of Financial Aid for more
information.

Federal Aid Eligibility Requirements

L 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 independently administered test approved by the
U.S. Department of Education.

3. Be enrolled as a regular degree-seeking student in an eligible program
(exception: Teacher Certification students).

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 Title IV programs, at
any institution.

8. Make satisfactory academic progress. Refer to the Academic Policies
Governing Student Financial Aid above.

9. May not be a member of a religious community, society, or order who by
direction of his or her community, society or order is pursuing a course of
study at Oglethorpe, and who receives support and maintenance from his
or her community, society, 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. Each semester credit of awards is dependent upon final
approval of the Director of Financial Aid. Only when a student's file is complete
can aid be credited to the account.

Renewal of Awards

Renewal applications for all programs are available from the Office of Financial
Aid. Students must meet the eligibility 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, at the end of the fall semester,
freshmen must have at least a 2.0 cumulative grade-point average; sophomores, a
2.3 average; juniors and seniors, a 2.6 average. A 3.2 or higher grade-point average
is required for renewal of a scholarship which covers tuition, room, and board.

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.

Students who fail to meet the published criteria for reasons beyond their
control may submit a written appeal to the Admission and Financial x\id Commit-
tee. If the student does not submit an appeal or if it is denied, the student in good
academic standing will be eligible for a grant which will equal 75 percent of his or
her original scholarship award. The student must enroll as a full-time day student
in order to receive the grant. Once the student again has met the Oglethorpe
Scholars Award criteria, the full value of the OSA award will be reinstated for the
next term in attendance as a full-time day student.

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 may attend summer school at any
institution, pending approval from their academic adviser and Oglethorpe's
Registrar. Students also have the option of submitting a written appeal to the
Admission and Financial Aid Committee.

Award notifications will be mailed to students during the month of March.

Endowed Scholarships

Oglethorpe Scholars may receive special recognition of their outstanding
achievement by being named endowed or annual scholars. Selection of the
honorary designation is based upon the criteria outlined below:

The Marshall A. and Mary Bishop Asher Endowed Scholar: Funding was
established by the Asher family in 1988. Both Mr. and Mrs. Asher are alumni
(classes of 1941 and 1943 respectively) and both served for many years as Trustees
of the University. The scholarship is awarded to a superior student in science.

The Earl Blackwell Endowed Scholar: Funding was established by Earl
Blackwell, distinguished publisher, playwright, author, and founder of Celebrity
Services, Inc., headquartered in New York. The scholarship is awarded to deserv-
ing students with special interest in English, journalism, or the performing arts.
Mr. Blackwell was a 1929 graduate of the University.

The Miriam H. and John A. Conant Endowed Scholar: Funding was estab-
lished by Mr. and Mrs. John A. Conant. The Conants are long-time benefactors of
Oglethorpe, and Mrs. Conant serves as a Trustee of the University. Scholarships
are awarded annually to superior students with leadership ability.

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 Trustee
Emeritus of the University. This scholarship 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 is given in
memory 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 funding is
the third scholarship endowed by Mr. Crouch and is awarded annually based upon
academic achievement in honor 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 estab-
lished by Mr. and Mrs. Paul L. Dillingham in loving memory of their daughter. Mr.
Dillingham is a former Trustee and later served for several years as a senior
administrator of the University. The scholarship is to be awarded each year to an
able and deserving student.

The R. E. Borough 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 University.

The William A. Egerton Memorial Endowed Scholar: Funding was estab-
lished in 1988. Professor Egerton was a well-liked and highly respected member of
the Oglethoi'pe faculty from 1956 to 1978 and influenced the lives of many
students. Alumni Franklin L. Burke '66, Robert B. Currey '66, and Gary C.
Harden '69, donated the initial funds and were especially helpful in encouraging
other alumni and friends to assist in establishing this endowed scholarship fund in
memory of Professor Egerton. The scholarship is awarded to a student with a
strong academic record and demonstrated leadership skills who is majoring in
business administration.

The Henry R. "Hank" Frieman Endowed Scholar: Funding was established
by Mr. Frieman, class of 1936. An outstanding athlete during his college 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 Tallahassee, Florida. Scholar-
ship preference is given to able and deserving students from middle-income
families who do not qualify for governmental assistance. The criteria for selection
also include academic ability and leadership potential.

The Lu Thomasson Garrett Endowed Scholar: Funding was established in
honor of Lu Thomasson Garrett, class of 1952, and a Trustee Emerita of the
University. Preference for awarding scholarships from this fund is given to stu-
dents who meet the criteria for an Oglethorpe Scholars Award and are majoring
in education or business administration.

The Walter F. Gordy Memorial Endowed Scholar: Funding was established in
1994 with a bequest from the Estate of WilHam L. Gordy, class of 1925. Walter
Gordy was also an alumnus of Oglethorpe University, class of 1924. The scholar-
ship 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 funding is one
of three scholarships established by gifts from their brother, Mr. Francis R.
Hammack, class of 1927. This scholarship, established in 1984, is awarded annu-
ally to a senior class student majoring in science or mathematics, who is a native of
Georgia and had the highest academic grade-point average of all such students
who attended Oglethorpe University in their previous undergraduate years.

The Francis R. Hammack Scholar: Established in his own name in 1990, this
funding is the second endowed financial assistance program by Mr. Hammack,
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 who has
attended Oglethorpe University in his or her previous undergraduate years.

The Leslie U. and Ola Kyle Hammack Memorial Scholar: Funding of this
third gift was established in 1985 in memory of his parents by Francis R.
Hammack, class of 1927. It is awarded annually to ajunior 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 University in their previous undergraduate
years.

The Ira Jarrell Endowed Scholar: Funding was established in 1975 to honor
the late Dr. Jarrell, former Superintendent of Atlanta Schools and an Oglethorpe
graduate. It is awarded annually in the fall to a new student who is a graduate of
an Atlanta public high school and who is studying in the field of teacher edtica-
tion. Should there be no eligible applicant, the award may be made to an Atlanta
high school graduate in any field, or the University may award the scholarship to
any worthy high school graduate requiring assistance while working in the field of
teacher education.

The Lowry Memorial Scholar: Fvuiding is awarded annually to full-time
students who have maintained a 3.3 grade-point a\erage.

The Vera A. Milner Endowed Scholar: Funding was established by Belle
Turner Cross, class of 1961 and a Trustee of Oglethorpe, and her sisters, Virginia
T. Rezetko and Vera T. Wells, in memory of their atmt. Vera A. Milner. The
scholarship is awarded annually to a full-time student planning to study at
Oglethorpe for the degree of Master of Arts in Early Childhood Education.
Eligibility may begin in the undergraduate junior year at Oglethorpe. Qualifica-
tions include a grade-point average of at least 3.25, a Scholastic Assessment Test
or Graduate Record Examination score of 1100, and a commitment to teaching.

The National Alumni Association Endowed Scholar: Funding was established
in 1971 by the Association's Board of Directors. The scholarship is awarded
annually to an Oglethorpe student based tipon financial need, scholarship, and
qualities of leadership.

The Oglethorpe Christian Endowed Scholar: Funding was established by a
grant from an Atlanta foundation which wishes to remain anonymous. The fund
also has received grants from the Akers Foundation, Inc., of Gastonia, North

Carolina; the Clark and Ruby Baker Foundation of Atlanta; 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 local church, Christian character,
and promise of Christian leadership and service. Applicants will be interviewed
by the Oglethorpe Christian Scholarship Committee.

The Oglethorpe Memorial Endowed Scholar: Funding was established in
1994 by combining several existing scholarship fvmds which had been created
over the previous two decades. Combining these funds leads to efficiencies which
will increase the funds available for student support. Additionally, this new fund
will allow persons to establish memorials with amounts smaller than would
otherwise be possible. The following are honored in the Oglethorpe Memorial
Endowed Scholarship Fund:

Ivan Allen George A. Holloway, Sr.

Allen A. and Mamie B. Chappell EUiece Johnson
Dondi Cobb Ray M. and Mary Elizabeth Lee

Michael A. Corvasce Virgil W. and Virginia C. Milton

Ernst & Young Keiichi Nishimura

Georgia Power Company Timothy P. Tassopoulos

Lenora and Alfred Glancy L. W. "Lefty" and Francis E. Willis

PDM Harris Vivian P. and Murray D. Wood

William Randolph Hearst

Anna Rebecca Harwell Hill and Frances Grace Harwell
The Manning M. Pattillo, Jr. Endowed Scholar: Funding was established in
1988 by the Oglethorpe National Alumni Association from gifts received from
many akunni and friends. Dr. Pattillo was Oglethorpe's 13th 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 scholar-
ship is awarded to an academically superior student 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 J. Mack Robinson Endowed Scholar: Funding was established by Atlanta
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 Steve and Jeanne Schmidt Endowed Scholar: Funding is awarded annu-
ally to an outstanding student based upon high academic achievement and
leadership in student affairs. This endowed award is made possible through the
generosity of Mr. and Mrs. Schmidt. Mr. Schmidt, class of 1940, is a former
Chairman of the Board of Trustees. Mrs. Schmidt is a graduate of the class of
1942.

The Dr. Heyl G. and Ruth D. Tebo Endowed Scholar: Funding was established
by Dr. and Mrs. Tebo in 1994 to award annually to Georgia residents majoring in
chemistry, biology or other sciences. Preference is given to students who plan to do

graduate study in medicine, dentistry or other specialties in the health sciences
field. Dr. Tebo is an alumnus of Oglethorpe, class of 1937.

The Charles L. and Jean Towers Scholar: Funding is awarded each year to a
superior student who has demonstrated an interest as well as talent in choral
music. The scholarship was established in 1985 in recognition of many years of
valuable service to the University by Mr. Towers, a former Chairman of the Board
of Trustees and Assistant to the President.

The J. M. TuU Scholar: Funding was established by a gift from the J. M. Tull
Foundation in 1984. Scholarships are awarded annually to superior students with
leadership ability as well as financial need.

The United Technologies Corporation Endowed Scholar: Funding was estab-
lished by a grant from the United Technologies Corporation, Hartford, Connecti-
cvit. The fund provides scholarship support for able and deserving students who
are majoring in science or pursuing a pre-engineering program. United Technolo-
gies Scholars are to have at least a .S.2 grade-point average and leadership ability as
well as financial need.

The Charles Longstreet Weltner Memorial Endowed Scholar: Funding was
established in 1993 by former United States Senator Wyche Fowler, Jr., his
longtime friend and colleague. An alumnus of the class of 1948 and Trustee of
Oglethorpe University, Charles Weltner was Chief Justice of the Supreme Court
of Georgia at the time of his death in 1993. He was the recipient of the "Profile in
Courage" award in 1991. 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 University
students who are residents of the State of Georgia, with financial need, satisfac-
tory 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 full tuition in order to encourage
student recipients to work to provide required additional funds.

The David, Helen, and Marian Woodward Endowed Scholar: Funding was
established by grants from the David, Helen, and Marian Woodward Fund of
Atlanta. It provides assistance to students who meet the criteria for an Oglethorpe
Scholars Award. The award is based upon superior academic achievement, leader-
ship potential, and financial need.

Annual Scholarships

The BCES Foundation Urban Leadership Scholar: Funding is provided
annually for a sophomore or junior who is enrolled in the Urban Leadership
Program.

The Chevron Freshman Scholar: Funding is provided annually by a gift from
Chevron U.S.A., Inc. and is awarded to a freshman who is a resident of Georgia,
with interest in mathematics or the sciences and demonstrated leadership abilities.

First Families of Georgia (1733 to 1797) Annual Scholar: Funding is awarded to
a senior who is academically a superior student majoring in history. First Families
of Georgia is a society whose members are able to document their descent from
early settlers of the State of Georgia.

The Wilson P. Franklin Annual Scholar: Funding is awarded to a deserving
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 Trustee Emeritus of the University, and 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. Recipi-
ents must be individuals born in the United States of America and are encour-
aged, at such time in their business or professional careers when financial
circumstances permit, to provide 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 deserving and in need of financial assistance.

Student Emergency Loan Funds

The Olivia Luck King Student Loan Fund provides short-term loans to
enrolled students from Georgia. The fund was established in memory of Mrs.
King by her husband, Mr. C. H. King of Marietta, Georgia. 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 provides short-term
loans for needy and deserving students. The fund was established by a bequest
from the estates of Mr. and Mrs. Landers of Atlanta.

The Steve Najjar Student Loan Fund provides short-term loans and financial
assistance to deserving Oglethorpe students. 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 Atlanta. The Five Paces Inn was
a popular establishment for Oglethorpe students for many years. A number of
Oglethorpe alumni, especially students in the late 50s and early 60s, established
this fund in Mr. Najjar's memory.

Tuition and Costs

Fees and Costs

The fees, costs, and dates listed below are for 1998-99. Financial information
for 1999-2000 will be available in early 1999.

The tuition charged by Oglethorpe University represents only 63 percent of
the actual expense of educating each student, the balance coming from endow-
ment 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 $8,330 per semester. Room and board (subject to size and
location) is $2,570 per semester. Students who desire single rooms are assessed
$3,215 for room and board.

The tuition of $8,330 is applicable to all students taking 12-17 semester hours.
These are classified as full-time students. 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 $250 for each additional hour. Payment of
tuition and fees is due two 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 $200. New commut-
ing 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
fall semester.

Upon payment of the room and board fees, each student is covered by a Health
and Accident policy. Coverage begins on the day of registration. Full-time stu-
dents residing off campus may purchase this insurance for $110 per year. Interna-
tional 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 may be required
to subscribe to the following:

1. DAMAGE DEPOSIT: A $100 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 property must be returned and the required checkout proce-
dure completed prior to issuance of damage deposit refunds. This deposit
is payable at fall registration. Students who begin in the spring semester
also must pay the $100 damage deposit.

2. GRADUATING SENIOR: Degree completion fee of $75.

3. LABORATORY FEE: A $65 fee is assessed for each laboratory course
taken.

Full-Time Fees - 1998-99

Full-time on-campus student:

Fall, 1998 Spring, 1999

Tuition $8,330 Tuition $8,330

Room & Board 2,570-2,650 Room & Board 2,570-2,650

Damage Deposit 100 Damage Deposit

Activity Fee 50 Activity Fee 50

Advance Deposit -200

Full-time commuting student:

Fall, 1998 Spring, 1999

Tuition $8,330 Tuition $8,330

Activity Fee 50 ActivityFee 50

Advance Deposit -100

These schedules do not include the extra cost of single rooms, books and

supplies (approximately $500 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 1999-2000 fees.

Part-Time Fees - 1998-99

Students enrolled part-time in day classes during the fall or spring semesters
will be charged $695 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.

Withdrawal, Drop/ Add

Students who find it necessary to change their enrollment by dropping or
adding courses must do so by obtaining a Drop/ Add form from the Registrar's
Office. This form must be completed and returned to the Registrar's Office
during the Drop/ Add week.

After the Drop/ Add period, the professor must approve the change in sched-
ule. The professor may issue one of the following grades: Withdrew Passing (W),
Withdrew Failing (WF), or may refuse to approve the withdrawal. In order to
receive a refund, the student must officially drop the class by the end of the 20th
class day.

Students should note that any change of academic schedule must be cleared by
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 classes in any course, the instructor will
notify the Registrar's Office and it will be assumed that the student has unoffi-
cially withdrawn from the course. This does not eliminate the responsibility stated
above concerning the official withdrawal policy. The student may receive the
grade of withdrew passing, withdrew failing, or failure due to excessive absences.
This policy has direct implications for students receiving benefits from the
Veterans Administration and other federal agencies as these agencies must be

notified when a student misses six consecutive classes. This will result in an
automatic decrease in payments to the student. Reinstatement in a course is at the
discretion of the instructor.

If a student must withdraw from the University, an official withdrawal form
must be obtained from the Registrar. The Director of Financial Aid must sign the
withdrawal form. The date the completed withdrawal form is submitted to the
Registrar will be the official date for withdrawal.

Institutional Refund Policy

The establishment of a refund policy is based on the University's commitment
to a fair and equitable refund of tuition and other charges assessed. While the
University advances this policy, it should not be interpreted as a policy of
convenience for students to take lightly their responsibility and their commitment
to the University. The University has demonstrated a commitment by admitting
and providing the necessary programs for all students and expects students to
reciprocate that commitment.

If a student is in need of withdrawing from a course or from the University, an
official withdrawal form must be obtained from the Registrar's Office and
correct procedures followed. The date which will 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 all required personnel. All students must
follow the procedures for withdrawal and Drop/ Add in order to receive a refund.
Students are reminded that all changes in their academic programs must be
cleared through the Registrar, and arrangement with a professor will not be
recognized as an official change of schedule.

Since the premium for insurance coverage is not retained by the University, 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 will be pro rata 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 following refund schedule:

Withdrawal/Changes in schedule by the end of the 7th class day 100%

Withdrawal/Changes in schedule by the end of the 10th class day 75%

Withdrawal/Changes in schedule by the end of the 16th class day 50%

Withdrawal/Changes in schedule by the end of the 20th class day 25%

"Class day" means any day during which the University conducts classes.

All tuition refund requests will be processed each semester at the conclusion of
the fourth week of classes. Damage deposit refunds will be processed once a year
at the end of the spring semester

Federal Aid Refund Policies

First-Time Student on Federal Aid: For a first-time student at Oglethorpe who
has received federal student financial assistance and completely withdraws from
school before the 60 percent point in the semester, a statutory Prorata Refund
calculation will be performed. The refund is calculated as follows:
Number of Weeks Remaining in the Semester
Total number of Weeks in the Semester x 100 = Percent of Time

Remaining in Term
(rounded down to nearest
10 percent, but not lower
than 10 percent )
The refund is equivalent to: histitutional Charges (includes amounts assessed
for tuition, fees, room and board, charged books and supplies, and other charges
such as equipment) x Percent of Time remaining in the semester. The refund
amount is reduced by unpaid charges.

All Other Federal Aid Students: The Federal Refund Policy mandates the
percentage of institutional charges that must be refunded to the federal aid
programs if a student (other than a first-time student) completely withdraws from
the University. The Federal Refund Policy is as follows:

Withdrawal up to one week before or on the first day of class 100%

Withdrawal from after the first day of class through the first 10%

of the enrollment period 90%

Withdrawal from after the first 10% of the enrollment period

through the first 25% of the enrollment period 50%)

Withdrawal from after the first 25%) of the enrollment period

through the first 50%) of the enrollment period 25%)

If the Federal Refund Policy calculation is performed, the results are com-
pared to Oglethorpe University's Institutional Refund policy. The largest refund
calculated will be used to return funds to the federal aid programs.

Whether the refund is generated by the Prorata Refund Policy, the Federal
Refund Policy or the Institutional Refund Policy, student financial aid refunds
must be distributed in the following order by federal regulation:

1. Federal Family Education Loan Program

2. Federal Direct Loan Program

3. Federal Perkins Loan Program

4. Federal Pell Grant Program

5. Federal SEOG Program

6. Other federal aid programs

7. State Aid programs

8. Institutional Aid programs

9. Student

A student may be responsible for a "repayment" if the student who withdraws
from all classes had received a cash disbursement of financial assistance to be
used for living expenses. If it is determined that the cash disbursement is greater
than the living expenses incurred during the time enrolled, the excess amount
must be repaid by the student to the federal aid piograms.

Financial Obligations

A student who has not met all financial obligations to the University will not be
allowed to register for courses in subsequent academic sessions; he or she will not
be allowed to receive a degree from the University; and requests for transcripts
will not be honored.

Community
Life

Leadership Development

Oglethorpe University seeks to prepare its students for roles of leadership in
society. Specific educational experiences are planned to help the student acquire
the skills of leadership.

Education for leadership must be based on the essential academic competen-
cies - reading, writing, speaking, and reasoning. Though widely neglected today
at all levels of education, these are the prerequisites for effective leadership. They
are the marks of an educated person. Oglethorpe insists that its students achieve
advanced proficiency in these skills. In addition, students are offered specific
preparation in the arts of leadership. Such arts include an appreciation of
constructive values, the setting of goals, public speaking, human relations, and
oiganizational skills.

This philosophy presents an excellent opportunity for the able young person
who is striving for a significant life, including leadership in the improvement of
community and society.

Orientation

Oglethorpe University wishes to provide each student with the opportunity to
make a successful adjustment to college life. Because the University community
takes pride in its tradition of close personal relationships, an orientation program
has been organized to foster the development of these relationships and provide
much needed information about the University.

Orientation begins with The Oglethorpe Adventure. Newly arrived students
participate in a series of cooperative outdoor problem-solving activities facilitated
by faculty and staff members and upper class student mentors. These ice-breaking
exercises are designed to introduce the students to each other and to begin to
establish important relationships with the faculty advisers and mentors. Through-
out orientation information is disseminated which acquaints students with the
academic program and the extracurricular life of the campus community. One
highlight is the performance of "Planet X," a student written and directed play,
which introduces in an effective and entertaining way issues of health and inter-
personal relationships which face contemporary college students.

To supplement the stvident's orientation experience, the course Fresh Focus is
required during the student's first semester. For a description of Fresh Focus,
please see the Educational Enrichment section of this Bulletin.

Student Rights and ResponsibiUties

Students of Oglethorpe University have specific rights and responsibilities.
Among the rights are the right to freedom of expression and peaceful assembly,
the right to the presumption of innocence and procedural fairness in the admin-
istration of discipline, and the right of access to personal records.

As members of the Oglethorpe community, students have the responsibility to
maintain high standards of conduct. They should respect the privacy and feelings
of others and the property of both students and the University. Students are
expected to display behavior which is not disruptive of campus life or the

surrounding community. They represent the University off campus and are
expected to act in a law-abiding and mature fashion. Those whose actions show
that they have not accepted this responsibility may be subject to disciplinary
action as set forth in the University's student handbook, The O Book.

Student Role in Institutional Decision Making

Student opinion and views play a significant role in institutional decisions
affecting their interests and welfare. A comprehensive standardized student opin-
ion 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 Experiential Education
Committee, the University Program Committee and the Core Curriculum Com-
mittee.

Particularly important is the role of elected student government representa-
tives in this process. The president along with selected other officers of the
Oglethorpe Student Association meet several times each semester with the
University's senior staff to discuss a broad range of issues of concern to the
student body. At least twice each year student government representatives meet
with the Campus Life Committee of the Board of Trustees. In addition, the
Oglethoipe Student Association collaborates with the President of the University
and the senior staff in sponsoring periodic "town meetings" to which all inter-
ested students are invited.

Policy on Discriminatory and Sexual Harassment

Oglethorpe University places a high value on the dignity of the individual, on
the tolerance of, and an appreciation for, human diversity, and on an appropriate
decorum for members of the campus community. Harassing behavior can inter-
fere seriously with the work or study 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 University that students and employees be able to work,
study, participate in activities, and live in a campus community free of unwar-
ranted 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, handi-
cap, or age is prohibited. Discriminatory harassment is defined as speech, depic-
tions, or conduct which: (1) is addressed directly to, or made in the presence of,
the individual or individuals whom it insults or stigmatizes; and, (2) the speaker
knows, or reasonably should know, would constitute "fighting words." "Fighting
words" are words, pictures, or other symbols that are commonly understood to
convey direct and visceral hatred or contempt for other human beings; they are
commonly understood to elicit or precede violence.

In addition, sexual harassment of a student by another student, of a student by
an employee, of an employee by a student, or of an employee by another employee
will not be tolerated and is prohibited. Any unwelcome sexual advance, requests

for sexual favors, verbal or physical conduct of a sexual nature, or any verbal
conduct that might be construed as a sexual slur that: (1) interferes with perfor-
mance or creates a hostile, offensive, or intimidating environment and/or (2) is
an expressed or implied condition imposed by a faculty member for evaluation or
grading a student, or by an employee for evaluating job performance or advance-
ment of a subordinate or colleague, will be viewed as misconduct.

Complaints alleging misconduct as defined in this policy on discriminatory
and sexual harassment should be reported to the Vice President for Student
Affairs/Dean of Community Life (Mr. Donald R. Moore, Emerson Student Cen-
ter, telephone 364-8335), the Provost (Dr. Nancy H. Kerr, Lupton Hall, telephone
364-8317), the Associate Dean for Administration (Mrs. Linda W. Bucki, Lupton
Hall, telephone 364-8325), or the Psychologist (Dr. Betsy Ryland, Faith Hall,
telephone 364-8413). In determining whether an act constitutes harassment, a
careful review must be made of the totality of the circumstances that pertain to
any given incident. Among the factors which will be considered are: intent of the
behavior (words or actions with the intent to injure are prohibited, but words or
actions as part of an exchange of ideas, ideology, or philosophy will be protected);
location of the behavior (different concerns exist with respect to spaces used for
public forums, classrooms, or other settings); the degree to which the behavior
when judged by the "reasonable person" standard would be considered to be
hostile, intimidating, injurious, or demeaning; and any repetition or pattern of
objectionable behavior. Complaints will be carefully investigated and, when
appropriate, efforts will be made to resolve conflicts through education, counsel-
ing, and conciliation. Cases that may require disciplinary action will be handled
according to the established discipline procedures of the Laiiversity. Student
organizations in violation of this policy may be subject to the loss of University
recognition. Complainants shall be protected from unfair retribution.

Nothing in this policy statement is intended to infringe on the individual
rights, freedom of speech, or academic freedom provided to members of the
Oglethorpe community. The scholarly, educational, or artistic content of any
written or oral presentation or inquiry shall not be limited by this policy. Accord-
ingly, this provision will be construed liberally but should not be used as a pretext
for violation of the policy.

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 presi-
dent, 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 two additional 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 which 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 upper level of the Emerson Student Center.
The address is Oglethorpe Student Association, 3000 Woodrow Way, N.E.,
Atlanta, GA 303 19-2797.

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. Students are encouraged espe-
cially to join professional organizations associated with their interests and goals.

Eligibility for membership in student organizations is limited to currently
enrolled students. To serve as an officer of an organization, a student must be
enrolled full time and may not be on academic or disciplinary probation.

Recognized Student Organizations

Accounting Club
Adam Smith Society
Alpha Chi -

National Academic Honorary
Alpha Phi Omega -

National Service Fraternity
Alpha Psi Omega - Drama Honorary
Best Buddies -

Service to the Mentally Retarded
Beta Omicron Sigma -

Business Honorary
Black Student Caucus
Le Cercle Frangais - French Club
Chiaroscuro -

Student Art Organization
College Republicans
Executive Round Table
International Club
Interfraternity Council
Kashima Shinryu - Martial Arts
The "O" Club

OAT, Oglethorpe Academic Team
Oglethorpe Ambassadors
Oglethorpe Dancers
Oglethorpe Recorder Ensemble
Oglethorpe YAD -

Jewish Student Organization
Omicron Delta Kappa -

National Leadership Honorary
Order of Omega -

Greek Honor Society
OUTlet - Gay & Lesbian

Students Organization
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
Planet X - Issue-Oriented Drama Group
Psi Chi - Psychology Honorary
Psychology and Sociology Club
Residence Hall Association
Rho Lambda - Panhellenic Honorary
Salt and Light Christian Fellowship
Sigma Pi Sigma -

National Physics Honorary
Sigma Tau Delta - English Honorary
Sigma Zeta - National Science Honorary
Society for Human Resource Management
Society of Physics Students -

Oglethorpe Chapter
Society of Urban Leaders (SOUL)
Spanish Club

Student Georgia Education Association
Thalian Society -

Philosophical Discussion Group
The Stormy Petrel - Student Newspaper
The Tower - Literary Magazine
The Yamacraw - Yearbook
University Chorale
University Singers
WJTL - Radio Station

Fraternities and Sororities

Four fraternities and two sororities contribute to the Greek system at
Oglethorpe.

The fovn- fraternities are Chi Phi, Delta Sigma Phi, Kappa Alpha, and Sigma
Alpha Epsilon. The national sororities are Chi Omega and Sigma Sigma Sigma.

These social organizations strive to contribute substantially to the spiritual and
social betterment of the individual and develop college into a richer, fuller
experience. Membership in these organizations is voluntary and subject to regula-
tions established by the Interfraternity Council, the Panhellenic Council, and the
Greek Affairs Coordinator.

Cultural Opportunities on Campus

There are numerous cultural opportunities for students outside the classroom.
The University Program Committee sponsors concerts, theatrical productions,
poetry readings, and lectures by visiting scholars. The Mack A. Rikard lectures
expose students to leaders in business and other professions. The University
Singers perform frequently during the year, including seasonal events. They often
feature guest artists. Oglethorpe University Museum, on the third floor of Philip
Weltner Library, sponsors exhibitions as well as lectures on associated subjects
and frequent concerts in the museum. The Playmakers also stage several produc-
tions each year in the Conant Performing Arts Center. Two annual events, the
Oglethorpe Night of the Arts and International Night, provide a showcase for
campus talent. The former presents student literary, musical, and visual arts. The
latter features international cuisine and entertainment. Georgia Shakespeare
Festival in residence on campus is also a valuable cultural asset to the Oglethorpe
community.

Counseling

Counseling and referrals for professional services are available to students
experiencing psychological or social problems. Special programs are conducted
on campus to provide information and promote development in leadership skills,
interpersonal relationships, and physical and mental health. Though academic
advising is the responsibility of individually assigned faculty advisers, students
encountering unusual difficulties may wish to consult the Counseling Center
regarding possible contributing factors.

Opportunities in Atlanta

Oglethorpe is located eight miles from downtown Atlanta 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
city offers students a great variety of cultural and entertainment opportunities.
There are numerous excellent restaurants and clubs in nearby Buckhead. Down-
town Atlanta offers professional baseball, football, and basketball to sports fans as
well as frequent popular concerts. The Atlanta Symphony Orchestra performs

from September through May in the Woodruff Memorial Arts Center. The
Atlanta Ballet Company's season is October through May. 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. Student discoimts are often available. The
Office of Community Life sponsors a series of monthly field trips called AtlantOUrs
to museums, theatre and dance programs, and places of cultural and historical
interest in the metropolitan Atlanta area.

Housing and Meals

The residence halls are available to all full-time day students. There are single
gender and co-ed residence halls. Each area has a professional live-in Area
Coordinator and a staff of resident assistants.

All students living in the residence halls are required to participate in a
University meal plan. Meals are served in the Emerson Student Center. Nineteen
meals are served each week and four different meal plan options are available.
Three of these options include flex dollars which may be used at the snack bar in
the lower level of the student center or in the Oglethorpe Cafe in Goodman Hall.
No breakfast is served on Saturday or Sunday. Instead, a brunch is served from
mid-morning until early afternoon. The evening meal is also served on these days.

In addition to the residence halls there are six Greek cottages which house
some members of the four fraternities and two sororities.

Health Service

All resident students subscribe to a Student Accident and Sickness Insurance
Plan provided through the University. Full-time students living off campus may
purchase this insurance. International students and students participating in all
intercollegiate sports and intramural football are required to enroll in the Insur-
ance Plan or have equivalent coverage. A brochure is available at the Student
Health Center that describes the coverages provided by the plan.

The University maintains a small health center staffed by a registered nurse.
The center operates on a regular schedule weekdays when classes are in session
and provides basic first aid and limited medical assistance for students.

A physician visits the health center each weekday at a scheduled time to make
general diagnoses and treatment. 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 emotional health is detri-
mental to his or her academic studies, group-living situation, or other relation-
ships at the University or in the community, the student will be required to
withdraw. Readmission to the University will be contingent upon acceptable
verification that the student is ready to return. The final decision will rest with the
University.

International Student Services

The International Student Office, which is located in the Emerson Student
Center, exists to meet the needs of international students. Through a specially
designed orientation program and ongoing contacts, the new international stu-
dent is assisted in the process of adjustment to life at an American college. Special
tours, workshops, host family programs, and social occasions are available to
ensure that students can benefit fully from cross-cultural experiences. The Inter-
national Student Adviser helps students with questions related to their immigra-
tion status.

The O Book

The O Book is the student's guide to Oglethorpe University. It contains thorough
information on the history, customs, traditional events, and services of the Univer-
sity, as well as University regulations. It also contains the full texts of the Oglethorpe
University Honor Code, the E-mail and Computer Use Policy and the Constitution
and By-laws of the Oglethorpe Student Association. This handbook outlines the
policies for recognition, membership eligibility, and leadership positions for cam-
pus student organizations and publications.

Awards

Presented at Commencement or at Honors and Awards Convocation

Donald C. Agnew Award for Distinguished Service: This award is presented
annually by the Oglethorpe Student Association and is chosen by that body to
honor the person who, in their opinion, has given distinguished service to the
University. Dr. Agnew served as President of Oglethorpe University from 1957 to
1964.

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 fraternity 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 annuallv 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 Bilancio Award: This award, created in memory of Professor Leo Bilancio,
a member of the Oglethorpe history faculty from 1958 to 1989, is given annually
by the Oglethorpe Student Association to a graduating senior who has been an
outstanding student of history or political studies.

Eve Brown Award: This award is presented to the individual who demonstrates
outstanding talent in production design for The Playmakers.

Wendell Brown Award: This award is presented to the individual who has
done the most for The Playmakers during the year.

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.

Coca-Cola Minority Achievement Award: This award is presented annually by
The Coca-Cola Company to a minority student who is a rising senior and demon-
strates strong academic performance, personal character, and personal motiva-
tion to serve and succeed.

Deans' Award for Outstanding Achievement: This award is presented annu-
ally to a campus club, organization, or society which, in the opinion of the Dean
of Community Life and the Provost, has contributed most to University life.

Financial Executives Institute Award: This award is presented annually by the
Atlanta Chapter of The Financial Executives Institute to a student of superior
academic performance in the field of business administration.

Georgia Society of Certified Public Accountants Award: This award is pre-
sented annually to the student of highest academic achievement in the field of
accounting.

International Club Appreciation Award: This award is presented annually to
the student who has contributed most significantly to the activities of the Interna-
tional Club.

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.

LeConte Award: The most outstanding student graduating with a major in one
of the nattual sciences or mathematics, as determined by the faculty in the
Division of Science and Mathematics, is recognized with this award.

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.

National Collegiate Band Awards: These awards are presented annually to
students who have exhibited excellence in the performance of instrumental
music.

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 Freshman 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.

Outstanding Education Graduate Student Award: The outstanding education
graduate student is honored with this award.

Outstanding Improvement in French Studies: This award honors the student
who demonstrates excellence and dedication in French studies.

Outstanding Male and Female Varsity Athletes of the Year Award: These
awards are made annually to the outstanding male and female students participat-
ing in varsity sports.

Outstanding Politics Senior Award: This award is given annually to the
graduating senior, majoring in politics, who, in the judgment of the faculty, does
the most sophisticated work in upper-level classes within the discipline.

Outstanding Sociology Senior Award: The outstanding senior majoring in
sociology is honored with this award.

Outstanding Teacher Education Senior Award: This award is presented annu-
ally to a leading senior student in the field of education.

Pattillo Leadership Award: The President of the University presents this prize
to a graduating student who has excelled in leadership accomplishments.

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 the full-time freshman student with the highest grade-point average by Phi Eta
Sigma, a national scholastic honor society for freshmen.

Publications Awards: Notable contributors to The Tower, The Stormy Petrel and
The Yamacraiv are recognized with these awards.

Resident Assistant of the Year: This award is presented annually to an exem-
plary student who organizes outstanding educational and social programs for
dormitory residents and builds a sense of community in the residence halls.

Student Education Association Award: Through the presentation of this
award, members of this organization honor a student who has excelled in the field
of teacher education.

Charles L. Towers, Sr. Award for Excellence: This award is presented annually
to the outstanding student in the field of economics and business administration.
The award honors the father of Charles L. Towers, a Trustee Emeritus of the
University.

University Singers Awards: These awards are presented annually to students
who have exhibited excellence in the performance of choral music.

The Sally Hull Weltner Award for Scholarship: This award is presented to the
student 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 students who are formally
recommended by a committee of students, faculty, and administrators, and who
meet the requirements of the publication Who's Who Among Students in American
Colleges and Universities.

Academic Regulations
and PoKdes

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 adviser in
the first year is the instructor of the Fresh Focus section which the student has
selected prior to initial enrollment. The faculty adviser is each student's primary
point of contact with the University.

To change advisers a student must complete the following procedural steps:

1. Ask the proposed "new" faculty adviser for permission to be added to the
faculty member's advisee list.

2. Ask the current adviser to send the student file to the faculty member who
has agreed to be the student's new adviser.

3. Ascertain that the new adviser has received the file and has sent an
Adviser Change notice to the Registrar's Office.

This is the only method for changing academic advisers.

When the student decides on a major field, he or she should change advisers, if
necessary, to a faculty member who has teaching responsibilities in the student's
major field.

Registration

New students select courses in consultation with their faculty adviser. Schedule
planning and course selection for following semesters are accomplished during
preregistration week. Students should make appointments to consult with their
academic advisers during preregistration. Full-time students wishing to partici-
pate in the Atlanta Regional Consortium for Higher Education Cross Registration
program (see Cross Registration below) also should select courses duiing the
preregistration week of the fall and spring semesters. Summer schedules also can
be planned during preregistration week in the spring semester.

The official registration period precedes the first day of classes. Every student
must complete the various steps of the registration process during this period.
Those who have preregistered pick up a copy of their course schedule at the first
station of registration and thereby bypass the station at which proposed course
schedules are computer-processed by Registrar's Office personnel. All other
stations must be completed by preregistered students.

Cross Registration

Oglethorpe University is a member of the Atlanta Regional Consortium for
Higher Education, a consortium of the 19 institutions of higher education in the
greater Atlanta area. Through the Consortivmi, 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 institutional
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.

Class Attendance

Regular attendance at class sessions, laboratories, examinations, and official
University convocations is an obligation which all students are expected to fulfill.
Faculty members set attendance policies in their course syllabi.

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.

Letter grades are submitted by faculty members 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 student's cumulative grade-point average (GPA) is calculated by dividing the
number of semester hours of work the student has attempted at Oglethorpe into
the total number of quality points earned.

The letter grades used at Oglethorpe are defined as follows:

Quality

Numerical

Grade

Meaning

Points

Equivalent

Superior

4.0

93-100

A-

3.7

90-92

B+

3.3

87-89

Good

3.0

83-86

B-

2.7

80-82

C+

2.3

77-79

Satisfactory

2.0

73-76

C-

1.7

70-72

D+

1.3

67-69

Passing

1.0

60-66

Failure

0.0

59 and below

Failure: Excessive Absences*

Withdrew**

Withdrew Failing*

Incomplete***

Satisfactory****

70 or higher

Unsatisfactory*

Audit (no credit)

Notes: * -Grade has same effect as an "F" on the GPA.

** -Grade has no effect on the GPA; no credit awarded.

*** -Grade has same effect as an "F" on the GPA. If a student is

unable to complete the work for a course on time for reasons of
health, family tragedy, or other circumstances the instructor
deems appropriate, the grade "I" may be assigned. In such cases,
the instructor and student shall draw up a contract indicating
specifically the work the student must complete as well as a date
by which the work will be submitted, and the grade which will
be given if the student fails to complete that work. After the
student has read and signed the contract, it shall be filed with
the Registrar at the time the class roll with grades is submitted.
**** -Grade has no effect on the GPA; credit is awarded.
Only work completed at Oglethorpe is reflected in the Oglethorpe GPA.
Undergraduate students who entered Oglethorpe prior to Fall 1992 will be
graded without the plus/minus system as follows:

Quality Numerical

Grade Meaning Points Equivalent

A Superior 4 90-100

B Good 3 80-89

C Satisfactory 2 70-79

D Passing 1 60-69

F Failure 59 and below

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. Satisfac-
tory 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, faculty 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 typing or grading examinations.

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 quality points are earned.

Students may register to take courses on an audit basis only during the normal
time for dropping and adding courses. The fees for auditing courses are published
by the Business Office.

Dean's List

Students who earn a semester grade-point average of 3.5 or higher carrying 12
semester hours or more during the fall or spring semester are placed on the
Dean's Academic Honors List.

Mathematics Proficiency Requirement

Each student must satisfy the Mathematics Proficiency Requirement. This
requirement may be satisfied in any one of the following ways:

1 . Completion of a year of calculus in high school with a grade of C- or better

2. Satisfactory performance on the mathematics proficiency examination

3. Completion of MAT 103 Analytic Geometry with a grade of C- or higher

4. College transfer work in Analytic Geometry, Trigonometry, or PreCalculus
with a grade of C- or higher

When the Mathematics Proficiency Requirement has been satisfied, a notation
to this effect will appear on the student's transcript.

The mathematics proficiency examination is administered to entering stu-
dents during Springfest and immediately prior to both fall and spring registra-
tions.

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 32 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 count as Oglethorpe courses for the purpose of meeting this resi-
dency requirement.

3. Satisfaction of core requirements and major field or dual degree require-
ments (see appropriate disciplinary headings for descriptions).

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 University and
payment of a degree completion fee.

6. Participation in assessments of competencies gained and curricular effec-
tiveness by completing standardized or other tests and surveys.

7. Formal faculty approval for graduation.

Graduation Exercises

Graduation exercises are held once a year at the close of the spring semester in
May. Diplomas are awarded at the close of the spring semester during commence-
ment and at the close of the summer session. Students completing requirements
at the end of summer or at the end of fall are encouraged to participate in the
spring graduation exercises.

Good Standing, Probation and
Academic Dismissal

To be in good 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

36-59 1.75

60 and above 2.00

Students who fail to achieve good standing are placed on probation.

Students who do not achieve good standing for two consecutive semesters
(poor performance in summer sessions excluded) are subject to dismissal from
the University 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, imless 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.

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
fall 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.

Degrees With Honors Thesis

Please see the Honors Program in the Educational Enrichment section of this
Bulletin.

Earning a Second Add-On Major

Students who have been awarded an Oglethorpe baccalaureate degree may
earn a second major within that degree at the University. Upon completion of the
requirements, the second major will be entered on the student's record and
transcript. No diploma will be awarded since the second major is within the
degree already awarded. The requirements are:

L 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.

Earning a Second Baccalaureate Degree

Students who have completed a baccalaureate degree may be awarded a second
and different baccalauieate 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 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 aie:

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 entitled Transfer
Students and Transfer Policies apply.

Student Classification

For administrative and other official and extra-official purposes, undergradu-
ate 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

Tv^o semesters - fall and spring - constitute the regular academic year. Several
sessions also are offered in the summer.

While courses of one to four semester hours credit are offered each semester, a
full-time academic program at Oglethorpe consists of no less than three regular
four-semester hour coin\ses each semester or a minimum of 12 semester hours.
Generally four covuses are taken, giving the student a total of 16 semester hours,
with a maximum of 17 hoius as part of the regular full-time program.

An overload of 18 semester hours is allowed for students with a 3.0 or higher
cumulative grade-point average. A student taking an overload must be sure to have
his or her adviser's approval and signature on the registration form.

Completion of a minimiun of 128 semester hours (or equivalent for transfer
students) is required for graduation. 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. See Graduation Require-
ments above for additional graduation criteria. Some programs may require
additional credit for students entering fall 1998 or thereafter.

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 identifies 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. Higher-level courses in a discipline are typically designed to build
upon the 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.

Withdrawal From a Course

From the conclusion of the Drop/ Add period through midsemester or the
middle of a mini or summer session, the grade "W"' or "WF" is assigned at the
instructor's discretion to a student who withdraws from a course (turns in a
properly executed withdrawal form at the Registrar's Office). After that time the
grade "WF" is assigned. Only in the case of prolonged illness (a physician's letter
must be submitted directly to the Registrar's Office) or ^vithdrawal from the
University will a "W" be assigned.

In the case of an emergency departure from the campus as a result of 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.
Instructors may elect to assign a "W" in such a case even if it occurs after
midsemester or midsession.

Withdrawal From the University

Students who wish to withdraw from the University during a semester are
required to complete the appropriate form, which is available at the Registrar's
Office. The grade "W" or "WF" will be assigned for courses in progress, depend-
ing upon the student's academic progress in those courses.

Repetition of Courses

Courses may be repeated only if an unsatisfactory grade ("D," "F," "FA," or
"WF") was received in the course. When a course is repeated, both grades are
calculated into the student's grade-point average, but no additional semester
hours of credit are earned.

For courses completed prior to 1984, consult the Registrar for applicable
regulations.

Access to Student Records

To comply with the Family Educational and Privacy Act of 1974, commonly
called the Buckley Amendment, Oglethorpe University 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 identifying directory data. Additional
information may be obtained from The O Book and from the Registrar.

Oglethorpe Honor Code

Persons who come to Oglethorpe University for work and study join a commu-
nity that is committed to high standards of academic honesty. The Honor Code
contains the responsibilities 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 honestly and act toward them in ways consistent with that assumption.

Oglethorpe welcomes all admitted students 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
society's leaders.

Students pledge that they have completed assignments honestly by attaching
the following statement to each test, paper, overnight work, in-class essay, or other
work designated by professors:

I pledge that I have neither given nor received any
unauthorized aid on this assignment.
Signed

It will be the responsibility of the student to provide these pledges by 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, faculty abstain
from any practices whose purpose is to ascertain that students have been dishon-
est unless there is a compelling reason to believe that cheating has taken place.
Instructors should invite their own students to discuss with them actions or
policies that appear to be at variance with the assumption of honesty.

All credit courses offered by the University are covered by the Honor Code,
and all cases of suspected academic dishonesty will be handled in accordance with
its provisions. It is the responsibility of faculty members to make clear how the
Code applies to specific courses and to follow its procedures. The Oglethorpe
University Honor Councils (there are two) serve as the final arbiter in all disputes
concerning the Honor Code. For complete text of the Honor Code, please see
The O Book, the student handbook.

Educational
Enrichment

First- Year Experience

Oglethorpe University's faculty and community life staff work together to
coordinate academic offerings and student services in order to create a first-year
experience that is welcoming, supportive, and challenging. This integrated pro-
gram 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, an
introduction to an optional career exploration seminar for sophomores entitled
Sophomore Choices, and a coordinated intervention process for assisting stu-
dents in trouble.

FOG 101. Fresh Focus 1 hour

This class, required for all entering first-year students, is a small group activity
also involving selected upperclass mentors 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 adviser during
the first year. The first meeting of each group is during new student orientation,
and continues thereafter once or 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 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.

FOG 201. Team Teaching for Critical Thinking 1 hour

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 nieetings prior to the beginning of the course, communicate with enter-
ing freshmen over the summer, attend all classes in their Fresh Focus section, and
assist with the advising of freshmen throughout their first year. Graded on a
satisfactoiy/unsatisfactory basis. Prerequisite: Permission of the instructor.

Athletics and Physical Fitness

At Oglethorpe University the students who participate in intercollegiate ath-
letic competition are considered to be students first and athletes second. The
University is an active member of the Southern Collegiate Athletic Conference
(SCAC) and Division III of the National Collegiate 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, baseball, soc-
cer, 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 Uni-

versity, Millsaps College, Rhodes College, University of the South, Southwestern
University, Hendrix College, 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.

In addition to intercollegiate competition, a well-rounded program of intramu-
ral sports is offered and has strong participation by the student body. In recent
years about half of the full-time Oglethorpe students participated in one or more
intramural sports. Men and women participate in badminton, basketball, flag
football, Softball, table tennis, and volleyball.

The following physical fitness course is offered for credit.

PHF 101. Physical Fitness for Living 4 hours

This course encompasses a wide range of physical fitness components includ-
ing cardiorespiratory endurance, muscle strength and endurance, body composi-
tion, and nutrition. Strong emphasis is placed on coronaiy disease with regard to
controllable and uncontrollable risk factors. The course features guest speakers
including a nutritionist, a sports medicine specialist, an athletic trainer and the
University nurse for blood pressure and heart rate evaluation. Combination
lecture and laboratory exercises include flexibility, stress management, and rest-
ing and exercise heart rates. The class uses self-assessments and is designed
around individual interests in order to help the student identify strengths and
weaknesses toward a healthier lifestyle.

Honors Program

All students at Oglethorpe University are encouraged to attain academic and
personal excellence. The University offers an Honors Program for those students
who demonstrate the potential to do exceptional scholarly work and who desire to
further their academic experience at Oglethorpe. The program focuses on the
practice of scholarship, both in breadth and in depth, and emphasizes effective
communication of the results of that scholarly activity both to persons within the
field and outside it. The Honors Program also is intended to foster increased
interaction between students and faculty with diverse interests but similar dedica-
tion to academic excellence.

Academic honors earned through the Honors Program are recognized at
commencement exercises, on the student's diploma, and on the student's tran-
script of grades.

To meet the goals of the Honors Program, a seven-semester program is
organized in two phases as indicated in the table below.

SCHEDULE FOR HONORS PROGRAM

YEAR FALL SEMESTER SPRING SEMESTER

Recruitment/ Application. Seminar led by two faculty from

Freshman Social activities. disparate disciplines. Graded U/S.

Informational activities. HON 201. Honors Seminar 1 hour

Seminar led by two faculty Seminar led by two faculty from

Sophomore from disparate disciplines. disparate disciplines. Graded U/S.

Graded U/S.

HON 201. Honors Seminar ... 1 hour HON 201. Honors Seminar 1 hour

Development of Honors Refinement of prospectus.

Junior Project prospectus and Honors Project Research,

reading list. Initial reading. Graded U/S.
Graded U/S.

HON 301. Honors I 1 hour HON 302.Honors II 1 hour

Project research and Prepai'ation of final diuft of diesis.

Senior preparation of initial draft Defense. Presentation of Honors work,

of thesis. Critique by reading Graded A-F.
committee. Graded A-F.

HON 401. Honors III 2 hours HON 402. Honors IV 2 hours

Each fall semester inforniational programs are held to acquaint prospective
participants with the features and requirements of the Honors Program. Inter-
ested students should then apply for admission to the program. A grade-point
average of 3.3 in the fall of the fieshman year 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, taken in the freshman and sophomore years,
consists of a series of three 1 semester hour seminars (HON 201), each of which
considers a topic which might take the form of a proposition, question, problem,
text, period of time, etc. Seminars have included: Self Reference - Artificial
Intelligence, Literature and Society, Science and Postmodernism, Moderns Con-
front the Classics: Hobbes and Thucydides, Evolutionary Psychology, Creativity,
Politics and Theatre, An Intimate History of Humanity, and Gender and Dis-
course. Each of these seminars is directed by two faculty members from disparate
disciplines. The interdisciplinary makeup of the seminar participants will be
exploited to investigate the seminar topic from many perspectives. Students are
expected, encouraged, and enabled to take the lead in the seminars. Students
carry out research relevant to the topic, write extensively 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.

The second phase of the Honors Program, in the junior and senior years,
focuses on scholarship in depth and the effective communication of the results of
that scholarship to persons in the field of study, as well as those outside it. During
the fall semester of the junior year, the student secures a thesis supervisor and
enrolls in HON 301. Honors I. The student must have a 3.3 overall grade-point
average and a 3.5 grade-point average in the field in which the thesis work is to be
undertaken. During this semester the student, with the aid of the faculty supervi-
sor, selects, refines, and begins to research a suitable thesis topic. The student
develops a preliminary prospectus of the honors project along with any appropri-
ate reading lists, etc. 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 faculty supervisor. Satisfactory comple-
tion of Honors I is required to continue the program.

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 successful
completion of Honors II, the student enrolls in HON 401. Honors III during the
fall semester of the senior year. This is a 2 semester hour credit course in which
research of the thesis topic is to be completed. A first draft of the thesis is
required by the end of this semester, to be submitted to the student's reading
committee. The reading committee provides the student with feedback, including
recommended revisions. A letter grade is determined by the faculty supervisor in
consultation with the reading committee and the Honors Program Director. A
grade of "A" is required to enroll in HON 402. Honors IV.

After successful completion of HON 401. Honors III, the student enrolls in
HON 402. Honors IV, a graded 2 semester hour credit course, during the spring
semester of the senior year. During this semester the student makes any necessary
revisions in producing a final draft of the thesis which will be submitted to the
reading committee. The student also makes an appropriate presentation of the
honois work to a seminar, class, or meeting of an academic organization, etc.
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 three weeks prior to the end of classes. At the reading committee's discre-
tion 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 the grade 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 will be student research, writing, and presentation. An
interdisciplinary approach will be emphasized. Seminars have included: Self
Reference - Artificial Intelligence, Literature and Society, Science and
Postmodernism, Moderns Confront the Classics: Hobbes and Thucydides, Evolu-
tionary Psychology, Creativity, Politics and Theatre, An Intimate History of
Humanity, and Gender and Discourse. Graded on a satisfactory/unsatisfactory
basis. Prerequisite: Application and admission into the Honors Program.

HON 301. Honors I 1 hour

In this course, with the aid of a faculty supervisor, the student selects and begins
to research a thesis topic. A preliminary prospectvis is developed along with a
reading list. Graded on a satisfactory/unsatisfactory basis. Prerequisites: Permis-
sion of the Honors Program Director, permission of the faculty supervisor, 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 II 1 hour

In this course the student continues to research in order to refine the prospec-
tus of the honors project. Graded on a satisfactory/unsatisfactory basis. Prerequi-
site: Satisfactory grade in HON 301.

HON 401. Honors III 2 hours

Under continued direction of the faculty 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. Prerequisite: Satisfac-
tory grade in HON 302.

HON 402. Honors IV 2 hours

Revisions are made and a final draft of the thesis is submitted to the student's
reading committee. A formal defense of the thesis may be scheduled. An appro-
priate oral presentation of the honors work also will be required in an academic
setting. Graded with a letter grade. Prerequisite: Grade of "A" in HON 401.

Center for Educational and Career Resources

The Center for Educational and Career Resources located in Goodman Hall,
provides programs across five areas designed to complement and enhance the
educational experience at Oglethorpe.

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 students to prepare for papers and examinations, as well as
arranging enriching group study and research for students who are already doing
well in core classes and other courses. The student tutors work closely with the
faculty 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 out-
side 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 participate one hour a week
in support and training meetings with the ARC directois 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 assimilate course content. Prerequisite: Permission
of the instructor.

Learning Disabilities Resource Center

The Learning Disabilities Resource Center program provides support at no
additional cost for students with learning disabilities, attention deficits, and other
learning differences. Professional documentation of disability is required for
services and is the responsibility of the student. Qualified students are provided
with appropriate modifications of regular academic class work.

The Learning Disabilities (LD) Resource Coordinator's office is located in
Goodman Hall. Services provided include priority and individual assistance in
registration, assistance with organization of time and subject matter, and assistance
with applications and qualifying tests for graduate programs of study. The Coordi-

nator acts as liaison and referral between the LD student and faculty members.
Academic Resource Center tutors, and other campus organizations and services.
This program is provided to ensure that all students may participate fully in the
Oglethorpe experience.

Experiential Education

Experiential education is a major component of the educational process at
Oglethorpe. Beginning in the sophomore year, students can opt to further refine
their career plans through internships. These programs provide practical experi-
ence to complement the academic program, as well as give students the opportu-
nity to test the reality of their career decisions and gain work experience in their
major fields of interest.

Internships have been available in a large variety of local businesses and
oiganizations such as Deloitte and Touche, Atlanta Historical Society, CNN, Zoo
Atlanta, IBM, Centers for Disease Control and Prevention, and The Carter Center,
to name only a few. In addition to these Atlanta-based internships, Oglethorpe
also is affiliated with two organizations in the nation's capital where students
from all majors can serve as interns in the Washington, D.C. area. These organiza-
tions are The Washington Center and The Washington Semester Program of
American University.

Internship opportunities 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 2.8 qualify to apply for internships. Transfer students must
complete one semester at Oglethorpe prior to participation. Every internship
requires a statement of academic objectives and requirements developed in con-
sultation with the student's faculty adviser and faculty internship supervisor.
Upon successful completion of the internship, the student is awarded academic
credit in recognition of the learning value of the experience, up to a maximum of
16 hours.

Students who are interested in an internship experience should first consult
with their faculty adviser and then visit the Office of Experiential Education in
the Center for Educational and Career Resources in Goodman Hall.

If no academic credit is needed or sought, a non-credit internship can be
arranged, utilizing the quality control provided by the Office of Experiential
Education

Urban Leadership Program

Oglethorpe University's Urban Leadership Program is the only one of its kind
in the nation. Through a balance of 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 advantage of
the extraordinary resources of the Atlanta metropolitan area. A major economic
force in the Southeast, Atlanta is rich with exceptional learning opportunities in the

realms of politics, business, the arts, and community service. Few selective, liberal
arts universities can offer such a valuable opportunity with the assets of a world-
class city at hand.

The program consists of curricular and co-curricular components, including
four urban leadership courses, internships, and other practical experiences. Gradu-
ates of the program earn the Certificate of Urban Leadership, awarded at
graduation.

The experiential aspects of the program provide structured opportunities to
address actual community problems by applying the knowledge learned on cam-
pus. Students participate in issues seminars also attended by community leaders,
faculty, and University alumni. Concurrently, the students perform issue-related
internships in local and regional organizations for one day a week for the
duration of the semester.

Since the internships are tailored to reflect the current issues under study, they
differ from year to year. 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 community and
government organizations.

The curriculimi encompasses four courses which are designed specifically for
the Urban Leadership Program that all students must complete as follows:

POL SOL Politics and 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. Consider-
ation will be given to the political significance of a number of the factors that
characterize this new development, among them the extremes of wealth and
poverty, the mix of racial and ethnic groups, and the opportunities and chal-
lenges provided by progress in transportation and technology. Prerequisite: POL
101 or permission of the instructor.

POL 350. Special Topics in Politics: Principles Into Practice - Community
Issues Forum and Internship 4 hours

This course is taught as a weekly evening seminar focusing on a particular
community issue and accompanied by a one-day a week, issue-related, off-campus
internship. Together with community leaders, alumni, and faculty, students ana-
lyze situations, collaborate on solutions, and present findings derived form their
internship assignments. Typical issues addressed are community development,
education, transportation, homelessness, hunger and the environment. Prerequi-
site: Permission of the instructor.

BUS 495. Special Topics in Business Administration: Insights Into Great
Leaders in Action - Biographical Analysis 4 hours

This interdisciplinary course examines the lives and accomplishments of great
leaders. Students investigate leadership as one of the central challenges to build-
ing and sustaining organizations, institutions, and nations. They probe compet-
ing theories of leadership and evaluate and discuss the experiences and effectiveness
of great leaders through an in-depth analysis of a biography of choice. In addi-
tion, students are asked to reflect upon their own leadership potential. Prerequi-
site: Permission of the instructor.

Urban Leadership Elective 4 hours

With the approval of the Urban Leadership Program Director and the academic
adviser, students select an appropriate course to satisfy the fourth course require-
ment of the program.

In addition to the above four courses, students are required to demonstrate
leadership on and off campus by their participation in University, civic, and
community endeavors in Atlanta and to prepare a paper about their reflections
and challenges throughout the leadership program. This final portfolio contains
written work drawn from the student's leadership courses and experiences.

Urban leadership students participate in other activities including the Society
of Urban Leaders (SOLTL), a student organization engaged in community service
projects; policy forums where students meet and listen to various experts in public
policy; Atlanta Exploration Week, an on-site, close-up study of a public policy
organization; a two-day retreat with experts in urban issues; and a summer institute.

Admission to the Urban Leadership Program is competitive. Students may
apply in the freshman, sophomore, or junior year. The director and a selection
committee evaluate candidates primarily on the basis of commitment to leadership-
related study, the desire for leadership understanding and application, extracur-
ricular participation, academic record, and other experience.

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 video tapes on occupations, the job search, and prospec-
tive employers. SIGI PLUS, a computer-assisted career guidance program and
other job search programs, are available by appointment 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
students for the workplace.

In addition, a number of prospective employers send recruiters to the campus
each year for the purpose of conducting on-campus interviews. Current informa-
tion on permanent, summer, and part-time job opportunities is made available to
students and alumni on a job board. Resume referrals to employers are made for
seniors and alumni who register for the service.

Sophomore Choices, a career exploration seminar, meets twice weekly for six
weeks each semester. Sophomores are involved in self-assessment, career explora-
tion and in learning a model for career decision-making throughout life. Benefits
of participating in Sophomore Choices include selecting an appropriate academic
major and learning about career and occupational options that fit each student's
qualifications. A week long externship, "shadowing", experience is scheduled
before or after spring semester to provide "hands on" experience and in-depth
insight into an occupation or career field of interest. To participate, students must
register for this valuable seminar.

International Exchange Partnerships/
Study Abroad

Oglethorpe University has long recognized the importance of fostering interna-
tional understanding among its stvidents and faculty. Oglethorpe's commitment to
internationalism, to the promotion of international understanding, and to the
creation of an international environment on campus has been greatly enhanced in
recent years by a series of international exchange agreements with partner institu-
tions in other countries. These have blossomed into a growing global network of
contact between the students and faculty of Oglethorpe University and participat-
ing institutions in Europe, Asia, and South America.

With agreements for international partnership in place, and with other ar-
rangements on the horizon, Oglethorpe has developed the beginning of an entire
network of personalized relationships with partners. In 1988, which saw the
University's first partnership with an institution abroad, there began a propitious
year for international understanding on the Oglethorpe campus. The opportu-
nity for Oglethorpe students to study abroad with their peers in other countries
and to meet students from these sister institutions on the Oglethorpe campus has
added a new dimension to the curriculum and life of the University.

Partner Institutions

Argentina

(Buenos Aires)

France

(Verdun)

(Lille)

Germanv

(Dortmund)

Japan

(Tokyo)

Mexico

(Guadalajara)

Monaco

Netherlands

(The Hague)

Russia

(Moscow)

Universidad de Belgrano

Universidad del Salvador

LyceeJ.A. Margueritte

Universite Catholique de Lille

Universitat Dortmund

Seigakuin Llniversity

Institute Tecnologico y de Estudios

Superiores de Occidente

University of Southern Europe

Haagse Hogeschool

Moscow State Linguistic University of Russia

In addition, Oglethorpe students may study abroad at a recognized, accredited
university or through a program sponsored by an rVmerican college or university
which awards credit from the home institution. Oglethorpe advisers who special-
ize in the international studies field can acquaint students with programs at these
institutions and with a wide variety of additional overseas study abroad programs.

Students who wish to apply for financial assistance should contact Oglethorpe's
Director of Financial Aid early in the pursuit of a study abroad program in order
to determine available funds for such an experience.

For additional information contact the Coordinator for International Studies,
Oglethorpe University, 4484 Peachtree Road N.E., Atlanta, Georgia 30319-2797.

The Core
Curriculum

History of the Core Curriculum

"The Oglethorpe Idea," Oglethorpe's first "core curriculum," made its appear-
ance in the academic year 1944-45. It is thus one of the oldest core programs at a
liberal arts college in the country. In his explanatory brochure about the new
program, Oglethorpe President Philip Weltner presented a totally new liberal arts
curriculum with the twin aims of equipping students to "make a life and make a
living." One half of each student's college course work was devoted to the
common intellectual experience of the core, while the other half was devoted to a
student's 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 sepa-
rate 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, 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 generalist ought to have upon graduating from college.

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 pvupose.
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, a sequence of new interdisciplinary year-long courses will be imple-
mented. These sequences, which extend over all four years of a student's colle-
giate career, will 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 will build upon the body of knowledge studied in the previous course.
Complementing these sequences will be courses in the fine arts and in a sign
system other than English (i.e., mathematics or foreign language). Students will
be explicitly invited to integrate their core learning and to consider knowledge
gained from study in the core as they approach study in their majors. In develop-
ing this curriculum, the faculty has renewed its commitment to the spirit of Dr.
Weltner's original core. He wrote, "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, which
Oglethorpe received in 1996, will help to endow the core curriculum, guaranteeing
that faculty have the resources to keep the core vital and central to learning at
Oglethorpe. As faculty work together through frequent conversation about the
content and goals of their core courses to provide 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 the object is not to pass
a subject; the object is to take and keep it."

Liberal Education and the Core Curriculum

Oglethorpe University is committed to providing a comprehensive liberal arts
education for all of its students. Oglethorpe's purpose is 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 interdisciplinary and com-
mon learning experience, the core curriculum provides for students throughout
their academic careers a model for integrating information and gaining knowl-
edge. 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 commu-
nity of learners at Oglethorpe University.

Staffed by faculty from a wide variety of disciplines, the program seeks to teach
students the following aptitudes and skills:

1. The ability to reason, read, and speak effectively, instilled through fre-
quent 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 under-
standing who we are and what we ought to be. This includes how we
understand ourselves as individuals (Core I) and as members of society
(Core II), 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 us on the physical and biological processes influencing human
nature (Core IV).

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 distinct sym-
bolic systems (i.e., mathematics and foreign language).

The core curriculum provides only a beginning for the investigation of signifi-
cant 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 the Self II

Sophomore Year - Core II

COR 201. Human Nature and the Social Order I
COR 202. Human Nature 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 11

Senior Year - Core IV

COR 401. Science and Human Nature

Fine Arts Requirement - One of the following:
COR 103. Music and Culture
COR 104. Art and Culture

Semiotics Requirement - One of the following:

COR 203. Great Ideas of Modern Mathematics *

A foreign language course at a minimum level of second semester, first year.
Please see the respective foreign language course offerings in the Programs of
Study section in this Bulletin.

* Note: In order to enroll in this course, a student must first satisfy the Mathemat-
ics Proficiency Requirement. For a description of this requirement, please
see the Academic Regulations and Policies section of this Bulletin.

COR 101, COR 102. Narratives of the Self I, II 4plus4hours

The first -year course sequence will investigate narratives of the self. Among the
topics that students will 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, Emily Bronte, Lao Tsu, Nietzsche, and Morrison.

COR 103. Music and Culture 4 hours

The appreciation 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 will examine the
styles, trends, and developments of Western and international music from earlv
civilizations through the 20th century. Study and discussion will 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

This course surveys the creative ways that human beings throughout history
have attempted to depict their relationships to their surroundings. Art is thus
viewed as a barometer of civihzation, a visual, creative response to the intellectual
and emotional climate of a given moment in history. Students will examine
present ways of understanding themselves and the universe, the evolution of that
understanding, and the conflicts involved. Basic artistic principles and concepts
also will be studied in an effort to decide what has artistic value.

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 individu-
als and communities, examining the extent to which the "good life" can be pursued
within the confines 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 status and legitimacy of political power. How can we
obtain an accurate description of humans as social beings? What is the good
society, and how may it be realized? Students in this course will be invited to
become more thoughtful, self-conscious, and self-critical members and citizens of
the society and polity in which they live. Authors such as Aristotle, Locke, Smith,
Tocqueville, Marx, and Weber will be read.

COR 203. Great Ideas of Modern Mathematics 4 hours

The purpose of this course is to consider the way in which mathematics
addresses the issues considered in the core and to help students understand and
appreciate the way of knowing (or, better, the way of thinking) which underlies
mathematics. The mode of inquiry this course employs in attempting to answer
the core issues is reason. This is not to be confused with the kind of reasoning
used, for example, in the natural or social sciences. It is, rather, reason divorced
from anything empirical. As T. H. Huxley remarked, "mathematics is that study
which knows nothing of observation, nothing of experiment, nothing of induc-
tion, 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,
probability theory, modern algebra, logic, topology, and non-Euclidean geom-
etry. Prerequisite: MAT 103 with a grade of "C-" or higher or by examination.

COR 301, COR 302. Historical Perspectives

on the Social Order I, II 4 plus 4 hours

The junior year sequence constitutes an historical and empirical examination
of human experience in response to the literary and theoretical texts studied in
the first two years. Drawing on a variety of methodologies from both the humani-
ties and the social sciences, the course strives to reconstruct the social context for
understanding significant periods in human history. This approach would inform
a critical re-examination of Western narratives articulated through history, myth,
and religion. Through careful analysis of current scholarship and original sources,
from ancient Egyptian inscriptions through artifacts of the Stalin cult, students
will be invited to consider the complex relationship between cultural sources and
the traditions and institutions derived from them.

COR 401. Science and Human Nature 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 mecha-
nisms 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, muta-
tion and its centrality in producing variation, sexual reproduction and how the
laws of probability apply to biological systems, sex determination, "altruistic"
behavior, and kin selection are among the topics explored.

Programs of Study

Degrees

Oglethorpe University offers six degrees: Bachelor of Arts, Bachelor of Sci-
ence, Bachelor of Arts in Liberal Studies, Bachelor of Business Administration,
Master of Arts, and Master of Business Administration. Under certain conditions
it is also possible for a student to receive dual degrees in art, dual degrees in
engineering, or a degree under the Professional Option. See the index for the
sections where these degrees are discussed.

University College

Four of Oglethorpe's degrees - Bachelor of Arts in Liberal Studies, Bachelor
of Business Administration, Master of Arts, and Master of Business Administra-
tion - may be earned in programs of study offered through University College.
University College offers educational opportunities for adults that include these
degree programs in addition to non-credit courses designed to meet the needs of
individuals in various occupations. Information on these programs is provided in
the University College Bulletin and available from the University College Office
which is located on the first floor of Hearst Hall. Courses in all programs are
developed with the needs and schedules of working adults in mind.

Major Programs and Requirements

Completion of a major program is required for all baccalaureate degrees. The
student's academic adviser 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. A minimum of 16 semester hours of a major must be in course work
taken at Oglethorpe University. For teacher education majors, a minimum of 12
hours of education courses, in addition to student teaching, must be taken at
Oglethorpe. Each major must allow for the student's selection of courses which
are not in the discipline(s) of the major and not required components of the core
curriculum. 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. Alternatively, the re-
quirements for the major may state that only courses in which a "C-" or higher
grade is received may 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 listed below may be
found in the respective discipline that follows in which the course offerings are
described. Please note that no course may be used to meet more than one degree
requirement.

For the Bachelor of Arts degree the following majors are offered:

American Studies

Art

Business Administration and Behavioral Science

Communications

Economics

Education - Early Childhood

Education - Middle Grades

Education - Secondary Certification in English, Mathematics, Science, and
Social Studies

English

History

Individually Planned Major

International Studies

International Studies with Asia Concentration

Philosophy

Politics

Psychology

Sociology

Sociology with Social Work Concentration
For the Bachelor of Science degree the following majors are offered:

Accounting

Biology

Business Administration

Business Administration and Computer Science

Chemistry

Economics

Mathematics

Mathematics and Computer Science

Physics

Minor Programs and Requirements

Minor programs are available in several fields. Students should consult the
particular discipline to ascertain whether a minor is offered and what its specific
requirements are.

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. For education majors, these requirements
must be fulfilled before student teaching.

Minors may be earned in the following:

Accoimting Japanese

American Studies Mathematics

Art History Music

Biology Painting
Business Administration Philosophy

Chemistry Photography

Computer Science Physics

Drawing Politics

Economics Psychology

English Sociology

French Spanish

History Theatre

Japanese Culture Writing

Accounting

Accounting is the language of business. It is a service activity whose function is
to provide quantitative information, primarily financial in nature, about eco-
nomic entities that is intended to be useful in making economic decisions. The
purpose of the major in accounting is to acquaint the student with the sources and
uses of financial information and to develop the analytic ability necessary to
produce and interpret such information. The student learns to observe economic
activity; to select from that activity 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 appropriate decision-makers.

The major in accounting consists of a coherent sequence of accounting and
other courses which provide the conceptual foundation and basic skills to begin a
career in accounting in the private sector, to use as an appropriate background for
such related careers as financial services, computer science, management, indus-
trial engineering, law and others, or to pursue a fifth year of graduate education.
The major in accounting will assist in preparation for several qualifying examina-
tions in accounting and finance such as Certified Public Accountant (CPA),
Certified Management Accountant (CMA), and Certified Financial Analyst (CFA).
Accounting provides many attractive career opportvmities in public accounting,
industry, government, and non-profit organizations. It provides an excellent
educational background for anyone going into business.

Major

Students pursuing a Bachelor of Science degree must complete the following
requirements with a grade of "C-" or higher:

ACC 230 Financial Accounting

ACC231 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

BUS 310 Corporate Finance

BUS 350 Marketing

BUS 469 Strategic Management

ECO 121 Introduction to Economics

ECO 221 Intermediate Microeconomics

MAT 1 1 1 Statistics

MAT 121 Applied 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 adviser, 2) by successful completion of Introduction to
Computer Applications Software, or 3) by successful performance on the com-
puter 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
qualify to take the CPA examination. Included within the content of this mini-
mum education standard is the requirement to complete at least 30 semester
hours of accounting courses beyond Financial Accounting and Managerial Ac-
counting and at least 24 semester hours of education in business administration.
For those students whose objective is to qualify 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 1 1 1 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 IncomeTax 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' equity is stressed, along with the related measurement and
reporting of revenue, expense, and cash flow.

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 consid-
ered 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 ad-
vanced 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 intensive 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, budget-
ing, relevant cost analysis, performance evaluation, and pricing decisions. Prereq-
uisite: 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 variety 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 partnerships, 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 433. Independent Study in Accounting 1-4 hours

Supervised research on a selected topic in accounting. Prerequisite: Permission
of the instructor.

ACC 434. Internship in Accounting 1-4 hours

An internship in accounting is designed to provide the student with an
opportunity to gain valuable experience and additional accounting and interper-
sonal skills in a supervised business, government and/or not-for-profit environ-
ment. The student, in conjunction with a business faculty member and an on-site
internship supervisor, develops appropriate activities for achieving specific learn-
ing goals. The internship generally requires the student to work a specified
number of hours per week, 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 evaluation is prepared by
the on-site internship supervisor. Internship opportunities are diverse and have
included such organizations as Price Waterhouse, Georgia Pacific, and Miller,
Ray, Healey and Houser. Graded on a satisfactory/unsatisfactory basis. Prerequi-
sites: 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 reliability 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 140 or CSC 241 or CSC 242.

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 criteiia for
the establishment of internal controls and the effect of these controls on examina-
tions 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 supervision of
an accounting faculty member. Prerequisite: Permission of the instructor.

Allied Health Studies

Students who plan to attend professional schools of nursing, physical 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 Adviser. The name of this adviser can be obtained at the Registrar's
Office.

In allied health fields, successful completion of the program in an accredited
professional school and a minimum of 64 semester hours credit earned at
Oglethorpe are required to eain the Bachelor of Arts degree with an individually
planned major. (See the description of the individually planned major below.)

American Studies

The interdisciplinary major in American studies is designed to provide stu-
dents with the opportunity to develop a systematic and in-depth understanding of
American culture. By combining American studies courses and courses from
relevant disciplines (history, literature, the arts, economics, and the social sci-
ences), 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 will 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 six courses:

ECO 223 United States Economic History

ENG 303 American Poetry

HIS 230 American History to 1865

HIS 23 1 American History Since 1 865

HIS 330 The Age of Affluence: The United States Since 1945

SOC 202 The American Experience (to be taken in the freshman
or sophomore year)
Completion of five of the following courses also is required:

COM 340 Advanced Writing for Business and the Professions

ECO 421 Money and Banking

ECO 422 Labor Economics

ECO 425 Public Finance

EDU 101 Introduction to Education

ENG 314 Special Topics in Major British and American Authors

HIS 430 The American Civil War and Reconstruction

Major {Continued)

HIS 431 United States Diplomatic History

POL 201 Constitutional Law

POL 30 1 Politics and the New American City

POL 302 American Political Parties

POL 311 United States Foreign Policy

SOC 201 The Family and Family Demography

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 230 American History to 1865

HIS 231 American History Since 1865

HIS 330 The Age of Affluence: The United States Since 1945

Art

In keeping with the concept of the liberal arts education the art department's
curriculum is designed to give students 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 theory, perspective, anatomy, and
art history are integral to this goal. In addition, students are exposed to a wide
range of mediums, including drawing, painting, printmaking, sculpture, and
photography.

This singular combination of courses makes the art major extremely valuable.
While students are learning to become proficient in art history, they are also
required to become proficient in studio. This puts an unusual demand on
students in two different areas of their intuitive and analytical thinking. They are
asked to perform and comprehend right- and left-brain activities and to use a wide
range of knowledge and experiences.

The wide range of courses, as mentioned above, are 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 (facility in manipulating
tools).

Many courses are offeied at the intermediate and advanced levels as well, in
some cases under the "Special Topics" heading. Intermediate-level courses build
upon introductory-level course material, undertaking more complex thought
processes and approaches, while advanced level covnses emphasize individual
inquiry and original thinking.

Artist-In-Residence

Oglethorpe has originated an International Artist-in-Residence Program which
enables an artist to create on campus for a semester. Each student has the

opportunity to meet and discuss art and ideas with a professional practicing artist
from another culture. The selected artist has a working space in the Faith Hall
studio and has specific studio hours during the week when he or she is available to
converse and share with the students and the public. The artist will have his or her
work exhibited in Oglethorpe University Museum.

Major

Requirements for the major in art include two drawing courses; three painting
courses; Anatomy For the Artist and Figure Drawing; Introduction to Photogia-
phy; Modern Art History; a sculpture or printmaking course; 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. A master's degree is necessary to
qualify for employment in these areas. The degree awarded is the Bachelor of
Arts.

Minor

The art minor has several concentrations:

For a minor in painting, a student must take two painting courses, one drawing,
one art history, and one photography course.

For a minor in drawing, a student must take two drawing courses, one painting,
one art history, and one photography course.

For a minor in photography, a student must take two photography covuses,
one drawing, one painting, and one art history course.

For a minor in art history, a student must take three art history courses, one
photography, and one drawing course or painting course.

ART 101. Introduction to Drawing 4 hours

Studio exercises, in-studio lectures, outside assignments, and critiques are
designed to develop a basic understanding of drawing. Projects will be designed
to explore concepts and theories of drawing and to develop the bridge between
observation and creating an image, including drawing in line, light and dark, and
perspective.

ART 102. Introduction to Painting 4 hours

Studio exercises, lectures, critiques, and outside assignments are designed to
lay a firm foundation for the student's understanding of the medium of oil
painting. Color mixing, composition, materials and techniques, and how to
describe forms convincingly will be included.

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.

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ART 109. Introduction to Photography 4 hours

Laboratory exercises, in-class lectures, critiques and assignments are designed
to develop an understanding of all aspects of photography, including composi-
tion and self expression. Emphasis will be on development of technical skills and
a personal direction in photography.

ART 110. Ways of Seeing 4 hours

This course systematically breaks down the vocabularies of art to their compo-
nent elements, studying how these elements work together to form visual lan-
guage. 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 land-
marks. A variety 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

This course will focus upon the conceptual, technical, and aesthetic tools
which were covered in Introduction to Painting. Students will build upon experi-
ences and undertake more complex formal and personal issues in their paintings.
Imagery, representation, abstraction, expressionism, and narration will be ex-
plored as students begin to pursue 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 perceptual skills honed in Introduction to Figure Sculpture. 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

Studio exercises, in-studio lectures, outside assignments, and critiques are
designed to develop a basic understanding of various media, including printmaking
and various specialties of Artists-in-Residence.

ART 251. 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

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background for a thorough comprehension of social and intellectual sources of
art. Prerequisite: COR 104.

ART 302. Advanced Painting 4 hours

hi this course personal direction is emphasized. Through art historical refer-
ences and group discussion, students will be guided to set parameters for indi-
vidual inquiry. Each student will be expected to develop ideas and themes in a
cohesive body of paintings. Prerequisite: ART 102 and 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 350. Modern Art History 4 hours

An in-depth analysis of the art of the 19th and 20th centuries, stressing how
major trends and major artists were influenced by their times, this course will
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, Dali, and Warhol. Prerequisite: COR 104.

ART 410. Internship in Art 1-4 hours

An internship is designed to provide a formalized, experiential learning op-
portunity to qualified students. The student and a faculty supervisor negotiate a
learning contract which specifies learning objectives for the internship and indi-
ces for the evaluation of the student's achievement of these objectives. Students
are employed or volunteer in standard work situations with cooperating business
organizations, governmental departments and agencies such as the TBS, Atlanta
International Museum of Art and Design, Nexus Contemporary Art Center,
Vespermann Gallery, Center for Puppetry Arts, IMAGE Film and Video Center,
and the High Museum of Art, to name a few. Graded on a satisfactory/unsatisfac-
tory basis. Prerequisites: Permission of the faculty supervisor and qualification
for the internship program.

Art - Dual Degree

Students seeking a broadly based educational experience involving the types
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 Atlanta 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 years followed by
enrollment at The xA.tlanta 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), and three couises in studio electives.
Upon successful completion of these courses, the student enrolls at The Atlanta
College of Art and completes 75 credit hours in studio and art history courses.
Placement in studio courses is dependent on a portfolio review.

Upon completion of the joint program, the student receives the degree of
Bachelor of Arts from Oglethorpe and the degree of Bachelor of Fine Arts from

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The Atlanta College of Art. Students participating in the dual degree program
must meet the entrance requirements of both institutions. Dual degree students
are advised at Oglethorpe by a faculty 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 contem-
porary 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
students 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 illustration are encouraged to consider
the Scientific Illustration Tracks that are offered within the art major which is
described above.

Major

The requirements for a major in biology are as follows: in sequence, General
Biolog)' I and II, Genetics, Microbiology, Comparative Vertebrate Anatomy,
Human Physiology, plus three additional directed biology courses; General Chem-
istry I and II (with laboratories), Organic Chemistry I (with laboratory), either
Organic Chemistry II (with laboratory) or Elementary Quantitative Analysis (with
laboratory); General Physics I and II; Statistics; and three semester hours of
Science Seminar. The degree awarded is the Bachelor of Science.

Minor

The requirements for a minor in biology are General Biology I and II, Genet-
ics, and Microbiology. Students minoring in biology are not exempt from the
prerequisites for the biology courses and thus also will complete General Chemis-
try I and II (with laboratories) and Organic Chemistry I (with laboratory) and
either Organic Chemistry II (with laboratory) or Elementary Quantitative Analy-
sis (with laboratory).

103

BIO 101, BIO 102. General Biology I, II 4 plus 4 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. Lectures and laboratory. Prerequisite: BIO
101 must precede BIO 102 and it is recommended that the courses be completed
in consecutive semesters. Students who are majoring in biology must earn a grade
of "C-" or higher in BIO 101 before taking BIO 102.

BIO 201. Genetics 4 hours

An introduction to the study of inheritance. The classical patterns of Mende-
lian inheritance are related to modern molecular genetics and to the control of
metabolism and development. Prerequisites or corequisites: BIO 102, CHM 102,
CHM 201. A grade of "C-" or higher must be earned in each of the prerequisite
courses.

BIO 202. Microbiology 4 hours

An introduction to the biology of viruses, bacteria, algae, and fungi. Consider-
ation is given to phylogenetic relationships, taxonomy, physiology, and economic
or pathogenic significance of each group. Lecture and laboratory. Prerequisites:
BIO 201 and CHM 201 with a grade of "C-" or higher in each course.

BIO 301. Comparative Vertebrate Anatomy 4 hours

An intensive study of the structural aspects of selected vertebrate types. These
organisms are studied in relation to their evolution and development. The labora-
tory involves detailed examination of representative vertebrate specimens. Pre-
requisites: BIO 202 and CHM 201. A grade of "C-" or higher must be earned in
each of the prerequisite courses.

BIO 302. Human Physiology 4 hours

A detailed analysis of human functions that deals primarily with the interac-
tions involved in the operation of complex human systems. Lecture and labora-
tory. Prerequisites: PHY 101, CHM 201, and BIO 301. A grade of "C-" or higher
must be earned in each of the prerequisite courses.

BIO 310. Special Topics in Biology 1-4 hours

Advanced course and laboratory work, including independent studies, in xmi-
ous areas of biology. Approval by the student's faculty adviser and the chair of the
department is required for off-campus activities. Prerequisite: Permission of the
instructor.

BIO 313. Embryology 4 hours

A course dealing with the developmental biology of animals. Classical observa-
tions 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 and CHM 201. A grade of "C-" or higher
must be earned in each of the prerequisite courses.

104

BIO 316. Cell Biology 4 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. Prerequi-
sites: BIO 202 and CHM 201. A grade of "C-" or higher must be earned in each of
the prerequisite covnses.

BIO 326. Vascular Plants 4 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. Prerequi-
sites: BIO 202 and CHM 201. A grade of "C-" or higher must be earned in each of
the prerequisite courses.

BIO 413. Biochemistry 4 hours

An introduction to the chemistry of living 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. Lecture and laboratory. Prerequisites: BIO 102 and CHM 201 with
a grade of "C-" or higher in each course; recommended prerequisite: CHM 310.

BIO 414. Molecular Biology and Biotechnology 4 hours

This course is an introduction to the theory and practice of molecular bio-
science. Topics covered include the principles and processes of molecular biology,
DNA isolation and characterization, restriction enzyme analysis, cloning, con-
struction and selection of recombinants made in vitro and preparation and
analysis of gene libraries. Prerequisites: BIO 202, CHM 201, and BIO 413.

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, and CHM 201. A
grade of "C-" or higher must be earned in each of the prerequisite courses.

BIO 423. Ecology 4 hours

A course dealing with the relationships between individual organisms and
their environments. The emphasis is on the development of populations and
interactions between populations and their physical surroundings. Lecture and
laboratory. Offered spring semester of odd-numbered years. Prerequisites: BIO
202 and CHM 201. A grade of "C-" or higher must be earned in each of the
prerequisite courses.

105

Business Administration

The business administration curriculum is designed to prepare students for
careers as business leaders who will earn their livelihoods by discerning and
satisfying people's wants and needs. Success in this endeavor requires (1) the
ability to think independently, (2) knowledge of business terminology' and busi-
ness institutions, both domestic and international, and (3) communication skills.
The ability to think independently is enhanced through study of the courses in the
core curriculum. Courses in economics and the functional areas of business
administration introduce the student to business institutions, terminology, and
methods of inquiry. Most business administration and economics courses have a
communications component. These courses and the capstone course in strategic
management planning provide opportunity to develop and enhance thinking and
communication skills.

The program in business administration is also designed to give graduates a
solid foundation in the concepts and analysis of business functional areas that will
be needed for graduate study. Many graduates of this program go on to receive a
Master of Business Administration degree or a master's degree in a specific
business area.

In addition to preparing students for business careers and graduate school, the
program in business administration is valuable preparation for other careers.
Students learn administrative skills and methods of inquiry that are applicable in
governmental and non-profit organizations. Since much legal practice involves
businesses and a knowledge of business terminology and institutions, this major is
an excellent background for the study 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 111 Statistics

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 areas as a

106

concentration or taken in different areas. Concentration area requirements are
listed below.

Finance

Two from the following:

BUS 410 Advanced Corporate Finance

BUS 411 Investments

BUS 495 Special Topics in Business Administration: Bank Management
One from the following:

ACC 332 Intermediate Accounting I

ACC 334 Cost and Managerial Accounting

ACC 335 Income Tax Accounting: Individuals

ACC 336 Income Tax Accounting: Corporations, Partnerships, Estates,
and Trusts

BUS 370 International Business

ECO 421 Money and Banking

ECO 425 Public Finance or

A course from the first category of choice not used to fulfill that requirement

International Business Studies

Required:

BUS 370 International Business
One from the following:

ECO 327 Economic Development
ECO 423 International Economics
One from the following:

POL 111 International Relations
POL 121 European Politics
POL 131 Asian Politics
SOC 308 Culture and Society
SOC 309 Religion and Society or

Any 300- or 400-level course approved by the adviser in the foreign
language, history, literature, philosophy or politics of an international
region, area, or country

Management

Required:

BUS 461 Total Quality Management
One from the following:

BUS 362 Human Resources Management

BUS 370 International Business

BUS 495 Special Topics in Business Administration: Insights Into Great

Leaders in Action - Biographical Analysis
BUS 495 Special Topics in Business Administration: Entrepreneurship
and Innovation
One from the following:

PSY 202 Organizational Psychology

SOC 302 The Sociology of Work and Occupations or

A course from the second category of choice not used to fulfill that requirement

107

Marketing

Three from the following:

BUS 352 Marketing Communications

BUS 456 Marketing Research

BUS 495 Special Topics in Business Administration: Direct Marketing

BUS 495 Special Topics in Business Administration: Retailing

BUS 495 Special Topics in Business Administration: Consumer Behavior

BUS 495 Special Topics in Business Administration: Marketing and Society

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 administration. 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 I 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, security
devices, property, 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 applied to business are studied. Prerequisites: CSC 240
or CSC 241 or CSC 242, MAT 111, and MAT 121.

BUS 260. Principles of Management 4 hours

This course is an introduction to the principles of management and adminis-
tration. It includes the study of leadership, conflict resolution, decision making,
and the general functions of management in large and small organizations.
Students will use computers extensively to do active research, and will learn
spreadsheet and graphical tools to aid in the development of their decision-
making skills.

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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 environ-
ment within which the firm operates. Attention is given to basic financial concepts,
techniques of financial analysis, sources of funding, asset management, capital
budgeting, capital structure, cost of capital, time value of money, and financial
decision making under conditions of uncertainty. Prerequisites: ACC 231 and ECO
121.

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 responsibility issues in marketing are addressed. Prerequisites:
ACC 231 and ECO 121.

BUS 352. Marketing Communications 4 hours

Principles, concepts, and practices relating to the various kinds of communica-
tions employed to disseminate information about products and services to poten-
tial buyers are topics in this course. Communication methods to be studied
include advertising, personal selling, sales promotion, and public 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. An off-
campus externship is required in this class. 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 diversity 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 manage-
ment, 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.

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BUS 411. Investments 4 hours

An introduction to the environment in which investment decisions are made.
Topics explored will include efficient markets, the capital asset pricing model, term
structure of interest rates, risk versus return, and performance measures. Al-
though the emphasis will be on stocks and bonds, other investments will be
discussed. Prerequisite: BUS 310.

BUS 456. Marketing Research 4 hours

This course is designed to explore topics such as the types 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. Prerequi-
sites: BUS 350, CSC 140 or equivalent, and MAT 111.

BUS 461. Total Quality Management 4 hours

This course will explore major systematic approaches to Total Quality Manage-
ment. Students will examine quality management from a "profound knowledge"
perspective (Deming, Pirsig, Goldratt), and will learn how to understand quality
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.
Prerequisites: BUS 260, BUS 310, and BUS 350.

BUS 490. Internship in Business Administration 1-4 hours

An internship in business administration is designed to provide the student
with an opportunity to gain valuable experience and additional business and
interpersonal skills in a supervised business environment. In conjunction with a
business faculty member and an on-site internship supervisor, the student devel-
ops appropriate activities for achieving specific learning goals. The internship
generally requires the student to work a specified number of hours per week, 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 evaluation is prepared by the on-site internship supervisor. Intern-
ship opportunities are diverse and have included such organizations as Wal-Mart
Stores, Inc., Zoo Atlanta, Scientific Atlanta, 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.

BUS 494. Independent Study in Business Administration 1-4 hours

Supervised research on a selected topic in business administration. Prerequi-
site: Permission of the instructor.

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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.

Business Administration and Behavioral Science

The interdiscipUnary major in business administration and behavioral science
provides students with the knowledge and skills of the behavioral sciences as they
may be applied in the business world. The major helps to prepare students for
careers in business, especially those related to human resources, or institutional
administration such as hospitals. In addition, it is a useful major for continuing
graduate study in business administration or applied psychology.

The major consists of eight required courses and four directed electives. The
four directed electives should be selected carefully with the assistance of a faculty
adviser and must be divided evenly between business administration courses and
courses in behavioral sciences. A grade of "C-" or higher in each course in the
major is required for completion of this major. The degree awarded is the
Bachelor of Arts.

Requirements of the major include completion of the following courses:

ACC 230 Financial Accounting

ACC 231 Managerial Accovmting

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
Two of the following behavior science courses:

PSY 202 Organizational Psychology

PSY 203 Learning and Conditioning

PSY 205 Theories of Personality

PSY 301 Research Design

PSY 304 Psychology of Leadership

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: Entrepreneurship
and Innovation

ECO 221 Intermediate Microeconomics

ECO 222 Intermediate Macroeconomics

ECO 422 Labor Economics

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In addition, the student must satisfy the computer appHcations proficiency
requirement. This can be done in one of three ways: 1) by assessment of skills with
the student's academic adviser, 2) by successful completion of Introduction to
Computer Applications Software, or 3) by successful performance on the com-
puter proficiency examination.

Business Administration and Computer Science

The administration of business involves the collection, storage, analysis, and
reporting of large volumes of financial as well as non-financial data. By combin-
ing courses in business administration and computer science, this interdiscipli-
nary major acquaints students with the ways in which computer systems can assist
in carrying out the accounting, finance, marketing, and management ftmctions of
business. An additional aim is to encourage innovative approaches to administra-
tion that would be impractical without the computational capacity of the computer.
The interdisciplinary major in business administration and computer science
requires the completion of 1 1 specific courses plus three directed electives with a
grade of "C-" or higher in each course. 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 adviser, 2) by success-
ful completion of Introduction to Computer Applications Software, or 3) by
successful performance on the computer proficiency examination. The degree
awarded is the Bachelor of Science.

Requirements of the major include completion of the following courses:
MAT 121 Applied Calculus
MAT 111 Statistics
ECO 121 Introduction to Economics
ACC 230 Financial Accounting
ACC 231 Managerial Accounting
CSC 242 Principles of Computer Programming in Pascal or

CSC 243 Principles of Computer Programming in C++
BUS 260 Principles of Management
BUS 310 Corporate Finance

CSC 344 Principles of File Processing in COBOL
BUS 350 Marketing
BUS 469 Strategic Management
Completion of three of the following courses also is required:

CSC 240 Introduction to Computer Applications Software or

CSC 241 Introduction to Computer Science Using Visual Basic or
CSC 242 Principles of Computer Programming in Pascal or
CSC 243 Principles of Computer Programming in C++
CSC 342 Introduction to Data Structures in Ada
CSC 440 Principles of Object-Oriented Programming Using C++
CSC 44 1 Assembly Language and Computer Architecture
CSC 442 Topics in Computer Science

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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 dentistry, would
enter the appropriate professional school after receiving the Bachelor of Science
degree. Lastly, 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.

Students who are interested in scientific illustration are encouraged to con-
sider the Scientific Illustration Tracks that are offered within the art major which
is described above.

Major

The requirements for a major in chemistry are as follows: General Chemistry I
and II (with laboratories), Organic Chemistry I and II (with laboratories). Elemen-
tary Quantitative Analysis, Instrumental Methods of Chemical Analysis, Physical
Chemistry I and II (with laboratories). Inorganic Chemistry (with laboratory),
Advanced Organic Chemistry and Organic Spectroscopy, and two semester hours
of Science Seminar.

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), Elemen-
tary Quantitative Analysis (with laboratory), and one additional three-semester
hour chemistry course.

CHM 101, CHM 102. General Chemistry I, II 3 plus 3 hours

An introduction to the fundamental principles of chemistry, including a study
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 energet-
ics of chemical reactions; the properties of solutions; chemical equilibria; electro-
chemistry, and the chemical behavior of representative elements. Prerequisites:
MAT 102 and MAT 103 with a grade of "C-" or higher in each course. Corequisites:

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CHM lOlLandCHM 102L. A grade of "C-" or higher must be earned in CHM 101
before taking CHM 102.

CHM 10 IL, 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 will demonstrate
concepts covered in the lecture material. Corequisites: CHM 101 and CHM 102.

CHM 201, CHM 202. Organic Chemistry I, II 3 plus 3 hours

An introductory course in the principles and theories of organic chemistry.
The structure, preparation, and reactions of various functional groups will be
investigated. Emphasis will be on synthesis and reaction mechanisms. Prerequi-
sites: CHM 101 and CHM 102 with a grade of "C-" or higher in each course.
Corequisites: CHM 20 IL 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 studied
in the first semester. The second semester involves synthesis and identification of
a variety of organic compounds. Corequisites: CHM 201 and CHM 202.

CHM 301, CHM 302. Physical Chemistry I, II 3 plus 3 hours

A systematic study of the foundations of chemistry. Particular attention is paid
to thermodynamics, including characterization of gases, liquids, solids, and solu-
tions of electrolytes and nonelectrolytes; the First, Second, and Third Laws;
spontaneity and equilibrivmi; phase diagrams and one- and two-component sys-
tems; 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 quantum mechanics. Prerequisites: MAT
233, CHM 202, and PHY 102 with a grade of "C-" or higher in each course.

CHM 30 IL, CHM 302L. Physical Chemistry Laboratory I, II 1 plus 1 hour

Intended to complement the physical chemistry lecture courses, these courses
provide the student with an introduction to physico-chemical experimentation.
Corequisites: CHM 301 and CHM 302.

CHM 310. Elementary Quantitative Analysis 3 hours

An introduction to elementary analytical chemistry, including gravimetric and
volumetric methods. Emphasis is on the theory of analytical separations, solubil-
ity, 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.

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CHM 422. Instrumental Methods of Chemical Analysis 3 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. Offered spring semester of odd-numbered
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 applica-
tions of modern instrumentation in analytical chemistry. Corequisite CHM 422.

CHM424.AdvancedOi^amcChemistry. 3 hours

A discussion of selected reactions and theoiies 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 investi-
gate geneial 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 3 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.
Offered spring semester of even-numbered 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 3 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 will be studied. Offered fall
semester of odd-numbered 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.

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CHM 490. Special Topics in Chemistry 1-4 hours

Advanced topics will be offered in the following fields: Organic Chemistry,
Organic Qualitative Analysis, Biochemistry, Theoretical Chemistry, and Advanced
Inorganic Chemistry. Prerequisite: Permission of the instructor.

CHM 499. Independent Study in Chemistry 1-4 hours

This course is intended for students of senior standing who wish to do
independent laboratory and/or theoretical investigations in chemistry. Prerequi-
site: Permission of the instructor.

Communications

A program in communications prepares students to express themselves effec-
tively in speech and in writing. It encourages students to examine their own
modes of communication and to analyze the communication of others, from
individual utterances to mass media coveiage.

Graduates in communications generally go on to careers in journalism, public
relations, advertising, mass media, corporate communications, and related fields.
They also are prepared for further study in journalism or communications.

All communications majors must also complete a minor course of study, other
than writing, to enable them to apply their communication skills to a related body
of knowledge and to enhance career possibilities.

Although an internship is not required for the major, it is strongly recom-
mended. The degree awarded is the Bachelor of Arts.

Major

The following courses are required:

COM 110 Public Speaking I

COM 220 Investigative Writing

COM 221 Persuasive Writing
One course selected from the following two:

COM 240 Journalism Workshop

COM 340 Advanced Writing for Business and the Professions
One year of a foreign language at the first-year college level

(or the equivalent determined through testing)
Four courses selected from the following:

ART 109 Introduction to Photography

COM 1 1 1 Public Speaking II

COM 230 Creative Writing

COM 231 Biography and Autobiography

COM 250 Broadcast Media

COM 260 Introduction to Linguistics

COM 370 Internship in Communications

COM 381 Independent Study in Writing

COM 390 Special Topics in Communications

COM 391 Special Topics in Writing

PSY 204 Social Psychology

PSY 304 Psychology of Leadership
Also required is the selection of a minor which supports the student's career
plans.

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Minor

The writing minor consists of five courses beyond Narratives of the Self I
and II, chosen from among the following:

ARC 201 Seminar for Student Tutors (must be taken three times to

constitute one writing minor course)
COM 220 Investigative Writing
COM 221 Persuasive Writing
COM 230 Creative Writing
COM 231 Biography and Autobiography
COM 240 Journalism Workshop

COM 340 Advanced Writing for Business and the Professions
COM 381 Independent Study in Writing
COM 391 Special Topics in Writing

COM 110, COM 111. Public Speaking I, II 4 plus 4 hours

These courses seek to develop skills in the techniques of effective public
speaking. The format is designed to produce a poised, fluent, and articulate
student by actual experience, which will include the preparation and delivery of
formal and informal talks on approved subjects.

COM 120. Analytical Writing 4 hours

This course will teach expository prose. Emphasis will be on supporting
assertions with concrete evidence from a variety of sources, including personal
experience, interviews, the popular media, texts in academic disciplines, or
experimental data. Students will explore the relation between interpretive gener-
alizations and detail, learning to fit them to each other and seeking the truth
about both.

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 one hour a week
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 assimilate course content. Prerequisite: Permission
of the instructor.

COM 220. Investigative Writing 4 hours

Expository writing for students who want to develop their skills beyond the
level achieved in Analytical Writing; recommended background for upper-level
writing courses. Emphasis will be on learning a wide range of research techniques
and purposefully presenting information to a variety of audiences in appropriate
format and style. Students will be asked to define their own investigative projects,
and to analyze and revise their own writing.

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COM 221. Persuasive Writing 4 hours

Expository writing for students who want to develop their skills beyond the level
achieved in Analytical Writing; recommended background for upper-level writing
courses. Emphasis will be on presenting clear, coherent, and logical arguments.
Reading and writing will be drawn from a range of disciplines, and students will be
asked to analyze and revise their own writing.

COM 230. Creative Writing 4 hours

Introduction to the theory and practice of writing poetry and prose fiction.
The student will be asked to submit written, work each week. Prerequisite: COM
220 or COM 221.

COM 231. Biography and Autobiography 4 hours

An introduction to theories of biographical and autobiographical writing; prac-
tice in such forms of writing as the personal narrative, the profile, and the intei'view.
The class will follow a workshop format; a portfolio of revised work will be presented
for evaluation at the end of the session. Prerequisite: COM 220 or COM 22 L

COM 240. Journalism Workshop 4 hours

This course is a hands-on workshop involving the writing and publication of a
campus newspaper, newsletter, or newsmagazine. It can be repeated by students
for elective credit up to six hours but can only count once toward the communica-
tions major or the writing minor. Prerequisite: COM 220 or COM 221.

COM 250. Broadcast Media 4 hours

This course is a hands-on workshop involving the writing and production of
radio and/or television programs. It will introduce students to the practical prob-
lems involved in broadcast production, as well as raise theoretical questions and
concerns about the use of media in the 1990s. Prerequisite: COM 220 or COM 221.

COM 260. Introduction to Linguistics 4 hours

A study of the history of the English language, the rules of traditional gram-
mar, and current linguistic theory. Special attention is paid to the relationship
between language and cognition, theories of language acquisition, and the dia-
lects of American English. Offered in alternate years.

COM 340. Advanced 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 expository
prose. Oral presentations and practice in listening with accuracy constitute
another element of the course. Weekly writing assignments. Prerequisite: COM
220 or COM 221.

COM 370. Internship in Communications 1-4 hours

This course will provide students with the opportunity to gain hands-on
experience in some aspect of the communications industry at, for instance, CNN,
The Carter Center, or the Atlanta bureau of The New York Times. Graded on a
satisfactory/unsatisfactory basis. Prerequisites: Permission of the faculty supervi-
sor and qualification for the internship program.

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COM 381. Independent Study in Writing 4 hours

Supervised independent writing project. Prerequisites: Permission of the
instructor and the student must be pursuing a minor in writing or a major in
communications.

COM 390. Special Topics in Communications 4 hours

This course will examine selected topics in journalism, communications, or
media studies, such as The New Journalism, Global Communications, Civic
Literacy, Gender and Communication, or Reading Television. Prerequisite:
COM 220 or COM 221.

COM 391. Special Topics in Writing 4 hours

Study of a selected topic in the field of writing, such as Scientific and Technical
Writing, Oral History, Writing for Educators, or The Art of the Essay. The topic
will vary from year to year. Prerequisite: COM 220 or COM 221.

Computer Science

Minor

A minor in computer science consists of five computer science courses, one of
which must be Principles of Computer Programming in Pascal or Principles of
Computer Programming in C++, and no 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 types of computer applications
software, including word processing, electronic spreadsheets, database manage-
ment, 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 will use microcomputer software such as Microsoft Office Profes-
sional, which includes Word, Excel, Access, PowerPoint, and Visual Basic.

CSC 241. Introduction to Computer Science Using Visual BASIC 4 hours

This course introduces the student to the fundamental concepts of electronic
data processing equipment, applications, and computer programming. It is in-
tended primarily for students who do not plan further study in computer science.
The student will become familiar with problem-solving techniques and algorithm
construction using the Visual Basic programming language, with rudimentary
object-oriented programming, and with constructing applications in the Windows
environment. Examples are drawn from business, mathematics, science, and
other fields.

CSC 242. Principles of Computer Programming in Pascal 4 hours

This course introduces the student to the fundamental techniques of problem
solving and algorithm construction within the context of the Pascal programming
language. The student will design and complete several substantial programming

119

projects, most having significant mathematical content. Topics will include data
types, control structures, file manipulation, subprograms, parameters, records,
arrays, dynamic data structures, abstract data types, object-oriented program-
ming, and separate compilation units. Prerequisite: MAT 102 or by examination.

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 types, object-oriented pro-
gramming, and separate compilation units. Prerequisite: MAT 102 or by examina-
tion.

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 com-
puter program development. Topics include arrays, records, files, pointers, linked
lists, stacks, queues, priority queues, sets, trees, b-trees, strings, abstract data
types, sorting and searching techniques, and implementation procedures. Prereq-
uisite: CSC 242 or CSC 243.

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 predominantly, though not
exclusively, in business environments. Topics include file creation and updating,
merging and searching, report generation, subprograms, separate compilation
units, interactive programming, sequential, indexed, and relative files, and el-
ementary concepts of database management. Prerequisite: CSC 242 or CSC 243.

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++ program-
ming 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 242 or CSC 243.

CSC 44 L Assembly Language and Computer Architecture 4 hours

This course provides a concentrated introduction to assembly language pro-
gramming for the 8086/8088 family of microprocessors and to the architecture
embodied in those processors. Special attention will 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

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structured programming, control structures, object library maintenance, macro
programming, interrupts, registers, buses, bit manipulation, memory manage-
ment, input/output file manipulation, strings, and interfacing with high-level
languages. Prerequisite: CSC 242 or CSC 243.

CSC 442. Topics in Computer Science 4 hours

This course focuses on a variety of timely concepts and useful language
environments. Current topics include artificial intelligence, machine simulators,
compiler and assembler construction, computer-aided instruction, graphics, data-
base management, computer architecture, operating systems, and systems pro-
gramming. 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. Prerequisites: CSC 242 or CSC 243, and 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:
Permission of the instructor.

CSC 446. Internship in Computer Science 1-4 hours

An internship in computer science is designed to provide the student with an
opportunity to gain valuable experience and additional computer science and
interpersonal skills in a supervised organizational environment. In conjunction
with a member of the computer science faculty and an on-site internship supervi-
sor, the student develops appropriate activities for achieving specific learning
goals. The internship generally requires the student to work a specified number of
hours per week, 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 evaluation is prepared by the on-
site internship supervisor. Internship opportunities are diverse and have included
such organizations as IBM, SunTrust Bank, and The Centers for Disease Control
and Prevention. Graded on a satisfactory/unsatisfactory basis. Prerequisites:
Permission of the faculty supervisor and qualification for the internship program.

Economics

Economics is a way of thinking based on the premise that individuals make
decisions that advance their own interests. From this premise, economics at-
tempts to understand individual behavior and the social order that results from
the interaction of many individual decision-makers along with evaluating the
resulting social order.

There are three aspects of economic study that are related to citizenship and
careers. First, the attempt to predict individual behavior results in the derivation
of several economizing principles that are useful in business practice. Second,
much of the interaction of individuals is in the form of exchanges in markets.
Knowledge of how markets function is helpful both to business people and voters
who will make decisions about such market-related economic matters as taxes,
interest ceilings, minimum wages, and public utility rates. Third, the practice in
evaluating different social orders leads students to replace their unschooled

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opinions about complex situations with disciplined thought. This major is useful
for those who plan careers in business, law, politics, government, or religion.

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 Applied 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 adviser, 2) by successful completion of Introduction to Computer
Applications Software, or 3) by successful performance on the computer profi-
ciency examination.

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 v

ECO 221 Intermediate Microeconomics v

ECO 222 Intermediate Macroeconomics ^

MAT 111 Statistics

MAT 121 Applied Calculus
In addition the student must also complete four additional electives in eco-
nomics 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 adviser, 2) by successful completion of Introduction to Computer
Applications Software, or 3) by successful performance on the computer profi-
ciency 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 student must complete two additional electives in economics.

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ECO 121. Introduction to Economics 4 hours

This course is designed to familiarize the student with basic economic principles
and concepts. The student will 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 inter-
pret the decisions of individuals and firms with respect to consumption, invest-
ment, production, pricing, and hiring. The principles are used to understand the
behavior 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 policy instruments
available to achieve those goals. Attention is give to both monetary and fiscal
policy along with the theory and measurement of national income, employment,
and price levels, and the international implications of economic policy. Prerequi-
site: ECO 12L

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''^ century. The course traces the development of
the evolution of American agricultural, commercial, manufacturing, financial,
labor, regulatory, and technological sectors. Prerequisite: ECO 121.

ECO 324. History of Economic Thought 4 hours

This course is a study of the major writers and schools of economic thought,
related to the economic, political, and social institutions of their times: the
Medieval, Mercantilist, Physiocrat, Classical, Marxist, Historical, Neoclassical,
Institutionalist, Keynesian, and post-Keynesian schools. Prerequisite: ECO 121.

ECO 327. 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 prin-
ciples 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. Prerequisite: ECO 121.

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 determina-
tion of exchange rates, and the use of a common currency by several countiies.
Prerequisites: ECO 221, ECO 222, and proficiency in the use of spreadsheet
software.

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ECO 422. 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 structures, human capital
theory, union-management relations, labor history, economic policy, and eaining
profiles by gender and race. Prerequisites: ECO 221 and ECO 222.

ECO 423. International Economics 4 hours

This course is a study of international trade and finance. The microfoundations
of the covuse 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.
Prerequisites: ECO 221 and ECO 222.

ECO 425. Public 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, benefit-
cost analysis, policy analysis, and microeconomic and macroeconomic theories of
public expenditures and taxation. Prerequisites: ECO 221 and ECO 222.

ECO 426. Internship in Economics 1-4 hours

An internship in economics is designed to provide the student with an oppor-
tunity to gain valuable experience and additional economic analysis and interper-
sonal skills in a supervised organizational environment. In conjunction with an
economics faculty member and an on-site internship supervisor, the student
develops appropriate activities for achieving specific learning goals. The intern-
ship generally requires the student to work a specified number of hours per week,
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 evaluation is prepared by the on-site internship supervisor.
Internship opportunities are diverse and have included such organizations as
IBM, the Federal Reserve Bank of Atlanta, the Japanese External Trade Organiza-
tion, the Washington Center, and Merrill Lynch. Graded on a satisfactory/
unsatisfactory basis. Prerequisites: Permission of the faculty supervisor and quali-
fication for the internship program.

ECO 427. Independent Study in Economics 1-4 hours

Supervised research on a selected topic. Prerequisite: Permission of the in-
structor.

ECO 428. Special Topics in Economics 4 hours

An intense study of diverse topics under the direct supervision of an econom-
ics faculty member. Prerequisite: Permission of the instructor.

124

Education

Studies in edvication at Oglethorpe include undergraduate and non-degree
post-baccalaureate teacher preparation programs in early childhood, middle grades,
and secondary education. (Oglethorpe University also offers a Master of Arts in
Early Childhood Education and Master of Arts in Middle Grades Education. For
information about these programs, please consult the University College Bulletin.)
Grounded in the liberal arts tradition, these programs emphasize strong aca-
demic preparation and the notion of teacher as learner. 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 teacher preparation program has strong connections
to the Atlanta commvmity, both urban and suburban. Oglethorpe is committed to
preparing teachers for the variety of settings and diverse populations of metro-
politan schools.

Course work will lead to the Bachelor of Arts in early childhood education and
certification to teach grades prekindergarten through five (P-5), or the Bachelor
of Arts in middle grades education and certification for grades four through eight
(4-8). Programs leading to certification in secondary education, grades seven
through twelve (7-12), combine teacher education courses with an undergraduate
major in English, mathematics, mathematics and computer science, science (biol-
ogy, chemistry, or physics), or social studies (history, politics, American studies,
or international studies). The teacher education curricula are fully approved by
the Georgia Professional Standards Commission. Successful completion of the
program is necessary to obtain a teaching certificate.

Admission to the Teacher Education Program

Admission to Oglethorpe University does not admit a student to the Teacher
Education Program. Students may apply to the Teacher Education Council for
admission to the program during the second semester of the sophomore year.
The following criteria will be used in granting admission to the program:

1. A minimum cumulative grade-point average of 2.8 from all college work
and from all courses taken at Oglethorpe University.

2. A grade of "C" or higher in both semesters of the freshman core courses
Narratives of the Self I and II (or Analytical Writing).

3. 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 require-
ment if they have earned qualifying scores on any of these tests:

SAT total score 1000, 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.

4. 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.

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Completion of the Teacher Education Program

Once admitted, the student's progress and record are subject to regular review
by the adviser, other faculty, and the Teacher Education Council. Students with
observed deficiencies in English or their subject field will be required to correct
them before student teaching. No student on academic probation will be sched-
uled for student teaching until such probation is removed. Completion of the
Teacher Education Program requires the following steps:

1. Gain admission to the Teacher Education Program.

2. Maintain a cumulative grade-point average of 2.8 or higher from all
college work and all work taken at Oglethorpe.

3. Complete a field experience that includes preplanning workdays for teach-
ers and the opening of the school year for students. Apply by March 1 of
the junior year.

4. Pass the appropriate Praxis II tests for the certification field. Praxis is a
nationally recognized test of content and pedagogical knowledge devel-
oped and administered by Educational Testing Service. Check the Teacher
Education Handbook to determine which specialty area tests must be
taken. Passing scores on these tests are required for teacher certification
in Georgia and are a prerequisite to student teaching at Oglethorpe
University. Students who passed the appropriate Georgia Teacher Certifi-
cation Test prior to July 1, 1997 do not need to take the Praxis II tests.

5. Complete a minimum of 12 hours of education courses, in addition to
student teaching, at Oglethorpe.

6. Complete student teaching successfully. Apply by October 1 for spring
placement and by March I for fall placement. Prerequisites to student
teaching include a passing score on the appropriate forms of Praxis II, a
cumulative grade-point average of 2.8 or higher in all college work and in
all courses taken at Oglethorpe, completion of all professional and teach-
ing field courses with grades of at least "C," and satisfactory field experi-
ences. Students must show proof of liability insurance. Student teaching
placement in some school districts may also lequire a background check
and/or fingerprinting.

Early Childhood Education Major

The early childhood education major focuses on teaching in grades pre-
kindergarten through five. The program includes professional education and
methods courses in all content areas, plus the courses necessary to add the
Teaching English As a Second Language endorsement to the teaching certificate.
The program culminates in a full semester of student teaching. Early childhood
majors are strongly urged to complete a minor in a content field. Program
requirements for early childhood education are available from any education
faculty member and must be followed closely to avoid scheduling problems in
completion of the degree requirements.

126

The following courses are required:

EDU 101 Introduction to Education

EDU 201 Educational Psychology

EDU 300 hitroduction to Early Childhood Education

EDU 321 Teaching Language Arts and Reading: Grades P-5

EDU 324 Teaching Social Studies: Grades P-5

EDU 327 Art, Music, and Movement

EDU 401 The Exceptional Child

EDU 410 Teaching Mathematics: Grades P-5

EDU 413 Teaching Science and Health: Grades P-5

EDU 449 Special Topics in Education: Applied Linguistics

EDU 449 Special Topics in Education: Teaching English As a

Second Language
EDU 449 Special Topics in Education: Mathematics for Teachers
EDU 459 Elementary Student Teaching and Seminar
PSY 101 Psychological Inquiry
PSY 201 Child and Adolescent Psychology
A sociology course in cultural concepts, for example
SOC 306 Immigration and Ethnic Relations

Middle Grades Education Major

The middle grades education major focuses on teaching in grades four through
eight. The program includes a minor in English, science, mathematics, or social
studies; professional education courses; methods courses in four basic content
areas; and a concentration in Teaching English As a Second Language. Program
requirements for middle grades education are available from any education
faculty member and must be followed closely to avoid scheduling problems in
completion of the degree requirements.

In addition to a content minor, the following courses are required:

EDU 101 Introduction to Education

EDU 201 Educational Psychology

EDU 301 Nature and Needs of the Middle Grades Learner

EDU 322 Teaching Language Arts and Reading: Grades 4-8

EDU 325 Teaching Social Studies: Grades 4-8

EDU 401 The Exceptional Child

EDU 411 Teaching Mathematics: Grades 4-8

EDU 414 Teaching Science: Grades 4-8

EDU 449 Special Topics in Education: Mathematics for Teachers

EDU 449 Special Topics in Education: Applied Linguistics

EDU 449 Special Topics in Education: Teaching English As a
Second Language

EDU 469 Middle Grades Student Teaching and Seminar

PSY 101 Psychological Inquiry

PSY 201 Child and Adolescent Psychology

A sociology course in cultural concepts, for example
SOC 306 Immigration and Ethnic Relations

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Secondary Teacher Certification With Degree in a Subject Major

Students seeking secondary education certification must apply for admission to
tfie Teacher Education Program. It is essential that the student confer with an
education faculty member in addition to his or her subject field adviser to plan a
schedule that fulfills the certification requirements and to seek advice about
courses within their disciplines that are relevant to teaching at the high school
level.

Students who desire secondary (grades 7-12) teacher certification in addition to
a major in English, history, politics, American studies, international studies,
mathematics, biology, chemistry, or physics will take the following professional
education courses:

EDU 101 Introduction to Education

EDU 201 Educational Psychology

EDU 302 Secondary Curriculum

EDU 401 The Exceptional Child

EDU 479 Secondary Student Teaching and Seminar

PSY 101 Psychological Inquiry

PSY 201 Child and Adolescent Psychology

A discipline-specific methods course
The ESOL endorsement is optional for persons seeking secondary certifica-
tion. Students who wish to add this endorsement will take a sociology course in
cultural concepts. Applied Linguistics, and Teaching English As a Second Lan-
guage.

Post-baccalaureate Teacher-Certification

The post-baccalaureate teacher-certification program is designed for persons
who have completed a bachelor's degree in a discipline other than education. This
non-degree program leads to certification in early childhood (P-5), middle grades
(4-8), or the secondary (7-12) teaching fields of English, social studies, mathemat-
ics, or science.

Requirements for admission to the post-baccalaureate teacher certification
program include a cumulative grade-point average of not less than 2.8 and
admission to the Teacher Education Program as described above.

Post-baccalaureate students are required to take a minimum of three of the
required education courses at Oglethorpe University in order to be eligible for
student teaching. The student's adviser will review transcripts of previous college
work and determine which course requirements have already been met.

Students seeking secondary certification must have a major in the disciplines
for which they are seeking certification, or meet the Oglethorpe University course
requirements for the major. These content requirements must be met prior to
taking professional courses.

Course work will be taken at the undergraduate level; however, students
seeking certification in early childhood or middle grades may take a maximum of
three courses at the graduate level to be applied toward a master's degree.

Requirements for completion of the post-baccalaureate program are the same
as those listed for undergraduate students.

128

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 pro-
fession. Provision is made for classroom observation in public schools in the
Atlanta area. Offered fall, spring, and summer semesters.

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. Offered fall and spring semesters.
Prerequisite: PSY 101 with a grade of "C" or higher.

EDU 300. Introduction to Early Childhood Education 4 hours

This course is designed to acquaint the student with various types of programs
provided for young children. Theories of early childhood education and social/
cultural issues will be discussed. Students will become familiar with and critique
studies of early childhood practices, trends, and issues. Provision is made for
observation by students in various early childhood programs in the Atlanta area.
Offered fall semester. Prerequisite: Admission to the Teacher Education Pro-
gram.

EDU 301. Nature and Needs of the Middle Grades Learner 4 hours

This course relates the characteristics and development of middle grades
learners to the rationale, organization, teaching methods, and curricula of the
middle school. A field-based component is included. Offered fall semester. Pre-
requisite: Admission to the Teacher Education Program.

EDU 302. Secondary Curriculum 4 hours

This course examines the nature and goals of secondary education and various
secondary curriculum theories. Students develop lesson plans and a unit of study.
Provision is made for students to observe classrooms in the Atlanta area. Offered
fall and spring semesters. Prerequisite: Admission to the Teacher Education
Program.

EDU 321. Teaching Language Arts and Reading: Grades P-5 4 hours

This course examines the NCTE/IRA Standards for Teaching the English
Language Arts, professional literature, curriculum, materials, and instructional
strategies for teaching language arts and reading in grades preschool through
five. Particular emphasis is placed on classroom application of research and
theory to literature-based instruction and the writing process. Students will
engage in personal writing, and demonstrate skill in responding to the writing of
others. Field experiences will allow participation in the teaching of language arts
and reading. Offered spring semester. Prerequisites: EDU 201 and admission to
the Teacher Education Program.

129

EDU 322. Teaching Language Arts and Reading: Grades 4-8 4 hours

This course examines curriculum, materials, and instructional strategies for
teaching language arts and reading in grades four through eight. Emphasis is
placed on classroom application of the NCTE/IRA Standards for Teaching the
English Language Arts to literature-based instruction, the writing process, and
integration of language arts across the curriculum. Students will engage in per-
sonal writing, respond to literature, and become acquainted with professional
literature pertaining to the teaching of the English language arts. Field experiences
will allow students to implement what they are learning. Offered spring semester.
Prerequisites: EDU 201 and admission to the Teacher Education Program.

EDU 323. Teaching Language Arts and Reading: Grades 7-12 4 hours

The NCTE/IRA Standards for Teaching the English Language Arts form a
basis for this course which is designed to prepare English majors to teach reading,
literature, and writing in grades seven through twelve. The course examines
language processes at a theoretical level, then focuses on methods, materials, and
pedagogical procedures for effective teaching of the English language arts with
emphasis on a literature-based approach and integration of reading and writing.
Field experiences will allow students to implement what they are learning. Of-
fered spring semester. Prerequisites: EDU 201 and admission to the Teacher
Education Program.

EDU 324. Teaching Social Studies: Grades P-5 4 hours

This course examines social studies in grades P-5 through a constructivist
perspective. This perspective recognizes that the goal of social studies education
is to actively engage students in the construction and relating of knowledge, to
advance the freedom of individuals, and to provide and promote an atmosphere
of experimentation. Social studies is presented as a product and as a process
within and outside the school setting. Students apply the national standards of
social studies to the curriculum, and interpret and use the synoptic method of
social studies as a way to develop, connect, and extend sociocultural experiences
which support citizenship. In addition, students review, critique, and report
current studies and perspectives in social studies which ground components.
Offered spring semester. Prerequisites: EDU 201 and admission to the Teacher
Education Program.

EDU 325. Teaching Social Studies: Grades 4-8 4 hours

This course examines social studies in grades 4-8 through a constructivist
perspective. This perspective recognizes that the goal of social studies education
is to actively engage students in the construction and relating of knowledge, to
advance the freedom of individuals, and to provide and promote an atmosphere
of experimentation. Social studies is presented as a product and as a process
within and outside the school setting. Students apply the national standards of
social studies to the curriculum and interpret and use the synoptic method of
social studies as a way to develop, connect, and extend sociocultiual experiences
which support citizenship. In addition, students review, critique, and report
current studies and perspectives in social studies which ground components.
Offered spring semester. Prerequisites: EDU 201 and admission to the Teacher
Education Program.

130

EDU 326. Teaching Social Studies: Grades 7-12 4 hours

This course examines social studies in grades 7-12 through a constructivist
perspective. This perspective recognizes that the goal of social studies education
is to actively engage students in the construction and relating of knowledge, to
advance the freedom of individuals, and to piovide and promote an atmosphere of
experimentation. Social studies is presented as a product and as a process within
and outside the school setting. Students apply the national standards of social
studies to the curriculum, and interpret and use the synoptic method of social
studies as a way to develop, connect, and extend sociocultural experiences which
support citizenship. In addition, students review, critique, and report current
studies and perspectives in social studies which ground components. Offered
spring semester. Prerequisites: EDU 201 and admission to the Teacher Education
Program.

EDU 327. Art, Music, and Movement 4 hours

This is an interdisciplinary study of the fundamentals of art, music, and move-
ment education, including methods and materials appropriate for teaching. Empha-
sis is placed on integrating art, music, and movement across the elementary school
curriculum. Experience in the schools is included. Offered spring semester. Prereq-
uisites: EDU 201 and admission to the Teacher Education Program.

EDU 401. The Exceptional Child 4 hours

This course is designed to assist regular classroom teachers in the identifica-
tion and education of children who have special needs. In addition to characteris-
tics 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. Offered fall and spring semesters. Pre-
requisites: EDU 201 and admission to the Teacher Education Program.

EDU 410. Teaching Mathematics: Grades P-5 4 hours

This course is designed to prepare teachers to plan and teach mathematics in
prekindergarten through grade five. The NCTM Curriculum and Evaluation
Standards are emphasized. Experience in the schools is included. Offered fall
semester. Prerequisites: EDU 201, a "C" or higher in Mathematics for Teachers,
and admission to the Teacher Education Program.

EDU 411. Teaching Mathematics: Grades 4-8 4 hours

This course is designed to prepare teachers to plan and teach mathematics in
grades four through eight. The NCTM Curriculum and Evaluation Standards are
emphasized. Experience in the schools is included. Offered fall semester. Prereq-
uisites: EDU 201, a "C" or higher in Mathematics for Teachers, and admission to
the Teacher Education Program.

EDU 412. Teaching Mathematics: Grades 7-12 4 hours

This course is designed to prepare teachers to plan and teach mathematics in
grades seven through twelve. The NCTM Curriculum and Evaluation Standards
are emphasized. Experience in high school mathematics classes is included.
Offered fall semester. Prerequisites: EDU 201 and admission to the Teacher
Education Program.

131

EDU 413. Teaching Science and Health: Grades P-5 4 hours

This course examines the rationale, curricula, teaching methods, and materials
for teaching science and health in the elementary school. Emphasis is placed on a
hands-on, discovery approach to teaching. National standards for the teaching of
science are addressed. Experience in elementary schools is included. Offered fall
semester. Prerequisites: EDU 201 and admission to the Teacher Education Pro-
gram.

EDU 414. Teaching Science: Grades 4-8 4 hours

This course examines the rationale, cvirricula, teaching methods, and materi-
als for teaching science in the middle grades. Emphasis is placed on a hands-on,
discovery approach to teaching. National standards for the teaching of science are
addressed. Experience in science classrooms is included. Offered fall semester.
Prerequisites: EDU 201 and admission to the Teacher Education Program.

EDU 415. Teaching Science: Grades 7-12 4 hours

This course examines the rationale, curricula, teaching methods, and materials
for teaching science in the high school. Emphasis is placed on a hands-on, discovery
approach to teaching. National standards for the teaching of science are addressed.
Experience in high school science classes is included. Offered fall semester. Prereq-
uisites: EDU 201 and admission to the Teacher Education Program.

EDU 449. Special Topics in Education 4 hours

A variety of courses will be offered to respond to topical needs of the curricu-
lum; may be taken for credit more than once.

EDU 459. Elementary Student Teaching and Seminar 16 hours

Student teaching is the culminating experience in the Teacher Education
Program. For an entire semester the student participates in an elementary school
classroom in the Atlanta area under the supervision of a qualified supervising
teacher. This is designed to promote gradual introduction to responsible teach-
ing, including participation in the supervising teacher's usual daily responsibili-
ties and extracurricular activities. A weekly seminar on the University campus
focuses on classroom management strategies and professional issues. Offered fall
and spring semesters. Prerequisites: Approval, Opening of School Experience,
completion of all other course requirements, and passing scores on the Praxis II
tests required for early child certification.

EDU 469. Middle Grades Student Teaching and Seminar 16 hours

Student teaching is the culminating experience in the Teacher Education
Program. For an entiresemester the student participates in a middle grades
classroom in the Atlanta area under the supervision of a qualified supervising
teacher. This is designed to promote gradual introduction to responsible teach-
ing, including participation in the supervising teacher's usual daily responsibili-
ties and extracurricular activities. A weekly seminar on the University campus
focuses on classroom management strategies and professional issues. Offered fall
and spring semesters. Prerequisites: Approval, Opening of School Experience,
completion of all other course requirements, and passing scores on the Praxis II
tests required for middle grades certification.

132

EDU 479. Secondary Student Teaching and Seminar 16 hours

Student teaching is the culminating experience in the Teacher Education Pro-
gram. For an entire semester the student participates in a high school classroom in
the Atlanta area under the supervision of a qualified supervising teacher. This is
designed to promote gradual introduction to responsible teaching, including
participation in the supervising teacher's usual daily responsibilities and extracur-
ricular activities. A weekly seminar on the University campus focuses on classroom
management strategies and professional issues. Offered fall and spring semesters.
Prerequisites: Approval, Opening of School Experience, completion of all other
course requirements, and passing scores on the Praxis II tests required for certifi-
cation in the content field.

Engineering - Dual Degree

Oglethorpe is associated with the Georgia Institute of Technology, the Univer-
sity of Florida, Auburn University, Mercer University, and the University of
Southern California in combined programs of liberal arts and engineering. The
programs require the student to complete three years at Oglethorpe University
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, and a choice of Differential Equations or Linear
Algebra. The two years of technical education require the completion of courses
in one of the branches of engineering. Additionally, Oglethorpe has an agree-
ment with the Georgia Institute of Technology for dual degrees in various areas of
applied sciences and economics.

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
University and the degree of Bachelor of Science in Engineering by the engineer-
ing school. Because the required pre-engineering curricula of the five affiliated
schools are slightly different, the student is advised to consult frequently with the
faculty member serving as dual degree engineering program adviser.

Engineering is a difficult subject. Students can maximize their chances for
success by starting at Oglethorpe where the faculty's primary concern is effective
teaching and working closely with students. Classes are small, and laboratories
offer the oppoitunity for hands-oii 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 clarity. 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 variety of career positions. The dual degree engineer-
ing progiam provides an education that is both bioad and deep - a combination
that will serve the graduate well as career responsibilities increase.
Note: Dual-degree students in engineering may not use Oglethorpe financial
aid assistance to attend other institutions.

133

English

In literature courses, students examine written works to determine their
meaning, to reach judgments about their value, to explore their relation to life,
and to derive pleasure. To these ends, students make written and oral analyses,
supporting their conclusions with close examination of specific passages from the
works of literature being studied, hi 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 any
other professional training that requires students to interpret written material
and support their assertions with specific evidence. Given the expressed need in
the business community for people who can communicate well orally and on
paper, the combination of an English major and courses in business administra-
tion or an accounting minor may be very attractive to prospective employers. The
course Advanced Writing for Business and the Professions focuses on the kinds of
speaking and writing abilities graduates will need to get and keep jobs in person-
nel, 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. They write press
releases, training manuals, in-house newspapers, and news copy.

To help students 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 Literature, Medieval and Renaissance Literature, The Enlightenment
Through Victorian Literature, and Modern and Contemporary Literature. Stu-
dents also are required to take one writing course beyond Analytical Writing;
Shakespeare or Chaucer; and four electives from the upper-level (300) literature
courses. In addition, a student majoring in English must demonstrate proficiency
in a foreign language either through examination or course work. Proficiency is
considered equivalent to two semesters at the college level. The degree awarded is
the Bachelor of Arts.

Minor

Students who minor in English 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: Permission of
the instructor.

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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 culture, non-Western
materials may also be studied. Works 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.

ENG 103. The Enlightenment Through Victorian Literature hours

This course will investigate literature of the 18'*" and lO'*" centuries. Authors
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. Eliot, Woolf, Lawrence, Frost, Monison, and Marquez.

ENG 201. Chaucer 4 hours

Students will 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 English course.

ENG 301. Russian Literature 4 hours

This course will consist of Russian literature in translation, mostly fiction,
mostly from the 19th century. 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 study of works which employ inno-
cence, particularly in childhood, in order to deepen the understanding of experi-
ence. Authors might include: Sophocles, Blake, Carroll, James, and Kafka.
Prerequisites: COR 101, COR 102, and one 100-level English course.

ENG 303. American Poetry 4 hours

This course will consider the work of major American poets such as Whitman,
Dickinson, Frost, Eliot, and Williams. Prerequisites: COR 101, COR 102, and one
100-level English course.

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ENG 304. Images of Women in Literature 4 hours

An exploration of various stereotypical, archetypal, and realistic images of
women in literature. Prerequisites: COR 101, COR 102, and one 100-level English
course.

ENG 305. The Literature of King Arthur and Camelot 4 hours

This course will acquaint students with the medieval origins of the Arthurian
legends and the best of the contemporary versions of the legends. Prerequisites:
COR 101, COR 102, and one 100-level Enghsh course.

ENG 306. Special Topics in Drama 4 hours

Drama as literature and genre, through survey and period studies. Prerequi-
sites: COR 101, COR 102, and one 100-level Enghsh 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 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.

ENG 312. Special Topics in Literature and Culture 4 hours

Courses relating literature with aspects of social and intellectual history or a
particular issue or theme. Possible offerings may include women in literature,
American civilization, 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 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 English course.

ENG 401. Internship in English 1-4 hours

An internship is designed to provide a formalized, experiential learning oppor-
tunity to qualified students. The student and a faculty supervisor negotiate a
learning contract which specifies learning objectives for the internship and indi-
ces for the evaluation of the student's achievement of these objectives. Students
are employed or volunteer in standard work situations with cooperating business
organizations, governmental departments and agencies, or in other professional
settings: for instance, the Atlanta Historical Society, Atlanta newspapers and
television stations, and the Atlanta Botanical Garden. Graded on a satisfactory/
unsatisfactory basis. Prerequisites: Permission of the faculty supervisor and quali-
fication for the internship program.

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Foreign Languages

Students must take a language placement examination during Springfest or
immediately prior to fall registration. They will be placed in the course sequence
according to their competence. Foreign students are not eligible to enroll in
elementary and intermediate courses in their primary language.

Please refer to specific foreign languages in alphabetical order of this section
for respective course offerings.

FOR 201. Special Topics in Foreign Language, Literature, and Culture .... 4 hours

A course in which advanced conversation or topical aspects of the literature
and cultural phenomena of a language not regularly offered are explored.

French

Minor

A minor in French consists of these two obligatory courses: Intermediate
French and French Conversation and Composition. Two other courses selected
from the following also are required:

FRE 302 Special Topics in French Language, Literature, and Culture

FRE 401 French Lyric and Literary Prose

FRE 402 The Modern French Republics and Their Institutions

FRE 403 Franco-American Relations in Trade and Culture
Certain requirements may be met through an approved study abroad program.
Students pursuing a minor in French are encouraged to spend a summer or
semester studying in France or a French-speaking country. For a listing of foreign
institutions and programs with which Oglethorpe has exchange agreements and
affiliations, please see International Exchange Partnerships/Study Abroad in the
Educational Enrichment section of this Bulletin.

FRE 101, FRE 102. Elementary French I, II 4 plus 4 hours

This course is beginning college French, designed to present a sound founda-
tion in understanding, speaking, reading and writing contemporary French.
Prerequisite: None for FRE lOI; FRE lOI required for FRE 102, or placement by
testing.

FRE 201. Intermediate French 4 hours

This course is a review of major points of grammar as well as further practice
in developing oral and written skills. Introduction to a variety of unedited French
texts will be included. Prerequisite: FRE 102 or placement by testing.

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FRE 301. French Conversation and Composition 4 hours

This course focuses on the clevelopmenl oi oral skills through practice in group
settings and individual class presentations combined with weekly writing assign-
ments in French to be revised on a regular basis. A study of style and grammatical
forms used exclusively in the written language completes the course work. Prereq-
uisite: FRE 102 and FRE 201, or placement by testing.

FRE 302. 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.

FRE 401. French Lyric and Literary Prose 4 hours

Selected texts from French literature are studied as examples of prose, poetry
and drama. Students will read original complete works from the French Renais-
sance and the classical and modern periods. Taught in French. Prerequisites: FRE
102 and FRE 201, or placement by testing.

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 govern-
ment in the 1880s and the creation in 1958 of the Fifth Republic under which
France is currently governed. Taught in French. Prerequisites: FRE 102 and FRE
201, or placement by testing.

FRE 403. Franco-American Relations in Trade and Culture 4 hours

This course is an orientation to French business and cultural communities 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 bvisiness community in the wider Atlanta area. Field trips
are also organized to consulates, trade offices and businesses. Taught in French.
Prerequisites: FRE 102 and FRE 201, or placement by testing.

General Science

The physical science and biological science courses are appropriate for stu-
dents 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-laboratory 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 inves-
tigation. These include the underlying assumptions, the limitations, the provi-
sional nature, and the power of the scientific process, as well as the influences of
science on other aspects of human activity. Experimentation is the hallmark of
scientific investigation. As such, laboratory experimentation will be a distinguish-
ing feature of this course. Course time devoted to experimentation in the labora-
torv, as well as inside and outside the classroom, will intertwine with time devoted

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to discussion and lecture. Natural 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 by 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

Internships in the natural sciences and mathematics provide students the
opportunity to acquire valuable experiences in areas that are of special interest to
them. Under the guidance of a faculty supervisor and an on-site director, struc-
tured activities are planned to ensure that learning objectives are achieved. The
Centers for Disease Control and Prevention, the Georgia Mental Health Institute
and numerous medical, industrial, and research facilities have welcomed
Oglethorpe students as interns. Graded on a satisfactory/unsatisfactory basis.
Prerequisites: Permission of the faculty supervisor and qualification for the
internship program.

GEN 251. Science Seminar 1 hour

This course is open only to students who are majoring in biology, chemistry or
physics who have completed all of the first year course requirements in their
major. The course is designed to give practice in the preparation, delivery, and
discussion of scientific papers. One hour of credit is given per semester; the
course may be scheduled at any time after the student has completed the fresh-
man-level requirements in the science major. Meetings of the science seminar are
held a minimum of twice each month during the regular academic year. Each
science major is expected to prepare, deliver, and defend a paper for at least one
seminar meeting during the period of enrollment; other seminar papers will be
presented by invited speakers, including members of the science faculty. Graded
on a satisfactory/unsatisfactory basis during semesters when a presentation is not
given; the semester during which a presentation is given is letter-graded.

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German

GER 101, GER 102. Elementary German I, II 4 plus 4 hours

This course is beginning college German, designed to develop the ability 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 I 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 contem-
porary topics and selections from literature. Video-taped materials provide fur-
ther acquaintance with German speakers and culture. Prerequisite: GER 20 lor
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. Prereq-
uisite: GER 202.

For a listing of foreign institutions and programs with which Oglethorpe has
exchange agreements and affiliations, please see International Exchange Partner-
ships/Study Abroad in the Educational Enrichment section of this Bulletin. Of
particular interest to students of German is the Oglethorpe agreement with the
University of Dortmund.

Greek

Students must take a language placement examination during Springfest or
immediately prior to fall registration. They will be placed in the course sequence
according to their competence.

GRE 101, GRE 102. Attic Greek I, II 4 plus 4 hours

These courses will introduce students to the grammatical and syntactical ele-
ments of the Attic dialect of 5''' century Athens. Mastery of these materials will
enable students to read works written by Thucydides, Sophocles, Plato, Aristotle,
and other ancient authors of this period. Knowledge of Attic Greek will also provide
a foundation for those wishing to study Homeric epic or The New Testameyit.
Prerequisite: None for GRE 101; GRE 101 for GRE 102, or placement by testing.

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History

The study of history introduces students to important events of the past and
the people who played significant roles in them. Embracing the principal fields of
liberal education, the study of history enlarges one's understanding of political
organizations, economic arrangements, social institutions, religious experiences
and various forms of intellectual expression.

The history faculty at Oglethorpe University seeks to make its students aware of
the constantly changing interpretations of the past and acquaint them with the
increasing uses of the discipline in such fields as law, journalism, public relations,
art, theology, diplomacy, and public service. Particular stress is placed on a
mastery of the techniques of research which enhance one's usefulness in many
fields of professional life. Archival careers and postgraduate studies in history are
options with which Oglethorpe students become familiar.

Major

Students majoring in history are required to take at least eight 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): Euro-
pean, United States, and Latin American history; and ancient or medieval (before
1500), early modern (1500-1789), and modern (since 1789) history. At least one of
these courses must have an emphasis on historiography - the study of historical
methods and interpretations. Courses that satisfy this requirement include The
Age of Chivalry, 800-1450, Early Modern Europe, The Age of Empire and Nation-
alism - Europe 1848-1914, German History to 1800, German History Since 1800,
The Fall of Rome and the Barbarians, or any other course specifically designated
by the instructor. In addition, the student must also take Investigative Writing,
one course in Asian Studies, 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 101. The Foundations of the West 4 hours

This course will explore the history of the Western world from late antiquity to
1600, focusing on the rise of the Christian civilizations of Eastern and Western
Europe and Islamic civilization. Special consideration will be given to the com-
parative study of ideas, religion, political institutions, and patterns of social
organization. Through the use of primary documents and critical scholarly works,
students will gain first-hand knowledge of the tools and methods of historical
research.

HIS 102. The West and the Modern World 4 hours

This course covers the history of Western civilization (defined as all the
societies descended from medieval Christendom) since 1600, with the focus on its
modernization after 1789. This process destroyed the relative homogeneity of the
old regime and fragmented the West along two fault lines: (1) socio-economic
modernization, which varied profoundly between rich capitalist societies (Germany,

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Britain, United States, Australia) and poor socialist, neo-feudal, or neo-mercantil-
ist ones (Russia, Romania, Mexico, Brazil); and (2) political modernization, which
could be liberal, communist, or fascist. Prerequisite: HIS 101.

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 will also be taken at the Vikings' more "civilized" cousins, the
Anglo-Saxons. While 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.

HIS 210. The Age of Chivalry, 800-1450 4 hours

This course will cover the High and Later Middle Ages, from the later Carolingian
period through the War of the Roses. The main focus will be on the evolution of
state and society in northern and western Europe during these periods. Special
attention will 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 society and politics
from the end of the Reformation to the eve of the French Revolution. Special
emphasis will 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 1776 on, however, a series of
upheavals, such as the American and French revolutions, the Napoleonic Wars,
the Latin American Wars of Independence, and the Einopean 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.

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 cultural and economic modernity with social and

142

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 Eiuope in the three decades after
1914: World War I; the Russian Revolution; the ill-fated Treaty of Versailles; the rise
of Mussolini; the Great Depression; the dictatorships of Hitler and Stalin; 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 faikue 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 230. American History to 1865 4 hours

A survey from Colonial times to 1865, concerned mainly with the major
domestic developments of a growing nation.

HIS 231. American 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 311. 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 10'^ century to the
Napoleonic Wars. This course will survey the general history of the Empire from
the Renaissance to the end of the 18''' century. Special emphasis will be paid to the
primary social and constitutional questions of German history. How was it
possible to balance the sovereignty of the individual states with the corporate
needs of the Empire? Within the question lies a gixater problem: How did this
issue of a "balance of power" between the emperor and his estates relate to the
general relations between rulers and the ruled? Prerequisite: Permission of the
instructor.

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 Germany after World War II.

HIS 320. Russian History to 1861 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 Muscovy,
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 Gieat
and her grandsons.

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HIS 321. Russian History Since 1861 4 hours

This course studies Russian history from the aboHtion of serfdom, which
began hnperial 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. The Age of Affluence: The United States Since 1945 4 hours

An interdisciplinary study of American life since World War II that emphasizes
political, economic, and social developments. Foreign policy is considered princi-
pally with respect to its impact on domestic affairs.

HIS 331. Georgia History 4 hours

This cotnse is a chronological examination of the history of Georgia from the
Colonial period to the 20th 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 230, HIS 231, 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.

HIS 410. Ancient History and Ancient Historians 4 hours

In this course the history of Greek and Roman civilization will be studied
through the writings of several ancient historians. The methods used by ancient
authors, their literary style, and the relation of their works to the specific
historical context in which they were written will be examined. Special consider-
ation will be given to the various philosophies of history that emerged in antiq-
uity. Prerequisite: 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 antiquity 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: HIS 410 or
permission of the instructor.

HIS 430. The American Civil War and Reconstruction 4 hours

A course for advanced histoiy students emphasizing die causes of conflict, tlie
waitime period, and major changes that occurred. Prerequisites: HIS 230 and HIS 231.

HIS 431. United States Diplomatic History 4 hours

This course is a study of major developments in American diplomacy from die end
of the Revolution until 1945. Recommended prerequisites: HIS 230 and HIS 231.

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HIS 450. Independent Study in History 1-4 hours

Supervised research on a selected topic. Prerequisite: Permission of the in-
structor.

HIS 451. Internship in History 1-4 hours

An internship is designed to provide a formalized, experiential learning oppor-
tunity to qualified students. The student and a faculty supervisor negotiate a
learning contract which specifies learning objectives for the internship and indices
for the evaluation of the student's achievement of these objectives. Students are
employed or volunteer in standard work situations with cooperating business
organizations, governmental departments and agencies, or in other professional
settings. Recent examples have been internships with the Atlanta Historical
Society and the Georgia State Archives. 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 36 semester hours of course work beyond
core requirements. At least 16 semester hours of the major must be completed in
courses above the introductory level in a 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
individually 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 adviser, must complete an application, available at the
Registrar's Office, to be approved by the chair of the division in which the
proposed major's concentration is included and the Provost. This application
should be submitted by the end of the second semester of the student's sopho-
more 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
adviser, the chairperson of the division, and the Provost, the application will be
filed by the Provost in the Registrar's office. The Registrar will notify the student
and the student's adviser of the acceptance of the proposal.

The degree awarded upon successful completion of an approved individually
planned major is Bachelor of Arts.

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Interdisciplinary Studies

INT 301. Interdisciplinary Studies: Special Topics 4 hours

Courses that focus on materials and topics that are interdiscipUnary in nature,
transcending the boundaries of specific academic disciplines, are offered under
this rubric. Courses have included Bioethics, Environmental Science, Women's
Studies: History, Women's Studies: Theory, Film and Society, The Literature and
History of Immigrant and Minority Women in America, and Southern Women's
Literature and History.

International Studies

International studies is an interdisciplinary major which seeks to develop skills
and perspectives essential to effective participation in the emerging multicultural
business and social environment. The major helps to prepaie students for careers
in international commerce, the travel and convention businesses, international
banking and finance, and government. The major also provides an appropriate
undergraduate background for the professional study of business, public policy,
and law. Students planning careers in international business or politics are
strongly encouraged to satisfy the requirements of the major by taking Interna-
tional Economics. Students interested in this major should ask the Registrar to
refer them to a faculty adviser 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
Economic Development or International Economics.

Completion of five courses selected from the following also is required:

BUS 370 International Business

ECO 423 International Economics

ERE 402 The Modern French Republics and Their Institutions

ERE 403 Franco-American Relations in Trade and Culture

HIS 215 The Age of World War - Europe 1914-1945

HIS 312 German History Since 1800

HIS 321 Russian History Since 1861

HIS 350 Special Topics in History *

HIS 431 United States Diplomatic History

HIS 450 Independent Study in History *

INS 400 Independent Study in International Studies

INS 401 Internship in International Studies

POL 121 European Politics

POL 131 Asian Pohtics

POL 33 1 Politics in Japan

POL 350 Special Topics in Politics *

POL 411 Advanced Topics in International Relations

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

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* Note: Special topics and independent study courses fulfill the requirements of
the major only when they have a substantial international component.

Students must complete two years of foreign language study or demonstrate
the equivalent competence by examination. Students must also take one addi-
tional 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. For-
eign students may count their residence at Oglethorpe as their study-abroad
experience. Please see International Exchange Partnerships/Study 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 lan-
guage requirement. They may satisfy the study abroad requirement via
their residency in the United States.

International Studies with Asia Concentration

Like the general international studies major, this is a major designed to
develop skills useful in cross-culturally 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 economi-
cally 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 327 Economic Development or
ECO 423 International Economics

POL 111 International Relations i..

POL 131 Asian Pontics

POL 331 Politics in Japan

POL 431 Seminar in Politics and Culture Qapan/ Asian concentration)
Students must also take two of the following courses:

JPN 301 Special Topics in Japanese Language, Literature, and Culture I

POL 311 United States Foreign Policy

Another Asian studies course at Oglethorpe or at another institution pre-
approved by the student's adviser.

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Students must also take one of the following courses:
BUS 370 International Business

FRE 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 121 European Politics
POL 350 Special Topics in Politics *
POL 411 Advanced Topics in International Relations
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 Society
Any course in 20''' century European history

* Note: Special topics and independent study courses fulfill the requirements of
the major only when they have a substantial international component.

Students must take at least one 400-level course.

Students must demonstrate at least a second year 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 nation is strongly urged. Please see
International Exchange Partnerships/Study Abroad in the Educational Enrich-
ment section of this Biilletin. 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 reqviirement satisfied.

INS 400. Independent Study in International Studies 1-4 hours

Supervised research on a selected topic. Prerequisite: Permission of the in-
structor.

INS 401. Internship in International Studies 1-4 hours

An internship is designed to provide a formalized, experiential learning oppor-
tunity to qualified students. The student and a faculty supervisor negotiate a
learning contract which specifies learning objectives for the internship and indi-
ces for the evaluation of the student's achievement of these objectives. Students
are employed or volunteer in standard work situations with cooperating business
organizations, governmental departments and agencies, or in other professional
settings. In recent years, students have interned with the Canadian Consulate, the
Southern Center for International Studies, the Belgian-American Chamber of
Commerce, and JETRO (Japanese External Trade Organization). Graded on a
satisfactory/unsatisfactory basis. Prerequisites: Permission of the faculty supervi-
sor and qualification for the internship program.

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Japanese

Students must take a language proficiency examination on the day of registra-
tion or the first day of class. They will be placed in the course sequence according
to their competence. Foreign students are not eligible to enroll in elementary and
intermediate courses in their primary language.

Japanese Culture Minor

A minor in Japanese culture consists of successful completion of Intermediate
Japanese and Advanced Japanese. After completing the required language study,
the student will take two other courses selected from the following:

JPN 401 Modern Japanese Literature Through 1945

JPN 402 Postwar Japanese Literature

POL 131 Asian Politics

POL 331 Politics in Japan

POL 350 Special Topics in Politics: Women in Japan

POL 431 Seminar in Politics and Culture: Postwar Japanese Culture
The language study option below is appropriate for students interested in
going on to further study or research. Alternatively, students who wish to add a
Japan component to their course of study but do not have plans to pursue further
study may find the culture option more attractive.

Japanese Language Minor

A minor in Japanese language consists of the following courses:
JPN 101 Elementary Japanese I
JPN 102 Elementary Japanese II
JPN 202 Intermediate Japanese
JPN 203 Advanced Japanese

JPN 301, JPN 302 Special Topics in Japanese Language, Literature, and
Culture I, II
This option is appropriate for students interested in going on to further study
or research. Alternatively, the culture option described above may suit students
not planning to pursue further study.

Students in both Japanese culture and Japanese language are encouraged to
spend at least one summer in Japan. They can also gain practical experience by
pursuing internship opportunities with Japanese organizations and firms in the
Atlanta area. Credit for these activities will be given on a case by case basis. At
least half of the courses counted toward the minor must be taken at Oglethorpe.
For a listing of foreign institutions and programs with which Oglethorpe has
exchange agreements and affiliations, please see International Exchange Partner-
ships/Study Abroad in the Educational Enrichment section of this Bulletin

JPN 101, JPN 102. Elementary Japanese I, II 4 plus 4 hours

A course in beginning college Japanese designed to develop the ability to
understand, speak, read, and write contemporary Japanese. Prerequisite: None
for JPN 101; JPN 101 for JPN 102, or placement by testing.

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JPN 202. Intermediate Japanese 4 hours

This course is a continuation of elementary Japanese, including vocabulary
building, practice in writing Kana and Kan-Ji Chinese characters, and conversa-
tional exercises. Japanese manners are studied in class through use of the spoken
language. Prerequisite: JPN 102 or permission of the instructor.

JPN 203. Advanced Japanese 4 hours

This course is a consolidation of all basic grammatical patterns, introduction
of advanced grammatical structures, additional practice in reading and writing
designed to prepare students for independent research using primary texts.
Audio-visual materials will be used extensively. Prerequisite: JPN 202 or permis-
sion of the instructor.

JPN 301, JAP 302. Special Topics in Japanese

Language, Literature, and Culture I, II 4 plus 4 hours

A two-semester sequence of courses in which topical aspects of the literature
and cultural phenomena associated with the Japanese language are explored.
Prerequisite: Permission of the instructor.

JPN 401. Modern Japanese Literature Through 1945 4 hours

This course surveys Japanese narrative literature from the first decades of
Japan's modernization until the end of World War II. The development of the
narrative genre known as shosetsu, which resembles, but should not be equated
with, the Western novel will be studied. Shosetsu by a wide range of authors will be
discussed, focusing on questions of style, narrative structure and theme. How
these texts both shaped and were shaped by the social and economic upheavals
which characterized Japan's era of modernization and nation-building will also be
considered. Secondary works will help in thinking about these issues. All readings
will be in English. No prior knowledge of the language or culture is required.

JPN 402. Postwar Japanese Literature 4 hours

This course will trace the development of postwar literature in Japan from
1945 up to the present. Topics of discussion will include how postwar intellectuals
attempted to redefine human nature and social responsibility after years of total
war; how writers responded to the atomic bombings; the impact of rapid eco-
nomic growth on literature; the emergence of various notions of "postmodernism"
and how they have changed the way writers view their task. A substantial number
of readings will be by women and ethnic minorities. All readings will be in
English. No prior knowledge of the language or culture is required.

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Latin

Students must take a language placement examination during Springfest or
immediately prior to fall registration. They will be placed in the course sequence
according to their competence.

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
history. Prerequisite: None for LAT 101; LAT 101 required for LAT 102, or
placement by 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.

Mathematics

The major in mathematics is designed to provide the student with the math-
ematical background necessary for graduate study or immediate employment.
Courses in analysis, algebra, and other areas of modern mathematics introduce
the student to the more theoretical aspects of mathematics which are essential for
further study. In addition, the major provides fundamental tools for the analysis
of problems in the physical, biological, and social sciences, as well as in such areas
as economics and business. Students with mathematical training at the under-
graduate level are sought by employers in business, government, and industry.
Career opportunities for mathematics majors exist in such areas as computer
programming, operations research, statistics and applied mathematics.

Note: For a description of the Mathematics Proficiency Requirement, which
must be satisfied by all Oglethorpe students, please see the section of this
Bulletin entitled Academic Regulations and Policies.

Major

The object of the course of studies leading to a major in mathematics is to
provide the student with a comprehensive background in classical analysis and a
broad introduction to the topics of modern and contemporary mathematics. The
following mathematics courses are required: Calculus I, Calculus II, Calculus III,
Differential Equations, Discrete Mathematics, Linear Algebra, Abstract Algebra,
Complex Analysis, and Special Topics in Mathematics. Although only one Special
Topics in Mathematics course is required, mathematics majors are advised to take
as many different Special Topics in Mathematics courses as possible during the
junior and senior years. The degree awarded is the Bachelor of Science.

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Minor

The required course work for a minor in mathematics consists of Calculus I,
Calculus II, and Calculus III, plus two of the following: Differential Equations,
Discrete Mathematics, Linear Algebra, Abstract Algebra, Complex Analysis, or
Special Topics in Mathematics.

MAT 101. Intermediate Algebra 4 hours

The objective of this course is to equip students with the basic algebra skills
which will prepare them for College Algebra. The course will offer students review
and reinforcement of previous mathematics learning and provide mature students
with a quick but thorough training in basic algebra skills. Topics include real
numbers, polynomials and factoring, algebraic fractions, linear equations and
inequalities in one variable, exponents, radicals, complex numbers, second-degree
equations and inequalities, functions, and exponential and logarithmic functions.

MAT 102. College Algebra 4 hours

The objective of this course is to equip students with the algebra skills needed
for Analytic Geometry. Topics include algebraic expressions, equations and in-
equalities, relations and their graphs, functions, exponential and logarithmic
functions, polynomial and rational functions, and systems of equations and
inequalities. Prerequisite: MAT 101 with a grade of "C-" or higher or by examina-
tion.

MAT 103. Analytic Geometry 4 hours

This course satisfies the Mathematics Proficiency Requirement. Every student
will be required to either take or test out of this course. The objective of this
course is to equip students with the skills needed for Calculus I, Applied Calculus,
Statistics and Great Ideas of Modern Mathematics. The course is concerned with
the relationship between the two principal branches of classical mathematics:
algebra and geometi-y. Topics include plane analytic geometry, trigonometry,
vectors in the plane, complex numbers, lines, circles, conic sections, transforma-
tion of coordinates, polar coordinates, and parametric equations. Prerequisite:
MAT 102 with a grade of "C-" or higher or by examination.

MAT 111. Statistics 4 hours

This course includes descriptive and inferential statistics with particular em-
phasis upon parametric statistics, rules of probability, interval estimation, and
hypothesis testing. Distributions that will be discussed include the normal, bino-
mial, chi-square, t-distribution, and F-distribution. Additional topics include analysis
of variance, regression and correlation analysis, goodness-of-fit, and tests for
independence. Prerequisite: MAT 103 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 calcvilus
to the management sciences, business, economics, and the social sciences. Topics
include functions, the derivative, techniques of differentiation, applications of the

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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 103 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
physical sciences, and computer science. The objective of these courses is to
introduce the fundamental ideas of the differential and integral calculus of func-
tions of one and several variables. Topics include limits, continuity, rates of change,
derivatives, the Mean Value Theorem, applications of the derivative, curve sketch-
ing, related rates, maximization/minimization problems, area, integration, the
Fundamental Theorem of Calculus, inverse functions, logarithmic functions, expo-
nential 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 examina-
tion. 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, applica-
tions 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 higher.

MAT 261. Discrete Mathematics 4 hours

This course may be considered a general introduction to advanced
mathematics and provides excellent preparation for Linear Algebra. As such, it
will consider various methods and techniques of mathematical proof. In addition,
it will attempt to provide a good grounding in those areas of mathematics that the
student will need for computer science courses. Some of these areas are logic, set
theory, combinatorics, graph theory, and boolean algebra. This course is espe-
cially recommended for anyone who is considering a minor in mathematics.
Prerequisite: MAT 132 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 theory
of functions of a complex variable. Topics include complex numbers, analytic
functions, elementary functions, conformal mapping, complex integration, and
infinite series. Prerequisite: MAT 233 with a grade of "C-" or higher.

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MAT 362. Linear Algebra 4 hours

The objective of this course is to introduce the fundamental ideas of linear
algebra. Topics include linear equations, matrices, determinants, vector spaces,
inner products, linear transformation, eigenvalues, and eigenvectors. Prerequi-
site: 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, Probability Theory, Abstract Algebra 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, MAT 362 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 in mathematics. Prerequisite: Permis-
sion of the faculty supervisor.

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 mathemati-
cians 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 nature.

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 pri-
mary discipline, whether it is mathematics or computer science. Rigorous train-
ing 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.

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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 26 1 Discrete Mathematics

CSC 242 Principles of Computer Programming in Pascal 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 241 Introduction to Computer Science Using Visual BASIC or
CSC 242 Principles of Computer Programming in Pascal or
CSC 243 Principles of Computer Programming in C++

CSC 344 Principles of File Processing in COBOL

CSC 440 Principles of Object-Oriented Programming in C++

CSC 441 Assembly Language and Computer Architecture

CSC 442 Topics in Computer Science

Music

The music curriculum includes courses in music history, music theory, and
performance.

Minor

To complete a minor in music a student must successfully complete the following:

CSC 442 Topics in Computer Science

MUS231 Music Theory 1

MUS 232 Music Theory II

MUS331 History of Music I

MUS 332 History of Music II
A total of four semester hours of University Singers and/or Applied Instruc-
tion in Music also must be taken.

MUS 134. University Singers 1 hour

This is an auditioned concert choir which is the primary musical ensemble for
the study and performance of sacred and secular choral music. The University
Chorale is auditioned 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.

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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 231. Music Theory 1 4 hours

This course is a study of the materials and structure of music using musical
examples from the Romanesque period to the 20'^ century, including elementally
composition. Listening assignments, ear training, and computer drill time are
assigned and discussed with each student. Prerequisite: Permission of the instructor.

MUS 232. Music Theory II 4 hours

This course is a continuation of Music Theory I using musical examples from all
the musical periods, including composition. Listening assignments, ear training,
and computer drill time are assigned and discussed with each student. Prerequi-
site: MUS 231 or permission of the instructor.

MUS 331. Music History I 4 hours

This course is a study of music with analysis of representative works beginning
with Greek music and continuing through the Classical period. Prerequisite:
Permission of the instructor.

MUS 332. Music History II 4 hours

This course is a study of music with analysis of representative works beginning
with Beethoven and continuing through the 20'*' century. Prerequisite: MUS 331
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 Women in
Music, World Music, African-American Composers, Basic Techniques of Con-
ducting, Masterpieces of Choral Literature, Fundamentals of Music, and Music
and the Media. 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 opportunity to study and analyze in depth a specific musical style,
composer, work, etc. Prerequisite: Permission of the instructor.

Philosophy

The mission statement of Oglethorpe University states that Oglethorpe gradu-
ates should be "humane generalists" with the intellectual adaptability which is
needed to function successfully in changing and often unpredictable job situa-
tions. The philosophy program at Oglethorpe accomplishes this goal by fostering
those abilities of critical thinking and intellectual flexibility required in virtually
any professional career.

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 activity is a response to
questions which arise because the various areas of human life, such as science, art,
morality, and religion, often do not seem to be intelligible in themselves or to fit

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with one another. A philosophical world view, such as the philosophy of Plato or
the philosophy of Descartes, represents an attempt to think through these diffi-
culties and to arrive at a single, coherent vision of how reality 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.
Philosophy students learn how to read and understand abstract and often very
difficult arguments. They also learn to think critically and independently, 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.

Major

The philosophy major consists of eight courses in philosophy, which must
include Logic, Classical Ethical Theory, and either Plato or Aristotle.

Students majoring in philosophy are strongly encouraged to undertake foreign
language study while at Oglethorpe, perhaps by choosing the language option of
the semiotics requirement in the core curriculum. Such study is especially desir-
able for students who plan to do graduate work in philosophy. Students who have
attained some proficiency in a foreign language may make use of this ability 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
study will be arranged between the student and the instructor. The degree awarded
is the Bachelor of Arts.

Minor

The philosophy minor consists of five courses in philosophy, one of which
must be Classical Ethical Theory.

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.

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 lOL Western Conceptions of Reality 4 hours

This course introduces the student to Western philosophy through a study of
four major thinkers: Socrates, Lucretius, Descartes, and Nietzsche. These philoso-
phers are from different historical periods and represent very different intellec-
tual and cultural traditions. Studying the philosophies of these different thinkers
will encourage students to reflect upon how they themselves view the world and

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their place in it and upon how their own ways of thinking have evolved from earlier
systems of thought.

PHI 102. Eastern Conceptions of Reality 4 hours

Here the student is introduced to non-Western philosophy through a study of
four thinkers who are different from one another but who are all important in the
Asian intellectual tradition. By studying these four thinkers-Lao Tzu, Confucius,
Shankara, and Dogen- in some depth, students will be able to contrast their own
Western philosophical background with something quite different from it. Stu-
dents are encouraged but not required to take PHI 101 and PHI 102 as a two-
semester sequence.

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 literacy 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 201. Classical Ethical Theory 4 hours

This is the first semester of a year-long course on the history of ethical theory.
What ways does the Western tradition offer us to think about goodness and value?
What ought I to do? The first semester will pursue these questions by examining
the ethical philosophies of Aristotle, Hume, and Kant, as well as Nietzsche's attack
in Beyond Good and Evil on the entire tradition of moral philosophy in the West.

PHI 202. Contemporary Ethical Theory 4 hours

In this second semester course on the history of ethical theory, students will
read several contemporary works concerning the nature 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. Students are
encouraged but not required to take PHI 201 and PHI 202 as a two-semester
sequence.

PHI 203. Philosophy of Law 4 hours

This course will attempt to answer three questions: What is law? What is
justice? What is the relationship between law and justice? To this end students will
read four seminal figures: Plato, Kant, Rawls, and Derrida. The course will
conclude with a case study of the philosophical issues involved in constitutional
privacy.

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.

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PHI 205. Aristotle 4 hours

This course is a study of the philosophy of Aristotle through a reading of his
major works. Readings will include portions of the Logic, Physics, DeAnima, Meta-
physics, and Nicomachean Ethics. .

PHI 206. The Rise of Christian Thought 4 hours

This course involves a study of the distinctively Christian view of human nature
and the human situation, as developed primarily by Paul and Augustine and
continued in later thinkers such as martin Luther. Students will consider the
philosophical theories of Antiquity to which the Christian doctrines were a
response, and the adequacy and persuasiveness of the Christian answer to them.
Readings will include the Gospels, the letters of St. Paul, and St. Augustine's
Confessions, Oyi the Free Choice of the Will, and parts of The City of God.

PHI 207. Political 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 consider-
ation 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 Plato, Aristotle, Aquinas, and others are exam-
ined.

PHI 208. Political Philosophy II: Modern 4 hours

This is a critical examination of the peculiarly modern political and philo-
sophical stance beginning where Political Philosophy I concludes. Among the
authors discussed are Machiavelli, Hobbes, Rousseau, Kant, and Nietzsche.

PHI 301. Philosophy of Art (Aesthetics) 4 hours

This course will attempt to trace the philosophic underpinnings of the move-
ment 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 couise will cover various issues concerned with the nature and validity of
human knowledge. The topics studied will include the distinction between knowl-
edge and belief, arguments for and against scepticism, perception and our
knowledge of the physical world, and the nature 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 nature 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 will conclude with the
question of whether our space-time universe is self-sufficient or requires an
ultimate cause or explanation (God) outside of itself.

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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 pro-
cesses 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 will study the philosophy of Nietzsche through a reading
of his major works, including The Birth of Tragedy, The Uses and Abuses of History for
Life, 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. Post-Colonial Philosophy 4 hours

Taking African philosophy as a case study, students will attempt to take into
account the post-colonial critique of traditional modes of philosophizing. The
authors read will include Cesaire, Senghor, Sartre, Mudimbre, Appiah, Achebe,
Soyinka, Ngugi we Thiong'o, and Victor Turner.

PHI 320. Special Topics in Philosophy: Philosophers 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

Studies 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: Permission of the in-
structor.

PHI 323. Internship in Philosophy 1-4 hours

An internship is designed to provide a formalized, experiential learning oppor-
tunity to qualified students. The student and a faculty supervisor negotiate a
learning contract which specifies learning objectives for the internship and indi-
ces for the evaluation of the student's achievement of these objectives. Students
are employed or volunteer in standard work situations with cooperating business
organizations, governmental departments and agencies, such as the American
Civil Liberties Union, the Governor's Office of Inter-governmental Relations, and
the Georgia Justice Project. Graded on a satisfactory/unsatisfactory basis. Prereq-
uisites: Permission of the faculty supervisor and qualification for the internship
program.

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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.
Students will also consider how these debates lead into, and contribute toward,
the philosophy of Kant.

PHI 402. Kant's Critique of Pure Reason 4 hours

A study 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 science.

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
way 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. Students will attempt to test this thesis by reading some representa-
tive and challenging texts. The authors studied may include Bataille, Foucault,
Deleuze, Derrida, Althusser, Blanchot, and others.

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.

Students who are interested in scientific illustration are encouraged to con-
sider the Scientific Illustration Tracks that are offered within the art major which
is described above.

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Major

The requirements for a major in physics are as follows: College Physics I and II
taken after or concurrently with Calculus I and II (preferably in the freshman
year); Classical Mechanics I and II taken after or concurrently with Calculus III
(suggested for the sophomore year); Thermal and Statistical Physics; Modern
Optics; Modern Physics I and II; Electricity and Magnetism I and II; Mathematical
Physics; and Special Topics in Theoretical Physics or Special Topics in Experimen-
tal Physics. In addition, all physics majors must take two semesters of Science
Seminar with a paper required in the second semester. Examination is generally
required to transfer credit for any of these courses. The degree awarded is the
Bachelor of Science.

Minor

A minor in physics is offered to provide students with an opportunity 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 12 semester hours of physics course work numbered PHY 202 or
higher.

PHY 101, PHY 102. General Physics I, II 3 plus 3 hours

An introductory course without calculus. Fundamental aspects of mechanics,
heat, light, sound, and electricity are included. The text will be on the level of
Miller, 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. College Physics I, II 4 plus 4 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
concurrently. The text will be on the level of Halliday and Resnick, Fundamentals
of Physics. Prerequisite: PHY 201 with a grade of "C-" or higher must precede PHY
202. Corequisites: PHY lOlL and PHY 102L.

PHY 10 IL, PHY 102L. Introductory Physics Laboratory I, II 1 plus 1 hour

Introductory physics laboratories to accompany PHY 101, 102, 201 and 202.

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 variety of contemporary problems. Emphasis is placed on problem work, the
object being to develop physical intuition and facility 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 211
before taking PHY 212.

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PHY 232. Fundamentals of Electronics 3 hours

This course is designed primarily for science majors and dual degree engineer-
ing 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. Prerequi-
site: PHY 102 or PHY 212 with a grade of "C-" or higher.

PHY 232L. 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 introduc-
tion to the special theory of relativity. The second semester will develop electro-
dynamics, 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 Christy. It is recommended that MAT
241 be taken concurrently. 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 3 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 will 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 measuiing fundamental
constants such as the speed of light, h, G, e and e/m. Corequisite: PHY 333.

PHY 335. Introduction to Modern Optics 3 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. Prerequisites: MAT
241 and PHY 202 with a grade of "C-" or higher in each course.

PHY 335L. Modern Optics Laboratory 1 hour

This laboratory accompanies course PHY 335.

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PHY 421, PHY 422. Introduction to Modern Physics I, II 3 plus 3 hours

For physics, engineering, and chemistry majors, this is a one-year sequence that
discusses the most important developments in 20th-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 el-
ementary particle physics. The text will be on the level of Eisberg and Resnick,
Quantum Physics. Prerequisites: PHY 202 and PHY 332; PHY 421 must precede
PHY 422.

PHY 421L. Modern Physics Laboratory I 1 hour

Laboratory work will emphasize modern physics in areas such as microwave
optics, superconductivity, measurements of magnetic fields, electron spin reso-
nance, the Franck-Hertz experiment, laser optics, etc. Corequisite: PHY 42 L

PHY 422L. Modern Physics Laboratory II 1 hour

Laboratory work to accompany course PHY 422.

PHY 423. Mathematical Physics 4 hours

This course will examine a variety of mathematical ideas and methods used in
physical sciences. Topics may include: vector calculus; solutions of partial differ-
ential equations, including the wave and heat equations; special functions; eigen
value problems; Fourier analysis and mathematical modeling, particularly nu-
merical computer methods. Prerequisite: MAT 241 with a grade of "C-" or higher.

PHY 431. Special Topics in Theoretical Physics 1-4 hours

Topics to be chosen in accordance with the student's interest include laser
physics, plasma physics, theory of the solid state, nuclear and particle physics,
astrophysics, and cosmology.

PHY 441. Special Topics in Experimental Physics 1-4 hours

Topics to be chosen in accordance with the student's interest in experimental
physics.

PHY 499. Independent Study in Physics 1-4 hours

Supervised study of a topic of interest to the student, which is not treated in the
regularly scheduled course offerings. Prerequisite: Permission of the instructor.

Politics

The study of politics at Oglethorpe University focuses on the interpretation of
events, both past and current, from a perspective informed bv the studv of
political thought and institutions. In addition, students in this discipline develop
their capacity to compare analogous cases and to generalize. The ability to read
difficult texts carefully and thoughtfully is especially important in political phi-
losophy courses. Students of politics develop some tolerance for ambiguity and
disagreement, while at the same time learning to appreciate the difference between

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informed and uniformed opinion. The study of politics provides good training for
life in a world that, for hetter or worse, is shaped profoundly by political institu-
tions. It is especially appropriate for those interested in careers in law, business,
teaching, journalism, and government.

To engage in career exploration and to learn more about practical politics,
majors are encouraged to seek internships. Oglethorpe's location in metropolitan
Atlanta means that a diverse array of internships is readily available to students. In
recent years, students have taken advantage of the Georgia Legislative Intern and
Governor's Intern Programs, working with the Georgia State Legislature, the
Department of Industry, Trade, and Tourism, and the League of Women Voters,
among others. The University's Office of Experiential Education also is prepared
to help stvidents identify and develop interesting internships. In addition, the
University is able to arrange numerous exciting opportunities through its affilia-
tions with The Washington Center for Internships and the Washington Semester
Program of American University. While students may earn up to 16 semester
hotus of internship credit, only eight may count toward the fulfillment of major
requirements and four toward the fulfillment of minor requirements.

Students majoring in politics also are encouraged to consider the possibility of
studying abroad. For a listing of foreign institutions and programs with which
Oglethorpe has exchange agreements and affiliations, please see International
Exchange Partnerships/Study Abroad in the Educational Enrichment section of
this Bulletin.

Major

The requirements for a major in politics are satisfactory completion of at least
10 courses in the discipline, of which the following five are required;
POL 101 Introduction to American Politics
POL 111 International Relations
POL 121 European Politics
POL 131 Asian Politics

POL 341 Political Philosophy 1: Ancient and Medieval or
POL 342 Political Philosophy II: Modern
In addition, students must take two courses at the 300 level and one at the 400
level. The degree awarded is the Bachelor of Arts.

Minor

To receive a minor, students must take four courses distributed among three of
the four subfields of the discipline (American politics, comparative politics,
international relations, and political philosophy).

POL lOL 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 in. 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

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explored through a reading of relevant history and theoretical writings and an
examination of present and future trends influencing world politics.

POL 121. European Politics 4 hours

This course is a factual, conceptual and historical introduction to politics on
the European continent, including (but not necessarily limited to) Britain, France,
Germany, Italy, Russia, and the European Union. These regimes will be studied
through a comparison of their social structuies, party systems, institutions and
constitutions, political cultures and (if possible) their domestic policies. Prerequi-
site: POL 101.

POL 131. Asian Politics 4 hours

This course is a general introduction to the variety of political systems in Asia,
concentrating particularly on the nations of East Asia. It will emphasize the
methods of comparative political study and will focus on understanding the
factors that determine different political outcomes in nations that share a geo-
graphical region and many similar cultural and historical influences.

POL 201. Constitutional Law 4 hours

A systematic analysis of the place of constitutionalism in American govern-
ment and politics. The Constitution as well as the Supreme Court's attempts to
interpret and expound it are examined. Prerequisite: POL 101.

POL 202. State and Local Government 4 hours

A survey of the origin, development, and characteristic problems of state and
local government in the United States. Prerequisite: POL 101.

POL 301. Politics and the New American City 4 hours

POL 302. American Political Parties 4 hours

An in-depth study of the development of party organizations in the United
States and an analysis of their bases of power. Prerequisite: POL 101.

POL 303. Congress and the Presidency 4 hours

An examination of the original arguments for the current American govern-
mental structure and the problems now faced by these institutions. Prerequisite:
POL 101.

POL 311. United States Foreign Policy 4 hours

A history of American foreign policy since 1945. Emphasis in this course is on
the description, explanation, and evaluation of events and policies, not the study
of policy-making as such.

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POL 331. Politics in Japan 4 hours

This course will examine the processes and institutions of the Japanese political
system. It will investigate traditional areas of interest such as political parties,
legislative politics, the bureaucracy, and public policy formation and then look at
related phenomena within the broader society. Prerequisite: POL 101 or POL 131.

POL 341. Political Philosophy I: Ancient and Medieval 4 hours

An examination of the origins of philosophical reflection on the fundamental
issues of politics, designed to lead to critical consideration of present day political
views. Among the topics discussed are the relationship between knowledge and
political power and the character of political justice. Works by Plato, Aristotle,
Saint Thomas Aquinas, and others are examined. Prerequisite: COR 201 or
permission of the instructor.

POL 342. Political Philosophy H: Modern 4 hours

A critical examination of the peculiarly modern political and philosophical
stance, beginning where Political Philosophy 1 concludes. Among the authors
discussed are Machiavelli, Hobbes, Rousseau, Kant, and Nietzsche. Prerequisite:
POL 341 or permission of the instrvictor.

POL 350. Special Topics in Politics 4 hours

A variety of courses will be offered to respond to topical needs of the curricu-
lum. Recent courses include Theorists of International Order, Shakespeare's
Politics, Criminal Law, and Citizenship in Theory and Practice.

POL 401. Business and Politics 4 hours

In this course, the role of business groups in public affairs and the role of
government in business affairs will be examined. Discussion will include the
structure of interest groups, their lobbying activities, and the politics of regula-
tion, among other topics. Prerequisite: POL 101 or permission of the instructor.

POL 411. Advanced Topics in International Relations 4 hours

An in-depth treatment of one or more of the issues introduced in International
Relations. Topics vary from year to year. Prerequisite: POL 111 or POL 311.

POL 431. Seminar in Politics 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 nature and difficulties
of cultural study, with particular attention to ethnographic or participant ob-
server research methods. Focus of the seminar will change yearly but may include
Politics and Rhetoric, Postwar Japanese Culture, The Culture of Democracy, or
Women and Politics. Prerequisite: POL lOlor junior standing.

POL 441. Studies in Political Philosophy 4 hours

An intensive examination of a text or theme introduced in the Political
Philosophy sequence. Among the topics have been Rousseau's Emile, Kantian
political philosophy, and The German Enlightenment. Prerequisite: Permission of
the instructor.

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POL 450. Independent Study in Politics 1-4 hours

Supervised research on a selected topic. Prerequisite: Permission of the instructor.

POL 451. Internship in Politics 1-4 hours

An internship is designed to provide students a formalized, experiential learn-
ing opportunity. Students are employed or volunteer in standard work situations
with cooperating political organizations, governmental departments and research
institutions, or in other professional settings. In recent years, students have
interned with the offices of Senator Paul Coverdell, in the Georgia State Legisla-
ture, at The Carter Center, with the League of Women Voters, and in various
departments of the Georgia state government. Graded on a satisfactory/unsatis-
factory basis. Prerequisites: Permission of the faculty 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 liberally educated person: reading with
comprehension, writing, speaking, and reasoning. The student is encouraged to
become more familiar with political, economic, and social institutions as they
have developed historically and as they function in contemporary society.

Students interested in pursuing a legal career should ask the Registrar for the
names of faculty members serving as pre-law advisers.

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 faculty member who is a designated pre-
medical adviser. It is desirable for the pre-medical students to begin the process of
undergraduate program planning with a pre-medical adviser. It is essential that
contact be established by the second semester of the student's freshman year.

Professional schools of health science require for admission successful comple-
tion 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 students have a wide lati-
tude of choice with regard to the major selected. Students should familiarize
themselves with the particular admission requirements of the type of professional
school they plan to enter prior to deciding on the course of study to be pursued at
Oglethorpe.

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 require-
ments; admission after three years is highly atypical and is not available at all
schools.) It is possible for students to enter an allopathic or osteopathic medical
school, dental school or veterinary school (no other health professions schools are

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eligible) after three years of study at Oglethorpe to complete their bachelor's
degree under the Professional Option. By specific arrangement between the
professional school and Oglethorpe University, and in accordance with regula-
tions of both institutions, after successful completion of all academic require-
ments 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 profes-
sional school. Students interested in this possibility should consult with their
advisers to make certain that all conditions are met; simultaneous enrollment in
several science courses each semester during the three years at Oglethorpe likely
will 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.

Psychology

Psychology uses scientific methods to study a broad range of topics related to
behavior and mental processes, including motivation, learning and memory,
human development and personality, psychological disorders, social interaction,
and physiological bases for behavior and thought. The study of psychology should
help a student to develop skills in three basic areas: skills associated with the
scientific method, including data collection, analysis, and interpretation; skills
that are useful in the construction and evaluation of theories, such as analytic and
synthetic reasoning; and skills in human relations through which the student
learns to become a more precise and more tolerant observer of human behavior
and individual differences. Many students with a background in psychology
choose caieers in psychology-related fields, such as counseling, psychotherapy, or
research, but many others choose careers that are not so directly tied to psychol-
ogy. For example, psychology provides a good background for careers in law,
education, marketing, management, public relations, publishing, and communi-
cations.

Major

The major consists of at least nine psychology courses beyond Psychological
Inquiry, including Statistics, Research Design, Advanced Experimental Psychol-
ogy, and History and Systems of Psychology. Psychology majors also are expected
to complete the following two directed electives: General Biology I and II. The
degree awarded is the Bachelor of Arts.

Minor

A minor in psychology consists of any four psychology courses beyond Psychologi-
cal 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 behavior.
Psychological experimentation will be shown to contribute to human self-under-
standing through its production of interesting, reliable, and often counter-intuitive
results. Topics to be considered may include obedience to authority, memory,

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alcoholism, persuasion, intelligence, and dreaming. These topics will be examined
from a variety of potentially conflicting perspectives: behavioral, cognitive, devel-
opmental, biological, and psychoanalytic. This course serves as a prerequisite for
all upper-level courses in psychology. A student must receive a grade of C- or better
before advancing to any upper-level course.

PSY 201. Child and Adolescent 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 develop-
ments, particularly those of cognition, social behavior, and self-concept. The fac-
tors influencing development, such as heredity and the social/cultural environment,
will be emphasized. Prerequisite: PSY 101.

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 10 T

PSY 203. Learning and Conditioning 4 hours

Making use of data obtained in the laboratory and in natural settings, this
course examines how humans and animals seek and acquire information about
the spatial and temporal structure of their surroundings, make correlational or
predictive inferences, and express these inferences behaviorally. Prerequisite: PSY
101.

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.

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. Prerequi-
site: PSY 101.

PSY 301. Research Design 4 hours

Through a combination of class discussion and hands-on research activity, this
course provides students with exposure to a variety 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. Offered annually. Prerequisites: PSY 101
and MAT 111.

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PSY 302. Advanced Experimental Psychology 4 hours

This sequel to the Research Design 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.

PSY 303. Psychological Testing 4 hours

This course covers the selection, interpretation, and applications of psycho-
logical tests, including tests of intellectual ability, vocational and academic apti-
tudes, and personality. The most common uses of test results in educational
institutions, clinical settings, business, government, and the military will be consid-
ered. The history of psychological testing and the interpretation of test results also
will be considered from both traditional and critical perspectives. Although stu-
dents will have the opportunity to see many psychological tests, this course is not
intended to train students actually to administer tests. Prerequisites: PSY 101 and
MAT 111.

PSY 304. Psychology of Leadership 4 hours

The concept of leadership will be explored within the context of psychological
research and theory. Students will be invited to examine a variety of approaches
to leadership and to analyze them critically. Activities that foster the development
of effective leadership abilities and strategies will be an important component of
the course. Prerequisite: PSY 101.

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. Preiequisites: PSY 101 and PSY 205.

PSY 307. Cognitive Psychology 4 hours

The course explores the nature and function of human thought processes.
Topics to be considered include perception, attention, remembering and forget-
ting, mental imagery, psycholinguistics, problem-solving, and reasoning. Prereq-
uisite: PSY 101.

PSY 308. Sensation 4 hours

This course provides an introduction to basic neuroscience; it will cover the
anatomy, pharmacology, and physiology of the nervous system. An investigation
will then be made of the neural mechanisms of vision, hearing, taste, and smell.
Finally, the role of skin and muscle as sensory organs will be examined. Prerequi-
sites: PSY 101 and BIO 102.

PSY 309. Behavioral Neuroscience 4 hours

This course will begin with a stvidy of neural mechanisms of bodily movement.
Following this will be an investigation of the neural and hormonal correlates of
sleep, biological rhythms, hunger and feeding, brain stimulation reward, sexual

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behavior, and drug self-administration. The neural bases of memory will be dis-
cussed in depth. New findings in the study of neural-immune interactions will be
considered, and the course will conclude with a look at neural mechanisms under-
lying certain psychiatric conditions, particularly schizophrenia and depression.
Prerequisites: PSY 101 and PSY 308.

PSY401. Special Topics in Psychology 4 hours

The seminar will provide examination and discussion of various topics of
contemporary interest in psychology. Prerequisite: PSY 101.

PSY 402. 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. Prerequisites: PSY 305 and PSY 306.

PSY 403. Drugs, the Brain, and Behavior 4 hours

This course surveys the actions of psychoactive drugs, particularly those
associated with addiction and abuse (opioids, stimulants, sedatives, hallucino-
gens, and anabolic/ androgenic steroids) and those used to treat mental illness
(benzodiazepines, antidepressants, and antipsychotics). Although the course fo-
cuses on pre-clinical research, that research will be used to address such social and
political issues as the drug legalization controversy, the evolving status of tobacco
use in the United States, and the disease model of addiction. Prerequisites: PSY
101 and BIO 102.

PSY 404. Pain and Analgesia 4 hours

This course provides an analysis of pain and pain treatment. Pain will be
discussed as a unique sensation that is not necessarily associated with tissue injury
and that is highly prone to suggestion, stress and other psychological variables.
Some well-known pain syndromes (phantom-limb pain, referred pain, causalgia,
and pain resulting from burns, tumors, and viral infections of nerves) will be
investigated. The brain's own means of processing and inhibiting pain will be
covered. The actions of narcotics and over-the-counter analgesics (aspirin, ac-
etaminophen, ibuprofen) will be considered, and nonpharmacological approaches
to analgesia (nerve stimulation and lesions) will be assessed. Prerequisites: PSY
101 and 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 con-
temporary systems of psychology, and their theoretical and empirical differences.
Recommended for the senior year. Prerequisites: PSY 101 and one additional
psychology course.

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 101 and permission of the instructor.

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PSY407. Internship in Psychology 1-4 hours

Internships in psychology are designed to provide students the opportunity to
acquire valuable experiences in settings where psychology is practiced. A faculty
member and on-site supervisor provide guidance to the student in selecting
appropriate activities and achieving specific learning objectives. Successful in-
ternships in recent years have been completed in a variety of settings including
Charter Behavioral Health System of Atlanta, Yerkes Primate Center, Elrick and
Lavidge marketing research firm, and the DeKalb Headstart program. Graded on
a satisfactory/unsatisfactory basis. Prerequisites: Permission of the faculty super-
visor and qualification for the internship program.

PSY408. Independent Study in Psychology 1-4 hours

This course provides the opportunity for an intense study of diverse topics
under the direct supervision of the instructor. Prerequisite: Permission of the
instructor.

Sociology

Sociology is the study of human society and social behavior. The field includes
the study of the family, religion, culture, social classes, minorities, criminal
behavior, and a variety of other topics. In addition to providing insights into the
social world, sociology offers many opportunities to write and to improve one's
analytical skills. Career opportunities open to sociologists include work in crimi-
nology, social welfare, demography, journalism, marketing, and many other
fields. The study of sociology also prepares the student for many graduate and
professional programs.

Major

The sociology major consists of a minimum of nine sociology courses beyond
Human Nature and the Social Order I and II, including Introduction to Sociology,
Statistics, Research Design, Sociological Theory, and five additional sociology
courses selected by the student. Of the nine courses, at least six must be com-
pleted at Oglethorpe for a major in sociology. Human Nature and the Social
Order I and II must be completed by all majors who enter Oglethorpe below the
junior level. The degree awarded is the Bachelor of Arts.

Minor

A minor in sociology consists of Introduction to Sociology and any other three
sociology courses 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.

173

Sociology with Social Work Concentration

A major in sociology with a concentration in social work consists of seven
courses beyond Human Nature and the Social Order I and II, in addition to a
semester of field placement (16 semester hours). Required courses include Intro-
duction to Sociology, Field of Social Work, and Methods of Social Work, in
addition to four sociology electives. 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
society and social behavior. Selected fields of study frequently include culture,
formation of the self, social classes, power structures, social movements, criminal
behavior, and a variety of social institutions. Emphasis is placed upon basic
concepts and principal findings of the field. Offered annually.

SOC 201. The Family and Family Demography 4 hours

This course focuses primarily on the 20'''-century 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 annually.

SOC 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 includes a
consideration of conformity, persuasion, attraction, aggression, self presentation,
and other relevant aspects of social life. Offered annually.

SOC 205. Deviance and Criminality 4 hours

An examination of behaviors that do not conform to moral and legal codes
and the ways in which societies 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 study 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 biennially.

174

SOC 303. Field of Social Work 4 hours

This course will study and analyze the historical development of social work
and social work activities in contemporary society. Offered annually.

SOC 304. Methods of Social Work 4 hours

This course is a study of the methods used in contemporary social work.
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, Vertigo,
The Maltese Falcon, Red River, Cabaret, and others. Offered summers.

SOC 306. Immigration and Ethnic Relations 4 hours

This course treats contemporary ethnic relations and the history of immigra-
tion 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.
Although the chief concern is with the United States, a comparative approach is
taken. Offered annually.

SOC 307. Elites 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, status systems, and economic inequality. Offered biennially.

SOC 308. Culture and Society 4 hours

A study of the dynamics of traditional and modern cultures that focuses on the
analysis of symbolic forms and boundaries, social memory, ceremonies and
rituals, bodily habits, cultural elites and revolutions, and culture wars. The course
is comparative in approach. Offered annually.

SOC 309. Religion and Society 4 hours

An examination of religion as a social institution, its internal development,
relationship to other institutions, and its cultural and social significance in
modern societies. Special attention will be given to the conflict between spirit and
institution in Christianity; the rise and decline of denominationalism; fundamen-
talism and evangelicals past and present; and the modern psychologization of
religion. Offered at least biennially.

175

SOC 401. Nations and Nationalism 4 hours

This course examines the rise and persistence of nation-states and nationaUsm
in the modern world. Theories of nationaUsm, nationalist visions, and case
studies of particular nations (including England, Germany, and Russia) will be
covered. Topics to be addressed include radical nationalism (e.g., Nazism and
Fascism), problems of national "self-determination," Zionism, and the fall of
Communism. Offered biennially.

SOC 402. Field Experience in Social Work 16 hours

Students concentrating in social work are placed with various social work
agencies in the Atlanta area for on-the-job practicvmi 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 Atlanta shelters for the
homeless. Offered annually. Prerequisites: SOC 303 and permission of the instruc-
tor and adviser.

SOC 403. Sociological Theory 4 hours

A study of classical and contemporary theory with an emphasis upon the latter.
Contemporary theories covered usually include utilitarian individualism (sociobi-
ology, exchange theory, and rational-choice theory), communitarianism, civil
society theory, 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 contempo-
rary and historical interest in sociology. Prerequisite: Permission of the instructor.

SOC 405. Internship in Sociology 1-4 hours

Internships in sociolog)' are designed to provide students the opportunity to
acquire valuable experiences in settings in which sociologists work. A faculty
member and on-site supervisor provide guidance to the student in selecting
appropriate activities and achieving specific learning objectives. Successful in-
ternships in recent years have been completed in a variety of settings, including
the Georgia Council for Child Abuse, the Methodist Children's Home, and Unisys
Corporation. Graded on a satisfactory/unsatisfactory basis. Prerequisites: Per-
mission of the faculty supervisor and qualification 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 instruc-
tor. Prerequisite: Permission of the instructor.

SOC 407. Internship in American Studies 1-4 hours

An internship is designed to provide a formalized, experiential learning oppor-
tunity to qualified students. The student and a faculty supervisor agree upon a
learning contract which specifies learning objectives for the internship and indi-
ces for the evaluation of the student's achievement of these objectives. Students
are employed or volunteer in standard work situations with cooperating business
organizations, governmental departments and agencies, or in other professional
settings. Prerequisites: Permission of the faculty supervisor and qualification for
the internship program.

176

Spanish

Minor

A minor in Spanish consists of four courses beyond Elementary Spanish II
selected from the following:

SPN 201 Intermediate Spanish
SPN 301 Advanced Spanish

SPN 305 Spanish for International Relations and Business
SPN 401 Special Topics in Hispanic Languages, Literatures, and Cultures
SPN 403 Political Issues in Spanish American Literature and Film
SPN 405 20th-century Spanish American Literature
SPN 410 The Development of Latin American Cultures
Certain requirements may be met through an approved study abroad program.
Students pursuing a minor in Spanish are encouraged to spend a summer or
semester studying in a Spanish-speaking country. For a listing of foreign institu-
tions and programs with which Oglethorpe has exchange agreements and affilia-
tions, please see International Exchange Partnerships/Study Abroad in the
Educational Enrichment section of this Bulletin.

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/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

This course is designed to improve students' skills 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 written assignments. Prerequisite: SPN 20 lor placement by testing.

177

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 communities of Atlanta. Prerequisite: SPN 201 or
placement by testing.

SPN 401. Special Topics in Hispanic Languages,

Literatures, and Cultures 4 hours

This course provides the opportunity to study particular aspects of the lan-
guages, 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 contents change.

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 20th century spawned the development of a rich literary and
cinematic corpus. This course will 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. Prerequisites:
SPN 301 and placement by testing or permission of instructor.

SPN 405. 20th-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 experi-
mentation, self-refiection, parody, 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. Prerequisites: SPN 301
and placement by testing or permission of instructor.

SPN 410. The Development of Latin American Cultures 4 hours

This course introduces students to the diverse cultural heritage of Latin
America paying special attention to the impact and consequences of the encoun-
ter between European, Native and African cultures in art, politics and religion.
Manifestations of cultural syncretism and diversity from the times of the Spanish
conquest and colonization to the post-colonial polemics of cultural identity will
be examined. Taught in Spanish. Prerequisites: SPN 301 and placement by testing
or permission of instructor.

178

Theatre

Courses in theatre history, film, and characterization, combined with the
University's unique apprenticeship program, offer students a study of theatre that
is interactive in approach and broad in scope. Students who enter Oglethorpe
with a background in theatre, as well as those with an interest but no experience,
will find ample opportunities in the theatre program to develop their skills and
expertise. As such, a theatre minor serves as an appropriate complement to a
variety of majors in communications and the humanities, as well as a preparation
for graduate and professional work in theatre.

Minor

Students are required to take the following courses:

THE 201 Beginning Characterization

THE 301 Advanced Characterization

THE 310 Apprenticeship in Theatre
In addition, one course selected from the following:

THE 2 1 The History of Comedy

THE 220 The History of Tragedy

THE 201. Beginning Characterization 4 hours

This course focuses on the training of the body and voice as tools used in
characterization. Students will explore the basic principles and techniques of
stage combat, mime, movement, vocalization, and contemporary characteriza-
tion. Students will be expected to perform scenes with partners as well as
individual monologues.

THE 210. The History of Comedy 4 hours

In this course the student will examine the history and development of comedy
as a theatrical art form, using not only the texts but the performing, costuming,
and staging practices of the period as keys to a better understanding of the genre.
Writers studied will include Aristophanes, Menander, Plautus, Terence,
Shakespeare, Johnson, Congreve, Moliere, Goldoni, Gozzi, and Sheridan.

THE 220. The History of Tragedy 4 hours

In this course the student will examine the history and development of tragedy
as a theatrical art form, using not only the texts but the performing, costuming,
and staging practices of the period as keys to a better understanding of the genre.
Writers studied will include Sophocles, Euripides, Seneca, Marlowe, Kyd,
Shakespeare, Corneille, Racine, Goethe, and Ibsen.

THE 301. Advanced Characterization 4 hours

This course allows students to work with texts from various periods in theatrical
history, examining the costuming and mannerisms of each period and applying
these observations to the performance of both scene and monologue work. Periods
studied will include: Greek, Medieval, Elizabethan, Commedia dell'arte, French
Neoclassic, Restoration, and Early 20th-century Realism. Prerequisite: THE 201.

179

THE 310. Apprenticeship in Theatre 4 hours

The apprenticeship is designed to provide a hands-on learning experience in
theatre. Students may focus on one of three areas of study: preparation and
performance, theatrical design, or directing. All students participating in the
apprenticeship program in a given semester will share a common reading, to be
discussed at weekly seminar meetings, and will be expected to present their work
for evaluation by a panel of faculty and students once during the semester. Open
to juniors and seniors only and may be taken for credit only once. Prerequisite:
Permission of the instructor.

THE 320. Special Topics in Contemporary Theatre and Film 4 hours

Through a study of works by contemporary playwrights and directors, students
are encouraged to examine various societal issues, as well as the ways in which we
as a society choose to entertain ourselves. Topics vary, but may include: The
Feminist Approach to Theatre, The Search for the Hero in American Film,
Hollywood's View of Women, and The Artist as Social Critic.

Writing

Minor

The writing minor consists of five courses beyond Narratives of the Self I
and II, chosen from among the following:

ARC 201 Seminar for Student Tutors (must be taken three times to

constitute one writing minor course)
COM 220 Investigative Writing
COM 221 Persuasive Writing
COM 230 Creative Writing
COM 231 Biography and Autobiography
COM 240 Journalism Workshop

COM 340 Advanced Writing for Business and the Professions
COM 381 Independent Study in Writing
COM 391 Special Topics in Writing

COM 120. Analytical Writing 4 hours

This course will teach expository prose. Emphasis will be on svipporting asser-
tions with concrete evidence from a variety of sources, including personal experi-
ence, interviews, the popular media, texts in academic disciplines, or experimental
data. Students will explore the relation between interpretive generalizations and
detail, learning to fit them to each other and seeking the truth about both.

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 one hour a week
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 assimilate course content. Prerequisite: Permission
of the instructor.

180

COM 220. Investigative Writing 4 hours

COM 221. Persuasive Writing 4 hours

Expository writing for students who want to develop their skills beyond the
level achieved in Analytical Writing; recommended background for upper-level
writing courses. Emphasis will be on presenting clear, coherent, and logical argu-
ments. Reading and writing will be drawn from a range of disciplines, and students
will be asked to analyze and revise their own writing.

COM 230. Creative Writing 4 hours

Introduction to the theory and practice of writing poetry and prose fiction.
The student will be asked to submit written work each week. Prerequisite: COM
220 or COM 221.

COM 231. Biography and Autobiography 4 hours

An introduction to theories of biographical and autobiographical writing;
practice in such forms of writing as the personal narrative, the profile, and the
interview. The class will follow a workshop format; a portfolio of revised work will
be piesented for evaluation at the end of the session. Prerequisite: COM 220 or
COM 221.

COM 240. Journalism Workshop 4 hours

COM 340. Advanced Writing for Business and the Professions 4 hours

COM 381. Independent Study in Writing 4 hours

Supervised independent writing project. Prerequisites: Permission of the
instructor and the student must be pursuing a minor in writing or a major in
communications.

COM 391. Special Topics in Writing 4 hours

181

182

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

Jesse S. Hall
Chairman

Mark L. Stevens

Secretary

Warren Y.Jobe

Vice Chairman

JohnJ. Scalley
Treasurer

Trustees

Yetty L. Arp '68
Associate Broker
Southeast Commercial Properties

Joel Goldberg
President
The Rich Foundation

Franklin L. Burke '66

Retired Chairman and
Chief Executive Officer
BankSouth, NA

William R. Goodell

General Counsel

Tiger Management Corporation

New York, New York

Kenneth S. Chestnut
Principal
The Integral Group, L.L.C.

Deborah S. Griffin '90
Clinical Social Worker
Peachtree Psychiatric Professionals

Miriam H. Conant
President

John H. & Wilhelmina D. Harland
Charitable Foundation

Belle Turner Cross '61
Atlanta

Jack Guynn

President and Chief Executive Officer
Federal Reserve Bank of Atlanta

Jesse S. Hall

Retired Executive Vice President
SunTrust Banks, Inc.

William A. Emerson

Retired Senior Vice President

Merrill Lynch Pierce, Fenner & Smith

St. Petersburg, Florida

Harald R. Hansen

Retired Chairman, President, and

Chief Executive Officer
First Union Corporation of Georgia

183

Gary C. Harden '69

President and Chief Executive Officer
AgraTech Seeds Inc.

Warren Y.Jobe

Executive Vice President
Georgia Power Company

Milton H.Jones, Jr.

Executive Vice President
NationsBanc Services, Inc.

David L. Kolb

Chairman and Chief Executive Officer
Mohawk Industries, Inc.
Calhoun, Georgia

J. Smith Lanier II

Chairman and Chief Executive Officer
J. Smith Lanier and Company
West Point, Georgia

Roger A. Littell '68
Senior Vice President
First Union National Bank
Charlotte, North Carolina

Clare (Tia) Magbee '56
Atlanta

Edward E. Noble

Investor and Developer
Noble Properties

R. D. Odom, Jr.

President

BellSouth Business Systems

O.K. Sheffield '53
Retired Vice President
BankSouth, NA

James A. Shirley

Director, Arcadian Corp.
Director, Royster Company
Director, Harmony Products, Inc.
Suffolk, Virginia

Anne Rivers Siddons

Author

Arnold B. Sidman
Of Counsel

Chamberlain, Hrdlicka, White,
Williams and Martin

Donald S. Stanton
President
Oglethorpe University

Mark L. Stevens

Executive Vice President
Equity Management Inc.
San Diego, California

Eric L. Stone

Executive Vice President and

Chief Credit Officer
Wachovia Bank of Georgia

Timothy P. Tassopoulos '81

Vice President- Field Operations
Chick-fil-A

JohnJ. Scalley

Retired Executive Vice President
Genuine Parts Company

StephenJ. Schmidt '40
Chairman of the Board and

Chief Executive Officer
Dixie Seal & Stamp Company

184

Trustees Emeriti

Marshall A. Asher, Jr. '41

Retired Assistant Territorial Controller
Sears, Roebuck & Company

John W. Crouch '29

Retired Certified Public Accountant

Elmo I. Ellis

Retired Vice President

Cox Broadcasting Corporation

George E. Goodwin
Retired Senior Counselor
Manning, Selvage & Lee

C. Edward Hansell
Retired Senior Counselor
Jones, Day, Reavis and Pogue

Arthur Howell

Retired Senior Partner
Alston & Bird

Edward D. Lord

Retired Vice President/Group Sales
Life Insurance Company of Georgia

James P. McLain

Attorney

McLain and Merritt, P.C.

Charles L. Towers
Retired Vice President
Shell Oil Company

185

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 commu-
nity and serves as an advisory group for the President of the University.

Officers

Talmage L. Dryman
Chairman

Charles S. Ackerman
Vice Chairman

Members

Charles S. Ackerman
President
Ackerman & Company

Robert A. Amick 72
Principal
Peasant Restaurants, Inc.

Gordon A. Anderson '73
Principal
The Anderson Group

Judith M. Becker
Attorney
Becker & Fortune

Herbert E. Drake, Jr.
President
Drake & Funsten, Inc.

Talmage L. Dryman

The Talmage Dryman Company

Gene Dyson

Consultant

Franklin M. Garrett
Historian
The Atlanta Historical Society

Marion B. Glover
President
Glover Capital, Inc.

Donald A. Harp
Senior Pastor

Peachtree Road United Methodist
Church

WilliamJ. Hogan '72
Financial Consultant
Robinson-Humphrey Company, Inc.

Malcolm Holmes

Retired Executive Vice President
Contel Corporation

Walter R. Huntley
President
Huntley & Associates

186

Helen Gore Lathem '52
Atlanta

Jin Matsumoto '74

Vice President and General Manager,
Atlanta Branch
Mitsubishi International Corporation

J. Anthony Meyer '71

Executive Vice President and

Chief Financial Officer
Skilstaf, Inc.

John O. Mitchell
Retired President
Mitchell Motors, Inc.

Thomas W. Phillips, M.D. '63
Institute for Cancer Control
Atlanta Oncology Associates, P.C.

Susan R. Randolph
Trustee
Benwood Foundation

Charles A. Riepenhoff
Partner
Peat Marwick Main Company

M. Collier Ross

Retired Lieutenant General
United States Army

Frank L. Rozelle, Jr.

Retired Vice President and

Trust Officer
Wachovia Bank of Georgia

Peter C. Schultz
President
Heraeus Amersil, Inc.

Cathy Selig

Senior Vice President
Selig Enterprises

Susan M. Soper '69
Features Editor
The Atlanta Journal/Constitution

Judy Wood Talley '80
Partner
Square One Marketing

Robert C. Watkins,Jr.
Vice President
Conveyors Sc Drives, Inc.

187

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, demonstrat-
ing that the student experience is just the beginning of a lifelong relationship with
Oglethorpe.

Officers

Bernard van der Lande '76

President

R. Alan Royalty '88

President-Elect

Kevin D. Fitzpatrick, Jr. '78

First Vice President

Carol Morgan Flammer '89
Second Vice President

Cynthia Larbig Rowe '84
Secretary

Stephen E. Malone '73
Parliamentarian

Directors

Susan Harman Alou '84
Senior Accountant

Federal Deposit Insurance Corporation
Dallas, Texas

Martha Laird Bowen '61
Atlanta

Karl Burgess D.D.S., P.C. '78

Dental Surgeon

Patricia Baker DeRose '58
Technical Specialist
Emory University Hospital

Kevin D. Fitzpatrick, Jr. '78

Attorney/Contract Administrator
Airline Pilots Association

Carol Morgan Flammer '89
Director of Public Relations
Carroll/White Advertising

Jean Callaway Fletcher '60
Instructor/Placement Specialist
Gwinnett Technical Institute

William M. Hobbs '76

Self Employed/Personal Investments
Wells Beach, Maine

188

Brenda Kinser Johnson '75
Broker/ Property Management
Taurus Properties
Bloomfield Hills, Michigan

Wayne M. Kise '69
Owner
Wayne M. Kise, C.P.A.

Carol Lanier Larner '87
Assistant Treasurer &" Director,

Qualified Plan Assets
Cox Enterprises, Inc.

Stephen E. Malone '73
First Vice President
Merrill Lynch

James P. Milton '57
Retired Manager
Sears, Roebuck & Company

Cynthia Larbig Rowe '84

Vice President/ Director of Marketing
NationsBanc Commercial
Corporation

Robert Alan Royalty '88

Vice President - Global Corporate
Banking
Citicorp North America, Inc.

Linda Sanders Scarborough '65
Manager
IBM

John L. Skelton, Jr. '77

Attorney

Bernard van der Lande '76
President
Ashford International, Inc.

189

The Faculty

(Year of appointment in parentheses)

G. Malcolm Amerson (1968)
James Edward Oglethorpe

Professor of Biology
B.S., Berry College
M.S., Ph.D., Clemson University

Keith H. Aufderheide (1980)
Professor of Chemistry
B.S., Wilmington College
Ph.D., Miami University

Keith E.Baker (1983)

Director of Accounting Studies
B.S., Youngstowrn State University
M.A., University of Florida
C.P.A., Georgia

Charles L.Baube( 1996)
Assistant Professor of Biology
B.A., Alfred University
M.A., Ph.D., Indiana University

KristianBlaich(1998)

Visiting Assistant Professor of History
B.A., Portland State University
M.A., Emory University

Robert A. Blumenthal (1989)
Professor of Mathematics
B.A., University of Rochester
Ph.D., Washington University

James A. Bohart( 1972)
Associate 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.Carlisle (1985)

Professor of Computer Science and

Mathematics
Director of Computer Services
B.A., Emory University
M.A., Atlanta University
Ph.D., Emory University

Johns. Carton (1998)

Assistant Professor of Psychology
B.A., Wake Forest University
M.A., Ph.D., Emory University

John A. Cramer (1980)
Professor of Physics
B.S., Wheaton College
M.A., Ohio University
Ph.D., Texas A&M University

Roberta K. Deppe (1996)

Assistant Professor of Psychology
B.A., University of Northern Iowa
Ph.D., University of Wisconsin

Jeanne C.Ewert( 1998)

Visiting Assistant Professor of English

B.S., University of Nebraska

A.M., Ph.D., Universit}' of Pemisylvania

Markus Fischer (1998)

Visiting Assistant Professor of Politics
M.B.A., Institut Europeen

d'Administration des Affaires -

France
Magister et Doctor Rerum

Socialium Oeconomicatumque,

University of Vienna - Austria
Ph.D., University of Chicago

190

Ann Lee Hall (1996)

Assistant Professor of Education
B.S., M.Ed., Ph.D.,
Georgia State University

Timothy H.Hand (1990)

Associate Professor of Psychology
B.S., Central Michigan University
M.S., Ph.D., McGill University

Bruce W. Hetherington (1980)
Professor of Economics
B.B.A. Madison College
M.A., Ph.D., Virginia Polytechnic
Institute

David E. Hunger (1998)

Assistant Professor of Economics
B.A., University of Massachusetts
M.S., Ph.D., University of Oregon

Rebecca C. Hyman (1998)

Visiting Assistant Professor of English
B.A., M.A., Ph.D., University of
Virginia

RaymondJ. Kaiser (1986)

Assistant Professor of Mathematics
B.S., University of Notre Dame
M.S., Ph.D., Louisiana State University

Nancy H.Kerr (1983)
Provost and Professor of Psychology
B.A., Stanford University
Ph.D., Cornell University

Charlotte Lee Knippenberg '82 (1990)
Director of the Theatre Program
B.A., Oglethorpe University
M.F.A., University of Georgia

Joseph M. Knippenberg (1985)
Associate Professor of Politics
B.A., James Madison College of

Michigan State University
M.A., Ph.D., University of Toronto

JohnB. Knott, 111(1971)
Executive Vice President
A.B., University of North Carolina
M.Div., Duke University
Ph.D., Emory University

Jay Lutz (1988)

Associate Professor of French
Frances I. Eeraerts '76 Professor of
Foreign Language
B.A. Antioch University
M.A., Ph.D., Yale University

Nicholas B. Maher (1998)
Assistant Professor of History
B.A., University of Michigan
M.A., Ph.D., University of Chicago

Alexander M. Martin (1993)
Assistant Professor of History
B.A., Cornell University
M.A., Columbia University
Ph.D., University of Pennsylvania

Douglas McFarland (1992)
Associate Professor of English
B.A., Pomona College
M.A., San Francisco State University
Ph.D., University of California,
Berkeley

Mary M. Middleton (1988)
Associate Professor of Accounting
B.S., M.S., University of Virginia
Ph.D., University of Georgia

James S. Monk (1998)

Assistant Professor of Romance
Languages
A.B., Wabash College
AM., Ph.D., University of Pennsylvania

Gary T.Nelson (1996)

Associate Professor of Education
B.S., M.Ed., University of Georgia
Ph.D., Georgia State University

191

PhilipJ.Neujahr(1973)
Professor of Philosophy
B.A. Stanford University
M.Phil., Ph.D., Yale University

Lloyd Nick (1984)

Director of the Art Program

Director of Oglethorpe University Museum

B.F.A., Hunter College

M.F.A., University of Pennsylvania

Caroline R.Noyes( 1995)
Assistant Professor of Psychology
A.B., Randolph-Macon Woman's

College
M.A., Ph.D., University of Georgia

John D.Orme( 1983)
Professor of Politics
B.A., University of Oregon
M.A., Ph.D., Harvard University

Sonha C.Payne (1998)

Assistant Professor of Chemistry
B.S., Eastman School of Music
Ph.D., Emory Univesity

Viviana P. Plotnik (1994)
Assistant Professor of Spanish
Licenciatura, Universidad
de Belgrano - Argentina
M.A., University of Minnesota
Ph.D., New York University

Patricia Pringle (1997)

Visiting Assistant Professor of Japanese
B.A., University of British Columbia
M.A., University of Toronto
Ph.D., University of Havs^aii

W.Irwin Ray (1986)

Director of Musical Activities
B.M., Samford University
M.C.M., D.M.A., Southern
Baptist Theological Seminary

Anne Rosenthal (1997)

Assistant Professor of Communications
B.A., Bethel College
M.A., University of St. Thomas
Ph.D., Purdue University

Michael K. Rulison (1982)
Professor of Physics
Manning M. Pattillo Professor of

Liberal Arts
Director of Honors Program
Director of Educational Technology
B.S., University of Illinois
M.S., Ph.D., University of Georgia

JohnA.Ryland(1985)
Librarian

B.A., M.A., Florida State University
Bibliotekarseksamen, Royal School
of Librarianship - Denmark

Daniel L.Schadler (1975)
Professor of Biology
A.B., Thomas More College
M.S., Ph.D., Cornell University

William C. Schuiz, III (1992)
Associate Professor of Business

Administration
B.A., New College of the

University of South Florida
M.A., Indiana University
Ph.D., University of Georgia

William O. Shropshire (1979)
Callaway Professor of Economics
B.A., Washington and Lee University
Ph.D., Duke University

W. Bradford Smith (1993)
Assistant Professor of History
B.A., University of Michigan
Ph.D., Emory University

Robert Steen( 1995)

Assistant Professor of Japanese

B.A., Oberlin College

M.A., Ph.D., Cornell University

192

Douglas B. Stewart (1998)
Assistant Professor of English
A.B., Columbia University
Ph.D., Harvard University

Brad L.Stone (1982)
Professor of Sociology
B.S., M.S., Brigham Young University
Ph.D., University of Illinois

William F.Straley (1990)
Associate Professor of Business

Administration and Mathematics
Director of Master of Business

Administration Program
B.S., M.S., M.B.A., Georgia State

University
Ph.D., Auburn University

LindaJ. Taylor (1975)
Professor of English
Director of Fresh Focus Program
A.B., Cornell University
Ph.D., Brown University

Marsha L.Taylor (1998)

Assistant Professor of Education
B.A., University of Massachusetts
M.S., Ph.D., Georgia State University

Philip D.Tiu (1995)
Assistant Professor of Mathematics
B.S., University of San Carlos -

Philippines
A.M., Ph.D., Dartmouth College

J. Dean Tucker (1988)

Professor and Mack A. Rikard
Chair in Economics
and Business Administration
B.S., M.A., Ohio State University
Ph.D., Michigan State University

James M. Turner (1995)

Assistant Professor of Accounting
B.B.A., University of Georgia
Ph.D., Georgia State University

Vienna Kern Volante (1987)

Vera A. Milner Associate Professor of
Elementary Education
Director of Master of Education Program
B.A., University of North Carolina
M.A., East Tennessee State University
Ph.D., University of Minnesota

DeborahJ. Webb (1997)
Assistant Professor of Business

Administration
B.B.A., Mercer University
M.B.A., Ph.D., Georgia State

University

Victoria L.Weiss (1977)

Director of Advancement for Special

Projects and Professor of English
Director of Core Curriculum
B.A., St. Norbert College
M.A., Ph.D., Lehigh University

Jason M.Wirth( 1994)

Assistant Professor of Philosophy
B.A., College of the Holy Cross
M.A., Villanova University
Ph.D., State University of New York

Monte W. Wolf (1978)
Professor of Chemistry
B.S., University of California
Ph.D., University of Southern
California

Alan N.Woolfolk( 1989)
Professor of Sociology
B.S., M.A, University of Pennsylvania
M.S., University of Oregon
Ph.D., University of Pennsylvania

Philip P. Zinsmeister (1973)
Professor of Biology
B.S., Wittenberg University
M.S., Ph.D., University of Illinois

193

Professors Emeriti

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., University of Illinois
M.B.A., Ph.D., University of Michigan

J. BrienKey(1965)

Professor Emeritus of History

A.B., Birmingham-Southern College

M.A., Vanderbilt University

Ph.D., The Johns Hopkins University

James R. Miles (1950)

Professor Emeritus of Business

Administration
A.B., B.S., University of Alabama
M.B.A., Ohio State University

Henry S.Miller (1974)

Professor Emeritus of Economics

A.B., M.A., Ph.D., Columbia 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 Seminary
Ph.D., Emory University

Philip F. Palmer (1964)

Professor Emeritus of Political Studies
A.B., M.A., University of
New Hampshire

T.LavonTalley(1968)

Professor EmeritiLS of Education

B.S., M.S., Ed.D., Auburn University

David N.Thomas (1968)
Professor Emeritus of History
A.B., Coker College
M.A., Ph.D., University of North

Carolina
D.H., Francis Marion College

Louise M. Valine (1978)

Professor Emerita of Education
B.S., University of Houston
M.Ed., University of Georgia
Ed.D., Auburn University

Martha H. Vardeman (1966)
Professor Emerita of Sociology
B.S., M.S., Auburn University
Ph.D., University of Alabama

George F. Wheeler (1953)
Professor Emeritus of Physics
A.B., Ohio State University
M.A., California Institute
of Technology

194

Administration

(Year of appointment in parentheses)

Donalds. Stanton (1988)
President

A.B., Western Maryland College
M.Div., Wesley Seminary
M.A., The American University
Ed.D., University of Virginia
L.H.D., Columbia College
LL.D., Western Maryland College
Litt.D., Albion College

Robert J. Buccino (1995)

Vice President for Advancement
B.A., M.A., Fairfield University

Manning M. Pattillojr. (1975)
Honorary Chancellor
B.A., University of the South
A.M., Ph.D., University 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., University of the South
LL.D., Oglethorpe University

Paul L.Dillingham (1984)
Assistant to the President
B.S., University of Kentucky

Eleanor O. Burgin (1991)

Administrative Assistant to the President

Nancy H.Kerr (1983)

Provost and Professor of Psychology
B.A., Stanford University
Ph.D., Cornell University

John B.Knott, III (1971)
Executive Vice President
A.B., University of North Carolina
M.Div., Duke University
Ph.D., Emory University

Donald R.Moore (1986)

Vice President for Student Affairs/
Dean of Community Life
B.A., Emory University
J.D., Emory University School of Law

195

Academic Affairs

Nancy H.Kerr (1983)
Provost and Professor of Psychology
B.A., Stanford University
Ph.D., Cornell University

Julie Agster '97

Office Manager, Goodman Hall
B.A., Oglethorpe University

Dolph Chaney
Reference Librarian
B.A., University of Houston
M.L.S., Indiana University

Marcia G. Cooperman
Learning Disabilities Resource

Coordinator
B.A., Brooklyn College
M.S., Long Island University

Deborah J. dejuan

Library Assistant - Circulation
B.A., Regis College

Holly M. Frey

Library Assistant - Technical Services
B.A., Emory University

Arlis D. Head '83
Associate Dean of University College
B.A., Oglethorpe University
M.B.A., Mercer University

Paul Stephen Hudson '72
Registrar

B.A., Oglethorpe University
M.A., University of Georgia

Nora L. Krebs

Office Manager for Faculty Services

Catherine A. Luby

Assistant to the Dean of University
College and Academic Resources

Lathonia D. Maloy

Audio-visual Coordinator

Karen K. Martucci

Dean of University College and
Academic Resoiirces
B.A., Furman University
M.Ed., University of Georgia
Ph.D., The American University

Cynthia L. Mascioli

Office Manager for University College

Katherine K. Nobles

Director of Career Services

B.A., Coker College

M.Ed., University of Virginia

Stephanie L. Phillips '90

Library Assistant - Circulation
B.A., Oglethorpe University
M.A., University of Vermont

William D. Price

Director of Graduate Admission
B.A., Eastern Illinois University
M.A., Mankato State University

Penelope M. Rose '65

Librany Assistant - Periodicals/Serials
B.A., Oglethorpe University

John A. Ryland
Librarian
B.A., M.A., Florida State

University
Bibliotekarseksamen, Royal

School of Librarianship -

Denmark

George G. Stewart
Reference Librarian
B.A., M.A., Tulane University
M.A.L.S., University of Denver

196

David A. Stockton
Catalog Librarian

B.A., M.S.L.S., University of North
Carolina

Pamela G. Tubesing

Administrative Assistant to the

Provost
A.B., Indiana University

Rhonda Z. Walls

Associate Registrar

Katherine Zaner Williams

Director of Experiential Education

B.B.A., Stetson University

M.Ed., University of South Carolina

Admission and Financial Aid

John B. Knott, III

Executive Vice President

A.B., University of North Carolina

M.Div., Duke University

Ph.D., Emory University

Patrick N. Bonones
Director of Financial Aid
B.P.A., Mississippi State University

Angela W. Brown
Admission Counselor
B.S., Belmont University

Stephan H. B. Caldwell

Assistant Director of Admission
B.A., Fort Lewis College

Kristin W. Collins

Financial Aid Counselor
B.S., Florida State University

Linda S. Davis '95

Financial Aid Counselor
B.A., Oglethorpe University

Eric T. Dumbleton

Senior Admission Counselor

B.A., College of William and Mary

Rita F. Foster

Records Coordinator

B.A., Alabama State University

Barbara B. Henry '85

Associate Director of Admission
B.B.A., Oglethorpe University

Sandra K. Howard

Assistant to the Dean of Enrollment
Management

Debby B. Kirby

Assistant to the Dean of Enrollment

Management
B.A., Southern Adventist University

Dennis T. Matthews

Dean of Enrollment Management
A. A., Anderson College
B.M., M.A., University of Tennessee,
Knoxville

Jeanette M. Randall '97
Admission Counselor
B.A., Oglethorpe University

Angela C. Satterfield '97
Admission Counselor
B.A., Oglethorpe University

Debby M. Schuliger

Director of Admission Services
B.S., Houghton College

Dawn P. Serino

Admission Counselor

B.A, College of William and Mary

197

Christa W. Watson '92
Assistant Director of Financial Aid
B.A., Oglethorpe University

Elsie Walker '95

Assistant to the Dean of Enrollment
Management
B.A., Oglethorpe University

Advancement

Robert J. Buccino
Vice President for Advancement
B.A., M.A., Fairfield University

Sonia F. Anderson

Secretary for Development Research
and Records

Christie K. Brackbill

Office Manager for Public Relations
B.A., William Paterson College

Ann M. Fitzgibbons

Administrative Assistant to the
Vice President for Advancement

Kathleen C. Guy

Museum Manager/Gift Shop Manager
A.B., Washington University

Robert M. Hill

Director of Public Relations
B.A., Reed College

Lloyd Nick

Director of Oglethorpe University Museum

B.F.A., Hunter College

M.F.A., University of Pennsylvania

Timothy R. Roberson '97

Assistant Director of Public Relations
B.A., Oglethorpe University

Roger A. Sizemore

Director of Gift Plann ing
A.B., Milligan College
M.A. East Tennessee State University
M.Div., Butler University
Ph.D., University of Edinburgh -
Scotland

Monique Mitchell Toole

Director of Development Research

and Records
B.B.A., University of Georgia

(^M^

Alisa R. Kondas

Assistant Director of Alumni Relations
A.S., Community College of
Allegheny County

Geraldine G. McVaney

Secretary for Development

Mary Kay Murphy

Associate Vice President for Development
A.B., Loretto Heights College
M.Ed., Emory University
Ph.D., Georgia State University

S. Chadwick Vaughn "97 '^fV( /V
Musenm-P^ib He -Programs Coordinator
B.A., Oglethorpe University

Victoria L. Weiss
Professor of English
Director of Advancement for Special
Projects and Director of Core
Curriculum
B.A., St. Norbert College
M.A., Ph.D., Lehigh University

Amy D. Zickus '94

Director of Alumni Relations and

Assistant Director of Annual Fund
B.B.A., Oglethorpe University

/^./f

198

Athletics and Physical Fitness

Nancy H.Kerr (1983)
Provost and Professor of Psychology
B.A., Stanford University
Ph.D., Cornell University

Jack M. Berkshire
Director of Athletics
B.A., Mississippi State University

Beth D. Elbon

Head Women 's Basketball Coach
Head Women's Golf Coach
B.A., Gettysburg College

Patricia R. Elsey
Administrative Assistant
B.A., Catholic University of America

Meredyth G. Grenier
Head Volleyball Coach
B.A., Marymount University

Gery W. Groslimond
Head Tennis Coach
B.A., Stanford University

Michael F. Lochstampfor
Head Soccer Coach
B.A., Covenant College
M.S., Midw^estern State University

James C. Owen

Head Men '5 Basketball Coach

Head Men 5 Golf Coach

B.S., Berry College

M.Ed., Georgia State University

Philip Ponder

Assistant Men 's Basketball Coach
B.A., LaGrange College

William C. Popp
Head Baseball Coach
B.A., Kennesaw State University

Jay Thomas
Head Trainer
B.S., M.S., Georgia State University

Robert L. Unger

Head Cross Country and Track

Coach
Sports Information Director
B.A., Lebanon Valley College
M.A., University of Chicago

199

Business Affairs

John B. Knott, III

Executive Vice President

A.B., University of North Carolina

M.Div., Duke University

Ph.D., Emory University

Michael Ayling

Network Analyst

Marilyn Berger

Secretary for Physical Plant
B.S., University of Maryland

Jewel R. Bolen

Director of Data Processing

Linda W. Bucki 79

Associate Dean for Administration
B.A., Oglethorpe University

J. Heath Coleman '95

Assistant to the Director of Auxiliary
Services
B.S., Oglethorpe University

Patricia Cowan

Un iversity Reception ist

Gregory Daspit '97
Network Analyst
B.S., Oglethorpe University

Carrie Lee Hall

Administrative Assistant to the
Executive Vice President and to the
Associate Dean for Administration

Freshynan Advocate

A. A., Marjorie Webster College

Kyle L. Hannon
Grounds Manager
B.S., Purdue University

Jim R. Ledbetter

Director of the Physical Plant

Janet H. Maddox

Director of Institutional Research
B.A., Georgia State University

Barbara C. McKay

Accounts Receivable Supervisor
B.A., University of Mississippi

Sheryl D. Murphy

Assistant Manager of Bookstore
B.A., Drake University

Hilda G. Nix

Accounts Payable and
Payroll Supervisor

Connie L. Pendley '94

Director of the Business Office
B.A., Oglethorpe University

Adrina G. Richard

Director of Auxiliary Services
B.A., Georgia State University

Virginia R. Tomlinson '93
Director of Network Resources
B.A., Oglethorpe University

Charles M. Wingo
Manager of Bookstore
B.S., Georgia Institute of
Technology

200

Community Life/Student Affairs

Donald R. Moore

Vice President for Student Affairs
and Dean of Community Life
B.A., J.D., Emory University

Andrew A. Altizer

Assistant Dean of Community Life

and Director of Housing
B.S., Truman State University
M.A., University of Missouri

Joy M. Bookhultz, R.N.

University Nurse

A.D.N. , Kennesaw College

Kate E. Fitzpatrick

Office Manager for Security

Michael J. Fulford

Area Coordinator and

Intramural Coordinatior
B.S., M. Ed., University of Georgia

Sara E. Hinkle

Housing Area Coordinator and

Student Activities Adviser
B.A., Gettysburg College
M.S., Georgia State University

C. Harold Johnson

Director of Security

Amy E. Lantz

Area Coordinator and Greek Affairs

Coordinator
B.A., University of Akron
M.Ed., Kent State University

Marshall R. Nason

Associate Dean of Community Life

and Director of the Student Center
B.A., University of New Mexico
M.A., Emoiy University

M. Elizabeth Nissley

Secretary for Student Center

H. Bernard Potts '96

Associate Director of Security
B.A., Oglethorpe University

Elizabeth B. Ryland

Psychologist

B.A., M.Ed., George Washington

University
Ph.D., Georgia State University

Janelle W. Smith

Adyninistrative Assistant to the
Vice President

201

Institutional Affiliations and
Memberships

American Association of Colleges of Teacher Education

American Council on Education

Association of American Colleges and Universities

Association of Governing Boards

Association of Private Colleges and Universities in Georgia

Atlanta Chamber of Commerce

Atlanta Regional Consortium for Higher Education

Atlanta-Macon Private Academic Libraries Association

College Board

Council for Advancement and Support of Education

Council of Colleges of Arts and Sciences

Council of Independent Colleges

DeKalb Chamber of Commerce

Georgia Association of Colleges of Teacher Education

Georgia Foundation for Independent Colleges

Georgia Library Learning Online

Georgia Private Academic Libraries Association

Higher Education Data Sharing Consortium

National Association of College and University Business Officers

National Association of Independent Colleges and Universities

National Collegiate Athletic Association

Southeastern Library Network

Southern Collegiate Athletic Conference

University members hold affiliations and memberships in the following pro-
fessional organizations:

Alabama Society of Certified Public Accountants

American Accounting Association

American Association for the Advancement of Core Curriculum

American Association for the Advancement of Science

American Association for the Advancement of Slavic Studies

American Association of Collegiate Registrars and Admissions Officers

American Association of Higher Education

American Association of Museums

American Association of Physics Teachers

American Association of Teachers of French

American Association of University Administrators

American Association of University Professors

American Association of University Women

American Astronomical Society

American Chemical Society

American Choral Directors Association

202

American Choral Foundation

American College Unions - International

American Conference of Academic Deans

American Economics Association

American Guild of Organists

American Historical Association

American Institute of Biological Sciences

American Institute of Certified Planners

American Institute of Certified Public Accountants

American Library Association

American Marketing Association

American Mathematical Society

American Museum of Natural History

American Philosophical Society

American Physical Society

American Phytopathological Society

American Planning Association

American Political Science Association

American Psychological Association

American Psychological Society

American Scientific Affiliation

American Society for Industrial Security

American Sociological Association

Animal Behaviour Society

Arbeitsgruppe Milatar und Gesellschaft in der friihen Neuzeit

AsiaNetwork

Asociacion de Literatura Femenina Hispanica

Association for Childhood International

Association for Computing Machinery

Association for Consumer Research

Association for Institutional Research

Association for Student Judicial Affairs

Association for Supervision and Curriculum Development

Association for the Sociology of Religion

Association for Theatre in Higher Education

Association of Art Museums Directors

Association of Asian Performance

Association of Asian Studies

Association of College and University Museums and Galleries

Association of Fraternity Advisors

Association of General and Liberal Studies

Association of Georgia Housing Officers

Association of Governing Boards of Universities and Colleges

Association of Image Relationship Therapy

Association of Southeastern Biologists

Association of Teacher Educators

Atlanta Convention and Visitors Bureau

Atlanta Historical Society

Atlanta History Center

203

Atlanta Press Club, Inc.

Atlanta Sports Council

College and University Personnel Association

College Music Society

College Reading Association

Conductor's Guild

Conference on College Composition and Communication

Council for Aid to Education

Council for the Administration of General and Liberal Studies

Council on Undergraduate Research

Decision Science Institute

DeKalb Sports Council

Direct Marketing Association

Economic History Association

European Behavioral Pharmacology Society

European Financial Management Association

Financial Association of America

Financial Executives Institute

Financial Management Association

Food Distribution Research Society

Foreign Language Association of Georgia

Foundation for Independent Higher Education

Georgia Association for Campus Law Enforcement

Georgia Association for Institutional Research, Planning, Assessment, and Quality

Georgia Association of Accounting Educators

Georgia Association of College Stores

Georgia Association of Colleges and Employers

Georgia Association of Collegiate Registrars and Admissions Officers

Georgia Association of Educators

Georgia Association of International Educators

Georgia Association of Museums and Galleries

Georgia Association of Student Financial Aid Administrators

Georgia Association of Teacher Educators

Georgia Association of Teachers of Japanese

Georgia Campus Community Services Association

Georgia Chrysanthemum Society

Georgia College Personnel Association

Georgia Continental Philosophy Circle

Georgia Council International Reading Association

Georgia Council of Teachers of English

Georgia Council of Teachers of Mathematics

Georgia Council on Economic Education

Georgia Historical Society

Georgia Honors Council

Georgia Middle School Association

Georgia Music Educators Association

Georgia Philosophical Society

Georgia Professors of Middle Level Education

Georgia Professors of Reading

204

Georgia Psychological Association

Georgia Society of Certified Public Accountants

Georgia Sociological Association

Georgia Theatre Conference

Historic Oakland Foundation

Instituto Iberoamericano

International Association for Philosophy and Literature

International Business Association

International Federation of Choral Music

International Reading Association

International Society of Plant Pathology

International Studies Association

International Time Capsule Society

International Visual Sociology Association

Japan-America Society of Georgia

Jungian Society

Latin American Studies Association

Leadership Atlanta

Mathematical Association of America

Medieval Academy of America

Midwestern Psychological Association

Modern Language Association of America

Museum Store Association

Music Educators National Conference

NAFSA: Association of International Educators

National Association of Academic Affairs Administrators

National Association of Advisers for the Health Professions

National Association of Basketball Coaches

National Association of Campus Activities

National Association of College Admission Counselors

National Association of College Auxiliary Services

National Association of Colleges and Employers

National Association of Collegiate Directors of Athletics

National Association of Educational Buyers

National Association of Recording Arts and Sciences

National Association of Scholars

National Association of Student Financial Aid Administrators

National Association of Student Personnel Administrators

National Council for the Social Studies

National Council of Science Education

National Council of Teachers of English

National Council of Teachers of Mathematics

National Education Association

National Middle School Association

National Reading Conference

National Science Teachers Association

National Women's Health Network

North Georgia Museum Educators

Organ Historical Society

205

Organization of Tropical Studies

Outstanding Atlanta

Psychonomic Society

Public Relation Society of American

Rhetoric Society of America

Sigma Xi (Scientific Research) Society

Sixteenth Century Studies Conference

Society for College and University Planning

Society for Consumer Psychology

Society for Developmental Biology

Society for Human Resource Management

Society for Neuroscience

Society for Phenomenology and Existential Philosophy

Society for the Advancement of Scandinavian Study

Society of Urban Leadership

Society of Women Engineers

South Atlantic Modern Language Association

Southeast Association of Teachers of Japanese

Southeastern Association of Colleges and Employers

Southeastern Association of Housing Officers

Southeastern Museums Conference

Southeastern Theatre Conference

Southern Agricultural Economics Association

Southern Association for College Student Affairs

Southern Association for Institutional Research

Southern Association of College Admission Counselors

Southern Association of College and University Business Officers

Southern Association of College Auxiliary Services

Southern Association of Institutional Researchers

Southern Association of Student Financial Aid Administrators

Southern Business Administration Association

Southern Center for International Studies

Southern Conference on Slavic Studies

Southern Economic Association

Southern Finance Association

Southern Japan Seminar

Southern Marketing Association

Southern Political Science Association

Southern Sociological Society

Study Group on Eighteenth-Century Russia

The Tennyson Society

University Risk Management and Insurance Association

206

207

||bh|| U ^T 1 V e r s " t y

4484 Peachtree Road, N.E.

Atlanta, Georgia 30319-2797

(404)261-1441

HEBW^NC|?^

208

Directions to Campus

From I - 85:

Take Exit 31 , 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 23, Peachtree Industrial
Blvd., and go south about 4 miles.
The campus is on the right. Or, take
Exit 21 , Ashford-Dunwoody Road,
and go south to the end. Turn right
on Peachtree Road. Campus 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 Wettner LitKary

11.
12.
13.
14.
15.
16.
17.

8. Oglethorpe University Museum 18.

9. Faith Hall 19-
10. Goslln Hail 20.

Emerson Student Center 21 .

Dining Hail 22.

Swimming Pool 23.

New Residence Hall 24.

Jacobs Residence Hall 25.

Alumni Residence Hall 26.

Trustee Residence Hall 27.

Dempsey Residence Hall 28.

Schmidt Residence Hail 29.

Soccer Field 30.

President's Home

Greek Row

Selgakuin School

Conant Performing Arts Center

Track

Tennis Courts

Dorough Field House

Schmidt Center

Anderson Field (Baseball)

Hermance Stadium

209

Index

Academic Advising 66

Academic Calendar 4

Academic Dismissal 70

Academic Good Standing 70

Academic Regulations 65

Academic Resource Center 80

Access to Student Records 73

Administration 195

Admission 25

Advanced Placement Credit 32

Application for Admission 26

Artist-in-Residence 99

Athletics and Physical Fitness 76

Atlanta Regional Consortium for

Higher Education 18, 66

Auditing Courses 69

Board of Trustees 183

Campus Facilities 17

Career Services 83

Center for Educational and Career

Resources 80

Class Attendance 67

CLEP 31

Commencement Exercises 70

Community Life 55

Computer Facilities and Services .. 21

Computer Use Policy 21

Conant Performing Arts Center ... 19

Core Curriculum 85

Counseling 60

Credit by Examination 31

Cross Registration 66

Dean's List 69

Degrees 92

Degrees With Honois Thesis 71

Degrees With Latin Academic

Honors 71

Disability Access 18

Discriminatory Harassment Policy ..57

Drop/ Add 51

Dual Degree Programs 102, 133

Early Admission 30

Emerson Stvident Center 19

Experiential Education 81

Faculty 190

Faith Hall 21

Fees and Costs 50

Field House 21

Final Examinations 68

Financial Assistance 35

First-Year Experience 76

Fraternities 60

Fresh Focus 76

Goodman Hall 20

Goslin Hall 20

Grading 67

Graduation Exercises 70

Graduation Requirements 69

Gieek Organizations 60

Health Services 61

Hearst Hall 19

History of Oglethorpe 11

Home School Students 31

Honor Code 73

Honors and Awards 62

Honors Program 77

Housing 61

Institutional Affiliations 202

International Baccalaureate Credit .. 32
International Exchange

Partnerships 84

International Students 29, 62

Internships - See Experiential

Education 81

Joint Enrollment 30

Latin Academic Honors 71

Learning Disabilities Resource

Center 80

Library (Lowry Hall) 18

LuptonHall 19

Major Programs 92

Mathematics Proficiency

Recjuirement 69

Meals 61

Museum 18

Minor Programs 94

National Alumni Association

Board of Directors 188

Non-Traditional Students 30

210

Normal Academic Load 72

The O Book 62

Oglethorpe Student Association ...58

Orientation 56

President's Advisory Council 186

Probation and Dismissal 70

Piofessional Option 169

Programs of Study Descriptions

Accovmting 94

Allied Health Studies 98

American Studies 98

Art 99

Art - Dual Degree 102

Biology 103

Business Administration 106

Business Administration and

Behavioral Science Ill

Business Administration and

Computer Science 112

Chemistry 113

Communications 116

Computer Science 1 19

Core Curriculum 85

Economics 121

Education 125

Engineering - Dual Degree 133

English 134

French 137

Fresh Focus 76

General Science 138

German 140

Greek 140

History 141

Honors Program 77

Individually Planned Major 145

Interdisciplinary Studies 146

International Studies 146

International Studies-Asia

Concentration 147

Japanese 149

Latin 151

Mathematics 151

Mathematics and Computer

Science 154

Music 155

Philosophy 156

Physical Fitness 76

Physics 161

Politics 164

Pre-law Studies 168

Pre-medical Studies 168

Professional Option 169

Psychology 169

Social Work 174

Sociology 173

Spanish 177

Theatre 179

Urban Leadership Program 81

Writing 180

Refund Policy 52

Registration 66

Residence Halls 20

Residency Requirement 28, 69

Satisfactory/Unsatisfactory

Option 68

Scholarships 42

Second Baccalaureate Degree 71

Semester System 72

Sexual Harassment Policy 57

Sophomore Choices 83

Sororities 60

Special Students 30

Student Organizations 59

Study Abroad 84

Teacher Education Program 126

Tradition, Purpose, and Goals 7

Transfer Students 28

Transient Students 30

Tuition 49

Tutoring (ARC) 80

University College 92

Urban Leadership Program 81

Withdrawal from a Course 51, 72

Withdrawal from the University .... 73

211

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Phone ( )

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Atlanta, Georgia 30319

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Admission Office

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Adanta, Georgia 30319-9985

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IF MAILED

IN THE

UNITED STATES