1998-2000 Bulletin 031_ETH0R.FE Uri4IV^ER.SIT"y- A. T I_ A. IM ^y*r. Connections To The World 'if I fllli; 'III ' .yi-'.. -"r- Digitized by the Internet Archive in 2011 with funding from Lyrasis IVIembers and Sloan Foundation http://www.archive.org/details/oglethorpeuniver9800ogle .iiil!i!l!!!!i!lisi. ^^^ g j H" 11 U TT I V E R S ^1 T Y 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 s M T W T 1 2 F 3 S 4 S M T W T F S 1 S M T W T 1 2 3 F S 4 5 5 6 7 8 9 10 11 2 3 4 5 6 7 8 6 7 8 9 10 11 12 12 13 14 15 16 17 18 9 10 11 12 13 14 15 13 14 15 16 17 18 19 19 20 21 22 23 24 25 16 17 18 19 20 21 22 20 21 22 23 24 25 26 26 27 28 29 30 31 23 30 24 31 25 26 27 28 29 27 28 29 30 OCTOBER NOVEMBER DECEMBER S M T W T F S S M T W T F S S M T W T F S 1 2 3 1 2 3 4 5 6 7 1 2 3 4 5 4 5 6 7 8 9 10 8 9 10 11 12 13 14 6 7 8 9 10 11 12 11 12 13 14 15 16 17 15 16 17 18 19 20 21 13 14 15 16 17 18 19 18 19 20 21 22 23 24 22 23 24 25 26 27 28 20 21 22 23 24 25 26 25 26 27 28 29 30 31 29 30 27 28 29 30 31 1999 JANUARY FEBRUARY MARCH s M T W T F 1 S 2 S M 1 T W T 2 3 4 F 5 S 6 S M 1 T W T 2 3 4 F S 5 6 3 4 5 6 7 8 9 7 8 9 10 11 12 13 7 8 9 10 11 12 13 10 11 12 13 14 15 16 14 15 16 17 18 19 20 14 15 16 17 18 19 20 17 18 19 20 21 22 23 21 22 23 24 25 26 27 21 22 23 24 25 26 27 24 31 25 26 27 28 29 30 28 28 29 30 31 APRIL MAY JUNE S M T W T 1 F 2 S 3 S M T W T F S 1 S M T W T 1 2 3 F S 4 5 4 5 6 7 8 9 10 2 3 4 5 6 7 8 6 7 8 9 10 11 12 11 12 13 14 15 16 17 9 10 11 12 13 14 15 13 14 15 16 17 18 19 18 19 20 21 22 23 24 16 17 18 19 20 21 22 20 21 22 23 24 25 26 25 26 27 28 29 30 23 30 24 31 25 26 27 28 29 27 28 29 30 JULY AUGUST SEPTEMBER S M T W T F S S M T W T F S S M T W T F S 1 2 3 1 2 3 4 5 6 7 1 2 3 4 4 5 6 7 8 9 10 8 9 10 11 12 13 14 5 6 7 8 9 10 11 11 12 13 14 15 16 17 15 16 17 18 19 20 21 12 13 14 15 16 17 18 18 19 20 21 22 23 24 22 23 24 25 26 27 28 19 20 21 22 23 24 25 25 26 27 28 29 30 31 29 30 31 26 27 28 29 30 OCTOBER NOVEMBER DECEMBER S M T W T F 1 S 2 S M 1 T W T 2 3 4 F 5 S 6 S M T W T 1 2 F S 3 4 3 4 5 6 7 8 9 7 8 9 10 11 12 13 5 6 7 8 9 10 11 10 11 12 13 14 15 16 14 15 16 17 18 19 20 12 13 14 15 16 17 18 17 18 19 20 21 22 23 21 22 23 24 25 26 27 19 20 21 22 23 24 25 24 31 25 26 27 28 29 30 28 29 30 26 27 28 29 30 31 2000 JANUARY FEBRUARY MARCH s M T W T F S 1 S M T W T 1 2 3 F 4 S 5 S M T W T 1 2 F S 3 4 2 3 4 5 6 7 8 6 7 8 9 10 11 12 5 6 7 8 9 10 11 9 10 11 12 13 14 15 13 14 15 16 17 18 19 12 13 14 15 16 17 18 18 23 17 24 18 19 20 25 26 27 21 28 22 29 20 21 22 23 24 25 26 19 20 21 22 23 24 25 30 31 27 28 29 26 27 28 29 30 31 APRIL MAY JUNE S M T W T F S 1 S M 1 T W T 2 3 4 F 5 S 6 S M T W T 1 F S 2 3 2 3 4 5 6 7 8 7 8 9 10 11 12 13 4 5 6 7 8 9 10 9 10 11 12 13 14 15 14 15 16 17 18 19 20 11 12 13 14 15 16 17 16 17 18 19 20 21 22 21 22 23 24 25 26 27 18 19 20 21 22 23 24 23 30 24 25 26 27 28 29 28 29 30 31 25 26 27 28 29 30 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. 10 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 12 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 13 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." 14 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- 15 16 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. 18 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. 19 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. 20 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. 21 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. 22 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. 23 24 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. 26 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. 27 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. 28 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. 29 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. 30 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. 31 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 4 ART 101 Introduction to Drawing HistoiN 4 COR 104 Art and Culture Biology 4 C.EN 102 N.itural Science: The Biological Sciences Chemistry 1 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 32 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 8 8 FRE 101, FRE 102 Elementary French I & II General credit in French German Language Literatme 8 8 GER 101, GER 102 Elementary German I & II General credit in German Government' 1 POL 101 Introduction to American Politics History American European 1 4 Elective Credit Elective Credit Latin S LAT 101, LAT 102 Elementary Latin I & II Mathematics Calculus AB Calculus BC 4 8 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. 33 34 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. 36 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. 37 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. 38 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 1 25-35 1.50 2 36-48 1.75 2 49-59 1.75 3 60-72 2.00 3 73-96 2.00 4 97-120 2.00 5 121-144 2.00 5 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. 39 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. 40 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. 41 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. 42 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. 43 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 44 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 45 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. 46 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. 47 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. 50 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 51 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 52 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. 53 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. 54 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 56 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 57 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. 58 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 59 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 60 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. 61 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. 62 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. 63 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. 64 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. 66 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 A Superior 4.0 93-100 A- 3.7 90-92 B+ 3.3 87-89 B Good 3.0 83-86 B- 2.7 80-82 C+ 2.3 77-79 C Satisfactory 2.0 73-76 C- 1.7 70-72 D+ 1.3 67-69 D Passing 1.0 60-66 F Failure 0.0 59 and below FA Failure: Excessive Absences* W Withdrew** WF Withdrew Failing* I Incomplete*** S Satisfactory**** 70 or higher u Unsatisfactory* AU Audit (no credit) 67 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. 68 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 69 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. 70 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. 71 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 72 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 73 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. 74 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- 76 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 77 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. 78 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. 79 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- 80 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 81 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. 82 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) (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. 84 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." 86 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. 87 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. 88 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. 89 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. 90 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. 92 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 93 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. 94 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 95 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. 96 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. 97 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 98 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 99 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. 100 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 101 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 102 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 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. 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. 108 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. 109 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. 110 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 111 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 112 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: 113 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. 114 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. 115 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. 116 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. 117 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. 118 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 120 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 121 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. 122 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. 123 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. 125 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 127 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. 134 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. 135 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. 136 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 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. 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. 137 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 138 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. 139 German 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. 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. 140 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, 141 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. 143 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. 144 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. 145 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 146 * 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. 147 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. 148 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. 149 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. 150 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. 151 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 152 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. 153 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. 154 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. 155 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 156 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 157 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. 158 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. 159 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. 160 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. 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. 161 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. 162 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. 163 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 164 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 165 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 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 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. 166 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. 167 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 168 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, 169 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. 170 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 171 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. 172 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 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. 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 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. 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 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 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 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 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. 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 Please send me additional information: Name Address City ^ State Zip. Phone ( ) School Attending. Graduation Year Field of Interest (if decided) Non-Academic Interests Please send me additional information Name Mail to: Admission Office Oglethorpe University 4484 Peachtree Road, N.E. Atlanta, Georgia 30319 "ill O^mnc/^ m Address City State Zip. Phone ( ) School Attending. Graduation Year Field of Interest (if decided) Non-Academic Interests Mail to: Admission Office Oglethorpe University 4484 Peachtree Road, N.E. Atlanta, Georgia 30319 BUSINESS REPLY MAIL FIRST CLASS MAIL PERMIT NO. 1542 ATLANTA, GA POSTAGE WILL BE PAID BY ADDRESSEE Admission Office Oglethorpe University 4484 Peachtree Road, N.E. Atlanta, Georgia 30319-9985 NO POSTAGE NECESSARY IF MAILED IN THE UNITED STATES BUSINESS REPLY MAIL FIRST CLASS MAIL PERMIT NO. 1 542 ATLANTA, GA POSTAGE WILL BE PAID BY ADDRESSEE Admission Office Oglethorpe University 4484 Peachtree Road, N.E. Adanta, Georgia 30319-9985 NO POSTAGE NECESSARY IF MAILED IN THE UNITED STATES