Communications Directory

For prompt attention, please address inquiries as indicated below:

General Information Office of the President

Admissions Director of Admission

Alumni Interest and Gifts Director, Alumni Activities

Bequests and Gifts Director of Development

Business Matters and Expenses Business Manager

Educational Program Dean of the College

Public Relations and News Director of Institutional Relations

Financial Assistance Director of Financial Aid

Student Affairs and Counseling Dean of Student Development

Summer School Director of Admission

Transcript and Academic Reports Registrar

Placement Director of Placement

Visitors are welcome at LaGrange College throughout the year. The adminis-
trative offices in the Quillian Building are open Monday through Friday from
8:15 a.m. to 5:00 p.m. Saturday visits may be arranged by appointment. Visitors
desiring interviews with members of the staff are urged to make appointments
in advance.

The College telephone number is (404) 882-2911.
(Toll Free: 1-800-476-4925)

Mailing address:

LaGrange College

601 Broad St.

LaGrange, Georgia 30240-2999

LaGrange College admits qualified students of any race, color, national and
ethnic origin to all the rights, privileges, programs, and activities generally
accorded or made available to students at the school. It does not discriminate
on the basis of sex, race, color, national or ethnic origin in administration
of its educational policies, admissions policies, scholarship and loan progams,
and athletic and other school-administered programs.

(USPS 299-300)

Entered as second class matter of the Post Office of

LaGrange, Georgia 30240, under the act of August 24, 1912.

VOLUME CXL SEPTEMBER 1990 NUMBER 1

Bulletin

LaGrange, Georgia

CATALOGUE ISSUE 1990-91

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Contents

Communications Directory Inside Front Cover

Calendar 4

About LaGrange College, Purpose and History 6

The LaGrange College Campus 10

Admission 14

Financial Information 20

Financial Planning 24

Student Development 48

Academic Programs and Degree Requirements 56

Academic Regulations and Procedures 66

Pre-professional and Co-operative Programs 76

Departments and Courses 82

Faculty, Trustees and Administration 193

Degrees Awarded, June 1990 207

Index 210

CHANGE OF REGULATIONS

The College reserves the right to make modifications in the degree require-
ments, courses, schedules, calendar, regulations, fees and to make other
changes deemed necessary or conducive to the efficient operation of the Col-
lege. Such changes become effective as announced by the proper college
authorities.

4/

Calendar 1990-91

Fall Term 1990

September 4
September 5, 6
September 8
September 10
September 10, 11
September 11
September 12
September 17

October 13
October 19, 20
November 15
November 16
November 17, 19,

20, 21
November 21
November 26

Faculty assemble

Faculty Workshop

New students arrive

Registration for night classes

Registration for day classes

Night classes begin

Day classes begin

End of drop/add for day and evening classes.
No refund for individual classes dropped after
this date. / grades must be changed to
permanent grades. Last day for late registration

Visiting Day for parents of new students

Homecoming

Last day of class

Reading day

Exams

Begin term break

Grades due

Winter Term 1991

anuary 2
anuary 3
anuary 4
anuary 7
lanuary 9

March 11
March 12
March 13, 14,

15, 16
March 18-22

Residence halls open

Registration for day and night classes

Classes begin (day)

Night classes begin

End of drop/add for day and evening classes.
No refund for individual classes dropped after
this date. / grades must be changed to
permanent grades. Last day for late registration

Last day of class

Reading day, evening exams begin

Exams
Spring break

/5

Spring Term 1991

March 24
March 25
March 29

April 1
May 3
May 4
May 29
May 30
May 31 -

June 1, 3,
June 8

Residence halls open

Registration

Good Friday, classes end at noon. Drop/add period
ends at 12:00. No refund for individual classes
dropped after this date. / grades must be changed
to permanent grades. Last day for late registration

Easter Monday; Faculty Workshop. No classes

Honors Day

May Day. Parents' Day

Last day of class

Reading day

Exams
Graduation

6/

About LaGrange College

Purpose

Since 1831 many men and women, sustained by their faith in God and
in humankind, have nurtured and promoted LaGrange College. These men
and women have studied, taught, administered and given of their resources
so that the dream of excellent Christian higher education would be realized
at LaGrange College.

This dream is to provide a liberating academic environment in which stu-
dents and faculty enjoy the adventure of higher learning. This dream sees
a college environment that enables students to discover and value that which
is excellent in life; an environment which produces graduates prepared to
accept responsibility in contemporary society; an environment distinguished
by a faith in God and by an understanding of humankind's place in the
universe.

This dream of over 150 years has been the basis of the programs at
LaGrange College. Today the College continues to seek ways to achieve this
dream and fulfill its purpose:

by emphasizing undergraduate education with a strong commitment
to liberal arts. This is done through the general education curriculum and
strong major programs. These major programs are in the liberal arts and
sciences as well as other compatible professional areas.

by offering, where resources permit, academic study in particular areas
specifically in response to current community needs. Currently these programs
include nursing, graduate business administration and graduate teacher
education.

by fostering out-of-class enrichment (lectures, plays, exhibits, concerts,
interest groups) and extracurricular activities (intramural and intercollegiate
athletics, religious organizations and opportunities, service organizations and
social organizations).

by promoting healthy guided levels of physical fitness.

by striving to maximize student success through a strong academic
and counseling support system.

by seeking to attract and retain a faculty who are not only highly com-
petent in their disciplines but who also identify with the purpose of the
College.

by providing a constructive influence on the local area through con-
tributing intellectual, cultural and social leadership; through offering educa-
tional opportunities to area citizens; and through encouraging faculty, staff
and student participation in local organizations.

About LaCrange College 17

by recruiting students who, through scholastic achievement and poten-
tial as well as personal motivation, have indicated their desire to undertake
the LaGrange College program.

by striving to increase its resources at a rate which preserves the finan-
cial well-being of the College, supports existing programs, and facilitates pro-
gram development to meet changing needs and to achieve improvements
in quality.

LaGrange College makes its educational opportunities available to students
of any race, color, creed, sex or national and ethnic origin, and grants to each
student all the rights, privileges, programs, and activities generally accorded
or made available by the college. It does not discriminate in the administra-
tion of its educational policies, admissions procedures, scholarship and loan
programs, or athletic and other school-administered activities.

Adopted by Faculty, Administration, and Board of Trustees, 1989.

History and Description

The history of LaGrange College is closely associated with the history of
the City of LaGrange and Troup County. When the vast tract of land lying
between the Flint and Chattahoochee Rivers was secured by the Indian Springs
Treaty of 1825 and was opened for settlement in 1827, one of the five counties
formed on the western border of the state was named Troup in honor of
Governor George Michael Troup.

An act was passed by the Georgia Legislature on December 24, 1827, provid-
ing for the selection of a county seat. It was named LaGrange after the country
estate of the Marquis de Lafayette, American Revolutionary War hero who
had visited the region in 1825 as the guest of Governor Troup. The site for
the town of LaGrange was purchased in 1828 and the town was incorporated
on December 18, 1828. On December 26, 1831, the charter for the LaGrange
Female Academy was granted at the state capitol, then in Milledgeville.

In 1831 Andrew Jackson was president of the United States. Abraham
Lincoln was 22 years old. The Creek Indians had been moved out of this area
of the state only six years earlier. The only other college in the state was
Franklin College, now the University of Georgia.

In 1847 the charter for the school was amended and the school became
The LaGrange Female Institute, with power to confer degrees. The name was
changed to LaGrange Female College in 1851 and in 1934 it was changed
to LaGrange College. The college became officially co-educational in 1953.

The first location of the school was in a large white building at what is
now 406 Broad Street. The school moved to its present location "On The
Hill," the highest geographical point in LaGrange, after the construction of
the building now known as Smith Hall in 1842.

8 1 About LaCrange College

The college was sold to the Georgia Conference of the Methodist Episcopal
Church South in 1856. Today it is an institution of the North Georgia Confer-
ence of The United Methodist Church.

Strong in the liberal arts, LaGrange College has an outstanding reputation
in pre-professional programs, including pre-medical and allied fields, pre-law,
pre-theology, and engineering.

LaGrange College offers the Bachelor of Arts degree with twenty-one
majors, the Bachelor of Business Administration with three concentration
areas, and the Bachelor of Science degree in four areas. The Master of Busi-
ness Administration degree and the Master of Education degree in Early Child-
hood and Middle Childhood are offered. Associate of Arts degree is offered
in four areas.

LaGrange College operates on the quarter system. In addition to the day
schedule of classes in the fall, winter and spring quarters, there is an evening
session. There are also both day and evening sessions in the summer.

The college draws more than half of its student body from Georgia. With
students from more than one-third of the states and from several foreign coun-
tries, the college has a cosmopolitan and international representation which
includes various religious and ethnic backgrounds.

While proud of its heritage, the college continues to add to and improve
its curriculum and facilities to meet the needs of its students today. LaGrange
College originated the plan for students to complete fall quarter before
Thanksgiving and have a 40-day holiday break. Georgia's leader in granting
academic credit through the College Level Examination Program, the college
also offers travel seminars, field study programs and internships. The drama
department has a resident summer stock theatre company at Callaway
Gardens, nearby resort in Pine Mountain. Students in the college's nursing
division receive supervised learning experiences in many area medical facili-
ties. Campus art exhibitions, lectures, concerts, varsity and intramural sports
add to the cultural enrichment and recreational opportunities offered by the
college.

The college is located in the town of LaGrange, Georgia, which has a popu-
lation of 27,800. Nearby are Callaway Gardens, the Warm Springs Founda-
tion and Franklin D. Roosevelt's Little White House. The West Point Dam
on the Chattahoochee River provides one of the largest lakes in the region,
with waterfronts and marina within the city limits of LaGrange.

About LaCrange College/9

Accreditation

As a coeducational, four-year liberal arts college, LaGrange College is fully
accredited by the Commission on Colleges Southern Association of Colleges
and Schools, approved by the United Methodist University Senate, and has
membership in the National Association of Independent Colleges and Univer-
sities, the National Association of United Methodist Colleges, the Georgia
Association of Colleges, The Council for the Advancement and Support of
Education, the Georgia Foundation for Independent Colleges, and the Associ-
ation of Private Colleges and Universities in Georgia. The Georgia State Board
of Education, which confers professional certificates upon college graduates
meeting requirements in early childhood, middle school, or secondary edu-
cation, has awarded highest approval to LaGrange College's program of
teacher education.

The National League for Nursing, the officially recognized agency for asso-
ciate degree nursing programs by the Council on Postsecondary Accreditation,
has awarded (highest) accreditation to LaGrange College's nursing program.

Sessions of the College

The College operates on the quarter system. Each quarter is about ten weeks
long. There are four quarters: fall, winter, spring and summer. In the summer
quarter, day classes are divided into two five-week terms. A student may elect
to attend either or both of the summer sessions. Evening classes in the sum-
mer quarter meet in a seven-week term.

Both day and evening classes are available during each of these four
quarters. The day and evening classes are sessions of the same academic
program; however, with the exception of a limited number of majors it is
necessary to attend day classes at some time in order to complete degree
requirements.

10/

The LaG range College Campus

William and Evelyn Banks Library

Completed in 1963. A modern air-conditioned academic learning center
that provides up-to-date resources to support and enrich the curriculum and
to meet informational needs. The library provides more than 100,000 volumes
of books and bound periodicals, microfilm, microfiche, microcards, filmstrips,
audio-cassettes and records. Additionally, the library subscribes to eight
newspapers.

The Library is open seven days a week for a total of 77 hours per week,
and is staffed by three professional librarians, four para-professional assis-
tants, and many student assistants. Group study areas and a seminar room
for meetings are available for student and faculty use. The Library is a mem-
ber of the Southeastern Library Network (SOLINET) and the Central Georgia
Associated Libraries Consortium. The library subscribes to the automated infor-
mation retrieval system DIALOG. This system enhances the library's refer-
ence information services.

The book collection is strengthened by substantial contributions. The
Bascom Anthony Book Collection has been endowed by Dr. Mack Anthony
in memory of his father. The Hubert T. Quillian Book Collection is supported
through substantial gifts by the Rotary Club of LaGrange. The Lucy Lanier
Nixon Fund has been endowed by the Wehadkee Foundation, Inc. in mem-
ory of Mrs. Lucy Lanier Nixon. The Gula Clyde Jinks and Ruth Tarrer Jinks
Collection provides outstanding and necessary additional resources for the
Library. This Collection, established in 1987, is supported by funds given by
the Jinks family.

A service organization, Friends of the LaGrange College Library, supports
the library through the purchase of needed library resources. The group also
promotes greater cooperation and communication between the library and
the community.

The learning process is enhanced at LaGrange College by the Library's spe-
cial services to students and faculty. Reading, reference, and inter-library loans
assistance, by professionally trained librarians, is readily available. The micro-
forms collection includes the complete New York Times from 1851 and many
other periodicals. The periodical collection in the library is activated through
the Infotrac System.

The Irene W. Melson Room, formerly the Special Collections Room, houses
many first editions. Also included are the Florence Grogan papers and first
editions of outstanding publications of LaGrange College alumni, faculty and
students.

The LaGrange College Campus /11

Library named in memory of a former chairman of the LaGrange College
Board of Trustees and his wife.

Cason J. Callaway Science Building

Built in 1972. Three-story brick building with latest equipment for instruc-
tion in general science, biology, chemistry, math, and physics. The Depart-
ment of Education is temporarily housed in this building. Named in memory
of a former member of the College's Board of Trustees.

Fuller E. Callaway Student Center

Completed in 1981. Three-story brick building which houses Office of Stu-
dent Development, student activities and the campus post office. Named in
memory of Fuller E. Callaway, local philanthropist.

Warren A. Candler Cottage

Completed in 1929 as a home for college president. Now houses the Office
of Alumni Activities and The Waights G. Henry, Jr. Collection on the Marquis
de Lafayette. Building named in honor of a former Methodist Church Bishop,
now deceased.

Lamar Dodd Art Center

Completed in 1982. This building provides a physical environment and the
equipment needed for the finest in art instruction, as well as gallery space
for the college's outstanding art collection. Named in honor of Lamar Dodd,
Georgia artist who was reared in LaGrange and whose paintings have won
international recognition.

Louise Anderson Manget Building

Built in 1959. Contains faculty offices and classrooms. Named in memory
of an 1894-graduate of the college who served more than forty years as a
medical missionary to Hoochow, China, with her husband, Dr. Fred P. Manget.

Pitts Hall

Completed in 1941. Two-story brick building. Women's dormitory. Named
in honor of Mr. and Mrs. W.I.H. Pitts (now deceased) of Waverly Hall, whose
philanthropy and that of their daughter LaGrange College Trustee Miss
Margaret Adger Pitts through the Pitts Foundation has meant so much to the
College.

Price Theater

Completed in 1975. Dramatic arts building with a 280-seat auditorium that
has the latest acoustical concepts. Building houses classrooms for the Speech
Communications and Theatre Department and ballet instruction, faculty
offices, scenery workshop, dressing rooms, costume room and actors lounge.
Named in memory of Lewis Price, a long-time member of the college's Board
of Trustees.

Ml The LaCrange College Campus

Quillian Building

Built in 1949. Now houses administrative offices president, academic
dean, registrar, business manager, director of development. Named in mem-
ory of a former president, Hubert T. Quillian, who served from 1938-1948.

Smith Hall

Oldest building on the campus. The main portion of the building was con-
structed in 1842 of handmade brick formed from native clay. Addition was
built in 1887. Major renovation was completed in 1989 at a cost of over $2.5
million. Ready for the 21st century, the building now houses offices, class-
rooms and seminar rooms for the departments of business administration,
computer science, history and social work, as well as administrative offices
admissions, financial planning, institutional relations and evening studies;
the College's computer center and campus bookstore. Named in memory of
Mrs. Oreon Smith, wife of a former president of the College, Rufus W. Smith,
who served from 1885 until his death in 1915. The building is on the National
Register of Historic Places.

Sunny Gables

Built in 1926, purchased by College in 1973 as headquarters for College's
Nursing Division. The handsome English Tudor building is located at 910 Broad
Street.

The Chapel

Built in 1965. The materials used link it with Christian worship in LaGrange
and other parts of the world and include two stained glass windows made
in Belgium more than 100 years ago; a stone from the temple of Apollo at
Corinth, Greece; a stone from the Benedictine Monastery, lona, Scotland;
a stone from St. George's Chapel, Windsor, England. Regular worship ser-
vices are held when the college is in session.

J. K. Boatwright Sr. Hall

Completed in 1962. Three-story brick building. Men's dormitory. Named
in memory of long-time member of the college's Board of Trustees and chair-
man of the board's executive committee from 1956-1962.

Hawkes Building

Completed in 1911 . Four-story brick building that houses women students.
Named in memory of Mrs. Harriet Hawkes, mother of college benefactor,
the late A. K. Hawkes. Major renovation set for 1991.

Waights G. Henry, Jr. Residence Hall *

Completed in 1970. Five-story brick building. Student dormitory. Building
also houses College's Music Center. Building named in honor of Dr. Waights
G. Henry, Jr. (now deceased), who served as president of the College from
1948-1978, and as chancellor from 1978 until his death in 1989.

The LaGrange College Campus IM

William H. Turner Jr. Hall

Built in 1958. Three-story brick building. Women's dormitory. Named in
memory of William H. Turner Jr., a textile executive of LaGrange who was
a benefactor of the College, a long-time member of the College's Board of
Trustees and chairman of the board's executive committee from 1929-1950.

Alfred Mariotti Gymnasium

Built in 1959. Houses physical education classrooms and facilities for indoor
athletics. Named in memory of Coach Alfred Mariotti, College's basketball
coach from 1962-1974 and member of the faculty until his retirement in 1979.

Dining Hall

Completed in 1962. Two-story brick building that houses dining area and
kitchen. Headquarters for maintenance department on lower level.

14/

Admission

It is the aim of LaGrange College to admit those students who demon-
strate that they can benefit from a liberal arts education. In the selection
of students, careful attention is given to the academic ability of each
candidate.

PROCEDURE FOR APPLYING FOR ADMISSION

An application for admission should be submitted when the student decides
he would like to attend LaGrange College. The application should be com-
pleted at least one month prior to the beginning of the quarter in which the
entrance is desired. Applicants may enroll any quarter.

Admission Documents Required

Freshmen Transfers

1. Application form 1. Application form

2. Application fee 2. Application fee

3. High school transcript 3. Transcripts of all previous college

4. SAT or ACT scores work (transfers with fewer than 45

quarter hours earned must also
submit high school transcripts)

An applicant will be notified as soon as the Admission Committee has
reached a decision. A student's acceptance is tentative, pending satisfactory
completion of work in progress. LaGrange College must receive notification
of successful completion of such work before acceptance is final.

For dormitory students, a Health Form and a $100.00 Key-Damage fee are
required. The Room Key-Damage fee is refundable if the student withdraws
or when the student graduates, provided there are not charges against the
student at that time.

Students interested in LaGrange College are invited to visit the campus
and may schedule an appointment by contacting the Admission Office. The
telephone number is 404-882-2911; in Georgia, 1-800-476-4925.

ACADEMIC ADMISSION REQUIREMENTS

Admission to the Freshman Class: Prior to enrolling, an applicant is expected
to complete requirements for graduation from an approved high school.

Admission /15

A total of 15 units is required with a minimum of 11 units within the fol-
lowing areas:

English 4

Social Studies 3

Mathematics 2

Science 2

LaGrange College students come from a diversity of public and private
secondary school backgrounds. Preference is given to applicants who have
had strong academic preparation in high school. A typical matriculant will
have completed:

English

4

Social Studies

3

College Preparatory Mathematics

(Algebra, Geometry,

Trigonometry, etc.)

3

Science

3

Foreign Language

2

Desirable electives include additional units of Language, Mathematics, or
Science. A basic understanding of Computer Science is also encouraged.

Scores from either the SAT (administered by the College Entrance Examina-
tion Board) or ACT (administered by the American College Testing Program)
are required of all freshman applicants. Test results should normally be sent
to LaGrange College in November, December, or January of the last year
in high school.

Mature students with an irregular educational background may qualify for
admission by achieving satisfactory scores on the tests of General Educa-
tional Development, High School Level.

LaGrange College predicts a student's grade point average using a formula
which takes into account verbal and math scores on the SAT and the stu-
dent's high school grade point average. Students are admitted as "clear
accept" if they are predicted to be successful in the academic programs of
LaGrange College.

Clear Accept: The majority of LaGrange College students are accepted
under the clear accept category.

Early Admission: Early admission is possible for students who will have
completed the junior year of high school. To qualify, a student must have
a B+ or better high school average in his academic courses, have ten of
the eleven prescribed units, and have a total of fifteen units. Also to qualify,
a student must have a minimum score on the College Board SAT of 1050

~]b I Admission

combined or a composite score of 25 on the ACT. A minimum of 500 on
the Verbal SAT or a minimum of 24 in the English subject area of the ACT
is desirable. An interview is required of all early admissions students.

Joint Enrollment: Recognizing that there is an increasing number of high
school students beginning their twelfth grade who need only one or two aca-
demic units to graduate and who very often lack sufficient challenge,
LaGrange College has adopted a policy for Joint Enrollment at both the Col-
lege and the student's high school. To be eligible, a student must meet the
dear-accept standard of the Admission policy and be recommended in writ-
ing by the proper authority at the student's high school.

On-Trial Program: This program is for applicants who are unable to qualify
for dear-accept admission to LaGrange College, but who appear to have the
potential to succeed. All courses taken are for full credit. Students in this
program must earn a grade point average of 1.3 during the first quarter or
in the first 15 hours of college work. Further information is available from
the Director of Admission.

Transfer Students: A student who has been in attendance at another insti-
tution may apply for transfer to LaGrange College if he is eligible to return
to that institution at the time of entry to LaGrange College. A student may
be accepted on probation under the standard probation regulations. All
records, including transcripts of all college work attempted, must be com-
plete before the student is admitted to LaGrange College. Applicants may
enroll at the beginning of any quarter. Acceptable credit from a junior col-
lege is limited to 100 quarter hours. Credits from senior colleges beyond 145
quarter hours may be accepted, but the LaGrange College residency require-
ment, the general education curriculum, and appropriate major coursework
must be satisfied.

LaGrange College is accredited by the Commission of Colleges of the South-
ern Association of Colleges and Schools and, accordingly, accepts course-
work from similarily regionally accredited colleges and universities.

Transient Students: Students currently enrolled in good standing at another
college, may enroll at LaGrange College as transient students. Approval of
course work must be authorized by the primary institution on the Applica-
tion for Transient Status which is available from the Admission Office.

Non-degree Undergraduate Students: Students not working toward a degree
may register as non-degree undergraduate students in any course for which
they have the necessary preprequisites. An application for Non-degree Under-
graduate Student Status may be obtained through the Admission Office. Stu-
dents classed as Non-degree Undergraduate Students may become Regular
Students by meeting requirements for regular admission.

Admission \M

Readmission Students: Following an absence from LaGrange College of one
or more quarters, other than the Summer Quarter, any student who decides
to return must submit an Application for Readmission. This form is available
from the Admission Office.

In the event that a student seeking readmission has attended another insti-
tution as a transfer (not transient) then that student when readmitted is treated
as a new transfer student and is subject to the Bulletin in force at the time
of transfer back to LaGrange. On the other hand, students who have not
attended another institution are generally governed by the catalog in force
at the time of their initial admission. An exception is that students who have
been out of school for four calendar years or more re-enter under the Bulletin
in force at the time of readmission and resumption of study.

International Students: In the past few years the College has hosted stu-
dents from Norway, New Zealand, Japan, Korea, Kuwait, Venezuela, Ghana,
Thailand, Canada, and Brazil. While the foreign students' number is never
very large, the College has developed special programs for many of these
students.

Admission as a foreign student requires a TOEFL examination with a mini-
mum score of 500 for students for whom English is not their first language.
Documentation of completion of the 107 level from one of the ELS Language
Centers may be substituted for the TOEFL requirement. Also required are
translated and certified documents attesting to academic performances in
secondary school and university, if applicable. The Director of Admission
should be contacted for the current interpretation of the regulations con-
cerning obtaining a Student Visa. If the prospective student is in the United
States, an interview at the College is desirable and may often be substituted
for a TOEFL score.

ADMISSION TO GRADUATE EDUCATION PROGRAM

Regular Admission

Prospective candidates for this program will be thoroughly evaluated and
screened by an admission committee chosen by the Executive Committee
of the Graduate Council. The admission committee consists of three profes-
sors with terminal degrees and the Director of Admission and the Academic
Dean as ex officio members.

18/ Admission

The student applying for regular admission to the graduate program at
LaGrange College should follow the procedure listed below:

1. Make formal application to the Director of Admission.

2. Submit evidence of a baccalaureate degree from an accredited, four-
year institution or evidence of having completed all the requirements
for the degree.

3. Submit an official statement of scores on either the GRE (aptitude sec-
tion) or the NTE (NTE Core Battery Test) or the MAT not more than
five years old.

4. Present evidence of having earned an overall GPA of 2.50 (on a 4.00
scale) with at least a 3.00 GPA for the last two years of college work.

5. Submit one official transcript from all institutions where undergraduate
or graduate work has been done.

All documents, along with a non-refundable fee of $20.00 must be received
by the College before final acceptance.

Conditional Admission

Conditional admission may be granted at the discretion of the Graduate
Admission Committee to students who do not meet all of the above
requirements.

Transfer Credit

LaGrange College will accept a maximum of 10 quarter hours of transfer
credit from accredited graduate schools. All graduate credit must have been
of grade B or better and must have been earned within five years prior to
admission to the graduate program at LaGrange College.

ADMISSION TO MASTERS OF
BUSINESS ADMINISTRATION PROGRAM

For unconditional acceptance, a student must submit the following:

1. Evidence of graduation from an accredited college or university with
a bachelor's degree with a quality point average of at least 2.5 (on a
4.0 scale). A transcript must be obtained from each institution attended.

2. Score on the Graduate Management Admissions test must be submit-
ted no later than the end of the third quarter following provisional accep-
tance into the program. A score of 450 is required for unconditional
acceptance.

3. A list of three references.

4. A completed formal application.

Admission /19

5. A written essay describing the applicant's work experience and future
career objectives.

6. Evidence of a minimum of two years of work experience.

7. Foreign students must submit a minimum score on the TOEFL exam of
at least 550.

8. In addition to an interview with members of the Admission Staff, a sec-
ond interview with members of the Business Administration and Economics
department may be required.

Transfer Credit

Not more than 20 quarter hours of acceptable work (equivalent course
work with a grade of B or better) taken within the previous five years will
be accepted.

ADMISSION TO NURSING PROGRAM

The nursing program functions within the general admission policy of the
College and has several additional requirements:

1. SAT scores (minimum Verbal 400 and Mathematics 350).

2. Two letters of reference, one from an educator or employer, and one
from a personal acquaintance.

3. Health records.

An interview with a member of the nursing faculty may also be required.
Information regarding these requirements will be mailed to the student fol-
lowing acceptance by the College.

A nursing course completed in another nursing program, with a grade of
75% or higher, may qualify for transfer credit depending upon course con-
tent. An audit of specified courses may be required for transfer students. Con-
tact the Nursing office for complete information.

Advanced placement by testing or through a transition course is available
for Licensed Practical Nurses. Further information regarding advanced place-
ment may be obtained from the Nursing Office.

20/

Financial Information

Payment of Charges

All charges for the quarter are due and payable at registration, and each
student is expected to pay at that time.

LaGrange College has no plan for making monthly or deferred payments.
Realizing that some families prefer to pay charges on a monthly basis, the
College has made arrangements with Academic Management Services to offer
interested parents this type service. The plan is an agreement between the
parent and the company; there is no involvement by LaGrange College in the
agreement. For additional information, contact the Director of Financial Aid.

Expenses

1. Admission

Application for Admission (not refundable) $ 20.00

2. Tuition

A. (1) (undergraduate) per quarter hour 97.00

(2) Normal Load (17 Hrs.), per quarter 1649.00

(3) Nursing (NSG) Courses per quarter hour 107.00

(4) Graduate (MBA, MED) Courses - per quarter hour 117.00

B. Private Lesson Fees (in addition to tuition charge)

Piano (1 hr. credit) per quarter 135.00

Voice (1 hr. credit) per quarter 135.00

Organ (1 hr. credit) per quarter 135.00

Chorus (1 hr. credit) per quarter N/C*
*No tuition charge unless needed for full-time status

C. Semi-Private lesson fees (in addition to tuition,

and as available) 80.00

D. General Fees Required of Every Student Enrolled

(Dless than 12 hours 25.00

(2)12 hours and over 60.00

E. Course Fees Select Courses

Art 30.00

Science Lab 45.00

Computer Science, Business Administration 440 40.00

Nursing Lab, per lab credit hour 25.00

English 010 160.00

Financial Information / 21

F. Summer Quarter

Summer Quarter charges are listed in the Summer Quarter
brochure. Students may write for information regarding
offerings and charges.

C. Audit (per course per quarter) 200.00

All requests for audit courses must be approved by the
instructor and Academic Dean. No new freshman student
may audit any course during the first quarter of residence
at LaGrange College.

3. Room (per quarter) Henry and Pitts, $410.00; all others 390.00

4. Private rooms are available at additional charge: 195.00
After the beginning of the quarter any student occupying a

double room alone will be charged single rates. If two or more
students are occupying double rooms on a single room basis
and do not wish to pay single rates, it is the responsibility of
the individual students to find a suitable roommate. Willing-
ness to accept a roommate will not constitute grounds for waiv-
ing this single room charge.

5. Board (per quarter) 590.00
(Note: All students living in dormitories are required to pay board.)

6. Fees Miscellaneous

Graduation (Regardless of Participation) Undergraduate 40.00

Graduate 50.00

Late Registration 20.00

Personal checks failing to clear bank 15.00

Transcript of credits (first two free) 2.00

Student Identification Card Replacement Fee 5.00

Documents Fee (International Students) 150.00

Parking Permit 5.00

Testing Fee (All New Students) 56.00

Room Deposit 100.00

221 Financial Information

Summary of Standard Charge

Non-Dormitory Students:

Per Quarter

Per Year

Tuition, Undergrade Non-Nursing

$1649.00

$4947.00

General Fees

60.00

180.00

1709.00

5127.00

Pitts

and

Dormitory Students:

Henry

Others

Tuition

1649.00

1649.00

4947.00

General Fees

60.00

60.00

180.00

Room and Board

1000.00

980.00

2940.00

2709.00

2689.00

8067.00

All LaGrange College undergradute degree-seeking students taking 12 hours
or more who have been residents of the state of Georgia for twelve consecu-
tive months are eligible to receive a tuition equalization grant regardless of
need. The amount of this grant for 1990-91 is $925. State of Georgia Tuition
Grants MUST be applied for at registration in order to be processed within
the time limit set by the State. Failure to apply on time means the student
will not receive the State Tuition Grant and will personally have to pay the
amount of the grant.

Depending on individual requirements, a student may expect to spend
$600.00 to $900.00 per year on books and personal expenses.

The above charges are applicable to an academic year of three quarters
duration.

Summer Quarter costs and curriculum are available in a separate bulletin.

Nursing students should consult with the Nursing Division concerning
required nursing supplies and their projected costs.

All students must present proof of health insurance at the time of registra-
tion. If the student has no insurance, the college will make a charge for limited
coverage group sickness and accident insurance.

Financial Information 1 23

Refund Policy

No refund of charges of any nature will be made to any student who is
suspended or dismissed for disciplinary reasons.

No refunds will be made for courses dropped after dates established by
the school calendar.

In the event of complete withdrawal from college after registration, refund
of tuition will be made from date of registration to date of official withdrawal
on the following basis:

Regi

jlar

School Year

Summer

Withdrawal

%

Refund

% Refund

First seven days

90

80

Within 14 days

80

40

Within 21 days

60

Within 28 days

40

After 28 days

No

i refund

No refund for room or board will be made to any student who withdraws
from the dormitory after registration. For a student withdrawing from col-
lege, a charge of $15.00 per day from date of registration to date of official
withdrawal will be made in board.

There is no refund of room deposit if student does not enroll.

The College will not be responsible for loss of or damage to students' per-
sonal property.

24/

Financial Planning

Philosophy

LaGrange College believes that the student and family should contribute
to the educational expenses of attending college to the extent of their ability
to do so. When family resources do not meet the total costs of attending
this institution, a financial need is established. We at LaGrange College will
do all we can to assist you in meeting that need. The student should be pre-
pared to assume a measure of responsibility through limited work or through
borrowing a reasonable portion of any financial need. Foreign students are
not eligible for scholarships or financial aid unless they hold permanent
residency status. All aid is awarded without regard to race, sex, sexual prefer-
ence, creed, color or national origin.

General Information

Financial need is computed by using a standard need analysis system with
confidential information submitted by parents or self-supporting students. The
Financial Aid Form (FAF) administered by the College Scholarship Service is
the need analysis preferred by LaGrange College. However, we will accept
any of the federally approved need analysis documents.

Applicants for financial assistance need not be accepted for admission to
apply. However, the student must be accepted for enrollment before an
official aid award can be made Financial aid awards are made for each aca-
demic year. Therefore, students must apply for aid each year.

Procedure for Applying for Financial Aid

1. Apply for admission to the college through the Admission Office.

2. Submit the FAF to the processor for processing as soon as possible after
January 1. This form may be obtained from high school counselors or
the Office of Student Financial Planning at the College.

3. Submit the LaGrange College Financial Aid Application to the Office
of Student Financial Planning. This form is available upon request.

4. All Georgia residents should complete and submit the Georgia Student
Grant Application for the Georgia Tuition Equalization Grant to the
Office of Financial Planning. This form is available only from private
colleges in Georgia. It may be completed in advance of registration or
at registration but no later than the last day of late registration.

Financial Planning 1 25

5. Transfer students requesting assistance must submit a Financial Aid Tran-
script (FAT) from all post-secondary institutions previously attended
whether or not financial assistance was received. These forms may be
obtained by contacting the Office of Student Financial Planning or the
institutions previously attended.

Determination of Eligibility for Need-Based Assistance

The College annually prepares a cost of attendance budget which is com-
posed of tuition and fees, room and board, books and supplies, transporta-
tion and miscellaneous expenses. The expected family contribution (EFC) as
determined by the processed Need Analysis document is subtracted from the
appropriate budget and the remainder is unmet need. The Office of Student
Financial Planning then prepares a financial aid award based on this unmet
need. Funds are awarded to students as their financial aid file is completed.

Budgets for 89-90:

Undergraduates residing in the dormitories $ 9,115

Undergraduates residing with parents 7,855

Undergraduates residing elsewhere 12,450

Nursing students residing in the dormitories 9,840

Nursing students residing with parents 8,580

Nursing students residing elsewhere 13,175

Graduate students residing in the dormitories 8,205

Graduate students residing with parents 6,945

Graduate students residing elsewhere 11,540

RIGHTS AND RESPONSIBILITIES OF A FINANCIAL AID RECIPIENT
Student Eligibility

A. Be a U.S. citizen or permanent resident of the United States.

B. Be accepted for admission or currently enrolled in an approved degree-
seeking program at the College.

C. Be making Satisfactory Academic Progress toward the completion of your
course of study according to the "Academic Probation Regulations'' and
"Satisfactory Academic Progress" policies published in the LaGrange College
Bulletin.

D. Not be in default on a Perkins/National Direct Student Loan or Stafford
Loan/Guaranteed Student Loan nor owe a refund on any Pell Grant or Sup-
plemental Education Opportunity Grant received while attending any post-
secondary institution.

Student Financial Aid Policy

Each year the Office of Student Financial Planning receives request for
more funds than are available. First priority for assistance awarded goes to

26/ Financial Planning

eligible students who are enrolled as full-time student in pursuit of the first
baccalaureate degree. Student who are enrolled at least half-time are eligible
for assistance. Special students (those not enrolled in a degree seeking pro-
gram), transient student and unclassified graduate students are not eligible
for any type of assistance.

Students who received aid awarded by the College during the academic
year will be given preference for summer awards contingent upon availability
of funds.

Students who receive academic scholarships are not required to complete
a "need analysis" document although all students are encouraged to do so.

All undergraduate Georgia residents must apply for the State Student Incen-
tive Grant and the Georgia Tuition Equalization Grant.

Any aid that a student receives or expects to receive from any outside
source must be reported to the Office of Student Financial Planning. This
includes scholarships, grants, and loans. The receipt of such aid may result
in a reduction, cancellation, and/or repayment of your need based assistance.

Disbursement of Funds

Pell Grant, Supplemental Educational Opportunity Grant, Perkins Loan,
Georgia Tuition Equalization Grant, Academic Scholarships, State Incentive
Grant and Institutional Grant and Work program funds are automatically
credited against the student's charges and are reflected on the charge sheet
at registration. A statement at the bottom of the charge sheet to be signed
by the students acknowledges receipt of these funds. Perkins Loan recipients
must sign a promissory note at registration and complete an initial interview
questionnaire.

Funds from the Stafford Loan program comes to the College in the form
of a check payable to the student and sometimes the College, recipients must
sign a copy of the check to receive loan proceeds and first time borrowers
must complete a counseling form prior to disbursement.

College Work Study (CWS) is paid monthly directly to the student. Payroll
checks are mailed to the student's campus post office box on the 10th of
the subsequent month. Exception: a student who owes a balance to the Busi-
ness Office must collect their check from the Business Office.

Determination of Placement for Employment

Students are first assigned employment in their designated choice of posi-
tions until such time as all those positions are filled; placements are then
assigned according to the need of other departments and areas on campus
requesting student assistance.

Financial Planning! 27

Off Campus Employment

Local businesses employ students in part-time positions. Such employment
is usually arranged by the student and not the College. The Office of Stu-
dent Development maintains current job opportunity information and can
advise students concerning employment opportunities and responsibilities.

Responsibilities of Financial Aid Recipients

1. You must get a campus post office box (there is no charge).

2. You must let the Office of Student Financial Planning know any time that
you drop classes, or fail to enroll as a full time student (12 or more hours).

3. You must notify the Office of Student Financial Planning any time you
change your living arrangements from that which you designated on the
Need Analysis document you originally filed (if you move home, move
on campus, or if you move elsewhere).

4. You must notify the Office of Student Financial Planning of changes in
you household size and number in post-secondary institutions at any time
during the award year when said changes occur.

Work Aid and College Work Study Rights and Responsibilities

1. Job assignments are available in the Office of Student Financial Planning
the day after registration. You must come by personally to get your
assignment.

2. Work aid is credited at registration and time sheets are due the last work-
ing day of the quarter. Time sheets are designed to accommodate the total
quarters hours. Failure to work the assigned number of hours will result
in billing from the Business Office for unworked hours at the minimum
wage rate; due and payable by registration of the next quarter. These earn-
ings are taxable and LaGrange College will issue a W-2 tax statement.

3. College work study earnings are not credited at registration. Time sheets
are due on the last working day of the month. There is no penalty for
failure to work your hours, except that you are not compensated for hours
not worked. Payroll is run monthly.

4. In accepting assistance from either work program you are agreeing to per-
form satisfactory work as determined by your supervisor. An annual evalu-
ation is filed with the Office of Student Financial Planning.

5. Scheduling of hours will be mutually agreed upon by both the student
and the supervisor as determined by the quarterly class schedule and work
load of the office.

6. Transfers from one position to another will be done at the supervisor's
request. Transfers due to unsatisfactory work habits can result in loss of
eligibility for either work program.

28/ Financial Planning

7. Unexcused absences from work will not be tolerated. Three unexcused
absences can result in termination of eligibility. You should always notify
your supervisor when an absence is necessary, in advance, if possible, so
your position can be covered.

8. You are not allowed to work more than the number of assigned hours,
if you do, you will not be compensated.

9. Recipients of college work study must complete a W-4 federal withhold-
ing form with the Business Office.

Satisfactory Academic Progress Policy

The Higher Education Act of 1965, as amended by Congress in 1980 and
1986, requires that a student be maintaining Satisfactory Academic Progress
in their course of study in order to receive any Title IV financial aid. Satis-
factory progress will be implemented throughout the entire course of study
prior to and including periods when a student receives Title IV aid or state aid.

The minimum academic progress requirements for all students, whether
or not they are receiving Title IV aid or state aid, are those academic require-
ments imposed by LaGrange College as stated in the LaGrange College
Bulletin section titled "Academic Probation Regulations." Academic proba-
tion or suspension are the same for enrollment as for financial aid eligibility.
(If a student is allowed to continue enrollment on probation they continue
eligibility to receive financial aid; if they are suspended from enrollment their
future eligibility for financial aid is terminated). The Dean of the College is
charged with the responsibility of monitoring this part of the Satisfactory Aca-
demic Progress Policy. Once the determination of enrollment eligibility is
assessed, the Dean follows with a memo to the Office of Student Financial
Planning showing those students who have been suspended from enrollment.
This part of the policy is monitored quarterly. A student must have a 2.0
cumulative CPA at the end of the second year (regardless of course load)
or that which is consistent with the institution's policy governing academic
progress. LaGrange's policy requires a 1.65 at the end of the 1st year, a 1.75
at the end of the 2nd year, a 1.85 at the end of the 3rd year and a 2.0 at
the end of the 4th year. The policy of the institution will be the deciding
factor in assessing Satisfactory Academic Progress.

Beyond those minimum requirements, there are some others for Title IV
aid recipients and the recipients of the Georgia State Tuition Equalization
Grant. Title IV aid programs are Pell Grant, Supplemental Educational Oppor-
tunity Grant, College Work Study, Perkins Loan, Stafford Loans, PLUS/SLS,
State Student Incentive Grant and the State Tuition Equalization Grant.

If a student accepts aid from any program listed above, the student must
earn at least the following number of cumulative credits based on full-time
status (17 hours per quarter to be on schedule for graduation in 4 years)
according to the following sequence of academic quarters:

Financial Planning/ 29

At the End

You must have earned a

of Quarter

minimum number of hours

3

30

6

65

9

115

12

155

15

195

This means that students who drop courses, withdraw frequently, fail to
complete courses (incompletes), repeat courses, or take courses not related
to their degree objective would not be considered to be making Satisfactory
Academic Progress as they would not graduate within the specified 15 quarter
time frame. LaGrange College does not offer non-credit remedial courses.

TO MAINTAIN ELIGIBILITY FOR TITLE IV FEDERAL AID PROGRAMS
OR STATE PROGRAMS A STUDENT MUST MEET ALL THREE (3) CRITERIA
SPECIFIED: GRADE POINT AVERAGE, MINIMUM NUMBER OF HOURS
EARNED, AND BE WITHIN THE 15 QUARTER TIME FRAME.

Students who do not meet the Academic Probation Regulations of the insti-
tution, i.e. are suspended, do not earn the number of hours required or who
exceed the time frame will have all sources of federal and state assistance
terminated at that time that such determination has been made.

Students who have their financial aid terminated may have their aid rein-
stated pending approval by the Office of Student Financial Planning Appeals
Committee and the availability of funds at that time.

Information on Satisfactory Academic Progress for part-time students is
available from the Office of Student Financial Planning.

This policy is monitored quarterly for suspensions and time frame, and
annually for the minimum number of hours required. The GPA requirement
(since it is the same as the Academic Probation Policy of the Institution) will
be monitored by suspending aid for those students who are suspended from
the institution by the Academic Dean. The time frame and number of hours
earned will be monitored by the Director of the Office of Student Financial
Planning.

Conditions of Reinstatement

The Financial Aid Appeals Committee may set specific terms for re-attaining
eligibility which may include a student's paying his/her own expenses for a
specified time or for a specified number of hours. Any special terms for read-
mission to the College will also play a part in re-establishing eligibility. It will
be the responsibility of the student to notify the Financial Aid Office once
any special requirements have been met.

30/ Financial Planning

Appeal Procedure

A student may appeal the denial of aid (with the exception of the fifteen
quarter time limit) if mitigating circumstances have occurred. This appeal
should be submitted in writing to the Director of Financial Aid who will sub-
mit the appeal before a Financial Aid Appeals Committee. (This letter of
appeal should include (a) reason for failure to meet whichever requirement
was not met and (b) reasons why aid should not be terminated.) The Com-
mittee, for purpose of hearing the appeal, shall convene within two weeks
of the date of receipt of the written appeal and shall inform the Director
of their decision in writing who will then inform the student of the decision
within one week of the hearing.

FEDERAL TAX LAW

The Tax Reform Act of 1986 contained provisions regarding the federal
income tax treatment of scholarships and grants. If a student receives scholar-
ships or grants from LaG range College or any other source, that student should
be aware of the following:

Under the law, only qualified scholarships or grants may be excluded from
the recipient's gross income.

Qualified Scholarships or Grants are amounts awarded to degree seeking
candidates and used for tuition, required fees, books, supplies and equip-
ment required for courses of instruction. If the award specifies that any por-
tion of the scholarship or fellowship may not be used for these described
expenses or if it designates any portion of the award for purposes other than
those expenses just described (room, board, transportation, or living expenses),
those designated amounts are not qualified scholarships or grants. Awards
in excess of the described expenses are to be included in the recipient's gross
income (an unearned income).

Included within the definition of scholarships and grants and thus possibly
subject to taxation, are scholarships and grants awarded on the basis of aca-
demic merit, talent, financial need or any other factors; state and federal
grants, including Pell Grant; athletic grant-in-aid; and tuition remissions or
reductions (resident assistant grant and work aid). Awards may come from
LaGrange College, from state or federal agencies, or from private organ-
izations.

Any cost related to room and board for which the student receives finan-
cial aid in the form of a grant or scholarship will be fully taxable. Resident
Assistant and SIMS Scholarship recipients will be affected by these provisions.

It is important that the student keep copies of documents which will estab-
lish the amounts of scholarships and the amount paid for tuition, required
fees, books, supplies and course-related equipment. Records might include
award letter from the Office of Student Financial Planning, check stubs from
scholarships, charge sheets from registration, receipts from the Business Office
and receipts for the purchase of books, supplies and equipment.

Financial Planning! 31

Neither LaCrange College nor any other awarding agency is required to
report scholarships or grant to the Internal Revenue Service; reporting of such
income for tax purposes is the sole responsibility of the recipient. LaG range
College will issue a W-2 Withholding form for recipients of Work Aid.

Estimated Tax:

The grantor of a grant of scholarship does not withhold taxes. With no
withholding the student may be liable for the payment of estimated taxes.
Generally, you must make estimated tax payments if your estimated tax pay-
ment will be $500 or more for the tax year. If you do not pay enough esti-
mated tax the student may have to pay a penalty.

This information is not intended as tax advice and the student is encouraged
to seek the assistance of a tax advisor.

For more information pertaining to the taxability of grants and scholar-
ships the student may wish to order publication 520 from the Internal Revenue
Service. The address is P.O. Box 25866, Richmond, VA 23289.

Verfication of Financial Aid Application Data

Verfication is the process by which the Office of Student Financial Plan-
ing checks reported application data against appropriate documents ulitized
to complete the Need Analysis form.

Federal regulations require that we verify at least 30% of the applications
that we receive. Those selected are those specified by the processor which
are determined by a federal edit check system. We also reserve the right to
verify any application not selected by the edit system.

No financial aid award will be made nor loan application certified until
the verification process has been completed.

DOCUMENTS THAT MAY BE REQUIRED ARE:

1. Federal tax returns for both the student and the parent for the previous
tax year (W-2 forms issued by employers are not tax returns).

2. Year-end documents or written certification issued by the Social Security
Administration regarding annual amount of benefits paid to a household.

3. Marriage license, divorce decrees, proof of separation for married couples
(both parents and student).

4. A written statement that parents will not claim an independent student
or graduate student for the subsequent tax year.

5. Documents showing the amount of child support received in the house-
hold of a divorced or separated student or parent.

6. A list of family members including age and post-secondary institution
of each family member of the applicant.

32/ Financial Planning

7. Any source of income not reported on the tax return.

8. Benefits paid from the Department of Family and Children Services for
Aid to Families to Dependent Children.

9. A notarized statement that no tax return was filed and that no income
from work was earned.

10. Federal tax returns back to 1985 for both the student and parent to deter-
mine dependency status of the applicant.

Deadlines for Submitting Verfication Documents

LaGrange College's Office of Student Financial Planning will notify the
applicant upon receipt of the processed need analysis document, if specific
documents are required. If no documents are required the applicant will
receive an official award notification. Documents must be received at the
College within 30 days of notification or no award will be processed.

Correction of Need Analysis Data

If errors are detected during the verfication process, corrections for all pro-
grams with the exception of Pell Grant will be done in-house on the PC; errors
on Pell Grant Student Aid Report documents will be made and returned to
the applicant for appropriate signatures and mailing instructions to get cor-
rections made.

Referrals

If an institution has reason to believe that the information on an applica-
tion is incorrect and has made a determined but unsuccessful effort to resolve
the problems, the institution may refer the case to the Department of
Education.

Suspected Fraud

Institutions are required to refer applicants who may have engaged in fraud
or other criminal misconduct in connection with the aid application to the
Office of the Inspector General of the Department of Education, or, if more
appropriate, to a State or local law enforcement agency having jurisdiction
to investigate the matter. Fraud may exist if the institution has reason to
suspect:

false claims of independent student status;

false claims of citizenship or eligible noncitizen status;

use of false identities;

forgery of signatures or certifications;

false certification (e.g., Drug-Free Workplace, educational purpose); and

false statements of income.

a pattern of mis-reported information from one year to the next.

unreported prior loans or grants, and receipt of concurrent full grants
during one award year.

Financial Planning! 33

REFUND AND REPAYMENT POLICIES

REFUND POLICY: The refund policy for students withdrawing is oulined in
the catalog under "Refund of Fees" and ranges from 90% the first 7 days
of classes to 40% through the 28th day of class.

Students on financial aid will not receive refunds until funds representing
financial aid awards have been applied back to the respective accounts.
Normally the refunds will be returned to the program on a prorated basis
and according to the components of the financial aid package.

LaGrange College does not advance any funds to students prior to the date
of registration for that period of enrollment.

Financial aid is considered to be used first for direct educational costs
tuition and fees, room and board, if in College housing. Therefore, if a stu-
dent withdraws and is scheduled to receive a refund of tuition and fees, all
or part of program(s) from which the student receive funds.

Students who receive cash disbursements on or after registration for that
enrollment period will be assessed liability for repayment of the appropriate
percentage of the refund due the title IV programs upon withdrawal, expul-
sion, or suspension.

REPAYMENT POLICY: Some programs have specific repayment provisions
for students who withdraw. If the refund is insufficient to cover the required
repayment, it will be the responsibility of the student to make the necessary
repayment.

A student owing a repayment to any federally-sponsored student aid program
cannot receive any type of federally-supported student aid disbursement for
future enrollment periods unless repayment arrangements have been made
with the Financial Aid Office.

ALLOCATION POLICY

1st to NDSL/Perkins

2nd to GSL

3rd to Pell

4th to SEOG

5th to State Grant

6th to Institutional Grants

7th to Student/Family

Student Loans are a form of financial assistance that must be repaid at some
specified time in the future:

STAFFORD LOAN: has a six month grace period; interest is 8% for the first
four years of repayment and 10% for the last six years of repayment. There
is no penalty for payments on the loan while in the grace period. Maximum
repayment period is 10 years.

34 / Financial Planning

PERKINS LOAN: Has a nine month grace period: interest is 5% for the dura-
tion of repayment. There is no penalty for payments on the loan while in
the grace period. Maximum repayment period is 10 years.

SAMPLE REPAYMENT SCHEDULE WITH APPROPRIATE INTEREST RATES

Based on 120 months (10 year) repayment schedule

Amount Borrowed Payments at Various Interest Rates

5%

8%

10%

$100

$30.00

$ 50.50

$ 50.63

500

30.00

51.85

52.32

1000

30.00

51.18

51.64

1500

30.00

50.78

50.84

2000

30.00

50.62

50.72

2500

30.00

50.01

50.56

3000

31.82

50.44

50.00

3500

37.12

50.22

50.15

4000

42.43

50.20

52.85

4500

47.73

54.59

59.46

5000

53.03

60.66

66.06

5500

58.87

66.73

72.67

6000

63.64

72.79

79.28

6500

maximum Perkins Loaned at LC

78.86

85.88

7000

84.93

92.49

7500

90.99

99.10

8000

97.06

105.70

8500

103.13

112.31

9000

109.19

118.92

9500

115.26

125.52

10000

121.32

132.13

Recourses of Financial Aid

SCHOLARSHIPS

All students who are accepted for admission to LaGrange College are
included in the applicant pool from which scholarship recipients are selected.
LaGrange College does not award athletic scholarships for any athletic pro-
gram. Academic scholarship recipients are notified in early spring regarding
awards and award amount for the subsequent school year. All correspon-
dence regarding scholarships should be with the Director of the Office of
Student Financial Planning and never with the donors.

Financial Planning! 35

Endowed Scholarships

The College has available, through the generosity of individuals, corpora-
tions, and foundations a number of endowed scholarships which are
administered by the Office of Student Financial Planning. These endowed
scholarships are listed below:

THE SARA QUILLIAN BALDWIN SCHOLARSHIP FUND was established
in 1978 by Mr. and Mrs. Robert M. Turnell, other family and friends. Mrs.
Baldwin is an alumna, class of 1901.

THE WILLIAM HENRY BELK SCHOLARSHIP was established in 1972
through the efforts of Mr. James G. Gallant and is awarded annually with
special consideration to Presbyterian students or graduates of Rabun-Gap
Nacoochee School.

THE CYNTHIA MAUDE BIRDSONG THOMPSON MEMORIAL SCHOLAR-
SHIP was established in 1990 by the Reverend Julian Frank Thompson and
his widow Mrs. Ruby Oakley Thompson in memory of the Reverend
Thompson's mother who attended LaGrange College from 1896 to 1898. This
fund will provide annual scholarships to deserving students who are of good
character, show academic promise and who need financial assistance to
attend LaGrange College.

THE J.K. BOATWRIGHT, JR. SCHOLARSHIP is awarded annually in
memory of J.K. Boatwright, Jr., a long time trustee and friend of the college.
The scholarship is awarded to students with good character who demonstrate
academic promise with preference to business and accounting majors who
have financial need.

THE ROSA WRIGHT BOYD SCHOLARSHIP was established in 1989 by
Mr. John W. Boyd, Sr., in his will, to memorialize his mother Mrs. Rosa Wright
Boyd, an 1898 alumna. These scholarship funds will be awarded to deserv-
ing students who need assistance to attend LaGrange College.

THE BUCHHEIDT SCHOLARSHIP FUND was established in 1962 through
initial gifts from the Public Welfare Foundation, Washington, DC. to assist
students in receiving an education.

THE FLORA GLENN CANDLER SCHOLARSHIP was established in 1977
by Mr. Charles Howard Candler, Jr. in memory of his mother Mrs. Flora Glenn
Candler, a 1898 alumna of the College and the daughter of a Methodist min-
ister, the late Reverend Wilbur Fisk Glenn.

THE JOSEPHINE A. CASE ART SCHOLARSHIP was established in 1980
Preference is given to a junior for excellence in art scholarship and promise
by "achievement" in that field. It was established by Mrs. J. A. Case and her
husband Leland D. Case.

361 Financial Planning

THE THOMAS WOODARD CLIFTON ENDOWED SCHOLARSHIP was

established by the Board of Trustees of Walter Clifton Foundation, Inc., a
Georgia nonprofit corporation ("Foundation") in 1989 in memory of Mr.
Thomas W. Clifton in light of his emphasis placed on the support of educa-
tion. The recipient shall be selected based on qualifications in the areas of
academics, character, involvement in meaningful extra-curricular activities
and need for financial aid.

THE COKES CHAPEL MEN'S CLUB SCHOLARSHIP was established in 1983
by the Men's Club of the First United Methodist Church of Sharpsburg,
Georgia.

THE JEANETTE STRICKLAND COOK SCHOLARSHIP was established by
the will of Mr. Benjamin Lane Cook in 1987. The scholarship is to benefit
a teacher in the LaGrange School System or the Troup County School System
who desires to further his/her education at LaGrange College.

THE ADELIA MEYERS CORBIN SCHOLARSHIP was established in mem
ory Mrs. Floyd Steward Corbin (Adelia Meyers), alumna, to provide scholar-
ships for young ladies of character, ability, and need, with special
consideration to students from Augusta, Georgia.

THE KATE HOWARD CROSS SCHOLARSHIP was established in 1981 by
Virginia F. Prettyman of Chapel Hill, NC to honor Kate Howard Cross, Profes-
sor of Latin at LaGrange College. Preference is given to history and English
majors.

THE EMILY FISHER CRUM SCHOLARSHIP FUND was established in 1983
by Mr. and Mrs. Remer H. Crum of Atlanta. Mrs. Crum is an alumna, class
of 1935.

THE ESTELLE JONES CULPEPPER SCHOLARSHIP was established in 1978
by Dolly Jones House, class of 1915. Preference is given to students prepar-
ing for the ministry in the United Methodist Church.

THE WILSON J. AND ESTELLE JONES CULPEPPER SCHOLARSHIP was

established in 1979 by Mrs. Calla Mae Cochran Culpepper. Estelle Jones
Culpepper is an alumna, class of '07.

THE C. WILLIAM CURRY SCHOLARSHIP FUND was established in 1984
by Mrs. C.W. Curry as a tribute to Mr. Bill Curry, a faithful Trustee and friend
of the College.

THE DEMPSEY SCHOLARSHIP FUND was established in 1981 by Ruth
Dempsey, class of 1934, to honor Mr. and Mrs. R.A. Dempsey and R.L.
Dempsey.

THE MARY LEHMANN DODD SCHOLARSHIP was established in 1988 by
family and friends in memory Mary Lehmann Dodd, class of '29.

Financial Planning/ 37

THE MAXIE C. ESTES SCHOLARSHIP FUND was established in 1986 by
friends and family of Dr. Estes and the LaCrange College Alumni Associa-
tion. Dr. Estes served LaGrange College from 1962 to 1986 as the Chairman
of the Division of the Fine Arts and Professor of Speech and Drama.

THE THOMAS HERNDON ESTES MEMORIAL SCHOLARSHIP was estab-
lished in 1988 by Mrs. Lettie E. Cunningham in memory of her brother to
assist deserving students who need financial assistance to attend LaGrange
College.

THE LAURA TURNER FACKLER SCHOLARSHIP was established in 1980
by Dr. and Mrs. William B. Fackler, Jr., class of 1944, and is awarded to a
senior belonging to Kappa Delta Sorority. Criteria specified are scholarship,
need and character which exemplifys the ideals of Kappa Delta.

THE JOHN DARWIN FAVER MEMORIAL SCHOLARSHIP FUND was estab-
lished in 1983 by the Mattie T. Faver Trust.

THE ELIZABETH STEED FINDLEY SCHOLARSHIP was established in 1989
by Carter V. Findley and other family members to honor Elizabeth Steed
Findley, Class of 1930.

THE JOHN AND MARY FRANKLIN GRANT was established in 1975 by
the Alumni Association of LaGrange College and funded by the John and
Mary Franklin Foundation, Inc. The competitive scholarships are awarded
based on academic excellence in high school, SAT scores and recommenda-
tions of character and personal qualities.

THE E.J. GRASSMANN TRUST SCHOLARSHIP FUND was established in
1988 by the E.J. Grassmann Trust in memory of Mr. Grassmann. Scholarships
will be awarded based on academic promise, good character and demon-
strated financial need.

THE LINDA GREEN SCHOLARSHIP was established in memory of Linda
Green who died in an automobile accident. This scholarship is awarded to
a Troup High School student with preference to a nursing student who will
attend LaGrange College. Recipients are selected by the high school and
announced at graduation.

THE J.R. AND MARY EVELYN BELLE-ISLE GRIGGS ENDOWMENT FUND

was established by Mr. and Mrs. James R. Griggs, Jr., in 1980 for scholarships
for students majoring in business.

THE ROGER S. GUPTILL SCHOLARSHIP is presented annually in memory
of the late Dr. Roger Guptill, minister, teacher, and Christian gentleman, to
a senior class student majoring in religion and preparing for full-time church
service.

38/ Financial Planning

THE MARY QUILLIAN HARRELL SCHOLARSHIP was established in 1974
in memory of Mary Elizabeth Quillian Harrell by Dr. Luther Alonzo Harrell,
her husband, and her surviving children, The Reverend and Mrs. Ralph Moss,
Miss Marie Lilias Harrell and Dr. and Mrs. William Asbury Harrell. Mrs. Harrell
was a graduate of the class of 1899. Perference is given to children of a South
Georgia minister.

THE MAMIE LARK HENRY DRAMA SCHOLARSHIP was established in
1978 to honor Mamie Lark Henry, wife of Chancellor Waights G. Henry, Jr.,
former President of LaGrange College.

THE EVELYN POWELL HOFFMAN DRAMA SCHOLARSHIP was established
in 1979 by the family as a memorial. Mrs. Hoffman was a graduate of the
class of 1930. This scholarship is awarded annually to a freshman through
audition.

THE HOLMES SCHOLARSHIP FUND was established in 1972 to provide
moneys to the general scholarship fund.

THE RALPH AND NITA HOWARD SCHOLARSHIP was established in 1990
by Mr. Ralph W. Howard, Jr. to assist a deserving person who must have finan-
cial assistance in order to attend college.

THE FORREST C. JOHNSON, JR. MEMORIAL SCHOLARSHIP, established
by his wife, Memory Southerland Johnson, an alumna, is awarded to a Troup
High School graduate who will attend LaGrange College.

THE VIRGINIA STEEGLE KYLE SCHOLARSHIP was established in 1990 by
Mr. Joseph H. Kyle in memory of his mother. Awards will be made to meet
the needs of deserving students who must have financial assistance to attend
LaGrange College.

THE LAGRANGE COLLEGE GENERAL SCHOLARSHIP FUND provides
general scholarships and grants to deserving students based upon need.

THE LAGRANGE COLLEGE RELIGION DEPARTMENT SCHOLARSHIPS

were established in 1985 by W. Roland Yarbrough, Jr., for a student demon-
strating need who is majoring in religion.

THE MARY HUNTER LINDSEY SCHOLARSHIP was established in 1976,
provided by The Reverend William Oliver Lindsey, Sr. in memory of his wife,
Mary H. Hunter Lindsey, class of 1914. This scholarship is awarded to Meth-
odist students entering their senior year in college and who are preparing
for the full-time ministry.

THE WILLIAM R. AND MABEL LOYD ZACHRY - ERNEST T. AND MARY
LOYD SCHOLARSHIP FUND was established in 1988 by nieces Dr. Judy Greer,
Class of 1957, and Alice Loyd Wade.

Financial Planning/ 39

THE FRANKIE ARNOLD LYLE SCHOLARSHIP was endowed by the will
of Mr. Frankie M. Arnold Lyle, class of 1891. Special consideration is given
to students from Jonesboro High School and Clayton County.

THE MATTOX-ZACHRY SCHOLARSHIP was established in 1987 in mem-
ory of Kendrick Ware Mattox, Jr., J. Low Zachry and Janie Nail Zachry, and
is awarded to students with academic promise and good character with prefer-
ence to the last recipient if she/he maintains a 3.0 cumulative GPA.

THE LOUISE W. MCCOOK MEMORIAL SCHOLARSHIP FUND was estab
lished in 1985 in memory of Louise W. McCook, wife of Dr. C. Frank McCook,
Professor of Religion.

THE EUDORA AND WALKER MCGARITY SCHOLARSHIP was established
in 1987 by Mrs. Eudora McGarity and daughter Carole McGarity Jacobs, class
of 1958.

THE WILLIAM LUTHER MCMINN, JR. SCHOLARSHIP was established in
1986 by Mr. and Mrs. William L. McMinn, Sr. in memory of their son who
died in an accident on May 15, 1986, while a student at the College. This
scholarship is awarded annually to a student who demonstrates academic
promise and financial need.

THE BETTY YORK MEYERS SCHOLARSHIP was established in 1985 by Mr
and Mrs. Alex B. Meyers, class of 1951, in honor of the United Methodist
Women of Rose Hill United Methodist Church in Columbus, Georgia.

THE C. LAVERN MOBLEY SCHOLARSHIP FUND was established in mem
ory of The Reverend C. Lavern Mobley, a Methodist minister of the North
Georgia Conference of the United Methodist Church.

THE POLLY SMITH MOORE SCHOLARSHIP was established in 1988 by
Polly Smith Moore, Class of 1927.

THE HORTENSE HUGHES MOORE SCHOLARSHIP was established in 1988
by Hortense Hughes Moore, Class of 1927.

THE MR. AND MRS THOMAS H. NORTHEN SCHOLARSHIP FUND was

established in 1947 to provide moneys to the general scholarship fund.

THE FRANCES WADDELL PAFFORD SCHOLARSHIP is awarded annually
in memory of this alunna, class of 1914, and was funded by Mr. WE. Pafford.

THE PIKE SCHOLARSHIP was established by Mrs. Ruth Pike Key in mem-
ory of her father and mother, Christian Nathaniel Pike and Adella Hunter
Pike, (1894), on December 29, 1953, and is awarded to Baptist or Methodist
students in the senior year who are majoring in religion or religious educa-
tion, or who plan to enter a full-time church vocation. Selection of recipients
is made by the Department of Religion, the Administration concurring.

40/ Financial Planning

THE MARGARET ADGER PITTS SCHOLARSHIP was established in honor
of Miss Margaret Pitts to provide scholarships for sons and daughters of
ordained ministers, $1000 to dependents of Methodist ministers appointed
by the Bishops of both the North and South Georgia Conference and $300
annually to dependents of ministers of other denominations and states.

THE RANDY POLLARD SCHOLARSHIP was established in 1982 by the
LaGrange College Alumni Association in memory of Dr. C. Randy Pollard,
Class of 1960.

THE PEARL WHITE POTTS SCHOLARSHIP was established in 1981 by her
daughters Mrs. Amy P. Burgess and Mrs. Edna Potts. Pearl White Potts is an
alumna class of 1894. Recipients will be selected by Mr. James Harlain Fuller
IV and Forrest Clark Johnson III. Preference will be given to descendants of
Mrs. Pearl White Potts.

THE FRANK M. AND JOHN H. RIDLEY SCHOLARSHIP FUND was estab-
lished in 1985 through a gift by brothers, Mr. Frank M. Ridley and Dr. John
H. Ridley.

THE JOHN L SHIBLEY SCHOLARSHIP was established in 1986 through
gifts from family and friends of Dr. Shibley, a professor of thirty-five years
at LaGrange College. Preference is given to a biology major.

THE JAMES H. AND TERRELLIS P. SMITH SCHOLARSHIP was established
in 1976 with preference to descendants of the donor's maternal grandparents.

THE HANK SPINKS SCHOLARSHIP was established in 1988 by Mr. and
Mrs. Henry C. Spinks of LaGrange in memory of their son.

THE G. PHILLIP STEWARD SCHOLARSHIP was established in 1987 by
Susan Boleyn, 73, in memory of her husband Phillip Steward.

THE RAYMOND E. SULLIVAN SCHOLARSHIP FUND was established in
1984 by Mr. Raymond Eugene Sullivan.

THE JESSIE RAY WARNOCK SCHOLARSHIP FUND was established in 1988
by Mrs. Jessie Ray Warnock, class of 1927, to assist needy and deserving stu-
dents to attend LaGrange College.

THE THELMA C. AND BENJAMIN M. WOODRUFF SCHOLARSHIP was

established in 1985 by Mr. and Mrs. Benjamin M. Woodruff, (Thelma Chunn,
Class of 1922), and is awarded to students who demonstrate financial need.

ANNUAL SCHOLARSHIP GIFTS

THE JEANNE SELLS ADAMS SCHOLARSHIP is awarded annually in mem
ory of this alumna, class of '53 and funded by the Walter Cliffton Foundation.

Financial Planning/^

THE INGRID BERGMAN SCHOLARSHIP was established in 1983 in the
memory of the Swedish actress, by Mr. and Mrs. Mark Clayton Callaway.
The scholarship is for a rising junior or senior theatre major with serious com-
mitment to the theatre and the most promise in the field of drama.

THE ALMONESE BROWN CLIFTON SCHOLARSHIP is awarded annually
in honor of this alumna, class of '56 and is funded by the Walter Clifton
Foundation.

THE OAKGROVE COMMUNITY SCHOLARSHIP was established in 1987
and is funded annually by the Oakgrove Foundation. Preference is given to
students from the Oakgrove Community or to Troup County residents who
have good character, academic promise, demonstrated need and who will
enter the nursing profession or ordained ministry.

THE MATTIE NEWTON TRAYLOR SCHOLARSHIP was established by the
Mattie Traylor Sunday School Class of the First United Methodist Church for
a ministerial student at LaCrange College.

THE LETTIE PATE WHITEHEAD FOUNDATION SCHOLARSHIP AND
GRANTS are awarded annually to deserving women students from the south-
east who demonstrate need.

ORGANIZATIONAL SCHOLARSHIPS

Some organizations give financial assistance to students directly or upon
recommendation of the Director of Student Financial Planning. Information
may be obtained from the Office of Student Financial Planning at the College.

THE CHEVRON FRESHMAN SCHOLARSHIP was established in 1985 at
LaGrange College. Students must reside in Georgia and must be a mathematic
or science major who demonstrates ability and interest in these areas. Heavy
weighting is given to leadership and significant participation in extra-curricular
activities at the high school level.

THE LAGRANGE MOULDING COMPANY SCHOLARSHIP is funded annu-
ally by the LaGrange Moulding Company. Preference is given to Troup County
residents.

THE NATIONAL PURCHASING ASSOCIATION SCHOLARSHIP is funded
annually by the Purchasing Management Association of West Georgia located
in West Georgia.

THE UNITED METHODIST SCHOLARSHIPS Seven $500 annual grants are
made to students by the General Board of Higher Education of the United
Methodist Church and is limited to students in the top 20% of their high
school graduating class.

421 Financial Planning

OUTSIDE ASSISTANCE

The following agencies and foundations are interested in students from
the region and offer assistance on a limited basis to students of character,
achievement and need. The student should apply directly to the agency or
foundation.

THE TY COBB EDUCATIONAL FOUNDATION was established by the late
Tyrus R. Cobb to assist capable, deserving students who demonstrate need
and who reside in Georgia. Scholarships are granted for a period of one aca-
demic year but may be renewed for one or more additional years. Scholar-
ships are granted to undergraduate students beyond the freshmen year and
to students pursuing graduate degrees in law, medicine, veterinary medicine,
and dentistry. The Ty Cobb Educational Foundation, P.O. Box 725, Forest
Park, Georgia 30051.

THE GEORGIA VOCATIONAL REHABILITATION PROGRAM is funded
by the State of Georgia and is designed to assist handicapped students. Con-
tact the State of Georgia Division of Vocational Rehabilitation Services in
your district.

THE MILLIKEN SCHOLARSHIP is awarded through the Georgia Founda-
tion for Independent College, Inc. for Region III. Applications are made
through the plant at which the student or their parent works with recipients
selected by the GFIC.

THE JAMES LEON AND MYRTICE MARIE K. PEED SCHOLARSHIP for stu-
dents preparing for a career as a minister or missionary and who are resi-
dents of the South Georgia Conference of the United Methodist Church.
Georgia United Methodist Commission on Higher Education and Campus
Ministry, 159 Ralph McGill Blvd, NE, Suite 102, Atlanta, Georgia 30365.

PICKETT AND HATCHER EDUCATIONAL FOUNDATION This foundation
provides loan assistance to residents of the southeastern states who are
enrolled as full-time undergraduates in a degree currciulum other than law,
medicine, or the ministry. Applicants must have no outstanding educational
loans. Pickett and Hatcher Educational Fund, Inc., P.O. Box 8169, Columbus,
Georgia 31908-8169.

THE GEORGE E. SIMS, JR. NURSING SCHOLARSHIP, funded by the Fuller
E. Callaway Foundation, is administered by the West Georgia Medical Cen-
ter and may be available to qualified LaGrange College Nursing Students.
The applications deadline for the Sims Scholarship varies each year but is
generally in early March. Students interested in obtaining scholarship infor-
mation and an application should contact the West Georgia Medical Center
administrative office, (404) 882-1411 or write the hospital at 1514 Vernon Road,
LaGrange, Georgia 30240.

Financial Planning/ 43

UNITED METHODIST LOAN PROGRAM provides loan assistance to mem-
bers of the United Methodist Church based on "need". Brochures and appli-
cations may be obtained from the Office of Financial Planning.

COMPETITIVE SCHOLARSHIPS

THE CANDLER SCHOLARSHIP FUND provides scholarship assistance to
students with a predicted grade point average of 3.25 or better. These scholar-
ships are renewable.

THE LAGRANGE COLLEGE LEADERSHIP SCHOLARSHIPS are awarded
annually contingent upon participation and leadership roles in Baseball, News-
paper Staff, Annual Staff, Choral Music, Literary Staff, Men and Women Soc-
cer, Volleyball, Tennis, Drama, and Softball. Scholarships are renewable.

THE PRESIDENT'S SCHOLARSHIP was established in 1988. Gifts to
LaG range College provide scholarship moneys to be used as academic scholar-
ships for the top five applicants accepted for admission for the subsequent
fall quarter.

THE LAGRANGE COLLEGE RESIDENT ASSISTANT SCHOLARSHIP

Recipients are selected by application from currently enrolled students who
desire these positions. Applications are taken by the Dean of Student Develop-
ment and the Dormitory Directors. Recipients are selected in the spring for
the next school year.

LOANS

The following loan funds may be available for emergency situations through
the Business Office. For any other student loan the student should contact
the Financial Aid Office for other loan program information.

LOUISE PHARR BAYLEN LOAN FUND Preference given to nursing
students.

STELLA BRADFIELD LOAN FUND was established by relatives in her
memory.

RUBY CROWE LOAN FUND was established by friends. Preference will
be given to senior women students.

DAVIDSON LOAN FUND was established by Mrs. J.C. Davidson.

THE MARTHA DIXON GLANTON LOAN FUND was established by Mr
Henry D. Glanton in memory of his mother.

NADINE CRAWFORD SPENCER LOAN FUND was established by Mr. and
Mrs. C. Mark Whitehead in memory of Mrs. Whitehead's mother.

LAURA H. WITHAM LOAN FUND was established by William S. Witham.

44/ Financial Planning

FEDERAL FINANCIAL AID FUNDS

PELL GRANT. This is an entitlement program and funds are available to
undergraduate students having exceptional need. Students may apply for the
Pell Grant by filing an approved needs analysis form, provided they autho-
rize the release of information to the Pell Grant processor. Grants may range
from $200 to $2300 depending upon the individual student's financial need.

SUPPLEMENTAL EDUCATIONAL OPPORTUNITY GRANT (SEOG). Limited
funds are available to undergraduate students having exceptional need. These
grants may range from $200 to $900 per year.

COLLEGE-WORK STUDY PROGRAM (CWSP). Students who demonstrate
financial need and are otherwise eligible may work part time to earn money
to help pay their education expenses while attending college. Students are
paid the minimum wage and normally are limited to working a maximum
of 1 5 hours per week. Jobs are available in the various administrative offices
and various academic divisions.

PERKINS LOAN. These loans are available to qualified students who
demonstrate financial need. Repayment of five percent (5%) interest and prin-
cipal begins nine (9) months after a student graduates or otherwise ceases
to be classified as having half-time student status.

STAFFORD LOANS. This program enables eligible students to borrow from
a bank or other lending institution at an interest rate of eight percent (8%)
if the student is enrolled and classified as having at least half-time student
status, and if the student demonstrates need as evidenced by filing one of
the approved need analysis applications. A separate application is required
and may be obtained from the Office of Student Financial Planning or from
the lending institution.

THE PARENT LOANS TO UNDERGRADUATE STUDENT/AUXILIARY
LOANS TO ASSIST STUDENTS (PLUS). This is a program from which parents
may borrow up to $4,000 per year to help defray the student's educational
costs. Interest is a variable rate with a cap of 12% and will accrue at the
time the loan is disbursed and the first payment must be made within 60
days from the date of disbursement.

STATE STUDENT ASSISTANCE PROGRAMS

To be eligible for assistance from the State of Georgia: (1) The student
must be a bona fide Georgia resident, one who has lived in the State of
Georgia for 12 consecutive months prior to enrollment and who lives in the
state for some purpose other than attending a Georgia institution of higher
learning. (2) Both State Assistance Programs require that a student be classi-
fied as a full-time student (one who enrolls for a minimum of 12 quarter hours).

Financial Planning/45

(3) The student must be a U.S. citizen or classified as a permanent resident
alien. (4) The student must not be receiving a scholarship or grant from or
through any state agency other than Georgia. (5) The student must be enrolled
in good standing or accepted for admission in an eligible non-profit post-
secondary college or school located in Georgia.

GEORGIA STATE TUITION EQUALIZATION GRANT. The GTEG program
provides non-repayable grants to eligible Georgia residents who are either
attending approved private (independent) colleges in Georgia or certain out-
of-state four year public colleges bordering Georgia. The Grant is $925 per
academic year.

GEORGIA STATE STUDENT INCENTIVE GRANT. The SSIG program pro
vides non-repayable grants to students who demonstrate financial need as
determined by an approved need analysis form. The application questions
are on the State Specific Need Analysis Forms.

LAW ENFORCEMENT PERSONNEL DEPENDENTS GRANT. The LEPD pro
gram provides non-repayable grants of up to $2,000 per academic year to
eligible Georgia residents who are dependent children of Georgia law enforce-
ment officer, prison guards, or firemen who were permanently disabled or
killed in the line of duty. The LEPD Grant is also payable during the summer.
Additional information may be required to document eligibility.

GSFA SERVICE-CANCELABLE LOAN PROGRAMS

The following loans are administered by the Georgia Student Finance
Authority (GSFA) for areas of critical need in Georgia.

State Direct Student Loan (SDLS) is a Stafford Loan with a service cance-
lation option for students in an approved critical field program. Each appli-
cant must meet federal regulations governing the Stafford Loan Program and
GSFA policies concerning residency, program of study, GPA, etc. There is
a grace period, prescribed by federal law, before repayment must begin. The
interest on the loan is paid for the borrower by the federal government dur-
ing most periods of enrollment and during the grace period. Allowable defer-
ments are listed on the Promissory Note. In addition, a student may apply
for a cash repayable Stafford Loan through the SDSL program.

State Sponsored Loan (SSL) is governed by state law and regulation. Each
applicant must first apply for a SDSL and be determined ineligible for the
maximum loan amount due to federal regulations (i.e., high Expected Family
Contribution). Each applicant must meet GSFA policies concedming residency,
program of study or teacher certification, GPA, etc. This loan has a six-month
grace period. However, the interest is not paid for the borrower by the fed-
eral or state government. The interest rate is 8%. ALthough interest payments
are not required during enrollment, grace period, or deferment periods, the
interest continues to accrue from the day of disbursement of funds. The

461 Financial Planning

accrued interest will be added to the principal balance at the time of repay-
ment and will be included in the service cancelation. This loan program does
not include the critical field of Veterinary Medicine, the National Guard loan,
or the cash repayable Stafford Loan.

Applications for these loan programs may be obtained from the Office
of Student Financial Planning.

INSTITUTIONAL GRANT AND WORK PROGRAMS

GRANT IN AID is a grant program administered by the Office of Student
Financial Planning to supplement the family contribution derived from the
need analysis form in meeting need.

WORK AID is a college administered work program whereby students may
reduce the costs of their college expenses through employment on campus.

OFF CAMPUS EMPLOYMENT

Local businesses employ student in part-time jobs. Such employment is
usually arranged by the student and not the College. The office of Student
Development maintains current job opportunity information and can advise
students concerning employment opportunities and responsibilities.

STUDENT FINANCIAL ASSISTANCE
FOR GRADUATE STUDENTS

Students accepted for admission to the MBA or M.Ed, program may be
eligible to borrow $7500 per year through the Stafford Loan Program, provided
they meet the following requirements: (1) be a United States citizen or a per-
manent resident alien; (2) enrolled or accepted for enrollment as at least a
half-time student; (3) be in good standing and making Satisfactory Academic
Progress; (4) be free of any obligation to repay a defaulted Guaranteed Student
Loan/Federal Insured Student Loan; and (5) not owe a refund on a Pell Grant,
Supplemental Educational Opportunity Grant or State Student Incentive
Grant.

The maximum cumulative loans a student may borrow is $54,750, including
undergraduate loans. Interest of eight (8) percent will accrue, beginning six
(6) months after the student ceases to be enrolled at least half time. An
approved lender must agree to process the loan.

Contact the Office of Student Financial Planning for further information
and an application.

Financial Planning! 47

VETERANS ASSISTANCE

LaGrange College is approved by the Veterans Administration as an educa-
tional institution, and eligible students can receive the appropriate benefits
while enrolled. The laws which apply to these educational benefits are pub-
lished in Title 38, United States Code: "Chapter 31 provides benefits for
veterans with service-connected disabilities. Chapter 35 provides benefits for
sons, daughters, spouses, and widowed spouses of veterans who have died
in service or as a result of a service-connected disability; who have become
permanently and totally disabled as a result of service-connected disability;
who have died while disability so evaluated was in existance; or who have
been listed as missing in action, captured, detained, or interned in line of
duty for more than 90 days." Chapter 106 provides benefits for members of
the Selected Reserve such as Army Reserve, Naval Reserve, Air Force Reserve,
Marine Corps Reserve, Army National Guard, Air National Guard, and the
Coast Guard Reserve. Chapter 30 and Chapter 32 provide benefits for eligi-
ble veterans who contributed to the educational program.

Disabled veterans should report directly to the Veteran Administration
Office for information and application for benefits. Others may inquire and
apply for benefits in the Registrar's Office with the VA Certifying Officer at
the College.

48/

STUDENT DEVELOPMENT

Student Development Staff is concerned with providing those services
which assist individuals in their personal growth. Their purpose is to provide
assistance which facilitates the development of the total person. At LaGrange
College, the emphasis is upon the intellectual, social, physical and spiritual
development of each student.

"Student Services," the term most frequently used to describe Student
Development Services, involves a wide variety of programs and activities.
The broad range of available services is an outgrowth of complex student
needs: orientation, activities, student government, organizations, health ser-
vices, wellness program, parking, discipline, leadership development, personal
counseling, career development and placement, fraternity and sorority socials,
and all residence programming. Student Development staff are committed
to creating the most positive climate possible within which personal growth
and development occur.

Objectives of Student Development Services

To facilitate the transition from high school to college.

To develop and sustain through student involvement activities, organiza-
tions and services a campus life encouraging the cultural, intellectual, social,
physical and religious development of all students.

To assist students in discovering life goals and exploring career oppor-
tunities.

To provide an opportunity for a student's educational experience to be
as personally meaningful as possible.

To create an environment which stimulates qualities of self-discipline and
personal responsibility.

To provide a suitable context in which the student can explore new ideas,
skills and life styles, thus gaining the insight and experience necessary to make
intelligent choices.

To provide opportunity for the student to develop the understanding and
skills required for responsible participation in a democratic community
through involvement in self-government.

To serve a supervisory role in campus community disciplinary concerns; to
develop, with campus community involvement, and to distribute the necessary
rules and regulations for a harmonious and productive college community.

To mediate, where necessary, conflicts between individuals and campus
community standards.

Student Development / 49

Residence Programs

RESIDENT CLASSIFICATION

Freshmen, sophomores and juniors taking ten or more hours are required
to live in college housing, so long as appropriate campus housing is avail-
able. Office of Student Development may exempt a student for one of the
following reasons:

1. The student is 21 years of age or over at the time of registration;

2. The student is married and living with spouse within a radius of fifty
miles;

3. The student is residing exclusively with parents or legal guardian within
a radius of fifty miles; or

4. The student is a veteran with at least two years of active military service.
A senior is defined as a student who has successfully completed at least

151 quarter hours of academic work and who has completed the general
requirements. The Student Development Office will have the final decision
on all requests for exemption.

Students are assigned rooms of their choice in so far as facilities permit.
(Roommates are assigned by mutual preference whenever possible.) The col-
lege reserves the right of final approval of all room and residence hall assign-
ments. Also, the college reserves the right to move a student from one room
or residence hall to another room or residence hall during the year.

ROOM DEPOSIT

A room deposit of $100 is required of all resident students. The deposit
is not a prepayment to be applied to residence hall charges but will remain
on deposit with the college to be refunded, provided the student's account
with the college is cleared, upon one of the following: (1) change of status
from resident student to commuter student, (2) formal withdrawal, or (3) gradu-
ation. The room reservation/damage deposit serves as a room reservation while
the student is not occupying college housing and is refundable if a student
cancels his/her reservation by the following dates: July 15 for fall quarter,
December 15 for winter quarter, March 15 for spring quarter. It serves as a
damage deposit while the student is occupying college housing and is refund-
able when the student leaves college housing minus any unpaid assessments
and/or any debt owed to the College. Complete residence information and
regulations can be found in "Housing on the Hill," the residence hall guide-
book available from the Student Development Office.

RESIDENCE GOVERNMENT/ACTIVITIES

Each housing unit has a hall council which functions as a governing body
and also as a coordinating committee to plan activities within the residence
halls such as open houses, movie nights, decorating contests and other spe-
cial events.

50 / Student Development

Student Government Activities

The Student Government Association exists to serve as a medium for stu-
dent expressions, to coordinate campus activities, to promote good citizen-
ship and to govern within the parameters granted by the President of the
College. The SGA is an important part of student life. Upon acceptance into
the college, a student automatically becomes a member of the association.
All students are encouraged to become active members, so that the associa-
tion is a truly representative body of student thought and opinion, voicing
the needs and concerns of the student body.

The SGA is charged with responsibility of planning and presenting student
entertainment programs. They sponsor concerts, dances, movies, ski trips and
many other special events. Student publications are supported by the SGA;
these include the newspaper, yearbook and magazine.

All clubs and organizations are sanctioned by the SGA. These include:

Social Sororities

Alpha Omicron Pi
Kappa Delta
Phi Mu

Social Fraternities

Delta Tau Delta

Kappa Sigma
Pi Kappa Phi

Service Clubs

VIP
Circle K

Religious Organizations

Baptist Student Union
Wesley Fellowship
Westminster Fellowship

Honorary Organizations

Departmental/Special
Interest Groups

Alpha Mu Gamma (language)
Alpha Psi Omega (drama)
Pi Gamma Mu (social science)
Sigma (science-math)
Phi Alpha Theta (history)
Omicron Delta Kappa (leadership)
Omicron Delta Epsilon (economics)
Phi Tau Chi (religion)
Psychology Honor Society

Phi Beta Lambda (business)
CRIS Campus Recreation and

Intramural Sports
Student Nurses Association
Choralaires
International Students Club

Student Development / 51

LaGrange College Band
Art Students League
Students in Free Enterprise

(business)
Economics Society
Student Education Association
ABC Association of Black

Collegians
Association of Computer Machinery
German Club Deutschen Klub
Left-Wing Players

Student Publications The Quadrangle (yearbook)

The Hilltop Newspaper (paper)
The Scroll (magazine)

Hilltop'ics, the student handbook, is published by the SGA and contains
guidelines and regulations for successful campus life.

Athletic Program

LaGrange College athletic teams are known as The Panthers. College colors
are red and black. Competitive teams are fielded against teams from other
similar size institutions in women's soccer, volleyball, Softball and tennis and
men's baseball, basketball, soccer and tennis. It is the philosophy of LaGrange
College that the team participants are attending college primarily for a quality
education and no athletic scholarships are offered. The student-athletic
receives praise and recognition from peers, faculty, and administration. The
coaching staff is an assemblage of highly qualified teachers who stress the
educational process of the College.

LaGrange College is committed to a full program of non-scholarship ath-
letics that encourages the student-athlete to reap the benefits of education-
ally sound activity that not only encourages but actively promotes a strong
academic regime. Students are given the opportunity to participate fully in
their given sport and to interface with other teams locally, statewide, and
regionally. Not only are their physical skills enhanced but their human rela-
tions skills are broadened and focused by competitive challenges of the body
and mind.

The athletic program is affiliated with the National Association of Inter-
collegiate Athletics (NAIA) and is assigned to District 25. This affiliation per-
mits LaGrange College and its student athletes to receive recognition for their
participation in state, regional and national sporting events.

52 / Student Development

Campus Recreation and Intramural Sports (CRIS)

The Campus Recreation and Intramural Sports program provides opportu-
nities for wholesome recreation and competition among members of the
campus community. Teams representing campus organizations and Indepen-
dents compete in organized tournaments and events throughout the year.
Competitive events include flag football, volleyball, basketball (Regulation,
3 on 3, H*0*R*S*E), Domino's Dash, softball, badminton, tennis, and Pickle
Ball. Winners of the campus tournaments in some of these events are eligible
to represent LaGrange College in state or regional tournaments. Special awards
are presented to the men's and women's groups with the highest particiption
rates and best record for the entire year. In addition, male and female
"Athletes of the Year" are selected.

The facilities and equipment of the Physical Education Department are
available for student recreational use when these are not scheduled for instruc-
tional, athletic, or intramural sports use. The use of outdoor equipment
(canoes, sailboats, backpacks, tents, stoves, lanterns) requires the payment
of a small deposit which is refunded upon the safe return of the equipment.
The Weight Room and Gymnasium are available for student/faculty/staff use
during posted hours. A valid LaGrange College ID is necessary for entry dur-
ing these hours.

Traditional Activities

Homecoming festivities

Ski Weekend

Honors Day May Day

Dorm Daze

Greek Week

Black History Week

Quadrangle Dance

Fall weekend featuring concert,
parade and culminating with crown-
ing of Homecoming Queen

SGA-sponsored ski trip to Tennessee
or North Carolina

Spring Fling packed with activities,
step-sing and concert

Quarterly events planned exclusively
for residence students

Week of activities centering around
campus Greek life

Week of activities focusing on Black
Heritage

Winter Formal scheduled around
Valentine's Day

Student Development 1 53

Student Conduct

LaGrange College, as a church-related college, is committed to an honor-
able and seemly standard of conduct. As an educational institution the col-
lege is concerned not only with the formal in-class education of its students,
but also with their welfare and their growth into mature men and women
who conduct themselves responsibly as citizens.

Regulations of the college are formulated to meet changing student needs
within the framework of college policy. These regulations become effective
when the student enrolls. Some regulations may not be agreeable to every-
one because they have been formulated to meet the needs of the entire group.
This however, does not lessen the individual's obligation to uphold them. Regu-
lations do not have as their primary purpose the punishment of the individual.
The regulations are formulated to insure the right of all community members
to have the best possible living and learning conditions.

The college reserves the right to dismiss at any time a student who, in its
judgment, is undesirable and whose continuation in the school is detrimental
to himself or his fellow students.

Futhermore, students are subject to federal, state and local laws as well
as college rules and regulations.

A student is not entitled to greater immunities before the law than those
enjoyed by other citizens generally. Students are subject to such disciplinary
action as the Administration of the College may consider appropriate, includ-
ing possible suspension and expulsion for breach of federal, state or local
laws, or college regulations. This principle extends to conduct off-campus
which is likely to have adverse effect on the college or on the educational
process or which stamps the offender as an unfit associate for the other stu-
dents. A complete description of student conduct policies, rules and regula-
tions can be found in Hilltopics, the student handbook.

Student Health Services

Under the Student Health Program resident students are provided care by
a registered nurse in the student day clinic. The nurse is on duty from 8:30
a.m. to 4:00 p.m. Monday through Friday and for emergency calls at other
times. The nurse assists the students in securing a physician if needed. The
services of the nurse and the use of the day clinic are available to dormitory
students only. Charges for X-rays, prescriptions, hospital charges, and fees
of physicians or surgeons to whom a student is referred are the responsibility
of the student. Private nurses and personal physicians must be paid for by
the student.

All students must have proof of medical insurance. For those not having
coverage through individual or group plans, LaGrange College makes avail-
able accident and sickness coverage through a private carrier at reasonable
rates. Application forms are available at registration or through the Business
Office.

54 / Student Development

Career Center

The Career Center is located in the Callaway Student Center. It contains
up-to-date career-related materials, occupational information, and a micro-
computer with programs to assist students discover their occupational inter-
ests. The Center also keeps up-to-date information regarding certification and
license requirements and qualifying examinations. Other services of the Career
Center include seminars on the employment process, resume preparation,
effective interviewing techniques and letter writing campaigns.

Counseling and Testing

An important part of the philosophy of LaGrange College is that each stu-
dent should have advice and counseling throughout his/her academic career;
therefore counseling is available to LaGrange College students in a variety
of areas. The goal is to assist students in gaining an understanding of them-
selves so they are better able to make informed personal, academic and voca-
tional choices. In addition to individual counseling, group programs are
available on topics such as Study Skills, Test Anxiety Reduction, Career Plan-
ning, etc. A broad range of career exploration is available to the individual
student at no cost. The College will assign freshmen to a faculty adviser who
will assist with the design of a program of study as well as any other prob-
lems which may occur. This special program is staffed by identified faculty
members who coordinate the programs of the Freshman Experience.

The Office of Student Development also administers the Scholastic Apti-
tude Test (SAT), and the College Level Examination Program, as part of the
College's Advanced Placement Program. The Miller Analogies Test (MAT) is
also available for graduate students. In addition, information about other
national testing programs, e.g. as the Graduate Record Exam (GRE) and the
National Teacher Exam (NTE) is available in this office.

Vehicle Registration

To insure efficient control of traffic and parking on campus and the safety
of all persons and vehicles, every vehicle must be registered and must have
an affixed current decal. These decals are issued to students, along with a
copy of existing parking regulations. There is a fee. Failure to adhere to pub-
lished policies may result in vehicles being towed.

Student Development 1 55

Student Appeal of Decisions

Recognizing that decisions must be made and that some students may feel
aggrieved by some decisions, LaGrange College provides the following
procedures:

A student must first attempt to resolve an issue with the college staff mem-
ber first rendering a decision. If this does not resolve the issue, a decision
rendered by a college staff member may be appealed by a student as follows:

I. Student Life:

(a) A disciplinary decision rendered by a duly constituted student judi-
cial board may be appealed to the Dean of Student Development.
Disciplinary decisions rendered originally by the Dean of Student
Development may be appealed in writing to the Dean of the Col-
lege who shall seek in an informal conference to settle the griev-
ance to the satsifaction of the two parties involved. If no resolution
can be found, the Dean of the College will deliver the appeal to
the Student Affairs Committee of the faculty for its determination.

(b) Other grievances in the area of student life may be appealed to
the Dean of Student Development. If the grievance involves an
original decision rendered by the Dean of Student Development,
the decision may be appealed as above.

II. Financial Aid. See page 30.

III. Academic Matters. See page 73.

56/

Academic Programs and
Degree Requirements

INTRODUCTION

The statement of purpose of LaGrange College describes the mission of
the College. Faculty members and the staff of the College implement aca-
demic and nonacademic programs toward the fulfillment of that mission.
Undergirding all of the academic programs at LaGrange is the fundamental
commitment to the liberal arts. Therefore, LaGrange College is first and fore-
most a liberal arts college. The College mission includes a commitment to
helping to meet community needs. That commitment prompts the College
to offer certain associate or graduate programs that are coherent with the
four-year baccalaureate programs. The underlying philosophy of liberal learn-
ing is found in all parts of the curriculum of the College but is most obvious
in the structure of the General Education Curriculum, that part of the curricu-
lum that serves as foundation and complement to the major. All baccalaureate
majors share the same general education curriculum. That general education
curriculum represents just under fifty percent of a student's formal study at
the College.

The curriculum is designed to provide the components of a liberal arts
education that historically have proved to be of lasting value. Those compo-
nents include skills such as strategies for college success, writing, computa-
tion, speaking, problem-solving, computer utilization, and analytical thinking.
Additionally, there are knowledge components including history, social studies,
science, literature, religious heritage, modern foreign languages, and health.

These skills and knowledge areas, while being taught and learned in specific
courses, are integrated into the total college experience, and the desired result
is that students will be better able to function within social institutions, to
use science and technology, and to use and understand the role of the arts
in culture, They, likewise, will be better able to communicate, to solve prob-
lems, and to analyze and clarify their own value system.

THE MAJORS

A student may choose to pursue one of three baccalaureate degrees: the
bachelor of arts, the bachelor of science, and the bachelor of business admin-
istration. Most students pursue one of these baccalaureate degrees. In addi-
tion to the baccalaureate degree programs, students may earn an associate
of arts or a masters degree, a post-baccalaureate degree.

Academic Programs and Degree Requirements 1 57

The associate degree and the baccalaureate degree each contain a sub-
stantial general education component and extensive specified course work
in the discipline in which the student has chosen to major. The degrees offered
and the majors available for the degrees are given.

Bachelor of Arts

Art and Design

Art Education

Biology

Business Administration

Chemistry

Christian Education

Computer Science

Economics

Education

Early Childhood

Middle Childhood

Secondary (Economics, English, General Science, History, Mathematics)
English
History
Mathematics
Physics

Political Science
Psychology
Religion
Social Work
Spanish
Speech Communications and Theatre

Bachelor of Science

Chemistry
Computer Science
Mathematics
Physics

Bachelor of Business Administration

Business Administration with a concentration in one of the following areas:

Accounting

Business Economics

General Business Management

58/ Academic Programs and Degree Requirements

In addition to these four-year baccalaureate degrees, LaGrange College
offers the Master of Education Degree, the Master of Business Administra-
tion Degree, and the Associate of Arts Degree. The degrees and the concen-
tration within the degree are given:

Master of Education Degree

Early Childhood Education
Middle Childhood Education

Master of Business Administration

General Business with emphasis on the management function

Associate of Arts Degree

Business Administration
Criminal Justice
Liberal Studies
Nursing

All majors offered are described in detail in the Department and Courses
section which begins on page 82.

Major Requirements, Time Restrictions

Coursework requirements in major programs necessarily change in response
to evolving curriculum concerns and changing student needs. Students' major
requirements are governed by the Bulletin in force at the time of the declara-
tion of major. The declaration of major is initiated in the registrar's office.

At the discretion of the department chairman, students may be required
to demonstrate proficiency and/or currency in the subject matter if the major
coursework is older than five (5) academic years. Normally credit hours earned
in the major may not be applied to the completion of the major if the hours
earned are older than eight years dated from the date of the student's initial
matriculation.

Students who have been out of school longer than two years must again
declare their majors.

Academic Programs and Degree Requirements/ 59

Independent Study in the Major

In certain majors independent study courses are offered. These courses
are limited to upperclass major and minor students who have completed at
least two-thirds of their particular major or minor program, and who wish
to pursue a special problem or course of reading beyond that taken up in
any formal course and lying within the capabilities of the library and labora-
tories. In order to be eligible for independent study the student must have
at least a 3.0 average in major courses. Total credit which can be earned
through independent study normally will not be more than 10 quarter hours.
Written permission to enroll in such a course must be obtained from the
instructor, the head of the department concerned, and the Dean of the Col-
lege. These courses carry the numbers 495 and 496. A descriptive syllabus
including the method of evaluation must be submitted with the petition.

Senior Honors in the Major

Seniors with a cumulative quality point average of 3.5 or above may apply
for participation in the Honors Program which is available in certain depart-
ments. This program carries the course number 499, with five quarter hours
credit in each participating department, with the designation "Honors Course."
Applications must be submitted in writing to the Dean of the College.

Assessment in the Major

The faculty members who are responsible for instruction in the major pro-
grams have identified specific objectives for a major in that discipline. There
is an assessment, devised by the faculty in the discipline, that determines
the extent to which the objectives have been met by the student. That assess-
ment is a requirement for students who graduated in June 1990, or who will
graduate thereafter. The assessment styles are varied. Students should care-
fully explore with their adviser in their intended major the nature of the assess-
ment. A satisfactory assessment in the major is a requirement for the degree.
The chairman of the department offering the major must certify satisfactory
completion of the assessment component.

Students who fail to complete satisfactorily the assessment in the major
and exhaust reassessment opportunities at the departmental level may appeal
the decision of the department as described in the Academic Procedures and
Regulations section.

Advice and Counseling in the Major

All students are assigned an academic adviser. Prior to the declaration of a
major a student is advised by his or her Freshman Seminar (Col 101) instructor.
Subsequent to declaring a major, the students and the department chairman
work together in planning a program. The ultimate responsibility for select-
ing the proper courses in order to complete the desired degree is the respon-
sibility of the student.

60/ Academic Programs and Degree Requirements

GENERAL EDUCATION CURRICULUM

The goals and objectives for general education have been described. The
curriculum is designed to be completed within three academic years with
coursework from the major being merged with the general education during
the sophomore and junior years.

Ninety-five quarter hours in the general education curriculum are taken
in two parts, one which is essentially nonelective (the common core), and
the second which allows the student latitude in the selection of course work.

Common Core:

40 hours

Course

Freshman Seminar

English, Grammar and Composition 1
Eng. 101, 102, 103

History (select one sequence)

World Civilization (His 101, 102)

or
United States History (His 111, 112)

Mathematics 110, 111, or 122 1
(by placement)

Computer Science (CSc 163)

Religion (Rel 101)

Speech (Spc 105)

Physical Education Activities

Common Core Total

Credit Year Taken

2 hours Freshman Year

9 hours Freshman year

10 hours Freshman year

5 hours Freshman year

2 hours Freshman year

5 hours as best scheduled

3 hours as best scheduled

4 hours as best scheduled
40 hours

Electives:

1. Science and Mathematics

Two science courses in sequence
Bio 101, 102
Chm 101, 102
CSc 101, 102
Phy 101, 102; 121, 122

An additional science course from
the list above, a mathematics
course from the core beyond
that taken for the core require-
ment, or mathematics 123.

55 hours

15 hours as best scheduled
(10)

(5)

Academic Programs and Degree Requirements 1 61

II. Humanities and Fine Arts 25 hours as best scheduled

Literature, English (10)

Eng 104, 105, 106, 107
Fine Arts (5)

Mus 112, 114; Art 109, 110;

Spc 101, 102
Modern Foreign Language 1 (10)

Frn 101, 102 or 103, 121

Ger 101, 102 or 103, 121

Spn 101, 102 or 103, 121
(by placement in sequence)

III. Social and Behavioral Science 15 hours as best scheduled

Eco 101; PSc 101; Psy 149

Soc 146, 148

Elective Total 55 hours

Total General Education 95 hours

'Please read carefully the note following about placement.

Placement

Appropriate placement in certain courses is essential. During the first few
days on campus all students will undergo diagnostic assessment. These inven-
tories are necessary for (1) planning for majors and careers, (2) providing the
comparison levels for subsequent general education assessment, and (3) deter-
mining current skill levels in foreign languages, mathematics and English.

Placement in foreign languages may be at either the 101- or the 103 level.
Students will not be placed at the 102-level. If a student's high school record
shows credit for two or more years of a single language, the student must
take a placement test in that language prior to continuing that language; a
student may alternatively select a language not previously studied and enroll
at the 101-level. That is, if a student wants to continue his/her high school
language, then proper placement is necessary; a student may change lan-
guages and enter the 101-level of another language without assessment. Stu-
dents for whom English is not the native language may consult with the
chairman of modern foreign languages and the chairman of the division of
humanities and fine arts. By individual determination, that student may have
the language requirement waived. The waiving of the language requirement
does not diminish the need to complete a total of 95 quarter hours in general
education.

Mathematics placement is based on skills assessment. Some students who
are not predicted to be successful in any one of these general education math-
ematics courses (110, 111 or 122) are requried to enroll in Mathematics 100.
This is a pre-general education mathematics course and credit in this course
does not count toward the fulfillment of the 95 quarter hours of general
education.

62/ Academic Programs and Degree Requirements

English placement is based on the Scholastic Aptitude Test (SAT) data,
where available. The Test of Standard Written English (TSWE) is a sub-test
of the SAT. For students who do not have recent SAT scores, the TSWE is
given early in the orientation period. Students who score 37 or below are
required to enroll in English 100, a pre-general education course in grammar
and composition. Students who score 38, 39 or 40 on the TSWE may elect
to enroll in the English 100 course. Like Mathematics 100, English 100 does
not count toward the fulfillment of any of the 95 hours in general education.

General Education, Time Restrictions

There is no time limit on the credit or validity of general education course-
work. It should be noted, however, that students who have not been enrolled
at LaGrange College for four years, or who transferred from LaGrange Col-
lege and subsequently return, enter the college under the Bulletin in force
at the time of re-entry.

Credit-by-Examination and Exemption

Students may be eligible for credit and/or exemption in certain areas
through the College Level Examination Program (CLEP) and other recognized
testing procedures. Advanced placement credit is accepted for those students
who present evidence from the high school that advance placement programs
have been completed and who present scores of 4 or 5 on the advanced place-
ment test of the College Educational Examination Board administered by
Educational Testing Service. Credit by examination (AP or CLEP) may reduce
the 95 hour general education component by the credit hours earned by this
process. If no credit is earned, but exemption is granted, then 95 quarter hours
of general education are to be completed.

Freshman Seminar, College 101, "Gateway to Success" (two hours credit)

This is an academic course in which experienced LaGrange faculty mem-
bers and students selected for their academic achievement, their demonstra-
tion of leadership and their admirable personal standards guide new students
toward success. The faculty members and the very important peers (VIP's)
meet their small group of newcomers during the early stages of orientation
and begin the process of familiarization with the campus, with academic
procedures and processes, and with each other. The formation of the infor-
mal support group, the beginning of the systematic process of selecting pos-
sible careers and academic majors, the reinforcement of writing as effective
communication and academic advising are a part of Col 101. The curriculum
of this course may vary from time to time and may be thematic. The goals
of the course are not variable and are to help the student feel as comfortable
as possible in this new environment, to help him or her to be as successful
as possible during this first year and to help lay the foundation for a success-
ful four-year college experience.

Academic Programs and Degree Requirements 1 63

Assessment of General Education

In the last quarter of the junior year or the first quarter of the senior year,
all students will take American College Testing Program's College Outcome
Measures Program (COMP). This inventory will be used to determine the extent
to which students have achieved the objectives of the general education cur-
riculum. Meaningful participation in this testing program and measurable gains
are a requirement for graduation with a baccalaureate degree.

General Education for the Nontraditional Student

Students who enter college for the first time and (1) who are over the age
of twenty-five, (2) who are employed full-time or at least three-fourths time,
or (3) who live off campus (any two of the three) may have experiences and
needs differing from traditional students. The 40 quarter-hour common core
remains the same for these students with the exception that College 101 "Gate-
way to Success" will have an additional focus: students, within limits, may
develop a proposal for the fulfillment of the remaining 55 quarter hours. Nor-
mally, this proposal will be prepared from the list of courses specified below.
This contract is reviewed by the college curriculum committee and may be
changed, with curriculum committee approval, only one time. Students may
appeal the action of the curriculum committee to the Academic Advisory
Council. The contractual 55 quarter hour elective structure is given.

Common Core 40 hours

Contractual Electives 55 hours (at least 5 hours from each area)

I. Fine Arts

Mus 112, 114; Art 109, 110; Spc 101, 102
II. Literature

Eng 104, 105, 106, 107

III. Modern Foreign Language (level by placement)
Frn 101, 102 or 103, 121

Ger 101, 102 or 103, 121

Spn 101, 102, 103, 121, or 110

IV. Science and Mathematics

Bio 101, 102; Chm 101, 102; Gsc 101, 102;
Phy 101, 102; 121, 122
Mth 111 or 122

V. General Studies (no more than 25 hours)

Edu 199, PSc 101, Psy 149, Rel 110, Soc 153, Soc 146

Soc 147, Eco 101, BuA 151

CSc 151, Art 171, Art 181, Phi 149

Total General Education 95 hours

Placement criteria and assessment procedures are the same for both tradi-
tional and nontraditional students.

641 Academic Programs and Degree Requirements

General Education for the Two-year Associate Degree

The requirements for a liberal studies associate degree is the completion
of the 95 quarter hour general education curriculum. No "major" courses
are a part of this associates degree.

The general education curriculum for the associate degrees in business
administration, criminal justice, and nursing are given.

Business Administration

Core

40 Hours

Elective 25 Hours

Col 101

2

Eco 101

Eng 101, 102,

103

9

Mth (beyond that taken
in the core)

His 101, 102 (

Dr 111, 112 10

Lab Science

Csc 163

2

Eng 104 or 105 or 106

Spc 105

3

Foreign Language

Mth 110, 111,

or 122

(by placement)

5

Rel 101

5

PEd

4

Total 65

Criminal Justice

Core

36 Hours

Elective I 5 Hours

Col 101

2

His 111 or 112

Eng 101, 102,

103

9

Spc 105

3

Elective II 5 Hours

Mth 110, 111,

122

Rel 101 or 110 or

(by placement)

5

Phi 149

CSc 163

2

PSc 101

5

Elective III 5 Hours

Soc 146

5

GSc 101, Chm 101,

Psy 149

5

Rio 101 or Phy 101

Total 51

Nursing

Core

28 Hours

Elective 5 Hours

Col 101

2

Rel 101

Eng 101, 102,

103

9

Literature, Fine Arts, or

Mth 110, 111,

122

Foreign Languge

(by placement)

5

CSc 163

2

Soc 146, Psy 1

10

Total 33

Academic Programs and Degree Requirements / 65

Placement and assessment procedures are the same as for baccalaureate
degrees, except COMP will be given during the last quarter in residence.

The courses in the major may be found in the Department of Courses sec-
tion of the Bulletin.

Minors

Academic minors may be earned in most departments. A minor must
include at least 30 hours, 15 of which must be in 300-level courses. Specific
courses are not designated, but they must be approved by the chairman in
the minor department.

Special Institutes/Continuing Education

LaGrange College coordinates and initiates special institutes and continu-
ing education activities. These activities include work with area and state
churches, industries, health care facilities and businesses. For certain of these
activities the College gives continuing education units (C.E.U.).

66/

Academic Regulations and
Procedures

Orientation and Counseling

All new students are introduced to LaGrange College through an orienta-
tion program which takes place at the beginning of each quarter. The orien-
tation program is designed to acquaint the new students with various phases
of the life of the College including traditions, procedures, and regulations.
It is believed that all students will profit from a proper introduction to the
opportunities and responsibilities of college life.

Freshman Seminar (Col 101) deals with the elements of learning and deci-
sion making not covered in the traditional curricular structure that are essential
to the student's educational process. These include selecting courses, study
skills, making long-term educational plans, placing course work in a broader
context of student development, dealing with personal difficulties, and adjust-
ing to the inadequacies in pre-college preparation. To help students at
LaGrange College face these issues in an organized way, Freshman Seminar
is taught. This two-hour course provides an opportunity for freshmen to work
with faculty and other students in the consideration of issues designed to
assist them in making decisions and in dealing with the many interrelated
problems that have a bearing on their academic career.

Registration

All students must register on the dates specified. Failure to register on the
proper dates may subject the student to a $20 late-registration fee. All regis-
tration procedures for all quarters are under the direction of the Dean of
the College. Students have not completed registration until they have cleared
the Registrar, Dean of Student Development and the Business Office. Stu-
dents enrolled for twelve or more hours must obtain a campus post office
box. Communications to the student will be through campus mail.

Each student is assigned to a faculty adviser, who assists the student in
planning an academic program. However, the ultimate responsibility for meet-
ing all requirements rests with the individual student.

A student interested in a particular major should inform his general adviser
in order that special prerequisite courses for the major may be scheduled.
A major may be formally declared anytime after the student has earned 22
hours of credit. The student must declare his major in writing to the Registrar
by the time he has earned 75 quarter hours of credit. The student will then
be assigned to an adviser in the department in which he will major. A student

Academic Regulations and Procedures 1 67

planning to pursue a program in Teacher Education must take application in
writing to the head of the Department of Education at least by the time he
declares his major.

Student's major program requirements are those described in the college
Bulletin at the time of declaration of the major.

Withdrawal

To withdraw from any course a student must confer with his instructor,
his adviser, and the Dean of the College. Failure of a student to withdraw
officially through the office of the Dean of the College normally will result
in the assignment of a WF. A student who wishes to withdraw from the Col-
lege must confer with the Dean of the College and the Dean of Student
Development. Withdrawals are not permitted the last week of class.

Academic Probation Regulations

Students are placed on academic probation when the quality of work is
such that progress toward graduation is in jeopardy. The purpose of proba-
tion is to warn. It is not a penalty. Students on probation will be notified
and the regulations governing probation will be called to their attention.

Freshmen (fewer than 50 hours) must maintain a cumulative grade point
average (GPA) of at least 1.65 to avoid being placed on probation. Sopho-
mores (50 to 99 hours), a 1.75 GPA; Juniors (100 to 150 hours), a 1.85 GPA;
and Seniors (151 or more hours), a 2.00 GPA. In most cases, students have
three quarters to remove their probationary status. Failure to do so makes
these students subject to suspension.

Students are also subject to suspension for failure to earn at least five quar-
ter hours of academic credit in any quarter, or for other valid academic rea-
sons. In the case of part-time students, the extent of application of these
regulations will be at the discretion of the Dean of the College. Normally,
all applications of the regulations will be based upon a full academic load.

Class Attendance Regulations

A student is expected to attend all classes, including labs, for all courses
for which he is registered. The student is solely responsible for accounting
to his instructor for any absence. An instructor may recommend that the Dean
of the College drop from class with a grade of W or WF any student whose
absences are interfering with satisfactory performance in the course.

Course Repetition

A student is prohibited from repeating a course in which he has made a
"C" or better (while enrolled at LaGrange College or any other institution)
without the approval of the Dean of the College and the Academic Advisory
Council. A student may not remove a grade of F earned at LaGrange College
by repeating the course at another institution.

68/ Academic Regulations and Procedures

Acceleration

Students desiring to accelerate their college program may complete require-
ments in less than four academic years. This may be accomplished by attend-
ing summer schools and/or taking an academic overload. Permission to take
an overload in any quarter is granted only to those students who have earned
at least an average of B (3.0), except that a student may take an overload
during one quarter of his senior year without respect to grade-point average.

Students may be eligible for credit and/or exemption in certain areas
through the College Level Examination Program (CLEP) and other recognized
testing procedures. Advanced placement credit is accepted for those students
who present evidence from the high school that advance placement programs
have been completed and who present scores of 4 or 5 on the advanced place-
ment test of the College Educational Examination Board administered by
Educational Testing Service.

Academic Honors

Upon graduation, students who have been in residence at LaGrange Col-
lege for at least their last ninety hours and

1. have attained a quality point average of 3.50 to 3.74 may be granted
the bachelor degree cum laude or

2. have attained a quality point average of 3.75 to 3.89 may be granted
the bachelor degree magna cum laude or

3. have attained a quality point average of 3.90 to 4.0 may be granted
the bachelor degree summa cum laude.

At the end of each academic quarter, students who have maintained a
3.60 quality point average on a minimum of 15 quarter hours of work will
be placed on the Dean's list.

Academic honors at graduation are awarded only to students completing
the four-year program (effective with 1985 graduates).

International Students

Students who are on a Student Visa in the United States are subject to
special regulations. As the institution which issues documents certifying
student status, LaGrange College is subject to regulations or guidelines. Guide-
lines change; students should contact the Dean of the College for interpreta-
tion of such changes. The current interpretation is that students with Student
Visas must be enrolled for a full academic load (at least 12 quarter hours)
at all times.

English proficiency is fundamental to a successful academic course at
LaGrange College. Therefore, in addition to the minimum TOEFL score
required for admission, the College requires all students for whom English
is a second language to enroll in and satisfactorily complete a two-quarter

Academic Regulations and Procedures 1 69

sequence, Eng010, 011. Further, if it is apparent that a student's English con-
tinues to jeopardize a successful academic career, the Dean of the College
may require that a student attend a special, intensive English language course.
If such a requirement is placed on a student, failure to attend the English
language course can result in withdrawal of the Student Visa.

International students must enroll in an English course each quarter they
are in school until they satisfactorily complete their English studies.

Credit through United States Armed Forces Institute
and Service Schools

Courses taken through The United States Armed Forces Institute and other
recognized military educational programs are accepted in accordance with
the policy governing transfer work when presented on official transcripts from
accredited institutions. Fifteen quarter hours of elective credit will be allowed
for military service credit, including USAFI correspondence courses and mili-
tary service school courses as recommended by the American Council on
Education. One activity course in physical education, up to a maximum of
three, will be waived for each two months served in the Armed Forces; a
corresponding reduction will be made in the total number of hours required
for the degree.

70/ Academic Regulations and Procedures

Grades and Credits

The definitions of grades given at LaGrange College are as follows:

A superior

B above average

C average

D below average

F failing

I incomplete. This grade is assigned in case a student is doing satis-
factory work but for some reason beyond his control has been un-
able to complete the work during that quarter. This deferment must
be given written approval in advance by the instructor and the Dean
of the College.

NC no credit or non-credit

W withdrawn. During the first three weeks a student may withdraw from
a class with an "automatic" "W." After this trial period the student
may withdraw, but the grade assigned, "W" or "WF," will be at the
discretion of the professor.

WF withdrawn failing. The grade of WF is included in computing the
grade-point average.

AW audit withdrawn

AU audit complete

NR grade not reported by instructor at the time the report issued.

A student may register for a course on a non-credit basis, for which he
pays full tuition. To have a grade of NC recorded, he must fulfill all course
requirements.

A student may audit a course by paying the audit fee. All requests for audit
courses must be approved in writing by the instructor and Dean of the Col-
lege. Only lecture courses may be audited. No new freshman student may
audit any course during the first quarter of residence at LaGrange College.

An / is a temporary grade. Normally it must be removed by the date indi-
cated in the Academic Calendar. Failure to remove an / by the date set auto-
matically makes the grade an F. A grade other than /, once submitted, may
not be changed by an instructor except with the formal approval of the Aca-
demic Advisory Council, within the next quarter.

Grades are assigned and recorded for each course at the end of each quar-
ter. Formal reports of grades are also issued at the same time. Transcripts
are withheld for any student who is under financial obligation to the College.

Academic Regulations and Procedures 1 71

Requirements for Bachelor Degrees A Summary

LaGrange College offers the Bachelor of Arts degree, the Bachelor of
Science degree, and the Bachelor of Business Administration degree. To obtain
a second bachelor's degree, at least 60 additional quarter hours must be
earned, beyond the first degree, in a minimum of three quarters. Baccalaure-
ate degrees require a minimum of 195 quarter hours credit including required
coursework in general education and the major. There is often an opportu-
nity to select course work electives.

The minimum work required for graduation is 195 quarter hours and a 2.0
quality-point average overall, as well as in all course work taken at LaGrange
College. To be eligible for the degree, a student must meet all requirements
for the degree (general education, major program, all necessary assessments,
195 quarter hours and 2.0 cumulative grade point average) and, make appli-
cation for the degree before the beginning of his final quarter. A student who
does not earn a degree in sixteen full quarters or the equivalent may be denied
further registration.

A minimum of 16 quarter hours meets the academic load requirement for
a full-time student. The maximum full load is 19 quarter hours; anything
beyond is considered an overload. No student is permitted to enroll for more
than 22 hours in any one quarter. Request to take an overload must be granted
in the office of the Dean of the College.

Quality points are earned as follows: A, 4; B, 3; C, 2; D, 1; F,0. The quality-
point average is computed by multiplying the grade point by the course credit,
summing, and then dividing the total quality points earned by the total hours
attempted. If a student has received credit for a course and repeats that
course, he receives no additional credit toward the degree. In computing the
student's average, hours attempted and quality points are counted on all such
attempts.

Not more than 100 quarter hours of credit earned at a junior college are
counted toward the degree. No credit is granted toward the degree for course
work taken at a junior college after a student has attained junior standing.
A transfer student is not given credit toward graduation for any Ds earned
elsewhere. Academic averages are computed on work done only at LaGrange
College.

There are two ways by which a student must meet residency requirements
for graduation:

(1) The student must be in residence the last four quarters or 60 hours

or

(2) 75 Credit hours of the last 90 credit hours must be earned at LaGrange
College. With prior approval of the advisor and the Dean of the Col-
lege up to 15 hours of transient study may be earned at another four-
year accredited institution.

72 1 Academic Regulations and Procedures

Grades earned for transient work are not included in the cumulative grade
average. Normally, after receiving an unsatisfactory grade in a course at
LaGrange College, a student will not be given credit for repeating that course
at another insitution. Credit totaling 10 hours or more earned in this way during
the last 90 hours or final 6 quarters precludes the student's being granted
credit for any course work taken by extension or by correspondence during
the period.

Any regularly enrolled LaGrange College student who desires to take course
work for credit by extension or by correspondence must obtain prior approval
in writing from his academic adviser and from the Dean of the College. Such
extension or correspondence credit may in no case exceed 10 hours; how-
ever, not more than 5 hours earned in this manner may be applied toward
the fulfillment of the General Requirements of LaGrange College. Any course
or courses so taken must be completed and all grades recorded before the
end of the student's final quarter, in order to be graduated that quarter.

A student is classified as a freshman if he has earned fewer than 50 hours
of credit. A student is classified as a sophomore if he has earned 50-99 of
credit. To be classed as a junior, a student must have earned 100 hours of
credit. A student is classified as a senior upon having earned 151 hours of
credit.

No grade below C in any course above 100-level may be applied toward
a major.

Requirements for the A.A. Degree

As previously described, the College offers programs of study leading to
the associate in arts degree. Students pursuing an associate degree must com-
plete the general education component required for that degree, the
prescribed coursework in the discipline and a minimum of 95 quarter hours.
The last 30 quarter hours must be done in residence. A 2.00 grade point aver-
age is necessary.

Transcripts

Students are entitled to two transcripts of their record free of charge. For
other transcripts a fee of $2 each will be charged. No transcripts will be issued
for any student under financial obligation to the College.

Transcript requests must be made in writing to the Registrar well in advance
of the time the transcript is needed. Transcripts will be issued promptly; how-
ever, at the beginning and end of quarters some delay may be unavoidable.

Academic Regulations and Procedures 173

Student Review of Academic Decisions

Decisions pertaining to the academic program which are originally ren-
dered by a faculty member may be appealed, in writing, to the Dean of the
College who shall seek in an informal conference to settle the grievance to
the satisfaction of the two parties involved. If no resolution can be found,
the Dean of the College will deliver the appeal to the Review Subcommittee
of the Academic Standards Committee for its determination.

Decisions pertaining to the academic program originally rendered by the
Dean of the College may be appealed to the Review Subcommittee of the
Academic Standards Committee.

Graduation Requirement

A student who enters LaGrange College under a given Bulletin generally
will be graduated under the general education, hours requirement and grade
point average requirements of that Bulletin. Major requirements are those
in force at the time a student formally declares a major. If a student sus-
pends his/her study and re-enters more than four years later, he will graduate
under the requirements of the Bulletin in effect at the time of his re-entry.

Students in their last year of college work must have an audit of their course
credits and planned courses examined prior to registration for their final quar-
ter in residence. This is called a "graduation petition." The major adviser and
the Office of the Dean of the College assist the student in completing this
petition.

Students at LaGrange College will participate in the evaluation of the extent
to which institutional educational goals are being achieved. This evaluation
will be in both the general education area and in the major. Students who
graduated in June 1990 were the first class to participate in these compre-
hensive evaluations. Consult the specific majors for the details.

Endowed Lectureship

The Arthur H. Thompson Lectureship brings to the campus each year noted
scholars to address the faculty and student body on the interrelationship of
a field of knowledge and the Christian religion. The endowment was estab-
lished by Mrs. Mary Will Thompson, alumna, in memory of her husband, who
was at one time chairman of the Board of Trustees of the College. He
expressed his philosophy in the statement: "The greatest thing in life is the
simple faith of an honest man."

74/ Academic Regulations and Procedures

Awards and Recognitions

The Irene E. Arnett Drama Award is presented annually to the member
of the senior class who shows the greatest potential for contribution to the
field of theatre, devotion to the tasks in the theatre, and dedication to the
principles of good theatre to amuse the heart and lift the spirit to a better
understanding of man and his struggle in this world and toward his God.

The Needham Avery Art Award is a purchase award granted annually in
visual arts, provided by Dr. and Mrs. R.M. Avery in memory of their son.

The E.A. Bailey Award is awarded each year to the fraternity accumulat-
ing the greatest number of points in the areas of scholarship, leadership, sports-
manship, and community service.

The Josephine A. Case Scholarship is for a junior for excellence in art and
promise of achievement in that field. This award carries a stipend and is
associated with Josephine A. Case Collection of American Indian Art which
she and her husband, Leland D. Case, of Tucson have donated to LaCrange
College. Both hold honorary doctorates from this school.

The Austin P. Cook Award is presented annually by the Student Govern-
ment Association to the organization that made the most positive impact
on campus life during the year.

The Roger Guptill Award is presented annually in memory of the late Dr.
Roger Guptill, minister, teacher, and Christian gentleman, to a senior class
student of the Department of Religion preparing for full-time church service.

The Mamie Lark Henry Drama Scholarship is presented annually to a stu-
dent in recognition of superior contribution to the Drama Department.

The Mamie Lark Henry Scholarship Cup is presented each quarter to the
sorority with the highest grade-point average the previous quarter.

The Waights G. Henry, Jr. Leadership Award is given annually by the Stu-
dent Government Association to a student who has actively demonstrated
effective leadership skills. Selection of the recipient is made by a committee
composed of students, faculty, and administrators.

The Evelyn Powell Hoffman Drama Scholarship is provided by her family
in memory of their wife, mother and sister, a graduate of the class of 1930.
It is to be awarded annually to a freshman student through audition. The
selection of the recipient is to be made by the Drama Department faculty.

Academic Regulations and Procedures 1 75

The Mary Hunter Lindsey Award is provided by the late Rev. William Oliver
Lindsey, Sr., in memory of his wife, Mary Hunter Lindsey, class of 1914. It
is awarded annually to Methodist students entering the senior class in col-
lege and preparing for a full-time church ministry. The selection of the
awardees is made by the faculty of the Religion Department.

The John Love Scholarship Cup is presented each quarter to the fraternity
with the highest grade-point average the previous quarter.

The Weston L. Murray Award is presented to the senior class member of
the Georgia Delta Chapter of Pi Gamma Mu who has the highest record of
achievement and contribution in the field of Social Science.

Outstanding Achievement in Psychology Award, is presented annually by
the psychology department to the senior psychology major who, through aca-
demic excellence and service, has made an outstanding contribution to the
field of psychology.

The Pike Award is provided by Mrs. William C. Key (Ruth Pike) and the
late Mrs. William Franklin Daugherty (Ethel Pike) in memory of Adella Hunter
and Christian Nathaniel Pike. It is awarded annually to Methodist or Baptist
students entering the senior class in college and preparing for a full-time
church vocation or majoring in Religion or Religious Education.

The Walter Malcolm Shackelford Award is presented annually to a gradu-
ating senior who has majored in Education and has demonstrated outstand-
ing academic performance, leadership, and service to the College.

The Annie Moore Smith Award is a purchase award granted annually in
visual arts, provided by Mrs. Rebecca Moore Butler, class of 1924, in mem-
ory of her sister, Annie Moore Smith, class of 1915.

Jean Young Award in Photography this award, granted annually, was estab-
lished in memory of Jean Young who was the first Curator of the Lamar Dodd
Art Center. The award is a book on contemporary photography and is
presented to the student who has demonstrated an exceptional commitment
to photographic art.

Departmental Awards are presented annually at Honors Day in the spring.
At that time there are numerous departmental awards made.

76/

Pre-professional and
Co-operative Programs

Pre-professional Programs of Study

LaGrange College has a curriculum and environment that is well-suited
to preparation for further study in fields such as law and medicine. These
programs include, but are not necessarily limited to, preparation for the fol-
lowing areas.

LAW

The pre-law general adviser is Dr. John W. Anderson of the Political Science
Department. Students selecting a major other than Political Science should
consult early and frequently with Dr. Anderson in addition to their primary
advisers for their majors.

Students entering law school come from many and varied undergraduate
programs from English to mathematics, business administration, history or
political science. It is not really possible to say which major serves as the
best preparatory background for law school. Almost every law school bulletin,
however, suggests that entering students must have a strong background in
history, political science and English as well as some preparation in economics,
business, sociology, psychology and mathematics.

DENTISTRY

Dr. John Hurd is the general adviser. Students selecting a major other than
Biology should consult early and frequently with Dr. Hurd in addition to their
primary advisers for their majors. The pre-dental student should select a major
as early as possible and work toward the B.A. degree. Some dental schools
accept students with fewer than four years of college training, but most of
them prefer a student with the baccalaureate degree.

The pre-dental student should be familiar with the specific requirements
set by the dental schools to which he plans to apply. There is some variation
in the requirements of the various schools, but the minimum requirements
set by most schools of dentistry are:

Inorganic Chemistry with lab 15 quarter hours

Organic Chemistry with lab 15 quarter hours

Biology with lab 10 quarter hours

Physics with lab 15 quarter hours

English 10 quarter hours

Pre-professional and Co-operative Programs 1 77

All applicants must complete the Dental Admission Test not later than
the October testing preceding the year of desired entry.

MEDICINE (M.D.)

Dr. John Hurd is the general adviser. Students selecting a major other than
Biology should consult early and frequently with Dr. Hurd in addition to their
primary advisers for their majors. The pre-medicine student should select a
major as soon as possible and seek the B.A. degree. Medical schools rarely
accept candicates with less than the baccalaureate degree.

The student should familiarize himself with the requirements of the several
medical schools to which he plans to apply. Requirements vary somewhat
in the various medical schools, but the minimum requirements of most med-
ical schools are:

Biology with lab 15 quarter hours

General Chemistry with lab 15 quarter hours

Organic Chemistry 15 quarter hours

Physics 15 quarter hours

English 15 quarter hours

Every applicant must take the Medical College Admission Test, preferably
in the spring preceding the submission of his application to medical school,
but no later than the fall of that year.

VETERINARY MEDICINE

Dr. John Hurd is the general adviser. Students selecting a major other than
Biology should consult early and frequently with Dr. Hurd in addition to their
primary advisers for their majors. The pre-veterinary student should be familiar
with the specific requirements of the school to which he plans to apply. The
minimum requirements set by most schools of veterinary medicine are as
follows:

A candidate must have completed at least 90 quarter hours of college credit
by the end of the spring quarter before fall matriculation at the veterinary
school. The B.A. degree is preferred. The following required courses must
have been completed prior to entry into veterinary school.

English 10 quarter hours

Biology with lab 10 quarter hours

Zoology or Botany 5 quarter hours

Microbiology 5 quarter hours

Biochemistry 5 quarter hours

Inorganic Chemistry with lab 10 quarter hours

Organic Chemistry with lab 10 quarter hours

Animal Nutrition* 5 quarter hours

78/Pre-professional and Co-operative Programs

The candidate must have worked with a veterinarian, and he must have
had hands-on experience working with large and small animals.

Each applicant will be required to take the Graduate Record Examination
(GRE) including the Advanced Biology Section and the Veterinary Aptitude
Test. These tests should be taken by October or December of the year prior
to probable admission to veterinary school.

*Not available at LaGrange College

ENGINEERING

Dr. Michael Pangia is the general adviser.

LaGrange College has a pre-engineering program designed to provide the
student with a broad liberal arts background while preparing the student for
a professional engineering program. Dual degree programs in engineering have
been established with Georgia Institute of Technology and Auburn University.
Students accepted in the dual degree program will attend LaGrange College
for approximately three academic years and then either Georgia Institute of
Technology or Auburn University for approximately two academic years. After
completing the academic requirements of the two cooperating institutions,
the student shall be awarded a bachelor's degree from LaGrange College and
a bachelor's degree in engineering from either Georgia Institute of Technology
or Auburn University.

To be eligible to enroll in the pre-engineering program a student must have
a 2.3 or better grade point average.

Pre-engineering curriculum, first two years

First Year

Fall Quarter

Math 122
Calculus I

English 101
Composition I

Chemistry 101
General Chemistry I

Col 101
Freshman Seminar

Winter Quarter

Math 123
Calculus II

English 102
Composition II

Chemistry 102
General Chemistry II

History 101* or 111**
World or American

Spring Quarter

Math 124
Calculus III

English 103
Composition III

Speech 105
Speech Fundamentals

History 102* or 112**
World or American

Computer Science 163
Microcomputers

*For students planning to attend Auburn University
**For students planning to attend Ga Tech

Pre-professional and Co-operative Programs 1 79

Second Year

Math 322

Math 323

Math 324

Calculus IV

Calculus V

Diff Equ

Phy 121

Phy 122

Phy 123

Physics I

Physics II

Physics III

Csc 199

General Education

General Education

Pascal

Electivet

Elective

tSubject to approval by the adviser

PHARMACY

The pre-pharmacy general adviser is Dr. John Hurd. Students selecting a
major other than Biology should consult early and frequently with Dr. Hurd
in addition to their primary advisers for their majors.

While the admission requirements vary, the following is standard course
work as a minimum: Chemistry 101, 102, 311, 351, 352; Biology 101, 102;
Physics 101, 102; Mathematics 111, 122; English 101, 102; History 111, 112;
Economics 203; Sociology 149; Speech 105. Political Science 101 may be
required, and electives in literature are suggested to make up 90 quarter hours
of academic work.

Journalism

The student who plans a career in journalism needs a wide range of courses
in many areas. A recommended basic program would include approximately
20 hours in humanities, 20 hours in mathematics and science, 20 hours in
social science, and 30 hours in a major field. Specific courses to prepare for
admission to individual schools should be selected in consultation with the
adviser, who is Dr. Murial Williams.

PHYSICAL THERAPY

The pre-Physical Therapy general adviser is Dr. John Hurd. Most schools
which offer training in Physical Therapy award a Bachelor's degree after suc-
cessful completion of classroom and clinical work. Students are admitted
to such programs after completion of 90 quarter hours of work including
approximately 20 hours in Humanities, 20 hours in Math and Science, 20 hours
in Social Science plus 30 hours in a major field such as Biology. Specific
courses to prepare for admission to individual schools should be selected
in consultation with the adviser.

80 / Pre-prol ess ional and Co-operative Programs

OPTOMETRY

The pre-Optometry general adviser is Dr. John Hurd. Student selecting a
major other than Biology should consult early and frequently with Dr. Hurd
in addition to their primary advisers for their majors. Though selected stu-
dents may be admitted to Optometry School after three years of prepara-
tion, most are admitted after receiving Bachelors or Masters degrees.
Optometry involves four years of study after admission to the program and
in some areas also includes a brief internship. Majors in any academic area
are acceptable though the student should include emphasis on the sciences.
Preparation for admission to a specific school can be planned with the
assistance of the adviser.

ALLIED HEALTH SCIENCES

The adviser for Allied Health Science preparation is Dr. John Hurd. Allied
Health Sciences include Dental Hygiene, Dental Lab Technology, Medical
Technology, Physical Therapy, Radiologic Technology, Respiratory Therapy
among others. These programs require from 30 to 90 hours of General Edu-
cation either within the program or prior to admission. A plan of preparation
for one of the Allied Health Sciences can be arranged with Dr. Hurd.

Cooperative LaGrange College-West Georgia
Technical Institute Program

This cooperative arrangement between LaGrange College and West Georgia
Tech results in an associate of arts degree from LaGrange College. Students
must be accepted by both schools. Students may attend either school during
their first year. Upon completion of the prescribed program of study of three
or more quarters in length at West Georgia Tech and the certifying of that
completion by the coordinator and upon completion of the following courses
at LaGrange College, the associate of arts degree is awarded by LaGrange
College. Students are responsible for all tuition and fees while attending either
school. A financial aid award by LaGrange College is generally not applicable
to West Georgia Tech fees. Students enrolled in this program are covered by
the housing policy of LaGrange College. Financial aid awarded by LaGrange
College is generally applicable to housing and food at the College while
attending West Georgia Tech. LaGrange College students should consult with
the appropriate persons at West Georgia Tech to determine applicable fees
while in attendance at West Georgia Tech. A complete description of the
offerings may be obtained by writing. West Georgia Technical Institute, Fort
Drive, LaGrange, Georgia 30240, Attn: Michael Moye; or calling (404) 882-0080.

Pre-professional and Co-operative Programs 1 81

Courses at LaGrange College

Quarter
Hours
English 101, 102, 103, Readings and Composition I, II and III, or the
equivalent, are requried for all students. 9

Physical Education Activities 4

Humanities (must include III) 15

I. Literature:

English 104, 105, 106, 107

II. Modern Foreign Languages:

French 101, 102*, 103*, 121* Spanish 101, 102*, 103*, 121
German 101, 102*, 103*, 121*

III. Religion 101 (A student may take Rel 103 and 104 in com-
bination instead of Rel 101 and receive 10 hours of general
education credit.)

Fine Arts (from the following) 5

IV. Fine Arts:
Art 109, 110
Music 112, 114

Speech and Theatre 101, 102, 105, 110

Sciences and Mathematics (from the following) 10

V. Sciences:

Biology 101, 102
Chemistry 101, 102*
General Science 101, 102*, 103
Physics 101, 102*; or 121, 122*

VI. Mathematics 110; 111; 122, at placement level

Social and Behavioral Science (from the following) 10

VII. Social Sciences:

History 101, 102; 111, 112

Economics 101

Political Science 101

VIII. Behavioral Sciences:
Psychology 149
Sociology 146, 147, 148

*These courses have pre-requisites.

53
Electives (from the above or from any academic area of the College) 10

Total 63

Additionally, certification of having completed a West Georgia Tech pro-
gram of at least three (3) quarters in length is required.

82/

Departments and Courses

Table of Contents

Page
Academic Divisions 83

Abbreviations and Numbers 85

Art and Design 86

Biology 90

Business Administration 93

Chemistry 104

Christian Education (see Religion)

Computer Science 109

Criminal Justice 115

Dance 117

Economics 118

Education 122

English and Literature 135

French 139

General Science 141

Geography 141

German 142

Health, Physical Education, and Recreation 143

History 147

Mathematics 151

Music 157

Nursing 159

Philosophy 162

Physics 163

Political Science 167

Psychology 1 73

Religion 177

Sociology/Social Work 181

Spanish 184

Speech Communications and Theatre 187

Departments and Courses I S3

Academic Divisions

Business Administration and Economics

Professors: Cousins, Dupuy, Taylor
Associate Professors: Benavides, Birkeli
Assistant Professor: Glover

This division contains the Department of Business Administration and Eco-
nomics and the A. A., B.A., B.B.A. and the M.B.A. degrees are offered.

Education

Professors: Garcia, Jordan, Reid, Robison
Associate Professors: S. Johnson, Williamson
Assistant Professor: Alford

This division contains the Department of Education and the Department
of Health, Physical Education and Recreation. The B.A. and M.Ed, degrees
are offered.

Humanities and Fine Arts

Professors: Hornsby, Lawrence, McCook, Naglee, Williams
Associate Professors: Bailey, Bowen, Henry, Murphy, Smith, Torbert
Assistant Professors: Brown, Estes, Taunton, Thomas, Williams
Instructors: Mallory, Thomas, Williams

This division contains the Departments of Art and Design, English Language
and Literature, Modern Foreign Languages, Music, Religion and Philosophy
and Speech Communications and Theatre. The B.A. degree is offered.

Nursing

Associate Professor: Kratina

Assistant Professors: Bates, McClellan, Sauter, Williams

The Nursing Division is also the Department of Nursing. It offers the A. A.
degree.

84 / Departments and Courses

Natural Sciences and Mathematics

Professors: Hurd, James, Jolly, Shelhorse

Associate Professors: Hicks, McClanahan, Searcy, Riddle

Assistant Professors: Fortune, Morrisett, Valle

The Natural Sciences and Mathematics Division contains the Department
of Biology, Chemistry, Computer Science, Mathematics and Physics. The B.A.
and B.S. degrees are offered.

Social and Behavioral Sciences

Professors: Anderson, Gill, Mills

Associate Professors: Cafaro, Evans, T. Johnson, Kraemer

Assistant Professor: Burdett

Instructors: Badura, Stanley

This division contains the Departments of History, Psychology, Political
Science, and Social Work/Sociology. The A. A. and B.A. degrees are offered.

Departments and Courses 1 85

Course Numbering System
and Abbreviations

The projected schedule of classes will be followed insofar as possible, but
is subject to change.

Courses numbered 100 through 199 are intended primarily for freshmen
and sophomores. Courses numbered 200 to 299 are intended primarily for
sophomores; the number may, alternately, mean credit of less than five quarter
hours.

Courses numbered 300 through 399 and above are intended primarily for
juniors and seniors.

Courses numbered 400 through 499 are intended primarily for seniors.

Courses numbered 500 and above are for graduate students.

The number in parentheses following the course title indicates the num-
ber of quarter hours credit for the course.

Abbreviations

Art and Design Art

Biology Bio

Business Administration BuA

Chemistry Chm

College (Freshman Seminar) . Col

Computer Science CSc

Criminal Justice CJu

Dance Dan

Economics Eco

Education Edu

Early Childhood Edu

Middle Childhood Edu

English Eng

French Frn

Freshman Seminar Col

General Science GSc

Geography Geo

German Ger

Health, Physical Education,

and Recreation HPR

Physical Education PEd

History His

Library Science LSc

Mathematics Mth

Music Mus

Nursing Nsg

Philosophy Phi

Physics Phy

Political Science PSc

Psychology Psy

Religion Rel

Sociology/Social Work Soc

Spanish Spn

Speech Communications

and Theatre Spc

86/

Art and Design

The Art and Design major consists of studio concentrations in the follow-
ing areas: Painting & Drawing, Photography, Ceramics & Sculpture and Design.
A student may choose a studio concentration in more than one area. The
courses required of the studio concentration are specific and should be deter-
mined in consultation with the student's advisor when the student first declares
a major in art.

The following objectives are established as a basis for the education pro-
gram in Art at LaGrange College. These objectives also include a means of
determining deficiencies prior to graduation so that necessary steps can be
taken to correct these deficiencies.

1 . Development of technical knowledge pertaining primarily to the student's
chosen area of concentration, but not limited to it.

2. Each student should develop an artistic vocabulary, especially in their
specific area of concentration.

3. Assist the student in finding and focusing their creative ideas into a con-
sistent body of work.

4. To instruct the student in the correct means of presenting their work in
a portfolio or exhibition.

5. To give each student an understanding of graduate study in specific studio
areas.

6. Encourage the student to exhibit their work and acquaint them with the
gallery system.

7. To require a freshman review, spring quarter, consisting mainly of portfolio
evaluations.

8. To provide the students with a creative environment by using all avail-
able resources. This would include field trips to galleries and museums,
course work in locations of artistic interest, guest lectures and workshops
related to the exhibitions in the College's galleries.

To accomplish the objectives, students will take the following courses.

Core courses required of all art/design and art education majors.
30 hrs. After completing the basic course requirements for all art majors (Art
109, 110, 111, 151, 152, 153) students are required to concentrate in
one or two areas. The courses required in the following areas are:

AREAS OF CONCENTRATION

50 hrs. The Painting & Drawing Major - Art 171, 173, 304, 311, 351, 352, 353,
355, 356, 357.

50 hrs. The Design Major - Art 171, 173, 301, 304, 320, 322, 323, 324, 341, 351.

Art and Design / 87

50 hrs. The Photography Major - Art 173, 301, 311, 320, 323, 324, 325, 351,
352, 353.

50 hrs. The Ceramics and Sculpture Major - Art 172, 180, 302, 311, 312, 327,
328, 351, 352, 353.

85 hrs. The Art Education Major Students should first be admitted to the
Undergraduate Teacher Education program which is delineated in the
Education section. Students are also required to complete at least
20 quarter hours in each of these areas: Humanities, Social Sciences,
Natural Sciences and Mathematics.

Professional courses: Education 199, 362, 449, 459. Psychology
149, 302 and Art 171, 172, 173, 180, 312, 321, 323, 331, 490.
At the end of the junior year, spring quarter, the student will undergo a
second review, consisting of:

A. Portfolio evaluations and critiques

B. Art History Exam

1. Identifying works of art

2. Identifying art movements or styles and artists associated with each

3. Identify and discuss stylistic traits of major movements and styles

4. Chronological association of art movements

Students who complete the Art and Design major have career options that
include the following:

Studio artists, advertising and illustration, textile design, production pot-
tery, museum and gallery management, commercial photography, art
education.

Courses Offered:

109. Art History Survey I. (5) Fall

An illustrated lecture course surveying the visual and plastic arts of Western Civilization from
the Paleolithic period through the Renaissance.

110. Art History Survey II. (5) Winter

An illustrated lecture survey of the visual and plastic arts of Western Civilization from the
Baroque period to the present.

111. Art in the Twentieth Century. (5) Spring

An illustrated survey and analysis of twentieth century painting and sculpture.

151. Drawing Fundamentals. (5) Fall

Work with gradations of tonal values to create form in space.

152. Basic Design. (5) Winter

Fundamentals of design emphasizing color and composition.

153. Three-Dimensional Design. (5) Spring.

A basic course dealing with three-dimensional structure.

88 /Art and Design

171. Painting. (5) Fall.

Course dealing with specific problems in space, color and form.

172. Sculpture. (5) Winter.

Basic problems in modeling, carving and construction.

173. Printmaking. (5) Spring.

Introductory work in basic graphic media; relief and intaglio.

180. Ceramics - Handbuilding. (5) Fall

Basic work in forming clay using slab and coil methods; firing and glazing.

301. Graphic Design: Fundamentals. (5) Fall.

A course designed to introduce students to the basic materials, techniques and terminology
of graphic design. The course will cover fundamentals of typography, layout, pasteup, use
of copy camera and computer basics.

302. Sculpture II. (5) Winter

Work in construction and modeling using clay, wood, stone and metal.

303. Printmaking II. (5) Spring.

Work in intaglio, lithography, and silk screen processes.

304. Painting Watercolor. (5) Spring.

A course in transparent media working primarily with outdoor environments in problems deal-
ing with space and light.

311. Life Drawing. (5) Winter

Study from the model with emphasis on the human form in composition.

312. Crafts. (5) Fall.

An introductory course in the designing and fabrication of wood and metal craft objects.

320. Graphic Design: Illustration. (5) Winter.

A course focusing on the materials and techniques of illustration for books, posters and maga-
zines. The course will include marker, gouache, pen and ink, and computer rendering techniques.

321. Textile Design: Weaving. (5) Winter, Spring.
Basic course in fibers and loom weaving.

322. Graphic Design: Concepts. (5) Spring.

Students will explore the development of the graphic image through projects in logo design,
corporate identity advertising layout, and other projects. Art 301 is a recommended prerequisite.

323. Photography. (5) Fall

A basic course in black and white photographic expression including mechanics of processing
and printing.

324. Photographic Design. (5) Winter.

A course dealing with design elements derived photographically.
Prerequisite: Art 323 or consent of instructor.

Art and Design / 89

325. Advanced Photography. (5) Spring.

Large format photography and advanced problems in exposure, lighting, including color process-
ing and printing.

Prerequisite: Art 323 or consent of instructor.

327. Ceramics Throwing. (5) Winter

Course in forming clay on a potter's wheel and firing and glazing.

328. Ceramic Design. (5) Spring

Emphasis on ceramic design using handbuilding and wheel methods and use of glazes in decorat-
ing processes.

331. Elementary and Middle Childhood Art Education. (5) Fall

Course emphasizing the development of the child through creative visual activity.

341. Internship. (5-15) (On demand)

Directed observation and practice in professional arts related environment.

351, 352, 353. Studio Concentration. (5 each) Fall, Winter, Spring

A major individual project in one or two areas culminating in an exhibition at the end of the

senior year.

355. Perspective Drawing. (5) Fall.

Work in linear perspective utilizing Renaissance space.

356. Life Drawing II. (5) Winter.

Specific drawing problems using the human figure as a point of departure.

357. Drawing: Color. (5) Spring.

Drawing problems using color pencils, pastels, inks and paints.

490. Student Teaching. (15) (On demand)

Supervised observation and experience in the art classroom leading to full-time teaching by

the student.

90/

Biology

Specific Objectives for the Major

The Biology faculty works with their majors to help them develop an under-
standing and working knowledge of the life phenomenon at subcellular
through organismic levels. Within the major, a student may elect to empha-
size human biology, field-oriented biology or biochemical and microscopic
aspects of life science.

A plan of study to help the student pursue both the individual's and the
Department's objectives is developed by consultation between the student
and his advisor.

Method of Accomplishing Objectives

The student is presumed to have accomplished the specific collection of
objectives by satisfactorily completing the courses which constitute his major.
A major in Biology consists of the following courses: Biology 101-102 and
40 more hours of biology as approved by the academic advisor; Chemistry
101-102, 351-352; Mathematics through 111 or 122; Physics 101-102. In addi-
tion, one course from the following must be taken with the approval of the
major academic advisor; General Science 492, an advanced Chemistry course,
Mathematics 314 or 316, Physics 125.

The approved program of teacher education in secondary science with
emphasis in Biology and the professional education sequence will satisfy the
requirements for a major in Biology.

Demonstration of Accomplishment of Objectives

The Biology department continues to use the success of its graduates in
the job market and in advanced study as a gauge of the applicability of its
goals and the success of the students in attaining these goals.

Career Options

Graduates of the College who have majored in Biology typically pursue
careers in teaching, pharmacy, medicine, dentistry or physical therapy. In addi-
tion, many graduates find employment in industry some in laboratories,
some in management and others in research and development. Most careers
require further formal study in graduate or professional schools.

Course Descriptions

101. General Biology I. (3 hrs. lee, 4 hrs. lab per week) (5) Fall, Winter

An examination of the organizational and operational aspects of living systems with emphasis

upon the structure and function of vertebrates.

Biology I W

102. General Biology II. (3 hrs. lee, 4 hrs. lab per week) (5) Winter, Spring

A study of genetics, evolution, phylogeny, and ecology. It is strongly recommended that Bio

101 be taken first.

148. Human Anatomy and Physiology I. (5 hrs. lee, 2 hrs. lab per week) (5) Fall

A study of the structure and function of the human body. Laboratory work: mammalian dis-
section and experiments plus human measurements.

149. Human Anatomy and Physiology II. (5 hrs. lee, 2 hrs. lab per week) (5) Winter
A continuation of Biology 148.

275. Histological Technique. (4 hrs. lab per week) (2) (On demand)
A laboratory technique course designed to acquaint the student with histological preparations.
Prerequisites: Biology 101; Chemistry 101.

321. Microbiology. (1 hr. lee, 8 hrs. lab per week) (5) Winter, 1992

A study of the morphology, physiology, classification, ecology, and economics of microbial

forms, especially bacteria and fungi.

Prerequisites: Biology 101-102; Chemistry 101-102. Chemistry 351-352 recommended.

334. Ecology. (2 hrs. lee, 6 hrs. lab per week) (5) Spring

An introduction to the basic principles and concepts of ecology followed by population and
habitat studies.

Prerequisites: Biology 101-102; Chemistry 101-102; or consent of instructor. Biology 335 and/or
336 is recommended.

335. General Zoology. (2 hrs. lee, 6 hrs. lab per week) (5) Spring, 1991

A phylogenetic survey of the animal kingdom with special emphasis upon parasitology, ento-
mology, ornithology, and mammalogy. Animal taxonomic studies based on local fauna.
Prerequisites: Biology 101-102; Chemistry 101-102.

336. General Botany. (2 hrs. lee, 6 hrs. lab per week) (5) Spring, 1992

A phylogenetic survey of the plant kingdom with emphasis upon reproductive morphology fol-
lowed by the detailed anatomy of vascular plants. Plant taxonomic studies based on local flora.
Prerequisites: Biology 101-102; Chemistry 101-102.

338. General Entomology. (2 hrs. lee, 6 hrs. lab per week) (5) Fall, 1990

An introduction to the study of insects. Emphasis is on insect morphology, biology and iden-
tification. A collection of insects identified to family level is required.
Prerequisite: Biology 102.

339. Field Problems in Ecology. (5) Fall, 1991

A study of ecological problems and environmental parameters in the local area by means of
individual investigative procedures. (On demand)

Prerequisites: Biology 334 and permission of instructor.

340. General Parasitology. (4 hrs. lee, 4 hrs. lab per week) (5) Fall, 1990

An introduction to the biology, life history and pathogenicity of parasites. Representative para-
sitic protozoans, helminths and arthropods are considered.
Prerequisite: Biology 102.

921 Biology

351. Vertebrate Embryology. (4 hrs. lee, 4 hrs. lab per week) (5) Spring, 1991.

A study of the embryological development of representative vertebrates, with laboratory empha-
sis upon the chick and pig.
Prerequisites: Biology 101-102.

352. Comparative Vertebrate Anatomy. (2 hrs. lee, 6 hrs. lab per week) (5) Winter, 1991
A study of the structure of vertebrates with an analysis of the generalized vertebrate body
plan and specializations of this basic plan throughout the eight vertebrate classes. Lab emphasis
upon dissection of lamprey, shark, mudpuppy and cat.

Prerequisites: Biology 101-102.

353. Fundamental of Evolutionary Theory. (5 hrs. lee. per week) (5) Spring.

A balanced survey of the present-day concepts of the processes and products of evolution
with emphases on: 1) contrasting models and their consequences, 2) mass extinctions, 3) evo-
lution of man, 4) methods of science and pseudoscience, and 5) philosophical considerations.

360. Vertebrate Histology. (4 hrs. lee, 4 hrs. lab per week) (5) Spring, 1992
A study of tissue types and their organization into body organs.
Prerequisites: Bio 101, Bio 352 recommended.

373. Genetics. (2 hrs. lee, 6 hrs. lab per week) (5) Winter, 1991

A study of the unifying concepts of biological inheritance in individuals and populations. Labora-
tory work includes both Drosophila crosses and experiments with microbial forms.
Prerequisites: Biology 101-102, 321; Chemistry 101-102, 351-352 (or enrollment therein)

374. Cell Biology. (6 hrs. lee, 2 hrs. lab per week) (5) Fall, 1991

A study of the structure and function of cell organelles as well as diversity of cell types. Labora-
tory work involves cell cultures and immunological experiments.

Prerequisites: Biology 101-102, 321; Chemistry 101-102, 351-352 (or enrollment therein)

383. Animal Physiology. (2 hrs. lee, 6 hrs. lab per week) (5) Winter, 1992
A study of the physiology of vertebrates, with emphasis upon mammals. A systems approach
to mammalian solutions of physiological problems. Laboratory work involves physiological
experiments with frogs, rats, and human subjects.

Prerequisites: Biology 101-102; Chemistry 101-102. Chemistry 351-352 recommended.

386. Plant Physiology. (2 hrs. lee, 6 hrs. lab per week) (5) (On demand)

A study of basic plant principles such as cell properties, photosynthesis, respiration, growth,

and water-mineral-soil relationships.

Prerequisites: Biology 101-102, 334, and 336; Chemistry 101-102, 351-352.

/93

Business Administration

I. Introduction

The Business Administration and Economics faculty members intend to
accomplish three primary goals, within the context of a liberal arts educa-
tional environment, and with the highest possible level of professional com-
petence. The goals are to help students develop (1) increased understanding
of the nature and purposes of our business system and of our economic sys-
tem, and of the relationship of business to the socioeconomic system in which
it operates; (2) increased understanding of and proficiency in the major busi-
ness functions; and (3) increased understanding of micro- and macro-economic
theory and policy choices.

The program is designed to serve both the general student population and
department majors. As a contribution to the general requirements area, the
department provides an introduction to economic thought with Eco 101 Con-
temporary Economic Issues. The department also provides opportunities for
students majoring in other areas to supplement their curricula by taking
courses which can help them increase their understanding of the role and
functioning of business, and of our economic system. This is particularly per-
tinent for majors in the Social Sciences and Computer Science.

For students who elect to move beyond this introduction and pursue a
major in business, the department offers several undergraduate degree pro-
grams. Students can pursue the A. A. degree with a major in business; a B.A.
with a major in business, and in economics; or the Bachelor of Business Admin-
istration degree, with a concentration in either accounting, business eco-
nomics, or general business management. The department also offers
course work leading to the Master of Business Administration degree. The
Economics program is described in the section on Economics, p. 118.

The department provides for the majors the background to enter graduate
and professional schools, and to obtain employment in a wide variety of firms.

II. Objectives

Business Administration For non-majors, the Business Administration
course offerings seek to provide students with the opportunity to develop
a basic understanding of business and its role in the economy, and to gain
greater knowledge of the several major functions of business.

The program for students who pursue the A. A. degree is designed to help
them accomplish a combination of a basic liberal arts foundation plus a basic
understanding in the fundamentals of the several major functional areas of
business.

94 / Business Administration

The objective of the B.A. degree program is to provide students with a
comprehensive understanding of both the qualitative and quantitative aspects
of the functions of business, while giving them an extensive opportunity to
pursue unrelated or related course work. This is the liberal studies degree
in business. There is ample room for electives in this program. It is designed
to provide valuable and useful background for any of a wide variety of career
options which the student may elect to pursue.

The B.B.A. program is designed to provide students with both a compre-
hensive understanding of enterprise management, and an opportunity to
develop in-depth knowledge and proficiency in one or more specific func-
tional areas. This degree program provides an additional twenty quarter hours
of course work in the discipline, leading to a concentration in accounting,
business economics, or general business. Many of the students who pursue
the B.B.A. degree are those who seek careers in enterprise management, or
as specialists in the specific area of concentration.

Students may declare their intentions to major in business administration
during their sophomore year. However, formal acceptance as a business
administration major requires a minimum score of 500 based on the formula:
A) 200 times G.P.A. in BuA 161, 162, 163, Eco 201 and Eco 203 (all passed
with at least a C; plus B) score on a 100 point basic mathematics exam to
be administered by the business/economics department. BuA 440 and 450
may not be taken without having been formally accepted as a business major.
Additionally, those students planning to graduate in June of 1990 or there-
after must take a written comprehensive exam as a graduation requirement.
A score of at least 75 out of 100 points is required. This exam is to be
administered by the business department once per quarter. It may be repeated
as necessary.

The Master of Business Administration degree program is designed to pro-
vide area residents an opportunity to advance their business education while
maintaining full-time employment. These are two primary purposes of this
program. The first is to help students increase their understanding of and effec-
tiveness in the key current and emerging managerial concepts and functions
which can contribute to improved managerial performance. The second is
to help students enhance the personal skills and capabilities which are impor-
tant to their personal professional growth and advancement.

III. To accomplish the objectives, students will take the following courses:

A. Associate of Arts (major in Business Administration)

1. General Education curriculum.

2. Business Administration 40 Qtr. Hrs.
BuA 161 Principles of Accounting I
BuA 162 Principles of Accounting II
BuA 251 Business Law I

BuA 255 Principles of Managerial Finance

Business Administration /95

BuA 271 Principles of Management

BuA 276 Managing Human Resources

BuA 280 Principles of Marketing

and one other course in Business Administration

Bachelor of Arts (major in Business Administration)
BuA 161 Principles of Accounting I
BuA 162 Principles of Accounting II
BuA 163 Managerial Accounting
BuA 251 Business Law I
BuA 255 Principles of Managerial Finance
BuA 271 Principles of Management
BuA 276 Managing Human Resources
BuA 280 Principles of Marketing
BuA 321 Organizational Behavior
BuA 440 Problems of Business
BuA 450 Senior Seminar
Eco 203 Introduction to Macro-economics
Eco 201 Introduction to Micro-econmics
Mth 314 Statistics
Mth 360 Finite Mathematics

Plus 5 additional credit hours in business/economics electives at the
300 level or higher.

Bachelor of Business Administration
1. Core courses:

BuA 161 Principles of Accounting I

BuA 162 Principles of Accounting II

BuA 163 Managerial Accounting

BuA 251 Business Law I

BuA 255 Principles of Managerial Finance

BuA 271 Principles of Management

BuA 276 Managing Human Resources

BuA 280 Principles of Marketing

BuA 321 Organizational Behavior

BuA 440 Problems of Business

BuA 450 Senior Seminar

Eco 203 Principles of Macro-economics

Eco 201 Principles of Micro-economics

Mth 314 Statistics

Mth 360 Finite Mathematics

Plus 5 additional credit hours in business/economics electives at the

300 level or higher.

961 Business Administration

2. One of the following concentrations:

a. Accounting: (BuA 360-361) and two of the following courses:
BuA 362, 363, 364, 365, 366.

b. Business Economics: Eco 301 and 303 (Intermediate Micro and
Macroeconomic Theory) Plus two additional economics courses
(excluding accounting courses) at the 300 level or higher.

c. General Business (Management): Four additional business courses
at the 300 level or higher.

3. 15 Quarter Hours from a list of approved electives.

D. Masters of Business Administration

1 . Foundation Courses: These may be exempted in whole or in part upon
the evidence of satisfactory undergraduate preparation.

BuA 501 Accounting Fundamentals

BuA 505 Computers in Business I

BuA 511 Micro-macro-economics

BuA 521 Management and Human Behavior

BuA 531 Marketing Fundamentals

BuA 541 Finance Fundamentals

2. Degree Requirements Level I

BuA 603 Quantitative Methods for Management

BuA 621 Organizational Behavior

BuA 622 Social and Legal Environment of Business

BuA 631 International Business

BuA 636 Marketing Management

BuA 642 Managerial Finance

3. Degree Requirements Level II Electives (four courses required)
BuA 600 Effective Business Communication

BuA 606 Applied Decision Sciences

BuA 609 Computers in Business II

BuA 612 Managerial Economics

BuA 623 Interpersonal Relations in Organizations

BuA 624 Operations Management

BuA 626 History of Business

BuA 627 Entrepreneurship

BuA 628 Human Resource Management

BuA 650 Thesis Option

4. Degree Requirements Level II Required Capstone Courses
BuA 671 Management Simulation

BuA 676 Business Strategy/Policy

Business Administration 197

IV. Students who complete the majors offered in the department have found
employment in a number of organizations, including public service (military
and non-military, federal, state or local), education, manufacturing, finance
and retailing. Our graduates are self-employed, or work for small or large
organizations.

V. Course Descriptions:
BUSINESS ADMINISTRATION

151. Introduction to Business. (5)

A brief introduction to the origin and nature of our business system, the important purposes
and concepts involved in each of the major business functions, and the relationship of busi-
ness to our economy and to the society in which it operates.

161. Principles of Accounting I. (5)

Basic accounting systems and concepts. Accounting cycle for service and merchandising con-
cerns: original entries, accrual and deferral adjustments; reversing and closing processes. Prepa-
ration of income statement, statement of owner's equity, and balance sheet. Special topics:
bad debts, inventories, and internal control of cash.

162. Principles of Accounting II. (5)

A continuation of BuA 161 with emphasis on partnership and corporation accounting, long-
term liabilities and long-term investments. Preparation of the statement of changes in finan-
cial position. Special topics: financial statement analysis, plant assets.
Prerequisite: BuA 161, or consent of the instructor.

163. Managerial Accounting. (5)

A study of managerial control systems and the uses of accounting information for planning
and control; including analysis and interpretation of data and use of cost information for busi-
ness policy implementation.

Prerequisite: BuA 162, or consent of instructor.

220. Introduction to Micro-Computer Applications in Business. (3)

A course designed to expose students to the use of special purpose and general purpose soft-
ware applicable to business. Primary emphasis will be on selection and use of software for
micro-computers and peripheral devices. In addition, time will be devoted to the development
of knowledge necessary for evaluating the hardware and software needs of a business and
selecting alternatives that best meet those needs.

Prerequisites: Sophomore status, BuA 151, and CSc 162.

251. Business Law I. (5)

A course designed to provide a knowledge of law that a student will need in business. The
student begins with the constitutional background of law, a study of the law of contracts,
agency and employment, and negotiable instruments. Stress is given to the impact of the UCC.
Prerequisite: Sophomore standing, or consent of the instructor.

98/ Business Administration

252. Business Law II. (5)

A continuation of BuA 251. The student studies personal property and sales, government regu-
lation of business, real property and other questions of law and business.
Prerequisite: Sophomore standing, or consent of instructor.

261. Managerial Cost Applications. (2)

A survey of financial and capital budgeting techniques. Emphasis on short-term and long-term
forecasting and control. Introduction of elements of production costs, costing techniques, CVP
analysis, and variance analysis

Prerequisite: BuA 161, or consent of the instructor.

262. Accounting Applications of Computers. (2)

Survey of general purpose accounting software available for the personal computer. Emphasis
on accounting cycle, subsidiary ledgers, and financial statement generation.

255. Principles of Managerial Finance. (5)

A comprehensive survey of the basic tools and models utilized in contemporary financial
management decisions.

Prerequisites: BuA 161, BuA 162 and Sophomore standing, or consent of the instructor.

271. Principles of Management. (5)

A course designed to afford students an opportunity to gain an understanding of the "science"
of management (the underlying body of knowledge relevant to management) including theories,
concepts, principles, techniques, and tools that apply. In addition, attention is given to the
development of examples that demonstrate the application of the "science" in specific situa-
tions which is the "art" of management (wise application of the science). This is primarily a
lecture course but class participation in discussion is encouraged. Testing requires that stu-
dents demonstrate an adequate understanding of the "science" and the "art" of management.
Prerequisites: Sophomore standing, and BuA 151.

276. Managing Human Resources. (5)

The study of the basic principles and functions of effective personnel administration, and human
resource management. Extensive use is made of the case method of study. Students gain expe-
rience looking at personnel problems, individually and as members of varying sizes of groups.
Prerequisites: Sophomore standing, and BuA 151.

280. Principles of Marketing. (5)

An introduction to the important principles of marketing management, the marketing perspec-
tive, marketing strategy planning, and the critical importance of this approach on the overall
effectiveness of the total enterprise.

Prerequisites: Sophomore standing, BuA 151, or consent of the instructor.

302. Applied Decision Sciences I. (5)

A study of the basic models and quantitative skills used in business problem analysis. Includes
such topics as statistical inference, optimization and programming models.
Prerequisites: BuA 271 or consent of instructor.

312. Managerial Economics. (5)

Focuses on the use of micro-economic principles and mathematical/statistical tools to make/
analyze business decisions.
Prerequisite: Eco 201.

Business Administration 199

321. Organizational Behavior. (5)

A study of the internal structure of organizations. Provides theoretical and conceptual frame-
work for analyzing individual and group behavior within organizations.
Prerequisites: BuA 271, 276 or consent of instructor

322. Social and Legal Environment of Business. (5)

A study of current social problems faced by business with particular attention paid to the back-
ground factors giving rise to those problems, various proposed solutions, and the approach
that is currently being followed.

Prerequisite: Senior standing, or consent of instructor.

331. International Business. (5)

A study of the major opportunities, challenges and approaches to increased effectiveness in
the international business area.

Prerequisites: Eco 203, BuA 271 or consent of instructor.

356. Intermediate Managerial Finance. (5)

An in-depth study of special managerial finance topics, including financial analysis, captial
budgeting, cost of capital, and long-term financing decisions.
Prerequisite: BuA 255, or consent of instructor.

360. Intermediate Accounting I. (5)

An in-depth analysis of the accounting and reporting process and accounting theory, together
with a study of current problems in reporting financial position, income determination; and,
an integration of current professional pronouncements.
Prerequisite: BuA 162, or consent of instructor

361. Intermediate Accounting II. (5)

A continuation of BuA 360 with emphasis on the measurement and reporting of the source(s)
of corporate capital and the relationship of these sources to income determination. Additional
topics include depreciation, depletion, amortization of intangibles, long-term investments and
debt. The impact of professional pronouncements is stressed.
Prerequisite: BuA 360, or consent of the instructor.

362. Cost Accounting. (5)

Cost accounting principles and techniques applied to job order and process systems. Planning
and control techniques such as CVP analysis, variance analysis, capital budgeting and manage-
ment decisions. Construction of static and flexible budgets.
Prerequisite: BuA 162, or consent of the instructor.

363. Advanced Accounting. (5)

A study of special topics including partnerships, installment sales, home office-branch rela-
tionships, consolidated financial statements, and non-profit accounting.
Prerequisite: BuA 361, or BuA 366, or consent of the instructor.

364. Income Taxation For Individuals. (5)

An in-depth study of the tax code as it relates to individuals. Updated to incorporate new tax
laws, regulations, and printed rulings.

Prerequisite: BuA 162, or consent of instructor.

365. Auditing. (5)

Study of auditing standards, objectives and techniques. Pronouncements, ethics, reporting, legal
liability of the auditing profession are emphasized.
Prerequisite: BuA 162, or consent of the instructor.

1 00 /Business Administration

366. Intermediate Accounting III. (5)

A continuation of BuA 361 with emphasis on current special topics in financial accounting
such as accounting for pensions, leases, accounting changes, earnings per share and income
recognition. Continued emphasis on professional pronouncements.
Prerequisites: BuA 360, BuA 361, or consent of the instructor.

372. Production/Operations Management. (5)

A study of the application of the science of management in the production/operations manage-
ment environment. Primary emphasis will be placed on theories, concepts, principles, tech-
niques, and tools that improve the efficiency and effectiveness of the production/operations
manager. Much emphasis is placed on the proper use of quantitative tools and techniques;
therefore, it is strongly recommended that students taking this course have an adequate mathe-
matical background. Testing in this course will require that students demonstrate competence
in the above-mentioned areas.

Prerequisites: Junior standing, BuA 271 and Mth 314 or Mth 360.

381. Advanced Marketing. (5)

Intensive study of selected aspects of marketing management, and of the role of marketing
in our economic system. Particular emphasis on helping students to further their analysis,
decision-making and communication skills in this context.

Prerequisites: Junior standing, BuA 271 and BuA 280, or consent of the instructor.

382. Promotion (5)

Examination of the strategy, planning and implementation of a marketing promotion program.
Covers the three major areas of marketing persuasion; personal selling, advertising, and sales
promotions. Includes analysis of media resources and public relations as basic elements in
an effective promotion campaign

391. Managing A Small Business. (5)

A study of the application of the science of management to the development and manage-
ment of the small business enterprise. Opportunities, characteristics, and problems with the
small business will be evaluated. Students will be required to develop a business plan for a
small business and when possible students will be given an opportunity to work on special
projects with small businesses in the community. The class requires active participation by
students in and out of the classroom.

Prerequisites: Junior standing, BuA 255, BuA 271 and BuA 280.

440. Business Problems. (5)

This is the capstone course for all B A. (with major in Business Administration) and B.B.A. stu-
dents. It incorporates the use of a computer-based simulation in an effort to integrate all the
functional areas of business into one comprehensive course. Students are required to work
in groups as managers of a simulated company and make the necessary marketing, finance,
economic, accounting and management decisions to run their company effectively. The stu-
dent's grades are a function of individual and group performance

Prerequisites: Senior standing, completion of all requirements (except BuA 450). In excep-
tional circumstances the permission of the instructor may be obtained to waive the above
requirements. Student must have been formally accepted as a business administration major.

Business Administration /101

450. Senior Seminar. (5)

A seminar providing each student with the opportunity for broader application of prior train-
ing in business administration. Major attention is given to the development of effective com-
munication, individual perspectives and individual conclusions. "Effective communication"
requires that the student domonstrate the ability to employ the English language effectively
in oral presentations and in written assignments. A research paper is required, and it accounts
for a substantial percentage of the student's grade. This course assists students in making the
transition from college student to business professional. Much work is required and effective
time management is a must.

Prerequisites: Senior standing, and completion of all major requirements (except BuA 440).
In exceptional circumstances permission of the instructor may be gained to waive one of the
above requirements Students must have been formally accepted as a business administration
major.

460. Internship in Business. (5-15)

Practical experience through placement of selected majors in private/public firms or organi-
zations. No more than 5 credit hours per quarter for a maximum of 15 credit hours in intern-
ship program may be taken.

Prerequisites: Senior standing, student must have been formally accepted as a business major.
Additionally, a G.P.A. of 3 .00 or higher and/or recommendation of business department faculty.

Graduate Courses

Preparatory Courses

501. Accounting Fundamentals. (5)

Basic accounting systems and concepts. Preparation and analysis of basic accounting state-
ments. Partnership and corporation accounting, and other selected topics.

505. Computers in Business I. (5)

An introductory study of the use of computers in business, and of the fundamentals of com-
puter programming.

511. Micro-Macro-economics. (5)

A survey of the two branches of economic theory from a managerial perspective. Macro-
economics emphasizing national income accounting, fiscal and monetary policies. Micro-
economics giving the student an introduction to price and distribution theories.

521. Management and Organizational Behavior. (5)

Study of the basic concepts and functions of enterprise management, and of the major per-
spectives on effective management and utilization of human resources in the organization.
Particular emphasis on the management of change and innovation.

531. Marketing Fundamentals. (5)

Study of the managerial aspects of the marketing function, the marketing concept, marketing
strategy planning, and the role of marketing in the enterprise and in the economy as a whole.

541. Finance Fundamentals. (5)

Study of the basic concepts and models utilized in effective financial management. Includes
such topics as: forecasting and planning, investment and financing decisions, financial control,
and interaction with capital markets.

102 / Business Administration

Level I Six courses, all required.

603. Quantitative Methods for Management. (5)

An examination of the major quantitative tools available to analyze business problems and
evaluate alternative solutions. Topics include regression, programming and network models.

621. Organizational Behavior. (5)

A study of the major historical perspectives, and the current challenges and opportunities,
with regard to maximizing human resource development and effectiveness. Particular emphasis
on key aspects of the current literature, and on building individual models of understanding
of this dynamic challenge.

622. Social and Legal Environment of Business. (5)

A study of current social problems faced by business, with particular attention paid to the
background factors giving rise to those problems, various proposed solutions, and the approach
that is currently being followed.

631. International Business. (5)

A study of the major opportunities, challenges, and approaches to increased effectiveness,
in the international business area.

636. Marketing Management. (5)

Advanced study of selected strategic management aspects of the marketing function. Special
emphasis on key information-gathering and decision-making processes.

642. Managerial Finance. (5)

A study of the theory, principles, analytical procedures and problem-solving techniques incor-
porated in the management of the firm's flow of funds. Includes such topics as: captial struc-
ture, financing, working capital management, and maximization of market values.

Level II Elective Courses: Four courses required.

600. Effective Business Communication. (5)

A study and application of techniques designed to develop more effective written and oral
presentations, reports and research analyses.

606. Applied Decision Sciences. (5)

Further development of the study initiated in BuA 603.

609. Computers in Business II. (5)

Further study of computer programming and the use of computers in business.

612. Managerial Economics. (5)

As a course in applied micro-economics, Managerial Economics focuses on the utilization of
micro-economic principles in conjuntion with mathematical and statistical tools to analyze
and/or make business decisions.

623. Interpersonal Relations in Organizations. (5)

A study of human interaction in the organizational context. Topics to be covered include self-
concept, values, attitudes, prejudice, perception and interpersonal attraction.

Business Administration /103

624. Operations Management. (5)

Study of the major methods and practices in the field of operations management. Particular
emphasis is placed on managerial problem-structuring and decision-making practices in this
context, and on the major concepts and models utilized in effective operations management.

626. History of Business. (5)

A survey of business in western civilization, beginning with the Commercial Revolution, but
emphasizing the American experience from the colonial period. Attention is paid to develop-
ments in technology, organizational structure and management theories.

627. Entrepreneurship. (5)

A study of entrepreneurship and its role in our socioeconomic systems, and the basic business
and management function involved in the initiation and operation of a small business. Partic-
ular emphasis on the development and presentation of a comprehensive proposal for the initi-
ation of a business enterprise by each individual student.

628. Human Resource Management. (5)

Study of the major activities of the human resource management function, and of their influences
on employee effectiveness and their relationships to such external influences as labor markets
and governmental regulation.

650. Thesis Option. (5)

Provides the opportunity for meaningful research study and report on an appropriate topic
of particular interest to the individual student.

Level II Capstone courses, two required courses.

671. Management Simulation. (5)

Use of a microcomputer-based business simulation model to integrate concepts and learning
related to all functional areas of the firm. The course is designed to further develop problem-
solving skills in an environment specifically designed to simulate the real business world, to
provide the student with an understanding of the external, non-market implications of prob-
lems that affect internal decisions, and to exercise interpersonal and communication skills in
a team-approach to decision-making.

676. Business Strategy/Policy. (5)

Capstone case study course treating the critical senior management challenges of business
policy formulation and strategic management. Particular emphasis on innovation and the
management of change.

104/

Chemistry

The chemistry faculty has several goals: service, liberal arts, and profes-
sional chemistry. The student in chemistry will be seeking one of these goals.
Many students take one or more courses in chemistry as part of their prepara-
tion for a major in a related area or because they understand that their general
education is less than complete without an introduction to one of the natural
sciences. For these students the courses that are offered take into account
this science need. For other students who desire to move beyond this introduc-
tion and pursue a major in chemistry, two degree programs are offered. Stu-
dents can pursue the B.A. degree with a major in chemistry or a B.S. degree
with a major in chemistry. Students who pursue the B.A. degree desire to
mix their study of chemistry with an extensive opportunity to pursue unrelated
or related course work. This is the liberal studies degree in chemistry. There
is ample room for electives in this program. A more in-depth degree is earned
by students in the B.S. program. Students who pursue the B.A. will probably
seek careers in nonscience areas such as law, technical sales, general busi-
ness or in science-related areas such as secondary education or health-related
areas. Students who pursue the B.S. degree are those who desire to become
industrial chemists, enter graduate school, or work in government laboratories.
The B.S. degree is a very competitive degree for health-related careers where
admission standards to professional schools are high.

The specific objectives for the respective degrees are as follows:

The Bachelor of Arts Degree

Students who earn the B.A. degree will be appropriately competent in the
following areas:

1. Atomic and molecular structure and chemical bonding

2. The language of chemistry

3. Equilibria

4. Periodic relationships

5. Thermochemistry

6. Physical measurements on chemical systems

7. Experimental skills, including data organization and analysis

8. Recognition, structure and reactivity of the major organic functional
groups

9. Experimental synthesis and characterization of organic compounds by
physical and instrumental methods (including IR and NMR)

10. An overview of one or more of the following areas: analytical chem-
istry, inorganic chemistry and/or biochemistry

Chemistry 1 105

Students earn these competencies by pursuing the following courses
required for Bachelor of Arts curriculum in chemistry:

Chemistry 101, 102

Chemistry 351, 352 and 353

and twenty-five (25) additional hours at or above the 300-level

The support courses required are Physics 101, 102 or Physics 121, 122,

Mathematics 111 and Computer Science 163

Students who earn the B.A. degree will have demonstrated their attain-
ment of the specific objectives by appropriate scores on the current American
Chemical Society (ACS) Exams for (1) General Chemistry and (2) Organic
Chemistry. The passing score will be at or above the 40th percentile of the
national norms for these exams or at an appropriate level, as determined by
the Chemistry Department, based on the accumulated data of the perfor-
mance of LaGrange College students on these exams. The results which are
in the best interest of the student will be used. These exams will be given
at the end of the appropriate course(s) and will be offered to students up
to three additional times prior to the time of the students' scheduled gradua-
tion. In the event that a student desires to repeat an exam for the second,
third or final time, evidence of preparation must be presented. Re-examination
cannot be scheduled earlier than two weeks following a previous examination.

The Bachelor of Science Degree

Students who earn the B.S. degree will be appropriately competent in the
following areas:

1. Atomic and molecular structure and chemical bonding

2. The language of chemistry

3. Equilibria

4. Periodic relationships

5. Thermochemistry

6. Physical measurements on chemical systems

7. Experimental skills, including data organization and analysis

8. Recognition, structure and reactivity of the major organic functional
groups

9. Experimental synthesis and characterization of organic compounds by
physical and instrumental methods (including IR and NMR)

10. Volumetric and gravimetric analytical theory and practice

11. Instrumental analytical theory and practice

12. Thermodynamics

13. Chemical dynamics

14. General overview either of advanced inorganic and organic chemistry
or of biochemistry

15. The fundamentals of the research process in chemistry

1 06 /Chemistry

Students earn these compentencies by pursuing the following Bachelor of
Science curriculum:

Chemistry 101, 102

Chemistry 311, 312

Chemistry 351, 352, and 353

Chemistry 361, 362

and either Chemistry 442, 443 and 454 or Chemistry 483 and 484

Additionally, a research experience is required. This should be taken between
the junior and senior years or during the first two quarters of the senior year.
This may be done on campus, in industry, or in a research university in a sum-
mer program. Students may elect to earn 495 credit for this required activity.

Supporting courses that are required are the following:

Mathematics 122, 123

Physics 121, 122, 125

Computer Science 163 and one programming course

Note: The scheduling of the B.S. curriculum is important. Students should
be prepared to take Chemistry 361 or 362 their junior year. This requires that
calculus be taken during the freshman year and physics during the sopho-
more year. Most students choose to begin their chemistry during the fresh-
man year. The freshman year curriculum might be the following:

Fall Winter Spring

Mth 122 Mth 123 additional Mth

general education Chm 101 Chm 102

general education general education general education

Students who earn the B.S. degree will have demonstrated their attainment
of the specific objectives by appropriate scores on the current American Chem-
ical Society (ACS) Exams on six of the following eight exams or exam groups:

1. General Chemistry

2. Organic Chemistry

3. Analytical Chemistry

4. Instrumental Chemistry

5. Dynamics and thermodynamics (2 exams) or Physical Chemistry

6. Inorganic

7. Biochemistry

The passing score will be at or above the 40th percentile of the national
forms for these exams or at an appropriate level, as determined by the Chemis-
try Department, based on the accumulated data of the performance of
LaGrange College students on these exams. The results which are in the best
interest of the students will be used.

These exams are given at the end of the appropriate course(s) and may
be repeated up to three additional times prior to the students' scheduled grad-
uation. In the event that a student desires to stand for an exam for the second,
third or final time, evidence of adequate preparation must be presented. Re-
examination cannot be scheduled earlier than two weeks following the pre-
vious examination.

Chemistry /107

Course Descriptions

Chemistry is a laboratory science and the department views the labora-
tory experience as an essential component of those courses with an associated
laboratory. Consequently, a passing grade must be achieved in both the lec-
ture and the laboratory portions of the course to obtain a passing grade in
the course.

101. General Chemistry I. (4 hrs. lee, 3 hrs. lab per week) (5) Fall, Winter

A study of the foundations of chemistry including stoichiometry, atomic structure and perio-
dicity, molecular structure and bonding models, the gas, liquid and solid phases.
Prerequisite: Mth 111 or placement at Mth 122.

102. General Chemistry II. (4 hrs. lee, 3 hrs. lab per week) (5) Winter, Spring.

This course continues 101 and is a study of oxidation reduction reactions and electrochemis-
try, chemical thermodynamics, kinetics, and equilibrium. The ACS exam for general chemistry
is included at the end of this course.
Prerequisite: Chm 101.

301. Qualitative Analysis. (3 hrs. lee, 6 hrs. lab per week) (5) (On demand)
A study of the principles and practice of the separation and identification of inorganic cations,
anions, and salts. These include the analytical uses of solvents, equilibria, coordination com-
pounds, and special techniques such as spot tests and paper chromatography.
Prerequisite: Chm 102.

311. Quantitative Analysis I. (3 hrs. lee, 6 hrs. lab per week) (5) (On demand)

A study of the theory and practice of volumetric and gravimetric quantitative analyses.
Prerequisites: Chemistry 101-102.

312. Quantitative Analysis II. (3 hrs. lee, 6 hrs. lab per week) (5) (On demand)
A study of advanced analytical techniques, emphasizing instrumental analyses.

Prerequisite: Chemistry 311, or consent of the instructor.

351. Organic Chemistry I. (4 hrs. Iec.,4 hrs. lab per week) (5) Fall

A study of the fundamentals of organic chemistry with respect to the bonding, structure, nomen-
clature and reactivity of the various classes of organic compounds.
Prerequisite: Chemistry 102.

352. Organic Chemistry II. (4 hrs. lee, 4 hrs. lab per week) (5) Winter
A continuation of Chemistry 351.

Prerequisite: Chemistry 351.

353. Organic Chemistry III. (4 hrs. lee, 4 hrs. lab per week) (5) Spring

A continuation of Chemistry 352. The ACS exam in organic chemistry will be administered
at the conclusion of this course.
Prerequisite: Chemistry 352.

361. Physical Chemistry I. (4 hrs. lee, 3 hrs. lab per week) (5) Fall
A study of the basic principles of Physical Chemistry including the properties of gases, ther-
modynamics, thermochemistry, changes of state, and the phase rule.
Prerequisites: Chm 102, Phy 102 or 122.

1 08 /Chemistry

362. Physical Chemistry II. (4 hrs. lee, 3 hrs. lab per week) (5) Winter
A continuation of 361 including electrochemistry, kinetic molecular theory of gases, ion trans-
port, and chemical kinetics. The ACS examinations on Thermodynamics and Dynamics will
be administered at the completion of those portions of the course.
Prerequisite: Chm 361.

374. Chemical Synthesis and Characterization. (1 hr. lee, 8 hrs. lab per week) (5) (On

demand)
This course is concerned with the synthesis and analysis of organic and inorganic compounds
using modern laboratory techniques.
Prerequisite: Chemistry 353.

442. Inorganic Chemistry I. (3) Winter.

An examination in some depth of atomic and molecular structure and bonding. Symmetry
aspects are introduced and used.

Prerequisite: Chm 362 or consent of instructor.

443. Inorganic Chemistry II. (3) Spring

A continuation of 442 with emphasis on coordination and organometallic chemistry. Chemi-
cal periodicity is covered. The ACS in inorganic chemistry is the final exam for 443.
Prerequisite: Chm 442.

454. Qualitative Organic Analysis. (1 hr. lee, 8 hrs. lab per week) (5) (On demand)
A study of the theory and practice of the separation and identification of organic compounds
by the transformation of organic functional groups.
Prerequisite: Chemistry 353.

483. Biochemistry I. (5 hrs. lee. per week) (5) Winter

An introductory course in the principles of biochemistry, with emphasis on the structure and
function of biomolecules, membrane structure and function, and an introduction to metabo-
lism and bioenergetics.

Prerequisites: Biology 101-102; Chemistry 101-102, 351-352.

484. Biochemistry II. (5 hrs. lee. per week) (5) Spring

A continuation of Chemistry 483 with emphasis on cellular metabolism, fundamentals of molecu-
lar genetics, and current topics in biochemistry. The ACS examination for biochemistry will
be administered at the conclusion of this course.
Prerequisite: Chemistry 483.

/109

Computer Science

The computer science faculty members of LaGrange College have several
goals. As a service to the general student population, courses are offered to
acquaint students with the impact of computers on society and the ways in
which computers are used. For students who want further study in computer
science, a minor and two major programs are offered.

Computer science majors in the B.A. and B.S. degree programs should:

1. be able to write programs in a reasonable amount of time that work
correctly, are well documented, and are readable;

2. be able to determine whether or not they have written a reasonably
efficient and well-organized program;

3. know what general types of problems are amenable to computer solu-
tion, and the various tools necessary for solving such problems;

4. be able to assess the implications of work performed either as an indi-
vidual or as a member of a team;

5. understand basic computer architectures;

6. be prepared to pursue in-depth training in one or more application areas
or further education in computer science.

7. In addition, students in the computer science track of the B.S. degree
program should be able to do research, be able to convey technical
ideas in a clear writing style, and have the mathematical background
necessary for scientific problem-solving. Students in the business track
of the B.S. degree program should have the knowledge of the functional
areas of business necessary for working in that environment.

To accomplish these objectives, students will do the following: in order to
be a major in the Computer Science Department, a student must have a GPA
of 2.25 or better. The student may elect to pursue a B.A. degree, one of two
tracks in a B.S. degree (either the computer science track or the business track),
or a minor. For all options mentioned, students must take CSc 161, 199, 299,
and one of the following three courses: CSc 280, 285, or 296 (except that the
business track of the B.S. degree requires CSc 285). All students at LaGrange
College are required to take CSc 163 as a general requirement.

All of the 100-level or above courses in computer science and in
mathematics which are required for the B.S. and B.A. degrees and the minor
must be completed with a grade of C or better, and the average in these
courses for those pursuing the B.S. degree must be at least 3.0.

Additional requirements for the B.A. degree include eight 300-level, or
above, computer science courses including CSc 300, 305, and 325; and four
mathematics courses including Mth 122, 123, and two of the following: Mth
124, 335, 370, 410, and either 314 or 316.

Additional requirements for the computer science track of the B.S. degree
are ten 300-level, or above, computer science courses including CSc 300, 305,
325, and 495; five mathematics courses including Mth 122, 123, and three

110/ Computer Science

of the following: Mth 124, 335, 370, 410, and either 314 or 316; and five addi-
tional hours in computer science. Physics 101/102 or 121/122 must be taken
as general requirements.

Additional requirements for the business track of the B.S. degree include
CSc 286, 300, 495, and three of the following: CSc 315, 325, 405, 415, 425,
and 430; BuA 161, 162, 220, 255, 271, 280, and 440; Mth 122; Mth 360 or BuA
372; and Mth 314 or 316 (316 preferred). Eco 101 must be taken as a general
requirement.

Additional requirements for the minor include four 300-level, or above, com-
puter science courses, including CSc 300.

The accomplishment of these objectives will be demonstrated by the
following:

1 . satisfactory performance on a programming test. This test will be based
on the concepts learned in CSc 199 and 299 and should be taken at
the end of the quarter in which the student completes CSc 299. The
test will be offered once at the end of every quarter in which CSc 299
is offered. The test must be satisfactorily completed by the end of the
quarter in which the student reaches a total of 135 hours of course-
work, but under no circumstance will the student be allowed to take
the test more than four times prior to and including that quarter. If the
test has not been completed satisfactorily by that time, the student will
not be allowed to continue in either the B.A. or the B.S. degree pro-
grams in computer science.

2. satisfactory performance on a comprehensive test administered by the
computer science department. This test will cover concepts learned in
CSc 161, 163, 199, 280/285/296, 299, 300 and, in addition, will cover
selected topics from other 300-level, and above, computer science
courses. The test must be taken first in the quarter in which the student
reaches a total of 135 quarter hours of coursework. It will be offered
once per quarter; however, a student is allowed to take the test a maxi-
mum of four times prior to his or her scheduled graduation. Upon fail-
ure to satisfactorily complete the test in four attempts, the student will
not be allowed to graduate with a major in computer science.

Students who complete the computer science major have a wide range
of employment opportunities. These include positions in sales, programming,
and data processing and control. Graduates of the computer science degree
programs at LaCrange College have secured positions as systems engineers,
data processing managers, systems analysts, customer service representatives,
and computer technicians, as well as other positions. Companies employing
these graduates include Bell South, Texas Instruments, General Motors, the
U.S. government, the state of Florida, Hughes Aircraft, West Point Pepperell,
and others. Ninety-five percent of our graduates who enter the job market
have been placed in above-average salary positions.

Computer Sc/ence/111

In addition, a number of graduates have gone on to graduate school in
areas such as computer science and electrical engineering.

The following is the suggested sequence of courses. Course availability is
subject to staffing and other considerations.

NOTE: BA refers to requirements for the B.A. degree. BSC refers to require-
ments for the computer science track of the B.S. degree, and BSB refers to
the requirements for the business track of the B.S degree. CSc 3+ + means
300-level or above, restricted for BSB majors. Mth 3X X means Mth 124,
Mth 335, Mth 370, or Mth 410. BuA 2X X means BuA 255, 271, or 280.

Fall
Freshman CSc 161 2

Mth 122 5

Eng 101 3

His 101/111 5

Col 101 2

Total 17

Winter

CSc 199 5

CSc 163 2

Eng 102 3

PEd 1

(BA/BSC) Mth 123 .5

(BSB) BuA 2X x .5

16

Spring

CSc 299 5

Mth 314/316 5

Eng 103 3

His 102/112 5

18

Sophomore CSc 300 5 general 5 general 5

general

PEd

(BA/BSB) science
(BSC) Phy 101/121

Total

.5 PEd 1

1 (BA) CSc 280/285/296

5 and science 10

5 (BSC) CSc 280/285/296

Phy 102/122 . 10

(BSB) CSc 285 and

science 10

16 16

PEd

(BA/BSC) CSc 325

and general
(BSB) CSc 286

and Eco 149 .

1

10

10

16

Junior

general 5 Spc 105 3 CSc 3+ +

Total

(BA/BSC) CSc 305,

3-hr. elective,

and Mth 3XX.13
(BSB) CSc 3++,

BuA 220, and

BuA 161 13

18

general 5

(BA) CSc 3++ and

general 10

(BSC) CSc 3+ +

and Mth 3X x 10
(BSB) BuA 162

and BuA 2X X 10
18

general 5

(BA) elective 5

(BSC) CSc elective 5
(BSB) Mth general 5

15

Senior

Total

CSc 3++ 5

general 5

(BA) elective 5

(BSC/BSB) CSc 495 .5

15

(BA) CSc 3++ and

2 electives 15

(BSC) general and

2 of CSc 3+ + 15
(BSB) BuA 440,

general, and

elective 15

15

(BA/BSC) CSc 3++,
2 electives 15

(BSB) 1 elective,
Mth 360/BuA 372,
and BuA 2XX 15

15

Grand Total: 195 quarter hours

11 2 1 Computer Science
Course Descriptions

151. Basic Programming. (5)

An introduction to programming and algorithm development using the language BASIC.

161. Introduction to Editing and System Languages. (2)

This course is designed to assist and familiarize the student with the operating system of a
mini-computer and with the various editing techniques that are available. The course is designed
for computer science students and for those who need to learn the UNIX operating system.
NOTE: This course may be repeated once by any student who took it prior to Fall Quarter
1987.

163. Introduction to Microcomputers. (2)

This course is designed to assist and familiarize the student with the operation of a personal
computer and the operation of a disk operating system (DOS). This course also covers per-
sonal computer applications such as database systems, word processors, and spreadsheets.

199. Introduction to Algorithmic Design. (5)

Problem solving and algorithmic design in a procedural language (Pascal). Structured program-
mine concents debueeine and testine documentation

280. FORTRAN Programming. (5)

The study of FORTRAN involving more advanced concepts than in CSc 151. This language
is used primarily in science, mathematics, and engineering.

285. COBOL Programming I. (5)

The study of COBOL involving more advanced concepts than in CSc 151. This language is
used primarily in business data processing applications. Emphasis on information retrieval prob-
lems. Team project required.

286. COBOL Programming II. (5)

Advanced programming concepts with a strong emphasis on ISAM files and interactive
programming.

Prerequisite: CSc 285.

295. RPG Programming. (5)

A study of RPG II involving more advanced concepts than in CSc 151. This language is primarily
used in the solution of business-oriented problems.
Prerequisite: CSc 163.

296. C Programming. (5)

A study of the language C involving more advanced concepts than in CSc 151. This language
is a general-purpose language implemented on a UNIX operating system.
Prerequisite: CSc 199 or any 200-level CSc course.

299. Algorithmic Design. (5)

A continuation of CSc 199. Further development of techniques for program design, program
style, debugging and testing, especially for larger programs. Introduction to algorithmic analysis.
Introduction to the basic aspects of string processing, recursion, internal search/sort methods,
and simple data structures.
Prerequisite: CSc 199.

Computer Sc/'ence/113

NOTE: CSc 199 IS A PREREQUISITE FOR ALL OF THE FOLLOWING COURSES

300. Introduction to Computer Systems. (5)

Computer structure and machine language, assembly language programming. Addressing tech-
niques, macros, file I/O, program segmentation and linkage, assembler construction, and interpre-
tive routines.

305. Introduction to Computer Organization. (5)

Basic logic design, coding, number representation and arithmetic, computer architecture, and
computer software.

315. Introductionto File Processing. (5)

Concepts of I/O management (fields, keys, records, and buffering). File organization, file oper-
ations, and data structures. Time and storage space requirements. Data security and integrity.
Prerequisite: CSc 300 or 325.

320. Systems Programming (5)

Basic concepts and terminology of systems programming including the use and implementa-
tion of assemblers, macros, loaders, compilers, and operating systems. The course will include
a team project to develop a systems program.
Prerequisite: CSc 300.

325. Data Structures. (5)

Review of basic data structures such as stacks, queues, lists, and trees. Graphs and their appli-
cations. Internal and external searching and sorting. Memory management.

330. Analysis and Design of Logic Circuits. (5) (4 hrs. lee, 2 hrs. lab per week)

Binary numbers; Boolean algebra, Boolean functions, truth tables and Karnaugh maps, gates
and flip-flops; combinational and sequential logic circuits; design methods and design verifi-
cation; logic families and logic technologies.
Prerequisite: CSc 300 or 305.

331. Organization of Programming Languages. (5)

An introduction to the structure of programming languages. Language definition structure, data
types and structures, control structures and data flow. Run-time consideration, interpretative
languages, lexical analysis and parsing.
Prerequisite: CSc 300.

335. Digital Computer Architecture. (5)

Structures for the central computer are studied; arithmetic logic units, machine language fea-
tures, information transfer, memory hierarchy, channels, etc.
Prerequisite: CSc 305.

340. Microcomputer Designs. (5)

Microcomputer chip sets, microcomputer system design, machine programming. PROM program-
ming, interfacing, applications, and advanced microcomputer/microprocessor architectures will
be covered. In addition, various software aspects such as assembly language programming,
addressing modes, etc., will be covered.
Prerequisite: CSc 305.

11 4/ Computer Science

370. Discrete Mathematical Structures in Computer Science. (5)

An introduction to the mathematical tools for use in computer science. These includs sets,
relations, and elementary counting techniques. Algebras and algorithms, graphs, monoids and
machines, lattices and Boolean algebras, groups and combinatorics, logic and languages will
also be involved.

Prerequisite: Mth 123.

405. Database Management Systems Design. (5)

Introduction to database concepts. Data models, normalization, data description languages,
query facilities. File organization, index organization, file security, and data integrity and
reliability.

Prerequisite: CSc 315.

410. Numerical Methods. (5)

Introduction to numerical analysis with computer solution. Taylor series, finite difference cal-
culus, interpolation, roots of equations, solutions of linear systems of equations, matrix inver-
sion, least-squares, numerical integration.

Prerequisite: Mth 124 or consent of instructor.

415. Advanced Program Design. (5)

A formal approach to techniques in software design and development. Includes structured
programming concepts, organization and management of software development. A large-scale
software project will be developed by students working in teams.
Prerequisite: CSc 325.

420. Theory of Programming Languages. (5)

Review of grammars, languages, and their syntax and semantics. Scanners, parsers, and
translation.

Prerequisite: CSc 331.

425. Algorithms. (5)

A study of problems and their algorithmic solution. Algorithms will be chosen from areas such
as combinatorics, numerical analysis, systems programming, and artificial intelligence. Domain
independent techniques will also be included.
Prerequisite: CSc 325.

430. Computer Graphics. (5)

Graphics characteristics and graphics-related language features. Animation. Software tools for
computer graphics. Analytic geometry and computer graphics. Basics of 3-D graphics. Hidden
line and hidden surface routines.
Prerequisite: CSc 300.

451-2-3. Special Topics. (5)

This series of courses will provide the student with material not covered in the courses above.
Topics such as telecommunications, microcomputer interfacing, artificial intelligence, automata
theory, survey of modern languages, fourth-generation languages, operating systems, and object-
oriented design will be covered.
Prerequisite: Determined by topic.

495. Independent Study. (5)

Required for the B.S. major. See page 59 for requirements.

/115

Criminal Justice

A student may seek an Associate of Arts degree in criminal justice or may
elect criminal justice courses as part of another program.

Students completing an A. A. degree will have a general education liberal
arts orientation with a basic theoretical and practical understanding of the
criminal justice system.

To accomplish these objectives students will take the following courses:

1 .Completion of four hours of physical education or its equivalent, or
criminal justice/sociology electives.

2. Satisfactory completion of the general education curricula.

3. Satisfactory completion of the following Criminal Justice core courses:
Criminal Justice 101 Introduction to Law Enforcement 5 hrs.
Criminal Justice 102 Introduction to Corrections 5 hrs.
Criminal Justice 103 Police Administration 5 hrs.

Criminal Justice 301 Criminal Law I 5 hrs.

Criminal Justice 302 Criminal Law II 5 hrs.

Criminal Justice 303 Criminal Investigation 5 hrs.

Criminal Justice 306/Dual listed Sociology 306 Juvenile Delinquency

5 hrs.
Criminal Justice 307/Dual listed Sociology 307 Criminology 5 hrs.

Total Hours - 95

In addition to the above listed requirements the accomplishment of the
A. A. objectives will de demonstrated by an interveiw with an examination
by a panel of selected law enforcement officers.

Students who complete the A. A. degree in Criminal Justice have career
options that include:

1. Law Enforcement

2. Correctional Services

Course Descriptions:

100. Firearms Familiarization. (2)

This course provides the criminal justice student with the basic knowledge of proper use and
safe handling of a handgun for the purpose of self-defense within the boundaries of the law.

101. Introduction and Law Enforcement. (5)

A very broad orientation and introduction to the field of law enforcement.

102. Introduction to Corrections. (5)

A course designed to provide an overview of the United States correctional system.

103. Police Administration. (5)

A study of police organizations and their related managerial functions.

116/ Criminal Justice

104. Introduction to Police Operations. (2)

A course designed to provide students with the basic knowledge of how a police department
functions within the realm of city ordinances, state and federal laws.

301. Criminal Law I. (5)

An overview of criminal procedure from arrest and trial through appeal

302. Criminal Law II. (5)

A review and analysis of the elements of American criminal statutes.

303. Criminal Investigation. (5)

A study of the scientific, procedural and intuitive aspects of the investigation of crimes against
persons and property.

306. Juvenile Delinquency. (5)

An analysis of the nature and causes of juvenile delinquency and an evaluation of treatment
or preventative programs in this area of behavior.

307. Criminology. (5)

A study of criminal behavior and its treatment. An overview of treatment of the offender by
means of imprisonment, probation, and parole.

/117

Dance

The following courses in dance are offered. Dance courses fulfill the general
education physical education requirements.

106. Folk and Square Dance. (1)

Experiences in the techniques of various forms of folk and square dancing

160. Beginning Ballet I. (1)

An introduction to the basic techniques and skills of classical ballet. This course incorporates
barre exercises stressing correct placement and conditioning of muscles basic to balletic con-
trol, along with center floor exercises emphasizing skills learned at barre.

161. Beginning Ballet II. (1)

A continuation of Beginning Barret I, increasing the variety of steps learned.

162. Beginning Ballet III. (1)

A continuation of Beginning Ballet II, combining more steps in center floor practice.

163. Intermediate Ballet I. (1)

Classical ballet class consisting of barre and center floor work introducing epaulement, adage,
pirouettes, petite allegro and grand allegro combinations.

164. Intermediate Ballet II. (1)

A continuation of Intermediate Ballet I.

165. Intermediate Ballet III. (1)

A continuation of Intermediate Ballet II.

170. Advanced Ballet. (1)

The most challenging level of classical ballet consisting of a more intricate barre and center,
increases of tempo, multiple pirouettes and tours, and more sustained adages. The student
will work not only upon clarifying technique but performing aplomb as well.

118/

Economics

I. Introduction:

The Economics and Business Administration faculty members intend
to accomplish three primary goals, within the context of a liberal arts
educational environment, and with the highest possible level of profes-
sional competence. The goals are to help students develop (1) increased
understanding of the nature and purposes of our business system and
of our economic system, and of the relationship of business to the
socioeconomic system in which it operates; (2) increased understand-
ing of and proficiency in the major business functions; and (3) increased
understanding of micro- and macro-economic theory and policy choices.

The program is designed to serve both the general student popula-
tion and department majors. As a contribution to the general require-
ments area, the department provides an introduction to economic
analysis with Eco 101: Contemporary Economic Issues. The department
also provides opportunities for students majoring in other areas to sup-
plement their curricula by taking courses which can help them increase
their understanding of the role and functioning of business, and of our
economic system. This is particularly pertinent for majors in the Social
Sciences and Computer Science.

For students who elect to move beyond this introduction and pursue
a major, the department offers several undergraduate degree programs.
Students can pursue the A. A. degree with a major in business; a B.A.
with a major in business, or in economics; or the Bachelor of Business
Administration degree, with a concentration in either accounting, busi-
ness economics, or general business management. The department
also offers course work leading to the Master of Business Administration
degree. The Business Administration degrees are described on page 93.

The department provides for the majors the background to enter
graduate and professional schools, and to obtain employment in a wide
variety of firms.

II. Objectives:
Economics:

For non-majors, the Economics course offerings seek to provide stu-
dents with a general understanding of basic economic principles and
to supplement their major field of study with elective courses in various
areas of applied economics.

For majors, the Economics curricula seeks to prepare students for
professional careers in the private or public sector as well as to prepare
them for additional academic endeavors in Economics or Business
Administration at the graduate level.

Economics /1 19

Students completing a major in Economics will have a thorough
understanding, at the intermediate level, of micro-and macro-economic
theory and policy choices plus a solid foundation in quantitative
analysis. They will also be well informed in the historical development
of economic thought and will have surveyed various specialized areas
of applied economics.

III. To accomplish the objectives students will take the following courses;

Bachelor of Arts (major in Economics)
Eco 201 Principles of Micro-economics
Eco 203 Principles of Macro-economics
Eco 301 Intermediate Micro-economics
Eco 302 History of Economic Thought
Eco 303 Intermediate Macro-economics
Eco 325 International Economics
Eco 331 Money and Banking
Eco 450 Senior Seminar
15 additional hours in economics
Mth 314 Statistics
Mth 360 Finite Mathematics

The approved program of teacher education in Economics consists
of a minimum of 50 hours as approved by the major academic
advisor, and the professional education sequence. (See page 106.)

IV. The accomplishment of these objectives will be assessed after an inten-
sive review of the student's progress and accomplishments. The student
will demonstrate this competence by a satisfactory score on a compre-
hensive examination, which may include both written and oral segments.
The comprehensive will normally be taken during the student's last
quarter.

V. Students who complete the majors offered in the department have found
employment in a number of organization, including public service (mili-
tary and non-military, federal, state or local), education, manufacturing,
finance and retailing. Our graduates are self-employed, or work for small
or large organizations.

VI. Course Descriptions:

101. Contemporary Economic Issues. (5)

This is a basic economics course for non-majors. It is designed to provide students with an
understanding of introductory economics principles to analyze, from an economics perspec-
tive, issues such as the population explosion, poverty, energy, pollution, unemployment, infla-
tion, etc.

1 20 1 Economics

201. Principles of Micro-economics. (5)

Price Theory: the study of the economic behavior of individual households and firms. Distri-
bution Theory: The study of how factor prices are determined. Price and output decisions are
examined under various types of market structures.

203. Principles of Macro-economics. (5)

General introduction to economics, the determination of the aggregate levels of income, out-
put, employment and prices and the examination of fiscal and monetary policies.

301. Intermediate Micro-economics. (5)

At the intermediate level, analysis of the processes by which the behavior of individuals and
firms under different market conditions affects the allocation of resources in a market-oriented
economy.

Prerequisite: Eco 201, or consent of instructor.

302. History of Economic Thought. (5)

Attempts to relate the history of economic thought to the intellectual tendencies of various
periods in an effort to explain how and why economic thought evolved at a given time.
Prerequisites: Eco, 201, 203, or consent of instructor.

303. Intermediate Macro-economics. (5)

At the intermediate level, analysis of the factors that determine the general level of prices,
output, and employment as well as an examination of fiscal and monetary policies in an open
economy.

Prerequisite: Eco 203, or consent of instructor.

312. Economic History of the United States. (5)

A study of the economic development of the United States, from colonial times to the present.
Attention is paid to the influence of individuals, geography and institutions to the economy
of the United States.

322. Social and Legal Environment of Business. (5)

A study of current social problems faced by business with particular attention paid to the back-
ground factors giving rise to those problems, various proposed solutions, and the approach
that is currently being followed.

Prerequisite: Senior standing, or consent of instructor.

323. Comparative Systems. (5)

A study, and an evaluation of the theories underlying present day economic systems. Factors
relating to the development of sample economies are explored. Policies currently being fol-
lowed as well as proposed changes are discussed, with respect to maintenance of full employ-
ment, distribution of income and economic growth.
Prerequisites: Eco 201, 203, or consent of instructor.

325. International Economics. (5)

A study of the different theories of international trade and evaluation of the effects of regional
economic integration and restrictions to world trade. An examination of the mechanisms of
international payments, the foreign exchange markets and balance of payments adjustments
under different exchange rate systems.

Prerequisites: Eco 201, 203, or consent of instructor.

Economics 1 121

331. Money and Banking. (5)

Study of banking and other financial institutions, as well as the examination of different schools
of thought on monetary policy and theory.
Prerequisite: Eco 203, or consent of instructor.

332. Public Finance. (5)

Analysis of the impact of governmental expenditures, taxation and credit upon production
and the distribution of income. Examination of the structures of the federal, state and local
tax systems.

Prerequisites: Eco 201, 203, or consent of instructor.

342. Government and Business. (5)

A study of the interrelationships between the public and private sectors the relationship
between government and business, between government and labor, and government and agricul-
ture. An examination of the reasons for, and the development of legislation, and case law relating
to the relationship between the public and private sectors. A study of the rise of administra-
tive law, and the regulatory agencies.

Prerequisites: Eco 201, 203, or consent of instructor.

343. Labor Economics. (5)

A study of the problems of wages and employment, from both a micro- and macro-economic
approach. An examination of the goal of full employment in relationship to fiscal policy. A
study of labor market considerations. A survey of organized labor and collective bargaining.
Prerequisites: Eco 201, 203, or consent of instructor.

450. Senior Seminar. (5)

A coordinating seminar providing each student with the opportunity for broader applications
of prior training in economics. Major attention given to the development and communication
of individual perspectives and conclusions. "Effective Communications" requires that the stu-
dent demonstrate the ability to employ the English language effectively in oral presentations
and in written assignments. An independent study project is required, resulting in a major research
paper. Since a great deal of study time is expected, time management is a must.

Prerequisites: Senior standing, and prior, or simultaneous, completion of major requirements.
In exceptional circumstances, permission of the instructor may be obtained to waive one of
the above requirements.

460. Internship in Economics. (5-15)

Practical experience through placement of selected majors in private/public firms or organi-
zations. No more than five credit hours per quarter for a maximum of 15 credit hours may
be taken in internship.

Prerequisites: Senior major in economics, 3.00 or higher G.P.A. and/or recommendation of
business/economics department faculty.

122/

Education

Introduction

The department of Education offers a wide range of courses to meet a
variety of needs and demands. The education curriculum at LaCrange Col-
lege serves four basic purposes:

1) to provide for development of those professional understandings and
abilities which are essential to the professional role to be assumed by
the student

2) to provide planned and carefully guided sequences of laboratory
experiences where the student will have opportunities to translate theory
into action

3) to provide programs in Early Childhood Education, Middle Childhood
Education, Secondary Education, and Art Education at the undergradu-
ate level which are approved by the Teacher Certification Service Office
of the Georgia State Department of Education

4) to provide programs leading to the Master of Education degree in Early
Childhood Education and Middle Childhood Education which are fully
accredited by the Southern Association of Colleges and Schools and
the Georgia State Department of Education

Teacher Certification

Certification requirements are established by the State of Georgia's Board
of Education. LaGrange College offers a variety of degree programs which
are approved by the State of Georgia's Department of Education and lead
to certification in Georgia. Students desiring to be certified upon comple-
tion of their programs should plan to work especially closely with their advisers
since certification requirements are subject to change.

At the undergraduate level, completion of an approved program conducted
by the college qualifies a student to be certified at the NEM level. Upon gradu-
ation applicants may qualify for Performance-Based certification (PBT-4) by
attaining a qualifying TCT score and demonstrating acceptable performance
by an on-the-job assessment.

Master of Education programs conducted by the college are designed for
students entering the program with an NB-4, NT-4, or PBT-4 certificates. Com-
pletion of Master of Education degrees qualifies these individuals at the fifth
year level. Those individuals who do not have at least an NB-4 certificate
must take course work leading towards NB-4 certification prior to taking
courses leading to a Masters of Education degree. These courses must be
approved by the Teacher Certification Services Office of the Georgia State
Department of Education and their adviser within the Education department.

Education 1 123

In addition, the College offers coursework leading to certification for
individuals who hold a degree in other fields or wish to renew or add to their
current area of certification. These students will be evaluated on an individ-
ual basis and will have their course work approved by the Teacher Certifica-
tion Services Office of the Georgia State Department of Education and their
adviser within the Education Department.

Admission to Undergraduate Teacher Education

In order to be admitted to Teacher Education, a student must meet the
following criteria:

A. Have an overall GPA of 2.25 or better.

B. Writing proficiency a grade of C or better in English 101, 102 and 103.

C. Oral proficiency a grade of C or better in a speech course. (Spc 105)

D. Past performance a recommendation from a former college
professor.

E. Prognosis for success an evaluation during Education 199, Introduc-
tion to Education pertinent to:

a. attendance

b. attitude

c. cooperation

d. oral and written delivery skills

e. enthusiasm for teaching, etc.

F. Complete the form for admission to Teacher Education and file in the
registrar's office.

A student that has not met all of the above criteria may be admitted provi-
sionally provided he or she has an overall GPA of 2.25 or better. The student
admitted provisionally has three quarters in which to meet all of the criteria.
A student may not register for an advanced course requiring a laboratory
experience until all criteria for admission have been met. An education major
whose GPA drops below 2.25 will be placed on departmental probation and
has two quarters in which to remove the probationary status. Failure to do
so may result in being dropped from the teacher education program.

124 1 Education

General Education Requirements

All students planning to complete approved programs of Teacher Educa-
tion to qualify for a teaching certificate must complete at least 20 quarter
hours in the humanities and social sciences outlined below. Additionally, 10
quarter hours in Natural Sciences and 10 quarter hours in mathematics are
required. It should be noted that English 101, 102, 103 and Speech 105 are
prerequisites for admission to undergraduate Teacher Education and are not
counted as part of this 60 quarter-hour requirement.

Humanities

Drama

English

Fine Arts

Foreign Languages

Music

Philosophy

Religion

Speech

Social Sciences

Economics

Geography

History

Political Science

Psychology

Sociology

Natural Sciences
and Mathematics

Biology

Chemistry

Earth Science

Geology

Mathematics

Physics

Curricula for Professional Education

The curricula outlined for teacher education candidates are so arranged
that a student may qualify for certification in Art Education, Early Childhood
Education, Middle Childhood Education, or Secondary Education as approved
by the Georgia State Board of Education. For secondary certification planned
programs are offered in Economics, English, History, Mathematics, and
Science.

To complete an approved program of teacher education in any field, these
steps must be followed: (1) admission to Teacher Education, (2) admission to
student teaching at the beginning of the quarter prior to student teaching, (3)
an overall 2.25 GPA in the Bachelor's degree program, (4) a C or better in all
courses applied to the teaching field and in the professional education courses,
and (5) application for the teaching certificate at the end of the final quarter.
Conferences with the Department of Education are required at each step.

OBJECTIVES

Approved Program in Early Childhood Education

Students completing the Early Childhood Education Major will:

1) develop a thorough understanding of the social, intellectual, physical,
and emotional development of the child from birth to approximately
eight years

2) identify the nature of learning and behaviors involving the young child

3) construct a curriculum appropriate to the needs of the young child

Education IMS

4) utilize existing knowledge about parents and cultures in dealing effec-
tively with children

5) gain a thorough knowledge of the fundamental concepts of appropri-
ate disciplines and to relate them to the young child's understanding

6) identify the value, place and responsibilities of para-professionals in a
differentiated teaching staff

7) develop his maximum potential through the provision of a succession
of planned and guided experiences

In order to achieve these objectives, students will take the following courses:
Professional courses: Education 199, 342, 360, 365, 449, 459, 490C.
Specialized subject matter: Art 331; Education 317, 319, 341, 355, 456, 458;
Health and Physical Education 320, 331.

Approved Program in Middle Childhood Education

Students completing the Middle Childhood Education Major will:

1) demonstrate knowledge of middle grade learners in actual learning
situations

2) identify appropriate instructional strategies and created environments
to meet the social, emotional, physical and academic needs of individ-
ual children and small groups of children with diverse cultural
backgrounds

3) understand research, professional practices, issues, trends and literature
essential for effective teaching throughout the teaching field with
special emphasis on the middle grades (4-8)

4) understand diagnostic tools and approaches necessary for assessing
needs of individual students, planning to meet those needs, and evalu-
ating individual growth

5) be aware of need to modify instruction and change strategies based
on the learning outcomes of previous activities

6) demonstrate appropriate professional traits in terms of classroom
management, discipline, preparedness, and interaction with co-workers

In order to achieve these objectives, students will take the following courses:

Professional courses: Education 199, 363, 449, 459, 490M; Psychology 302,
304.

Core courses: Education 318, 322, 355, 455 and 457.

Specialized subject matter: A major concentration in a subject area of
twenty-five quarter hours and a minor concentration in a second subject area
of twenty quarter hours.

Approved Programs in Secondary Education

In secondary education a major is required in the chosen teaching dis-
cipline. Approved programs are listed in this catalogue under the major depart-
ment. The Education Department cooperates with other departments in

126 1 Education

counseling students about their choice of majors. The objectives for each
area of specialization is listed in this catalogue under the major department.

In order to achieve the objectives, the students will take the following
courses:

Professional courses: Education 199, 362, 449, 459, 490S; Psychology 302,
304.

Additionally, a method's course, taught by the Department in which a stu-
dent is majoring is required. Education 355 is required for English certification.

Courses in English: All courses required for the major.

Courses in secondary science (Biology): Biology 101, 102 and 40 additional
hours of Biology approved by the major adviser; Chemistry 101, 102, 351 and
352; Physics 101, 102 and 125; Math through 111 or 122 and 314 or 316;
General Science 312. This program satisfies the requirements for a major in
Biology.

Courses in secondary science (Chemistry): Chemistry 101, 102, 301, 311, 351,
352, 353, and 15 additional hours in Chemistry; fifteen hours of Biology; Com-
puter Science 163; fifteen hours of Physics; Mathematics 316 (or 314); and
General Science 312. This program satisfies the requirements for a B.A. major
in Chemistry.

Courses in Economics: Economics 149, 150, 301, 302, 331, 450; Mathematics
314; and three additional courses in Economics; one 300-level course in two
of the following areas: History, Political Science, and Sociology.

Courses in History: History 101 and 102; two courses from 307, 308, 310
and from 372, 374, 375; History 490, Senior History Seminar; History 360, Social
Science Methods and five additional courses at the 300 level in History. One
300 level course in two of the following areas: Economics, Sociology, Political
Science. The Department strongly recommends that students seeking certifi-
cation select History 111 and 112, 315 and 306, and Geography 180 as elec-
tives and background for the Georgia Teacher Certification Test.

Courses in Mathematics: Mathematics 122, 123, 124, 306, 310, 316, 322,
333, 335, 340, plus two additional mathematics courses as approved by the
department chairman. Also, Computer Science 151 and 163 are required.

Approved Program in Art Education

The Art Education curriculum is designed to meet the State of Georgia re-
quirements for kindergarten through twelfth grade teacher certification in art.

The objectives for students who complete the approved program in Art
Education are:

1) to be competent in a wide range of expressive media and have an under-
standing of the traditions of particular media

2) to be aware of and be able to present the means, through visual expres-
sion, to humanize a growing technological society

Education I M7

3) to be sensitive to a wide array of visual expression and be able to relate
historically, culturally, and ethnically to various forms of image, sym-
bol and representation

4) to be cognizant of various methodologies for teaching art and be able
to discern the best methods for diverse teaching requirements

5) to present art and art-related activities as vocational and avocational
objectives

6) to be teachers who are themselves practicing artists and active in
promoting the visual arts in their communities.

In order to achieve these objectives, students will take the following courses:
Professional courses: Education 199, 362, 449, 459; Psychology 149, 302,
and Art 171, 172, 173, 180, 312, 321, 323, 331, 490.

Master of Education Degrees

The Master of Education degree is offered in Early Childhood and Middle
Childhood Education. These programs are fully accredited by the Southern
Association of Colleges and Schools and the Georgia State Department of
Education.

CANDIDACY

Admission to graduate study does not constitute admission to candidacy
for the M.Ed, degree. Students may apply for degree candidacy after they
have completed 30 hours of graduate credit. Moreover, the student must have
the recommendation of the department head in the specialized area and an
overall grade average of B (3.0) on graduate courses taken with no grade below
C. No grade below C will be accepted toward the degree.

FINAL EXAMINATION

After students have been admitted to candidacy for the M.Ed, degree, they
must make application for a final examination. This examination, written
and/or oral, will be presided over by the chairman of the department in the
area of the student's specialization, and is open to all members of the graduate
faculty teaching in the student's elected fields.

THESIS

LaGrange College does not require a thesis for the Master of Education
degree.

128 / Education

GUIDANCE AND COUNSELING

1. Upon acceptance the student is assigned an adviser.

2. With the help of the adviser each student plans a program of study
to satisfy requirements in a chosen teaching field and which best meets
individual needs.

3. In order to establish definite goals as well as intermediate objectives,
a periodic checklist and a definite timetable will be mutually agreed
to by student and advisers.

PROGRAM DESIGN

A detailed structure of the specified programs follows:

Early Childhood Education 55 qtr. hrs.

Professional Core 25 qtr. hrs.

Edu 501 Foundations of Education
Psy 504 Advanced Educational Psychology
Edu 510 Methods of Educational Research
Edu 524 Current Trends in Early Childhood Curriculum
Edu 525 Advanced Child Development

Content Area 25 qtr. hrs

(Note: Any graduate course in the content area may be substituted with the
approval of the adviser.)

Edu 543 Analysis and Correction of Reading Difficulties

Edu 541 Problems in Teaching Reading

Edu 526 Communication Arts for the Young Child

Edu 519 Mathematics for the Young Child

Edu 517 Science for the Young Child

Edu 527 Creative Activities for the Young Child

Edu 536 Trends in Elementary Social Studies

Edu 540 Children's Literature

Electives 5 qtr. hrs.

A graduate course approved by adviser or five additional hours from con-
tent area, above.

Education /1 29

Middle Childhood Education 55 qtr. hrs.

Professional Core 20 qtr. hrs.

Edu 501 Foundations of Education

Psy 504 Advanced Educational Psychology

Edu 505 Advanced Middle Childhood Curriculum

Edu 510 Methods of Educational Research

Primary and Secondary Concentration 25 qtr. hrs.

Edu 518 Science in the Middle Childhood School

Edu 520 Advanced Trends in Language Arts

Edu 543 Analysis and Correction of Reading Difficulties

Edu 541 Problems in the Teaching of Reading

Edu 537 Trends in Middle School Social Studies

His 506 History of the South

His 515 Georgia History

Mth 558 Fundamentals of Algebra and Geometry

Mth 514 Statistics with Probability

Edu 522 Mathematics for the Middle School

Bio 530 Environmental Science

GSc 592 History of Science

Eng 502 Advanced Grammar

Eng 503 Advanced Literature in the Middle School

10 qtr. hrs.

Electives Graduate courses approved by
adviser.

CAREER OPTIONS

Students who complete an Education Major should be well-prepared to
teach in their chosen fields as well as pursue an advanced degree. Education
Majors have many career options. Some jobs taken by recent graduates
include management and supervisory positions in business and industry, flight
attendants, travel agents, day care directors, and teachers and directors of
church related pre-school programs.

Course Descriptions

199. Introduction to Education. (5)

An introduction to the field of education.
Prerequisite to all other education courses.

*317. Science for Early Childhood Teachers. (5)

An introduction to the process of concept formation in science for the pre-school child by
means of science observations and explanation of the natural world.

1301 Education

*318. Science in the Middle School. (5)

An introduction to the major ideas and accomplishments in all fields of science, with particular
reference to the needs of science, with particular reference to the needs of the middle child-
hood teacher.

319. Mathematics for Early Childhood Teachers. (5)

A study of mathematical concepts unique to early childhood education.
Prerequisite: Mathematics 111 or 122 or permission of adviser.

322. Mathematics for Middle School Teachers. (5)

A study of mathematical concepts unique to middle school education and effective techniques
and procedures of instruction.

Prerequisite: Mathematics 111 or 122 or permission of adviser.

341. Early Childhood Music and Creative Activities. (5)

Selection and presentation of activities for young children in art, music, science, literature,
and related fields which aid in the development of cognitive competency.

342. Child Development. (5)

Basic principles of child growth and development from birth to 9 years. Studies theories of
child development; and physical, cognitive, language, and social development. Special emphasis
on impulse control, ego development, and discipline techniques for young children.

*355. Teaching of Reading. (5)

Foundations course for the teaching of reading. Examines teaching strategies, different
approaches to reading, assessment procedures, and classroom organizational patterns in terms
of their effect upon the child's expected course of reading development. Emphasis on diagno-
sis of reading problems, prescription for their remediation, and strategies for implementation.
Field experience required.

356. Psycholinguistic Reading in the Elementary School. (5)

Analysis of current trends and practices in the teaching of reading (Grades K-8). Emphasis will
be on psycholinguistic reading and practical application to the classroom and focus given to
approaches presently being used in the elementary schools.

*360. Early Childhood Curriculum and Methods. (5)

Considers theories, values, and practical aspects of curriculum development. Explores the use
of planning tools, assessment techniques, learning objectives, and taxonomies. Studies methods
of classroom procedure, functional units, use of various types of media, and evaluation of
pupil growth. Field experience in grades K-4 required.
Prerequisite: Education 449 or permission of instructor.

*362. Secondary Curriculum and Methods. (5)

A general methods course for prospective secondary teachers. Appropriate specific subject-
matter, problems of curricula, classroom management, supervised study, and observation in
public secondary schools.

Prerequisite: Education 449 or permission of instructor.

*363. Curriculum in the Middle Schools. (5)

A course for Middle Education majors dealing with basic principles of curriculum develop-
ment. Supervised observation in middle childhood classrooms.
Prerequisite: Education 449 or permission of instructor.

Education I 131

365. Practicum in Early Childhood Development. (5)

Focuses on children and families in a multicultural, multiracial, multiethnic American society
with a particular emphasis on development of children as growing human beings. Examines
strategies for working with parents and providing parent education. Field experience required.

372. Methods of Classroom Management. (5)

A course designed to assist students in investigating and evaluating the relationship between
teacher effectiveness and classroom management. Specifically how teacher planning, organiza-
tion, and effectiveness relate to classroom management. Emphasis will also be given to various
roles expected of a teacher, alternative approaches to classroom discipline, both large and
small group organization, and awareness fo teacher stress, causes, and related problems.

449. Educational Media. (5)

The theory, preparation, and utilization of multi-sensory aids. Instructional aids will be the
basis for student conducted micro teaching.

*455. Language Arts in the Middle School. (5)

A course dealing with methods of teaching the language arts skills with emphasis on listening,
speaking, writing and reading competencies.

*456. Children's Literature and Language Arts. (5)

A course dealing with basic approaches and competencies in the teaching of children's litera-
ture and language arts skills.

*457. Social Studies in the Middle School. (5)

Objectives, methods, content, and materials in middle school social studies programs.

*458. Social Studies in the Elementary School. (5)

Objectives, methods, content, and materials in elementary school social studies programs.

459. Introduction to Pupils with Special Needs. (5)

A study of identification and diagnostic techniques for teachers as related to areas of excep-
tionality among students and of alternative styles of teaching to meet special needs.

t490C. Early Childhood Student Teaching. (15)

Prerequisites: September Experience, senior status; and approval of the Chairman of the Edu-
cation Department.

t490M. Middle Childhood Student Teaching. (15)

Prerequisites: September Experience, senior status; and approval of the Chairman of the Edu-
cation Department.

t490S. Secondary Student Teaching. (15)

Prerequisites: September Experience, senior status; and approval of the Chairman of the Edu-
cation Department.

'Restricted to Education Majors.

1 32 1 Education

Graduate Courses

501G. Foundations of Education. (5) (On demand)

An advanced course in the nature of education with reference to philosophical, historical, psy-
chological, sociological, and cultural development. An examination of aims and values, learners
and the learning process, social implications, organization and means of support, and trends
for the future. Individual and group projects required in relation to interests and needs. Per-
formance evaluation emphasized. Selected list of reading materials.

505G. Advanced Middle Childhood Curriculum. (5) (On demand)

An extensive reading and study course in current trends in middle school curricula, examining
innovative educational programs in this country and abroad. Individual and group projects
required in relation to interests and needs. Performance evaluation emphasized.

510G. Methods of Education Research. (5) (On demand)

An identification of educational problems and appropriate research strategies. An introduction
to the statement of research subjects, the methods of gathering and arranging data, statistical
methods of analysis, and the use and application of research results.

517G. Science for the Young Child. (5) (On demand)

A critical analysis of content, methodologies, and developmental procedures in science cur-
riculum for the young child. Emphasis placed on the application of learning and sensorimotor
skills to science content and processes.

518G. Science for the Middle School. (5) (On demand)

A critical analysis of content, methodologies and developmental procedures in science curric-
ulum for the middle school. Emphasis placed on the application of learning and sensorimotor
skills to science content and processes.

519G. Mathematics for the Young Child. (5) (On demand)
A study of early childhood mathematics and methodology.

520G. Advanced Trends in Language Arts. (5) (On demand)

A study of the development and structure of language as it affects the curriculum of the elemen-
tary school. An examination of each language area providing the elementary teacher with fun-
damental knowledge as a basis for classroom teaching.

522G. Mathematics for the Middle School Child. (5)

A study of middle school mathematics and methodology.

524G. Current Trends in Early Childhood Curriculum. (5) (On demand)

An extensive investigation of development issues, and trends in early childhood education

curriculum.

525G. Advanced Child Development. (5) (On demand)

An intensive study of the emotional, social, physical, and intellectual development of children

during their first nine years, emphasizing changes as a result.

526G. Communication Arts for the Young Child. (5) (On demand)
A study of language acquisition, development and variability, and the implementation for class-
room practices. Instructional techniques in oral language activities and activities basic to
experiences in written language to be explored.

Education /1 33

527G. Creative Activities for the Young Child. (5) (On demand)

Selection, discussion, and implementation of creative activities in art, music, language arts,
science and related fields. Special emphasis placed on growth and development that facilitate
creative functioning.

528G. Practicum in Early Childhood Education. (5) (On demand)

Supervised practice in approved institutional setting. Close supervision maintained by a mem-
ber of the faculty.

529G. Practicum in Middle Childhood Education. (5)

Supervised practice in an approved middle childhood institutional setting. Close supervision
maintained by a member of the faculty.

536G. Trends in Elementary Social Studies. (5) (On demand)

An overview of the social science disciplines with extensive reading in current materials. Develop-
ment of curricula and resource materials for elementary social studies and presentation of
materials developed for use in the classroom.

537G. Trends in Middle School Social Studies. (5) (On demand)

An overview of the social science disciplines with extensive reading in current materials. Develop-
ment of curricula and resource materials for middle school social studies and presentation
of materials developed for use in the classroom.

540G. Children's Literature. (5) (On demand)

A wide selection of reading material in the field of children's literature, including critical and
biographical materials. Intensive study of one area in books for children and a report on research.
Development of materials for enrichment of the elementary literature program.

541G. Problems in Teaching Reading. (5) (On demand)

A practical application of theories in the process of reading. Identification and study of methods

for dealing with normal, handicapped, slow and gifted readers.

543G. Analysis and Correction of Reading Difficulties. (5) (On demand)
Utilization of diagnostic and achievement tests to determine reading difficulty in elementary
school children. Formal procedures for remedial classes are developed which are designed
to improve instruction in the graduate student's own classrooms. The analysis of the tests and
implications for correction of reading difficulties are addressed. Elementary students are used
for testing, analayzing the tests and preparing remediation. A formal case study is prepared
at the conclusion of this testing.

549G. Educational Media. (5) (On demand)

An advanced course in the philosophy, development, utilization, and evaluation of current
experimentation. Major emphasis given to systems approach to media utilization. Individual
and group projects required in relation to interests and needs. Performance evaluation empha-
sized. Selected list of reading.

556G. Psycholinguistic Reading in the Elementary School. (5)

Analysis of current trends and practices in the teaching of reading (Grades K-8). Emphasis will
be on psycholinguistic reading and practical application to the classroom and focus given to
approaches presently being used in the elementary schools.

134 1 Education

559G. Introduction to Pupils with Special Needs. (5) (On demand)
A study of identification and diagnostic techniques for teachers as related to areas of excep-
tionality among students and of alternative style of teaching to meet special needs.

572G. Methods of Classroom Management. (5)

A course designed to assist students in investigating and evaluating the relationship between
teacher effectiveness and classroom management. Specifically how teacher planning, organiza-
tion, and effectiveness relate to classroom management. Emphasis will also be given to various
roles expected of a teacher, alternative approaches to classroom discipline, both large and
small group organization, and awareness of teacher stress, causes, and related problems.

/135

English Language and Literature

INTRODUCTION

The Department of English Language and Literature offers a wide range
of courses to meet a variety of needs and demands: English for foreign stu-
dents; journalism; business and technical writing; English literature, American
literature, and continental literature in translation; freshman composition; and
basic review. The aim of the Department is to teach proficiency in the use
of the English language and to acquaint students with the best of their liter-
ary heritage. In our decade of increased specialization and highly restricted
curricula for future lawyers, physicians, engineers, and business executives,
it is misleading to assume that the student interested in language and litera-
ture has no career options outside the field of education. While many dedi-
cated people find teaching to be a satisfying livelihood, there is documentary
evidence "that training in English and literature, particularly at the college
level, is invaluable preparation for futures in four outstanding professional
areas: law, medicine, business and federal service" (See English: The Preprofes-
sional Major by Linwood Orange. This pamphlet, published in its fourth edi-
tion by the Modern Language Association of America, 1986, is available in
the LC Department of English and in the Office of Admissions.).

The Department of English Language and Literature has established a Writ-
ing Center which is located on the third floor of Manget Classroom Building,
This center serves the college community by providing advice and critique
for student papers. The center is directed by qualified professionals who direct
the upperclass students serving as writing peers or writing fellows. The hours
of the center are posted.

OBJECTIVES

All students at LaGrange College must take courses in basic composition
and in literature. Either English 104 or 105 is a prerequisite to the major in
English, which consists of English 302 (Advanced Grammar), English 335
(Shakespeare), and nine additional courses at 300-level or above. English 302
and 335 are offered once each year. Other courses are offered on an alter-
nating basis so that a major-level student has a balanced but wide selection
from which to choose his nine "elective" courses.

ACCOMPLISHMENT OF OBJECTIVES

For the English major, there will be an exit examination to be completed
before the student is eligible for graduation. A student may elect 6 of the
7 areas listed under A, B, C. Area D may not be omitted.

1 36/ English Language and Literature

A. English Literature

1. Medieval

2. Renaissance

3. 18th Century/Pre-Romantic

4. Romantic

5. Victorian

B World Literature

C. American Literature

D. Literary Theory/Rhetoric and Composition

010. English for International Students I. (12) with lab Fall

A course to introduce students to American culture and to familiarize them with principles
of grammar, syntax, and paragraph writing. A laboratory, equivalent to two (2) hours credit,
will emphasize auditory perception, vocabulary comprehension, and oral conversation.

011. English for International Students II. (5) Winter.

A continuation of Eng 010 with emphasis on oral conversation and extended writing assign-
ments, organizing the material in standard rhetorical patterns.

100. English Review. (3) (On demand)

Reading practice, sentence and paragraph writing, and review of grammar and mechanics.

101. Readings and Composition I. (3) Fall, Winter, Spring.

Effective expository writing, with the reading of selected prose. A review of grammar is included.
Prerequisite to all higher-numbered English courses.

102. Readings and Compositiion II. (3) Fall, Winter, Spring.

A continuation of English 101, with reading selections from poetry and the short story.
Prerequisite to all higher-numbered English courses.

103. Readings and Composition III. (3) Fall, Winter, Spring.

Advanced expository writing, with the addition of the term report. Readings in the humanities,
the natural sciences and technology, and the social sciences.
Prerequisite to all higher-numbered English courses.

104. English Literature I. (5) (On demand)

An examination, in historical context, of selected masterpieces of English literature from Beowulf
to the eighteenth century.

Prerequisite: This course or English 105 prerequisite to all 300-level English courses.

105. English Literature II. (5) (On demand)

The works of British writers of the Pre-Romantic, Romantic, and Victorian periods.
Prerequisite: This course or English 104 prerequisite to all 300-level English courses.

106. Masterpieces of American Literature I. (5) (On demand)

A study, in historical context, of selected masterpieces of American literature to 1865.

107. Masterpieces of American Literature II. (5) (On demand)

A study of selected masterpieces of American literature from 1865 to the present.

English Language and Literature I ^37

108. Backgrounds of World Literature. (5) (On demand)

The reading and examination of selected literature in translation from the Classical to the

Modern.

150. Creative Writing. (2) (On demand)

Practice in imaginative writing poetry and fiction. Analysis of some professional writing,
but emphasis on student work.

151. Journalistic Writing. (2) (On demand)

An introduction to basic types of writing for newspapers and magazines: news, feature, inter-
view, review, and editorial. Assignments directed toward possible publication in area newspapers.
May be repeated for credit.

151X. College Newspaper Journalism. (1) (On demand)

A workshop for preparation and publication of The Hilltop News. May be taken independently

of English 151 and repeated for credit.

153. Business and Technical Writing. (5) (On demand)

A study of the basic skills needed to prepare business letters and technical reports, with sig-
nificant attention to a review of the fundamentals of English grammar.

255. 256. Writing About Film. (3 credit hours each) (On demand)

A film authors series, emphasizing important foreign and American films and approaches to

writing about them.

300. Methods of Teaching English in the Secondary School. (5) (On demand)

A course dealing with the basic approaches and practical competencies in the teaching of

language skills and literature.

302. Advanced Grammar. (5) Winter.

An intensive analysis of the traditional approach to grammar with attention to historical origins
and an examination of structural and transformational-generative variations in the analysis
of grammar. Required for the major in English.

311. Advanced Literary Theory and Composition. (5) (On demand)
An introduction to literary theory and analysis of fiction and poetry.

313. Continental Backgrounds. (5) (On demand)

An examination of major classics, in modern translation, of Greek, Roman, Medieval, and
Renaisance literature to about 1616.

314. Masterpieces of Continental Literature. (5) (On demand)

Major European classics of fiction from the Renaissance through the nineteenth century.

320. The Age of Chaucer. (5) (On demand)

A survey, mostly in Middle English, of English literature to about 1500, including selected works

of Chaucer.

323. History of the English Language. (5) (On demand)

The historical development of the language, a study of its structure and its relation to other

tongues.

138/ English Language and Literature

335. 336. 337. Shakespeare. (5) Spring.

The development of Shakespeare's art, as reflected in selected individual plays or groups of

plays. Required for the major in English.

340. English Literature of the Renaissance. (5) (On demand)

Renaissance English literature to about 1675, excluding Shakespearean drama.

345. Milton. (5) Fall 1990.
Selected poetry and prose of Milton.

350. Restoration and Eighteenth-Century English Literature. (5) Fall, 1990
Selected Restoration, Neoclassical, and Pre-Romantic English literature.

361. The English Novel in the Nineteenth Century. (5) (On demand)
A study of selected works of Romantic and Victorian novelists.

363. Romanticism in English Poetry. (5) (On demand)

A study of the works of selected major nineteenth century British poets, with emphasis upon

lyric verse.

370. Modern British Literature. (5) (On demand)

The poetry of Hopkins, Hardy, Housman, Eliot, and Yeats; fictional prose since Hardy.

391. American Literature I. (5) (On demand)

Major Romantic writers of the United States through Whitman and Dickinson.

392. American Literature II. (5) (On demand)

Major writers of the Realistic and Naturalistic movements in the United States.

393. American Literature III. (5) (On demand)
Major writers of the United States since World War I.

394. Southern Literature. (5) (On demand)

A study of major Southern writers from about 1815 to the present.

Graduate Courses

501 G. Grammar for the Middle School. (5) (On demand)

A review of grammar as its throws light on present-day usage. Attention will be given to depar-
tures from standard English which occur frequently in colloquial usage.

503G. Literature for the Middle School. (5) (On demand)

A discussion of texts of literary merit suitable for the middle grades. Attention will also focus

upon ways a teacher might use a given piece of literature in the classroom.

/139

French

INTRODUCTION

A minor is offered in French which must include at least 30 hours, fifteen
of which must be 300-level courses. It is possible that French 121 or 199 may
be substituted for one 300-level course. The goal of the French minor is to
provide an opportunity for the student to learn and to use a language other
than his or her own native tongue within the limitations of a minor, and to
offer skills to enter graduate school or to gain employment which may require
the knowledge of French.

OBJECTIVES

The attainment of a desired proficiency in the four basic language skills
of reading, writing, speaking, and understanding, with exposure to literature,
history, geography, heritage, and culture.

To accomplish the objectives students will take, in addition to 101-103,
fifteen hours of the following courses:

121. Introduction to French Civilization or 199. French Travel Seminar.

300. French Conversation and Composition.

301. Survey of French Literature I.

302. Survey of French Literature II.
311. Lectures expliquees.

321. French Phonetics.

The accomplishment of these objectives will be demonstrated by the fol-
lowing means:

Final grades in each course.

An oral examination to be determined by the instructor.

The level of student competence will be reflected by final course grades

and the oral examination.
Students who complete the French minor have career options that include

the following areas:

Foreign service, civil service, government jobs, international business,

banking, education, translation, airlines services.

101. Elementary French. (5) (On demand)

A course for beginners with intensive practice in pronunciation, essentials of grammar, and
reading of simple prose.

102. Elementary French. (5) (On demand)
A continuation of French 101.

140 /French

103. Intermediate French. (5) (On demand)

A continuation of French 102 with additional readings.

121. Introduction to French Civilization. (5) (On demand)

A study of the art, literature, history, and anthropology of France designed to increase reading

comprehension and speed.

Prerequisite: Consent of instructor. This course, French 103, or consent of instructor prereq-
uisite to all 300-level French courses.

199. French Travel Seminar. (5) (On demand)

A travel-study seminar composed of preliminary academic study and cultural contact with
French history and contemporary French life through a program conducted in Paris, the Loire
Valley, Normandy, and the South region of France. Some knowledge of French desirable. Stu-
dents with proficiency in French must conduct their academic work in the language.

300. French Conversation and Composition. (5) (On demand)

A course stressing practice in speaking and writing French. Not open to students fluent in French.

301. Survey of French Literature I. (5) (On demand)

A study of major writings from the Middle Ages through the eighteenth century.

302. Survey of French Literature II. (5) (On demand)

A continuation of French 301, covering the nineteenth and twentieth centuries. May be taken
before, or without, French 301.

311. Lectures Expliquees. (5) (On demand)

A study of selected materials from various genres reflecting the history and culture of France.

321. French Phonetics. (5) (On demand)

A study of French sounds with intensive drills in pronunciation. Not open to student fluent

in French.

/141

General Science

101. Physical Science I. (4 hrs. lee, 3 hrs. lab per week) (5) Fall, Winter, Spring
An introduction to physical and historical geology.

102. Physical Science II. (4 hrs. lee, 3 hrs. lab per week) (5) Fall, Winter, Spring
An introduction to Astronomy.

103. Physcal Science III. (4 hrs. lee, 2 hrs. lab per week) (5) (On demand)
A familiarization with the techniques and concepts of forensic investigations.

300. Scientific Terminology. (2) (On demand)

A study of the Creek and Latin roots forming scientific terminology. Open to anyone.

312. The Teaching of Science in the Secondary Schools. (5 two-hour periods per week) (5)

(On demand)
Familarization with several approaches to science teaching in high school.

Prerequisites: Biology 101-102; Physics 101-102; Chemistry 101-102. Normally open only to
junior and seniors in the Sciences.

492. History of Science. (5) (On demand)

A survey of the path taken by investigators in science through the ages and the influences
of their culture on their work and thought. Primarily a library-discussion course to provide
an integrated viewpoint of the various science disciplines. Upper division majors in sciences.

Geography

380. World Geography. (5) Summer

An examination of world geography encompassing material from basic geographic concepts

to the impact of geography on national development.

580. World Geography. (5) Summer

An intensive examination of world geography encompassing the indepth components and

geographical concepts essential in the growth of regional and national development.

142/

German

INTRODUCTION

German is designed to be a service course for the sciences, for religion,
for translation purposes and for prospective graduate school candidates.

OBJECTIVES

The attainment of a desired proficiency in the four basic language skills
of reading, writing, speaking, and understanding with some exposure to liter-
ature, history, geography, heritage, and culture.

To accomplish the objectives students may take the following courses
above the 103-level:

121. Introduction to German Civilization.

300. German Conversation and Composition.

301. Selected Readings in German Literature I.

302. Selected Readings in German Literature II.

The accomplishment of these objectives will be determined by the final
grade in each course.

101. Elementary German. (5) (On demand)

A course for beginners with intensive practice in pronunciation, essentials of grammar, and
reading of simple prose.

102. Elementary German. (5) (On demand)
A continuation of German 101.

103. Intermediate German. (5) (On demand)

A review of grammar and syntax with practice in reading selected texts.

121. Introduction to German Civilization. (5) (On demand)

A reading course designed to improve the student's proficiency in German through a study

of history, literature, and culture.

This course, or consent of instructor, prerequisite to all 300-level courses.

300. German Conversation and Composition. (5) (On demand)

A course stressing practice in speaking and writing German. Not open to students fluent in
German.

301. Selected Readings in German Literature I. (5) (On demand)
A study of selected readings in German fiction, poetry, and drama.

302. Selected Readings in German Literature II. (5) (On demand)
A continuation of German 301.

/143

Health, Physical Education, and Recreation

The curriculum in Health, Physical Education, and Recreation is composed
of two programs. The physical education activities program offers a selection
of physical skills classes. These classes are designed to promote physical skill
development as well as knowledge in a variety of activity areas including
physical fitness and conditioning, dance, lifetime leisure pursuits, and tradi-
tional team sports. Four quarter hours of physical education activities are
required. Students must select four different activities to meet this require-
ment. Additional hours may be elected. (NOTE: A student may take a partic-
ular activity course more than once and receive credit toward the hours
needed for graduation. However, only one hour earned for that course counts
toward fulfilling the physical education requirement.)

In addition, a coursework minor in Health, Physical Education, and Recre-
ation is available to any student. This minor is designed in consulation with
the Department Head in Health, Physical Education, and Recreation.

151. Introduction to Physical Education and Recreation. (5) (On demand)
Introduction to the fields of physical education and recreation.

152. Camping Activities. (2) (On demand)

Study of various camping and outing skills and activities.

153. Camp Leadership and Program. (3) (On demand)

A study of camping in an organized setting and of the leadership skills necessary for the
implementation of the camp program.

200. Community Health. (2) Winter, 1991

An investigation of various health care programs available in the community and various health-
related issues.

201. Community Recreation. (2) Spring, 1991

An investigation of various recreation facilities available in the community.

210. Fitness for Life. (2) Fall, 1990.

A study of basic principles of physical conditioning, weight control, relaxation, and stress manage-
ment. Students will have the opportunity to devise and implement a personalized fitness/weight
control program tailored to individual needs and levels of fitness.

302. Organization and Administration of Recreational and Physical Education Programs. (5)

(On demand)
A study of the organization and administration of instructional, intramural, and interscholastic
activity programs. Special emphasis on the selection, purchase, and care of safe equipment
and facilities.

305. Psychology of Coaching. (5) (On demand)

An investigation of the techniques of coaching, with special attention given to personalities

and motivations.

144/ Health, Physical Education, and Recreation

306. Techniques of Sports Officiating. (5) Spring, 1991

Techniques of officiating athletic events; knowledge of the rules of selected sports.

307. Movement Exploration. (3) Spring, 1991

A study of the perceptual-motor development of the young child. A variety of activities to
enhance this development included.

310. Skills for Teaching and Coaching Interscholastic Athletics. (5) (On demand)
Analysis of teaching skills and techniques of the different interscholastic sports in high schools.

313. Recreation Leadership. (5) Winter, 1991

A study of the leadership skills necessary to implement recreation programs and to conduct

various recreational functions.

320. Methods in Health and Physical Education in the Elementary School. (5) Fall, 1990
A study of the objectives, materials, activities, and curricula appropriate for elementary school
physical education and health. Supervised observation and practical experiences in the elemen-
tary schools.

321. Methods in Health and Physical Education in the Secondary School. (5) (On demand)
A study of the objectives, materials, activities, and curricula appropriate for secondary school
physical education and health. Supervised observation in the secondary schools.

330. First Aid, Safety, and Athletic Training. (5) Spring, 1991.

Examination of techniques of accident prevention and treatment of minor injuries. Practical
experience with prevention and treatment of athletic injuries; certification in cardio-pulmonary
resuscitation

331. Health Education. (5) Winter, 1991

A study of basic issues and principles in health. Topics include fitness, diet and weight con-
trol, nutrition, human sexuality, stress management, death education, aging, drug and alcohol
education.

340. Adapted Physical Education. (5) (On demand)

Indentification of common handicapping conditions. Study and practical application of proce-
dures, organization, materials, and activities for corrective work with individuals in the class-
room setting.

350. Tests and Measurements in Physical Education. (5) (On demand)

Selection, administration, and interpretation of physical measurements and tests. Principles
of written and skill test construction are emphasized.

351. Sports Statistics. (5) Fall, 1990.

The study of keeping statistical charts and various scorebooks for athletic events.

390. Seminar and Lab Practice in Physical Education or Recreation. (1-5) Fall, 1990
Leadership experience under staff supervision; problems seminar.

400. Field Placement in Recreational Management. (5-15) (On demand)
Directed observation and participation in recreational management and supervisory situations.
Prerequisites: senior standing, recommendation by the Department Head in Health and Phys-
ical Education.

Health, Physical Education, and Recreation 1145

Physical Education Activities

Physical education activities may be repeated if a student has completed
his general education requirements.

Dance may be used to fulfill requirements for Physical Educaton Activities
in the General Education curriculum.

Physical Education Activities are waived for the following students:

A. Veterans who present to the office of the Registrar official evidence
of having completed the basic training program in some branch of the
Armed Forces. One activity course of physical education will be waived
for each two months served, up to four activity courses.

B. Transfer students who have satisfactorily completed requirements for
a Junior College degree or who have satisfactorily completed the equiv-
alent of 4 quarter hours of physical education.

C. Students who are 30 years of age or older.

D. Married women with children.

Note: Waiver of the requirement for activity courses does not diminish
the overall requirements for graduation (195 quarter hours required for a bac-
calaureate degree).

101. Angling. (1) Coed.

Introduction to basic techniques of bait casting, spinning, and fishing.

102. Beginning Archery. (1) Coed.

Basic competencies in archery techniques and safety with experiences in target shooting.

103. Badminton. (1) Coed

Introduction to the skills, strategies, and rules of badminton.

104. Basketball. (1) Coed

Basic competencies in the techniques, strategies, and rules of basketball.

105. Jogging. (1) Coed.

Participation in progressive running programs designed to increase cardiovascular endurance.

106. Folk and Square Dance. (1) Coed.

Experiences in the techniques of various forms of folk and square dancing.

107. Bowling. (1) Coed.

Introduction to the basic skills and rules of bowling. Course conducted at local bowling lanes.

108. Physical Conditioning. (1) Coed and Men.

Basic assessment, maintenance, and improvement of over-all physical fitness.

109. Beginning Golf. (1) Coed

Introduction to the basic skills, strategies, and rules of golf. Field trips to city golf courses.

111. Softball. (1) Coed

Basic competencies and knowledge of rules and strategies of slow-pitch softball.

146 / Health, Physical Education, and Recreation

112. Beginning Tennis. (1) Coed.

Introduction to the basic skills, strategies, and rules of tennis.

114. Volleyball. (1) Coed

Basic competencies in the techniques, strategies, and rules of volleyball.

115. Basic Tumbling. (1) Coed

Introduction to the basic skills and safety requirements of elementary tumbling stunts and
routines.

116. Trimnastics. (1) Women.

Introduction to diet and weight control techniques as well as assessment and maintenance
of personal fitness.

120. Karate. (1) Coed.

Basic competencies and skills in karate techniques.

156. Canoeing. (1) Coed

Fundamental canoeing skills emphasized. Field trips to lake facilities and overnight camping
experience are provided to give extensive opportunities for recreational canoeing.

157. Beginning Water Skiing. (1) Coed

Extensive on-the-water experiences introduce students to the basic techniques and safety con-
siderations of water skiing.

158. Backpacking. (1) Coed

Introduction to basic equipment, safety, and techniques of trail camping. Extensive field trips
to state and national trails.

159. Sailing. (1) Coed

Basic sailing competencies and understanding with experiences in fundamental racing strategy.
Field trips to lake facilities.

160. Snow Skiing. (1) Coed

Introduction to basic techniques, safety, and equipment of snow skiing. Field trips to area ski
facilities.

161. Rhythmic Aerobics. (1) Coed

A conditioning course in which exercise is done to musical accompaniment for the purpose
of developing cardiovascular efficiency, strength, and flexibility.

162. Hiking, Orienteering, and Camping. (1) Coed

Introduction to basic techniques of tent camping, map, and compass work. Field trips to nearby
campgrounds and forest lands.

163. Intermediate Water Skiing. (1) Coed.

Extensive on-the-water experiences provide the opportunity for students to increase their skill
level and enjoyment of the sport of water skiing.

/147

History

The faculty of the Department of History believe that all citizens of the
international community, whatever their selected role in life, require an under-
standing of their past in order to prepare for their future. The faculty firmly
believe that the liberal arts preparation, which encompasses courses from
the discipline of history, provides the student citizen with the most appropri-
ate educational background for life by integrating knowledge from the
broadest range of disciplines. The objective of the Department of History
is to provide each student of LaGrange College with knowledge of the histor-
ical forces which have shaped civilization as we know it.

To achieve the very broad objective set forth above, the faculty seeks to:

(A) provide every student with a basic understanding of the historical
forces which have contributed to the development of man and
civilization.

(B) develop in every student an understanding and appreciation of the
civilizations which together form the contemporary international
community.

The faculty of the department believe that students who select to com-
plete a major course of study in history should have the foundation knowl-
edge and understanding of the discipline, developed by classroom instruction
and individual study, necessary to provide them with the opportunity to:

(1) pursue graduate study within the discipline.

(2) pursue a professional degree in a selected field of study.

(3) pursue employment as a teacher in pre-collegiate education.

(4) seek employment in a field such as government, entry level historic
documentation and preservation, social or historic entry level research,
or a field where their liberal arts preparation can be beneficially
utilized.

Graduates of the Department of History may be found pursuing careers
in business, law, education, politics and government, broadcasting, journal-
ism, the ministry and other fields of endeavor. In all of these endeavors our
graduates have found that their education has provided a foundation for their
careers and for their growth in life.

The Department of History offers the following major in history:
(A) From the general education curriculum:
His 101 and 102, World Civilization and
His 111 and 112, United States History
We strongly encourage the history major to pursue the widest possible
liberal arts preparation by the careful selection of courses from the general
education structure.

1481 History

(B) Two courses from:

His 307 Social and Intellectual History of the United States

His 308 American Diplomatic History

His 310 Constitutional History of the United States

Two courses from:

His 372 Eighteenth Century European History

His 374 Nineteenth Century European History

His 375 Twentieth Century European History

His 490 Senior History Seminar is required of all majors

25 hours

(C) An additional twenty-five hours of 300- and 400-level History courses
are required. The total major course requirements are 50 quarter hours
credit beyond 100-level courses.

The approved program of teacher certification in history consists of History
101 and 102, completion of the major, History 360 (social science methods),
and the professional education sequence. All students who plan to teach
should take History 315, Georgia History. Teacher certification requirements
also require that at least one upper level course be completed in two of the
following disciplines: political science, economics, sociology. Geography 180
may also be used as collateral work.

Success in achieving the objectives established for the major will be demon-
strated as follows:

(1) Successful completion of each major course with a grade of C or
better.

(2) Successful completion of the senior history seminar and defense of
the senior thesis before the students and faculty of the department.

(3) For those seeking certification in secondary education in the social
sciences, attaining a satisfactory score on the teacher criterion refer-
ence test in social sciences.

(4) Successful completion of a major field examination during their senior
year.

Those wishing to major in history are encouraged to declare their major
by the beginning of the winter quarter of their sophomore year. Successful
completion of History 101-102 and History 111-112 before entering the major
is highly desirable.

History 1 149

Upper level courses in history, those numbered 300 or above (with the
exception of His 490) are available to all students who have successfully com-
pleted ten hours from the history offerings in the general requirements.

101. World Civilization: I. (5) Fall, Winter

A survey course on the development of world civilization up to 1660.

102. World Civilization II. (5) Winter, Spring

A survey course on the development of world civilization from 1660 to the present.

111. History of the United States to 1865. (5) Fall, Winter

Emphasis on the Colonial, Revolutionary, early national, and Civil War periods

112. History of the United States, 1865 to the Present. (5) Winter, Spring
Emphasis on Reconstruction, liberal nationalism, New Deal, and postwar periods.

201. Ideas That Changed the World. (2)

A study of contributions of eight world figures whose lives changed their society and ours.

205. Men and Movements That Shaped American History. (2)

A biographical study of American History.

306. History of the South. (5) (On demand)

Emphasis on the antebellum, Civil War, Reconstruction, and New South periods.

307. Social and Intellectual History of the United States. (5) Spring, 1990

A review of ideas and patterns of thought, the role of social, ethnic, and racial groups, and
the major institutions of American society.

308. American Diplomatic History. (5) Winter, 1990

Emphasis on the procedure for developing foreign policy as well as diplomatic history. (See
also Political Science 308.)

310. Constitutional History of the United States to Present. (5) Fall, 1989

An analysis of fundamental constitutional development from 1776 to present. (See also Political

Science 310.)

312. Economic History of the United States. (5) Spring

AMerican economic development from colonial times to the present. (See also Economics 312.)

315. Georgia History. (5) Summer

A study of Georgia History from the pre-colonial period t the present with emphasis on the
historical, social, economic and political development of the State. (Students seeking teacher
certification are urged to enroll.)

340. Russia to 1856. (5) Winter, 1990.

A comprehensive survey of the Russian historical development from the appearance of the
Kievan State in the 9th century to the eve of the great reforms.

341. Russia 1856 to Present. (5) Spring, 1990.

An examination of the forces which resulted in the collapse of the Russian autocracy as well
as the subsequent emergence and development of the Soviet state.

150/ History

343. Marxism-Leninism. (5) (On demand)

Building upon the historical development of Marxism-Leninism the course explores the major
elements of the theory and examines the governments professing to follow this philosophy.
(See also Political Science 343.)

360. Social Science Methods. (5) (On demand)

A general survey course in methodology for the prospective secondary teacher. (Required for
students seeking teacher certification in history.)

361. History of England to 1689. (5) Fall, 1990.

The political, economic, social, and cultural history of England from 55 B.C. to 1689 A.D.

362. History of England from 1689 to the Present. (5) Winter, 1991

The political, economic, social and cultural history of England from 1689 to the present.

372. Eighteenth Century Europe: 1660-1815. (5) Fall, 1991

A comprehensive survey of European History from the reign of Louis XIV through the French

Revolution and the Napoleonic era.

374. Nineteenth Century Europe: 1815-1914. (5) Winter, 1991

A comprehensive survey of European History from the reconstruction of the European order
in 1815 to the outbreak of World War I.

375. Twentieth Century Europe: 1914 to Present. (5) Spring, 1991

A comprehensive survey of European History form the outbreak of World War I to the present.

378. European Diplomatic History: 1890 to the Present. (5) Fall, 1989

A detailed examination of European international relations from 1890, the end of the Bismar-

ckian system to the present. (See also Political Science 378.)

416. Twentieth Century America. (5) Spring, 1991

An intensive study of the United States during the twentieth century.

478. Contemporary Europe (5)

An examination of European history focusing on major issues since 1945.

490. Senior History Seminar. (5) Spring

A study of historiography and research methods and materials.

Prerequisites: Senior History Major or permission of the professor and the Chairman of the
Department. This course may only be attempted twice.

Graduate Courses

506. History of the South. (5) (On demand)

Emphasis on the Antebellum, Civil War, Reconstruction and New South periods.

515. Georgia History. (5) Summer

A study of Georgia history from the Pre-colonial period to the present with emphasis on the
historical, social, economic and political development of the state.

516. Twentieth Century America. (5) Spring, 1991

An intensive study of the United States in the twentieth century at the graduate level.

541. Russia 1856 to the Present. (5) Spring, 1990

An intensive study of the collapse of the Russian state and the rise of the Soviet Union at

the graduate level.

/151

Mathematics

The goal of the mathematics department is to help students become critical
thinkers and effective problem solvers while they are mastering a certain body
of mathematical knowledge.

Students can pursue the Bachelor of Arts degree with a major in mathe-
matics or a Bachelor of Science degree with a major in mathematics. Stu-
dents who pursue the Bachelor of Arts degree have more options in selecting
their courses. This is the liberal studies degree in mathematics. Students who
complete the Bachelor of Arts degree usually seek careers in areas such as
banking, general business, and secondary education.

A more in-depth degree is earned by students in the Bachelor of Science
program. Students who complete the Bachelor of Science degree usually enter
graduate schools or pursue industrial positions.

The specific objectives for the respective degrees are as follows:

The Bachelor of Arts Degree

1. Develop and explain the concepts of function, limit, and continuity

2. Define and illustrate the derivative, the integral, and the fundamental
theorem of calculus

3. Apply concepts and techniques of calculus to analyze functions and
solve problems

4. Develop the concepts of sequences and series

5. Employ the concepts and properties of two- and three-dimensional
spaces

6. Illustrate the process of measurement

7. Employ the standard algorithms using properties of the number sys-
tems involved

8. Develop appropriate models

9. Develop problem-solving strategies

10. Apply the concepts and skills of programming in solving problems

11. Illustrate and analyze a wide variety of mathematical applications

12. Describe data and make appropriate inferences

Students develop these competencies by pursuing the following course
requirements for the Bachelor of Arts degree in mathematics:

Mathematics 122, 123, 124, 322

Mathematics 306, 316, 333, 335, 380

plus three additional courses selected from Mathematics 305, 310, 323, 324,
334, 340, 342, 343, 344 and 360, as approved by advisor.

The support courses required are Computer Science 151 and 163.

Students who earn the Bachelor of Arts degree in mathematics will have
demonstrated their attainment of the specific objectives by satisfactory per-
formance on the following three tests:

1 52 /Mathematics

(1) Test I, covering the concepts of Calculus l-IV

(2) Test II, covering the concepts of Modern and Linear Algebra

(3) Test III, covering the concepts of Probability, Statistics and Discrete
Mathematics

These tests will be given at the end of the appropriate course and may
be repeated up to three additional times prior to the student's scheduled
graduation. In the event that a student's performance on one of the above
tests is deemed unsatisfactory, the student must enroll in a one-hour course
during the following quarter, in order to review the concepts covered by that
examination. The student may take the examination for a second time at
the end of that course.

The Bachelor of Science Degree

Students who earn the Bachelor of Science degree in mathematics will
be able to:

1. Develop and explain the concepts of function, limit, and continuity

2. Define and illustrate the derivative, the integral, and the fundamental
theorem of calculus

3. Apply concepts and techniques of calculus to analyze functions and
solve problems

4. Develop the concepts of sequences and series

5. Employ the concepts and properties of two- and three-dimensional
spaces

6. Illustrate the process of measurement

7. Employ the standard algorithms using properties of the number system-
involved

8. Develop appropriate models

9. Develop problem-solving strategies

10. Apply the concepts and skills of programming in solving problems

11. Illustrate and analyze a wide variety of mathematical applications

12. Describe data and make appropriate inferences

13. Give examples of abstract structures

14. Demonstrate theorem-proving skills in abstract algebra and real
analysis.

Students develop these competencies by pursuing the following course
requirements for the Bachelor of Science degree in mathematics:

Mathematics 122, 123, 124, 316, 322, 323, 333, 334, 335, 342, 343, 380, plus
one additional course selected from Mathematics 305, 306, 324, 344, and 410
The support courses are:

Physics 121, and 122. (recommended)
Computer Science 151 and 163

Mathematics /1 53

Students who earn the Bachelor of Science degree in mathematics will
have demonstrated their attainment of the specific objectives by satisfac-
tory performance on the following four tests:

(1) Test I, covering the concepts of Calculus l-IV

(2) Test II, covering the concepts of Modern and Linear Algebra

(3) Test III, covering the concepts of Probability, Statistics and Discrete

Mathematics

(4) Test IV, covering the concepts of Real and Complex Analysis

These tests will be given at the end of the appropriate course and may
be repeated up to three additional times prior to the student's scheduled
graduation. In the event that a student's performance on one of the above
tests is deemed unsatisfactory, the student must enroll in a one-hour course
during the following quarter, in order to review the concepts covered by that
examination. The student may take the examination for a second time at
the end of that course.

Students who plan to complete an approved program of teacher educa-
tion must include the following courses: Mathematics 122, 123, 124, 322, 306,
310, 316, 333, 335, 340, plus two additional mathematics courses as approved
by the department chairman; Psychology 149, 302, and 304; Education 199,
362, 449, 459, and 490S; Computer Science 151 and 163; and Speech 105.

The approved program of teacher education in mathematics is described
on page

A minor in mathematics consists of the following courses: Mathematics
122, plus five additional courses selected from Mathematics 123, 124, 306,
314, 316, 322, 323, 324, 333, 334, 335, 342, 343, 344, 360, and 380.

At least three of the six courses must be 300 level courses.

100. Basic Math. (3) Fall

An overview of basic skills in mathematics including ratio and proportion, percent, use of frac-
tions and decimals, systems of measurements and linear equations.

110. Fundamentals of Mathematics I. (5) Fall, Winter, Spring.

A study of logic, relations, functions, measurement, finite difference, systems of equations,
probability, permutations, combinations, and an introduction to descriptive statistics.

111. Fundamentals of Mathematics II. (5) Fall, Winter, Spring.

A study of polynomial, algebraic, exponential, logarithmic and trigonometric function and an
introduction to coordinate geometry.

Prerequisite: Mathematics 110 or two units of college preparatory mathematics.

122. Analytic Geometry and Calculus I. (5) Fall

A study of analytical geometry, limits, continuity, the derivative with application.
Prerequisite: Mathematics 111 or three units of college preparatory mathematics.

1 54 /Mathematics

123. Analytic Geometry and Calculus II. (5) Winter

A study of additional topics in analytical geometry, definite and indefinite integrals, applica-
tions of integration.

Prerequisite: Mathematics 122.

124. Analytic Geometry and Calculus III. (5) Spring.

A study of differentiation of trigonometric logarithmic, and exponential functions, methods
of integration, improper integrals, and polar coordinates.
Prerequisite: Mathematics 123.

152. Computer Programming I. (5) (On demand)
An introduction to computer programming.

Prerequisite: Mathematics 122.

153. Computer Programming II. (5) (On demand)

A continuation of Mth 152, with a study of problem formulation, computer simulation and
solutions of numerical and non-numerical problems.
Prerequisite: Mathematics 152.

200. Metric Mathematics. (2) (On demand)

A study of measurement using the metric system.

201. Business Mathematics. (2) (On demand)
A study of mathematics applications in business.

202. Techniques of Problem Solving. (2) (On demand)
A study of problem-solving methods.

260. Plane Trigonometry. (3) Winter, 1991

A study of trigonometric functions, radian measure, identities, logarithmic functions, inverse

functions, graphs, and applications.

305. Theory of Numbers. (5) (On demand)
An introduction to number theory.

Prerequisite: Mth 122.

306. College Geometry. (5) Fall, 1990

An introduction to non-Euclidean geometry and an extension of the Euclidean system.
Prerequisite: Mth 122.

310. Methods of Teaching Mathematics. (5) Fall, 1990
A study of methods of teaching secondary mathematics effectively.
Prerequisites: Mathematics 122 and 333.

314. Statistics. (5) Spring, 1991.

A study of problems related to statistical procedures as applied to economics, education, the
social sciences, and the life sciences.
Prerequisite: Mathematics 111 or 122.

316. Probability and Statistics. (5) Spring, 1991
An introduction to probability and statistical inference.
Prerequisite: Mathematics 122.

Mathematics I 1 55

322. Analytic Geometry and Calculus IV. (5) Fall

A study of indeterminate forms, vectors, solid analytic geometry, infinite series, and applica-
tions to physics.

Prerequisite: Mathematics 124.

323. Calculus V. (5) Winter

A study of partial derivatives, multiple integrals, and vector analysis. Topics include functions
of two or more variables; limits, continuity, and differentiability; directional derivatives and
gradients; tangent planes; maxima and minima of functions of two variables; Lagrange multi-
pliers; double and triple integrals with geometric and physical applications; vector fields; line
and surface integrals; Green's Theorem.
Prerequisite: Mathematics 322.

324. Differential Equations. (5) (On demand)

A study of first and second order differential equations with applications, numerical methods,
and solution in series.

Prerequisite: Mathematics 323.

331. Introduction to Linear Algebra. (3) (On demand)

A study of vector spaces, subspaces of a vector space, linear independence and bases, linear
transformations, and matrices.
Prerequisite: Mathematics 123.

332. Introduction to Modern Algebra. (5) (On demand)

A study of logic, sets, relations, mappings, operations, axiomatic systems, fields, and groups.
Prerequisite: Mathematics 123.

333. Modern Algebra I. (5) Fall

An introduction of modern abstract algebra.
Prerequisite: Mathematics 123.

334. Modern Algebra II. (5) Winter
A continuation of Modern Algebra I.

Prerequisite: Mathematics 333.

335. Linear Algebra. (5) Spring.

An introduction to linear algebra and matrix theory.
Prerequisite: Mathematics 333.

340. History of Mathematics. (5) Spring, 1992
An historical development of mathematical concepts.
Prerequisite: Mathematics 123.

342. Complex Variables. (5) Spring, 1991

An introduction to complex number applications including complex numbers, basic analytic
functions, complex integrals, series, residues, poles, and contour integrals. Basically covers
material found in "Complex Variables and Applications," Churchhill, Brown, & Verhey, Chapters
1, 2, 3, 5, 6, and 7.
Prerequisite: Mth 124.

343. Analysis I. (5) Spring, 1992.
An introduction to real analysis.

Prerequisite: Mathematics 322.

156 / Mathematics

344. Analysis II. (5) (On demand)
A continuation of Analysis I.
Prerequisite: Mathematics 343.

358. Algebra and Geometry for Elementary Teachers. (5) (On demand)

A study of special topics in algebra and geometry relevant to elementary school mathematics.
Prerequisite: Mathematics 111 or 122.

359. Problem Solving in School Mathematics. (5) (On demand)
Skills and strategies for solving mathematical problems are developed.

360. Finite Mathematics. (5) Winter, 1991

A study of finite mathematics with business applications.
Prerequisite: Mathematics 111 or 122.

380. Discrete Mathematics. (5) Winter, 1991

A study of finite difference equations, probability, graphs, combinatorics, relations and func-
tions, set theory, induction, boolean algebra, linear programming, mathematics simulations,
and computer programming in BASIC
Prerequisite: Mathematics 122.

410. Numerical Methods. (5) (On demand)

An introduction to numerical analysis with computer solutions. Topics include Taylor series,

finite difference, calculus, roots of equations, solutions of linear systems of equations and

least-squares.

Prerequisites: Mathematics 124 and Computer Science 199.

Graduate Courses

516G. Probability and Statistics. (5) (On demand)

A study of special topics in probability and statistics relevant to school mathematics.

522G. Mathematical Computing. (5) (On demand)

Fundamentals of programming in the BASIC language with particular emphasis on classroom
mathematical applications and an overview of commercially available software especially suit-
able for the mathematics classroom. The appropriate use of the computer in the classroom,
as well as its proper integration within existing mathematics courses, will be presented.

558G. Algebra and Geometry for Teachers. (5) (On demand)

A study of special topics in algebra and geometry relevant to school mathematics.

559G. Problem Solving in School Mathematics. (5) (On demand)

Skills and strategies for solving mathematical problems are developed. The following topics
are included in this course: Techniques of estimation; mental arithmetic; pattern exploration
in developing generalization; use of calculators in skill and concept development; use of recrea-
tional math in motivation; techniques for testing conjectures.

580G. Discrete Mathematics for Teachers. (5) (On demand)

This course is designed to help teachers develop skills in the teaching of problem solving and

concept development. Application appropriate to school mathematics will be emphasized.

/157

Music

The guiding philosophy of the music program is that music is a humanistic
discipline, enhancing, inspiring and intermingling with the student's physical,
mental and spiritual growth.

There are four interrelated objectives recognized by the program. These
objectives aspire to develop:

1. a command of basic skills in the reading of notation, accomplished in
theory courses and applied keyboard and voice instruction.

2. the development of knowledge and interpretation through the dimen-
sion of musical heritage, accomplished by courses in church music,
music survey and chorus.

3. the awareness of the relevance of the program to personal and profes-
sional goals accomplished through emphasizing a philosophy that music
can be enjoyed and applied on an independent-personal basis and/or
a group-work basis.

4. the special benefits of music in relation to other fields of interest, accom-
plished with the focus on the enhancing of one's major field with the
knowledge and skills of a music minor. For example, music is comple-
mentary to drama, religion and public school education.

The program offers a minor in music with emphasis in church music or
musical theatre. Courses must include six quarter hours of piano (or piano
proficiency), Music 112, 114, 340, 341, plus 10 hours from the following: Music
150, 151, 152, 153, 154, 155, 200, 301, 338, 340, 341, 345, 346. An independent
study in conducting is also available.

The student's work is given periodic review and appropriate suggestions
for improvements or changes. In addition, student recitals are required in
applied keyboard studies on a quarterly basis.

Course Descriptions

112. Music Survey I. (5) Fall, Winter.

A survey of music from the Medieval period through the Classic period. A class.

114. Music Survey II. (5) Spring.

A survey of music from the Romantic period through the twentieth century. A class.

150. Chorus. (1) Fall, Winter, Spring.

A performance organization designed to give training to choral performance. May be repeated
for credit. No fee if full time student.

151. Applied Piano I. (1) Fall, Winter, Spring.

Introduction to the principles of piano performance. May be repeated for credit. Private lessons.

152. Applied Voice. (1) Fall, Winter, Spring.

Individual instruction in voice. May be repeated for credit. Private lessons.

1 58 1 Music

153. Applied Organ I. (1) Fall, Winter, Spring.

Introduction to the principles of organ performance. May be repeated for credit. Private lessons.

154. Wind Ensemble. (1) Fall, Winter, Spring.

A performance organization designed for students with previous band experience. May be
repeated for credit. A class.

157. Applied Beginning Class Guitar. (2) Fall, Winter, Spring.

Introduction to the basic principles of playing guitar. May be repeated for credit. A class.

156. Applied Beginning Strings. (1) Fall, Winter, Spring

Introduction to the basics of string playing (violin, viola, cello, bass). May be repeated for credit.

Semi-private lessons.

200. Applied Diction. (2) Fall, Winter, Spring.

Training in oral communication through proper production of speech sounds. May be repeated

for credit. A class.

301. Applied Piano II. (1) Fall, Winter, Spring.

Continuation of Mus 151. Intermediate to advanced levels. Materials selected for individual
needs. May be repeated for credit. Private lessons.

302. Applied Intermediate Strings. (1) Fall, Winter, Spring.

Preparation for performance and experience with ensemble and orchestral literature. May be
repeated for credit. Semi-private lessons.

303. Applied Intermediate Guitar. (1)

Instruction in intermediate and advanced levels of playing guitar. Materials selected for indi-
vidual needs. May be repeated for credit. Private lessons.

338. Church Music. (5)

A historical and analytical study of vocal and instrumental music used in Christian worship
from early church to present. A class.

340. Music Theory I. (5)

A study of the basic concepts of music theory, including notation, intervals, scales, basic sight-
singing and ear training. A class.

341. Music Theory II. (5)

Continued from Music 340 with emphasis on intervals, chords, triads in inversions, rhythmic
and melodic exercises, harmonic progression, transposition and harmonization. A class.

345. Musical Theatre I. (5)

A study of the development, the music, the staging, and the scripts of musical theatre. A class.

346. Musical Theatre II. (5)

A study of the basic techniques of musical theatre emphasizing stage movement and singing
and acting styles. A class.

/159

Nursing

The purpose of the LaGrange College Associate Degree program is to pre-
pare individuals in a collegiate program for careers in nursing. The graduate
nurse is prepared to function on a beginning level in a structured health care
setting as a provider and manager of patient care, patient teacher, commu-
nicator, and member within the profession of nursing. The graduate is eligible
to become licensed as a registered nurse upon successful completion of the
National Council Licensing Examination (NCLEX-RN). Completion of the
Associate of Arts degree provides a foundation for further studies leading
to a higher degree in nursing or other areas.

Progression Requirements:

*1. Nursing courses are in sequence and a grade of C or higher must be
made in each nursing course in order to successfully complete the course
and continue the sequence (a C is defined as 75-79).

*2. A student who wishes to repeat a nursing course must first complete
an audit of the preceding nursing course. For successful completion of audit,
the student must adhere to the regular classroom and campus laboratory
attendance policies.

*3. A student who fails to earn a C or higher more than once in any of
the clinical nursing courses is not permitted to continue in the nursing program.

4. A grade of C or higher must be earned in each required biological
science course. A student who earns two final course grades of D or F in
any required biological science is not permitted to continue in the nursing
program.

5. A grade of C or higher must be earned in English 101, 102, and 103
in order to successfully complete the nursing program.

6. A student must successfully complete each biological science course
by the prescribed quarter in order to continue in the nursing sequence.

7. All general college non-nursing courses must be successfully completed
prior to the final quarter of the nursing program.

8. In order to progress to the sophomore level, a nursing student must
have a 2.0 cumulative grade point average.

*1, 2, and 3 under progression requirements also apply to a student who receives a U (withdrawn
failing) in a nursing course.

Graduation Requirements:

1. All curriculum requirements must be successfully completed.

2. An exit exam which covers each of the five clinical areas (Medical, Sur-
gical, Psychiatric, Pediatric, and Maternity Nursing) will be administered to
sophomore students during Spring Quarter. Each student is required to achieve
a passing score in each of the five areas. Required passing scores are specified

1 60/ Nursing

each year by the nursing faculty. If all areas of the exit exam are not passed,
the student must attend scheduled review classes and re-take the previously
failed area exams. A student not passing the exit exams the second time will
not be graduated at that time and must complete additional nursing studies
specified by the nursing faculty. After completing the specified nursing studies,
the student will be required to retake and pass the exit exams before being
allowed to graduate.

Curriculum:

The seven quarter curriculum consists of 60 hours of nursing, 33 hours of
the general education curriculum, and 15 hours of general college courses.
The nursing program is offered on a sequential basis beginning each fall
quarter and progressing from the simple to the more complex aspects of nurs-
ing. A sample course progression is as follows:

FRESHMAN

Fall

Mathematics 110* 5

Nursing 110** 6

Biology 148 5

Col 101 2

Winter

Nursing 111 6

Biology 149 5

Psychology 149 5

Spring

Nursing 112 8

Nursing 113 2

Psychology 302 5

18

16

15

Summer

1st Session (5 weeks)

Engish 101

Sociology 146

Computer
Science 163

3
. .5

. .2
10

Summer

2nd Session (5 weeks

English 102

Elective

3
5

8

SOPHOMORE

Fall

Nursing 214

English 103

12
3

Winter

Nursing 215

12

Spring

Nursing 216
Nursing 217

12

2

15

12

14

Total hours:

Nursing:

General Education:

Non-Nursing

108
60
33

15

*A higher level mathematics course may be substituted, based on placement testing.
*Prior to entering Nursing 110, a student must present proof of current certification in basic

cardiopulmonary resuscitation (CPR). Certification must be maintained throughout

subsequent nursing courses.

Nursing 1 161

110. Introduction to Nursing/Care of the Elderly. (4 hrs. lee, 6 hrs. lab per week) (5) Fall
A course which includes basic concepts and skills necessary in providing patient care. Emphasis
upon basic nutrition, the aging process, and introduction to communication skills and mental
health concepts. Clinical emphasis upon the care of the aged.

Co- or prerequisites: Biology 148; Mathematics 110, 111, or 122.

111. Introduction to Medical-Surgical Nursing Care of the Adult. (4 hrs. lee, 6 hrs. lab per
week) (6) Winter.

A course providing more advanced nursing concepts and skills. Emphasis upon basic pharma-
cology and the nursing process. Clinical focus upon the care of the less complex medical sur-
gical patient.

Prerequisite: Nursing 110. Co- or prerequisite: Biology 149.

112. Care of the Mother and Newborn. (5 hrs. lee, 9 hrs. lab per week) (8) Spring.

A course designed to correlate theoretical knowledge of the maternity cycle and growth and
development during the newborn period with clincial experiences in the care of these patients.
Course content includes comprehensive care of the family during the reproductive years and
of the newborn. Emphasis upon concepts, skills, and unique behavior patterns necessary to
provide individualized nursing care of maternity and infant patients as well as the nurse's role
as a health teacher.

Prerequisite: Nursing 111. Corequisite: Nursing 113.

113. Introduction to Disease Transmission. (2) Spring

A study of the basic principles of disease transmission by microorganisms with emphasis on
common pathogens. The cycle of infection is utilized as a basis for exploring preventive and
treatment measures in communicable diseases.

114. Nursing Concepts. (3)

A course for licensed practical nurses, designed as a transition course into the RN program.
It builds upon previous learning of the LPN, extending knowledge of basic nursing concepts.
Emphasis is placed on integration of learning within the nursing process and on communica-
tion theory.

Prerequisites: Mth 110, Bio 148, Col 101; Co- or prerequisites: Bio 149, Psy 149.

214. Care of the Adult and Child I. (8 hrs. lee, 12 hrs. lab per week) (12) Fall

A sequence of instructional courses with planned clinical experiences in meeting the medical,
surgical, and psychological needs of adults and children. Concepts of pharmacology, nutrition,
patient education, growth and development and psychomotor skills are integrated throughout.
Prerequisite: Nursing 112.

215. Care of the Adult and Child II. (8 hrs. lee, 12 hrs. lab per week) (12) Winter

A continuation of Nursing 214. Increasing knowledge and skills required for the care of the
hospitalized patient. Clinical emphasis is directed toward care of patients of all ages with multi-
system medical-surgical and/or psychosocial problems.
Prerequisite: Nursing 214.

216. Care of the Adult and Child III. (5 hrs. lee, 21 hrs. lab per week) (12) Spring

A continuation of the study and care of hospitalized children and adults with multi-system
problems. Emphasis upon self-direction, management of the care of groups of patients, and
transition to the graduate nurse role.
Prerequisite: Nursing 215.

162 / Philosophy

217. Nursing Seminar. (2) Spring.

A study of issues and trends in nursing practice, with emphasis on the legal, ethical, and profes-
sional responsibilities of a registered nurse.

Prerequisite: Nursing 215. Corequisite: Nursing 216.

Philosophy

No major program is offered in philosophy. Please see the section on
Religion.

149. Introduction to Philosophy. (5) (On demand)

A survey of the major fields of thought involving those principles which are basic in the mak-
ing of man's culture and history.

301. History of Philosophy I. (5) Fall, 1991.

A historical survey of Greek, Roman, and Medieval philosophy.

302. History of Philosophy II. (5) Winter, 1992

A historical survey of the philosophies of the Renaissance, the Enlightenment, and modern times.

303. History of Philosophy III. (5) (On demand)

A study of some contemporary movements in philosophy.

366. Philosophy of Religion. (5) Spring, 1992

An investigation of the persistent problems of mankind in philosophy and religion.

Physics 1 1b3

Physics

INTRODUCTION

The physics curriculum at LaGrange College serves four basic purposes:

1) an introduction to the physical sciences suitable for the General Require-
ments of the college which is oriented towards developing problem-
solving and reasoning skills

2) support courses for programs in Mathematics, Chemistry, Biology, Com-
puter Science, Pre-Engineering, Pre-Medicine, Pharmacy and Education

3) a minor in physics which can be awarded in conjunction with another
degree, typically those in Chemistry, Biology, Computer Science or
Mathematics

4) a major (B.S. or B.A.) which develops the skills necessary to enter gradu-
ate school or pursue a career in scientific research, medicine, the engi-
neering disciplines and science education. Students who wish to declare
a major in Physics must have at least a 2.0 cumulative GPA

OBJECTIVES

Students completing the minor in Physics should be able to:

Demonstrate a working knowledge of elementary physics in mechanics,
electricity and magnetism, optics and modern physics.

Show more specialized knowledge in physics in at least two distinct
areas of their choice

In order to accomplish these objectives, the student will take the follow-
ing courses:

Physics 121, 122, 125

Fifteen additional hours of Physics at the 300 or 400 level

Students completing the major in physics should be able to:

Solve problems in basic particle kinematics and dynamics

Understand Maxwell's equations and ordinary electrodynamics

Apply the principles of quantum mechanics to a wide variety of physical
systems

Work with laboratory equipment and apply their knowledge in a labora-
tory setting

Demonstrate a diverse background in several branches of physics such
as optics, electronics, computer models, relativity, and thermal physics

Show an ability to research a topic in depth and make a suitable report
on their findings

1 64/ Physics

In order to accomplish these objectives, students will take the following
courses:

Physics 121, 122, 125 (as General Requirements)

Physics 331, 332, 371, 391, 490

Twenty additional hours of 300 or 400 level Physics

Fifteen additional hours of mathematics selected from:

Math 305, 316, 322, 323, 324, 333, 334, 335, 343, 344, 360, 370, 380 or
410 or Physics 341 1

In addition, the B.S. candidate must take 5 additional hours of 300 or 400
level Physics or approved Mathematics

1 NOTE: Physics 341 may be counted towards the 20 hour major requirement or the 15 hour
mathematics requirement but not both.

The accomplishment of these objectives will be demonstrated by the
following:

For the minor in Physics:

Completing the required coursework for the minor with no grade below a 'C

For the major in Physics:

Completing the required coursework for the major with no grade below a 'C
and one of the following:

(1) receiving a score in or above the 40th precentile nationally on the GRE
Physics examination or

(2) receiving a passing score on a physics competency examination to be
prepared and administered annually by the Physics department

CAREER OPTIONS

Students who complete the Physics major should be well-prepared for
careers in science education, applied mathematics, scientific research, or
engineering as well as graduate work in physics, mathematics, electrical
engineering, education or medicine.

Course Descriptions

101. Introductory Physics I. (5) (4 hrs., lee, 2 hrs. lab per week)

An introduction to elementary kinematics, dynamics, and mechanics of fluids, energy and
momentum techniques.

102. Introductory Physics II. (5) (4 hrs. lee, 2 hrs. lab per week)

An introduction to electric charge, Coulomb's Law, electric and magnetic fields, and thermo-
dynamics. Lab introduces the student to electronics.

121. General Physics I. (5) (4 hrs. lee, 2 hrs. lab per week)

A calculus-based introduction to particle dynamics, energy and momentum conservation, and
rotational dynamics.

Physics /165

122. General Physics II. (5) (4 hrs. lee, 2 hrs. lab per week)

A continuation of Physics 121 covering electricity and magnetism, heat and thermodynamics,
and simple circuits. Lab introduces the student to modern electronics.
Prerequisite: Physics 121.

125. Modern Physics. (5) (4 hrs. lee, 2 hrs. lab per week)

This is the third course in both the 101-2 and 121-2 sequences and takes the place of both
Physics 103 and 123. An introduction to geometric and wave optics, relativity, quantum
mechanics, elementary particles and the standard model. Students will be asked to write a
term paper on a topic in modern physics.
Prerequisite: Phy 101 or Phy 121.

311. Special Relativity. (5) (5 hrs. lee. per week)

An introduction to special relativity including spacetime diagrams, relativistic kinematics,
relativistic dynamics and curved spacetime.
Prerequisite: Phy 125.

331. Mechanics. (5) (5 hrs. lee. per week)

A study of elementary classical mechanics including Newtonian mechanics, central forces,
rigid body motion, and Lagrangian and Hamiltonian techniques.
Prerequisites: Mth 123, Phy 121 or consent of the department.

332. Electromagnetism I. (5) (5 hrs. lee. per week)

An introduction to intermediate concepts in electrodynamics including continuous charge and
current distributions, Maxwell's Equations, physical optics, and radiation using vector calculus
techniques.

Prerequisites: Mth 124, Phy 122 or consent of the department.
Phy 341 recommended but not required.

335. Thermal Physics. (5) (5 hrs. lee. per week)

An introduction to heat and thermodynamics including statistical mechanics. Course covers
energy and entropy techniques, Legendre transformations and thermodynamic relations.
Prerequisites: Mth 124, Phy 122 or consent of the department.

341. Mathematical Methods in Physics. (5) (5 hrs. lee. per week)

A study of various mathematical techniques useful in applied mathematics and the physical
sciences. The course contains a variety of topics including vector calculus, Fourier series, elemen-
tary differential equations and matrix algebra.
Prerequisites: Mth 124, Phy 101 or 121.

361. Computational Physics. (5) (3 hrs. lee, 4 hrs. lab per week)

A survey of techniques useful in numerical problems and simulations in physics and applied
mathematics. The lab is unstructured but supervised. Students are asked to apply the tech-
niques learned to a variety of problems.

Prerequisites: Phy 102 or 122, Mth 123, Programming experience in FORTRAN, Pascal or C.

371. Quantum Mechanics I. (5) (5 hrs. lee. per week)

A first course in quantum mechanics including state vectors, operators, expectation values,
measurement in quantum systems, Schrodinger's Equation, and time evolution of states.
Prerequisites: Phy 331, 341.

1 66 /Physics

380. Optics. (5) (5 hrs. lee. per week)

An introduction to modern optical systems including geometric optics using ray tracing and
matrix formulation of lens systems, and wave optics including Fourier and Fraunhofer techniques.
Prerequisite: Phy 332 or consent of the department.

391. Advanced Laboratory. (5) (2 hrs. lee, 6 hrs. lab per week)

The course covers several representative experiments in physics, typically including magnetic
resonance, laser velocimetry, the Mil liken oil drop and others. The lecture covers background
material and the lab is unstructured.
Prerequisite: Phy 331.

411. Particle Physics. (5) (5 hrs. lee. per week)

An introduction to modern physics using techniques developed in quantum mechanics. Course
covers inelastic scattering, formation of particles, elementary field theory, and symmetry groups.
Prerequisite: Phy 375.

432. Electromagnetism II. (5) (5 hrs. lee. per week)

A continuation of Phy 332 going into more advanced topics in electrodynamics including
materials, multipole expansions, radiation reaction and relativistic electrodynamics.
Prerequisite: Phy 332.

451-2-3. Special Topics in Physics. (5)

These courses cover material of special interest to mathematics and physics majors which is
outside the scope of the regular curriculum. Topics may include more advanced treatments
of classical mechanics, applied physics and recent developments.
Prerequisite: Consent of the department.

471. Quantum Mechanics II. (5) (5 hrs. lee. per week)

A continuation of Phy 371 including time-independent and time-dependent perturbation theory,
spectral decomposition of operators, quantum angular momentum, and relativistic quantum
mechanics.

Prerequisite: Phy 371 .

490. Senior Project. (5) (outside research)

This course gives the student an opportunity to pursue an area of interest in some depth and
acquire experience in literature-based research. The student must complete a report on his
or her research.

Prerequisite: Senior standing.

/167

Political Science

The faculty of the Department of Political Science believe that all citizens
of the international community, whatever their selected role in life, must
understand political science in order to prepare for their future. The faculty
believes that the liberal arts preparation, which encompasses courses from
political science and history, provides the student with the most appropriate
educational background for life by integrating knowledge from the broadest
range of disciplines. The objective of the Department of Political Science
is to provide each student of LaGrange College with knowledge of the political
forces which shape civilization for the future.

To achieve the very broad objective set forth above the faculty seeks to:

(A) provide every student with a basic understanding of the historical and
political forces which have had an effect on the development of man
and the international community in which man must live.

(B) develop in every student an understanding and appreciation of the
civilizations which together form the contemporary international
community.

(C) develop in each student an awareness and appreciation for the political
forces which govern societies and compel those societies to behave
as they do domestically and internationally.

The faculty of the department believe that students who elect to com-
plete a major course of study in political science should have the knowledge
and understanding of the discipline, developed by classroom instruction and
individual study, necessary to provide them with the opportunity to:

(1) pursue graduate study within the discipline.

(2) pursue a professional degree in a selected field of study.

(3) seek employment in a field such as government, at the state, local or
federal entry level, or to pursue a career where their liberal arts prepa-
ration can be most effectively utilized.

Graduates of the Department of Political Science may be found pursuing
careers in business, law, education, politics and government, broadcasting,
and journalism to cite but a few fields of endeavor. In all of these fields our
graduates have found that their education has provided a foundation for their
careers and for their growth in life.

The Department of Political Science offers the following major in political
science.

(A) Demand sequence:

Political Science (PSc) 101 United States Government
Political Science (PSc) 200 Introduction to Political Science

168! Political Science

We strongly encourage the major to pursue the widest possible liberal arts
preparation by the careful selection of courses from the general education
structure. Political science majors are also strongly urged to complete the
Western Civilization and United States History sequences as these courses
provide the historical foundations necessary for understanding why man's
political institutions and philosophies of government vary so dramatically
within the community of nations.

(B) Majors are encouraged to select and complete Economics 101, 201,
203, Psychology 149, Computer Science 163, and Sociology 146 from
the general requirements of the college since some of the courses in
these areas may be utilized as electives in the major.

(C) Demand sequence: from the department
PSc 201 State and Local Government
PSc 300 Behavioral Statistics

PSc 304 Comparative Politics

PSc 310 Constitutional History of the United States

PSc 380 International Politics

Total demand hours: 25

(D) An additional twenty-five hours of the major are elective from the two,
three, and four hundred level courses listed in the department offer-
ings below.

Success in achieving the objectives established for the major will
be demonstrated as follows:

(1) Successful completion of each major course with a grade of C or better.

(2) Acceptance by the appropriate graduate program of the student's
choice which has been the subject of the development of the under-
graduate major.

(3) Acceptance by the appropriate professional program of the student's
choice.

Those wishing to major in political science are encouraged to declare the
major at the beginnng of the winter quarter of the sophomore year.

Course Offerings

101. United States Government. (5)

An introductory course on the U.S. political system through an analysis of historical and con-
temporary issues and events. The course focus is on governmental institutions and public policy.

200. Introduction to Political Science. (5)

An introductory course which focuses on the nature of the discipline of political science and
which deals with the ways political scientists study politics through an overview of the major
topics of the discipline.

201. State and Local Government. (5)

An analysis of the partners in federalism with emphasis on Georgia state and local govern-
ments, as well as the Georgia Constitution.

Political Science! 169

300. Behavioral Statistics. (5)

Introduction to the measurement of behavior and quantitative methods of data analysis. An
emphasis on parametric statistics and their application to the behavioral sciences. (See also
Psy 303.)

302. Social Change. (5)

An examination of the processes determining social change. (See also Sociology 302.)

304. Comparative Politics. (5)

An examination of the processes and forms of government and politics from a comparative
perspective.

308. American Diplomatic History. (5)

An emphasis upon the procedure for developing foreign policy as well as diplomatic history.
(See also History 308.)

309. Public Administration. (5)

An introduction to public administration in the United States (See also Sociology 309.)

310. Constitutional History of the United States to the Present. (5)

An analysis of fundamental constitutional development from 1776 to the present. (See also
History 310.)

325. International Economics. (5)

A study of the different theories of international trade and evaluation of the effects of regional
economic integration and restrictions to world trade. An examination of the mechanisms of
international payments, the foreign exchange markets and balance of payments adjustments
under different exchange rate systems.

Prerequisite: Eco 201, 203, or consent of instructor.

332. Public Finance. (5)

Analysis of the impact of governmental expenditures, taxation and credit upon production
and the distribution of income. Examination of the structures of the federal, state and local
tax systems.

Prerequisites: ECO 201, 203, or consent of instructor.

342. Government and Business. (5)

A study of the interrelationships between the public and private sectors the relationship
between government and business, between government and labor, and government and agricul-
ture. An examination of the reasons for, and the development of legislation, and case law relating
to the relationship between the public and private sectors. A study of the rise of administra-
tive law, and the regulatory agencies.

Prerequisites: Eco 201, 203, or consent of instructor.

343. Marxism-Leninism. (5)

Building upon the historical development of Marxism-Leninism, the course explores the major
elements of the theory and examines the governments professing to follow this philosophy
(See also History 343.)

378. European Diplomatic History: 1890 to the Present. (5)

A detailed examination of European international relations from the end of the Bismarckian
political system to the present. (See also History 378.)

MO I Political Science

380. International Politics. (5)

A survey of the discipline of international relations focusing on the functions and processes
of inter-state relations.

381. International Law I. (5)

A study of the law of nations, the nature of its development and use within the community
of nations.

382. International Law II. (5)

A continuation of PSc 381 with emphasis on the contemporary use and development of law.

383. International Organization. (5)

A survey of the history and development of collective security organizations

384. Foreign Policy. (5)

A survey focusing on the factors integral to the development of a nation's foreign policy and
the role that policy plays in the community of nations.

400. Political Science Internship. (5-15)

Available to selected students to provide an opportunity to work in a governmental agency

or setting.

451. Selected Topics in Political Science. (5) Annually

A seminar course on a major subject of national or international concern based on individual

research and assigned readings.

Political Science majors may, with the approval of the department chair-
man, take the following courses toward satisfying their degree requirements:
CJu 301 Criminal Law I
CJu 302 Criminal Law II
BuA 251 Business Law I
BuA 252 Business Law II
For course descriptions see the entries under the Criminal Justice program
and the Department of Business Administration.

Political Science Pre-Law Program

This curriculum was designed to meet the demands faced by the first year
law student and to provide the broadest possible undergraduate preparation
for meeting the extremely competitive law school environment. The curricu-
lum is interdepartmental in nature and seeks to expose the pre-law student
to traditional as well as non-traditional teaching techniques.

Core Courses in Political Science

PSc 201 State and Local Government

PSc 300 Behavioral Statistics

PSc 304 Comparative Politics

PSc 380 International Politics

PSc 310 Constitutional History of the United States to Present

PSc 381 International Law I

PSc 382 International Law II

Political Sc/ence/171

Additional courses required in this concentration.

BuA 161 Principles of Accounting I
BuA 162 Principles of Accounting II
Eco 201 Principles of Macro Economics

or
Eco 203 Principles of Micro Economics
SPc 321 Advanced Public Speaking

or
SPc 322 Persuasion
BuA 251 Business Law I
BuA 252 Business Law II

or
CJu 301 Criminal Law I
CJu 302 Criminal Law II
Psy 310 Abnormal Psychology

70 hours for the pre-law political science major.

Students selecting this major are strongly urged to elect courses in English
literature, History, Philosophy and Religion, and Psychology to round out their
undergraduate preparation. Courses which require extensive research and writ-
ing, the more writing the better, are highly beneficial experiences in the highly
competitive law school environment.

172 / Political Science

Criminal Justice Concentration in Political Science

The major in political science with a criminal justice concentration involves
the completion of the twenty-five core hours in politial science and the forty
hour program in criminal justice. The total program is as follows:

PSc 201 State and Local Government

PSc 300 Behavioral Statistics

PSc 310 Constitutional History of the United States

PSc 304 Comparative Politics

PSc 380 International Politics

CJu101 Introduction to Law Enforcement

CJu102 Introduction to Corrections

CJu103 Police Administration

CJu 301 Criminal Law I

CJu 302 Criminal Law II

CJu 303 Criminal Investigation

CJu 306 Juvenile Delinquency

CJu 307 Criminology

An internship experience may be included in the program at the discre-
tion of the department and based on availability of placement resources.
The amount of credit for the placement is dependent upon the placement
situation and can range from 5 to 15 quarter hours.

/173

Psychology

INTRODUCTION

The goal of this department is to acquaint the student with basic principles
of behavior and the research methods necessary to understand them.

OBJECTIVES

A student who graduates from LaGrange College with a major in psychology
will:

1. recognize the importance of an EMPIRICAL approach in attempting
to understand behavior.

2. be familiar with the concepts, terms, and explanatory principles char-
acteristic of the following theorists: Freud, Rogers, Maslow, Bandura,
Allport, Erikson, Piaget, Thorndike, Pavlov, Guthrie, Watson, Hull,
Tolman, Skinner, and Kohlberg.

3. be able to evaluate CRITICALLY, through application of the principles
of logico-empirical science, the various theorists listed above.

4. be able to identify and discuss examples of the major "types" of learn-
ing, to wit: classical, operant, observational, information processing.

5. be familiar with generalizations regarding physiological correlates of
behavior.

6. be familiar with the major historical developments in psychology.

7. be familiar with the terminology of the current edition of the Diag-
nostic and Statistical Manual of the American Psychiatric Association
(DSM-III-R, 1987).

8. be familiar with the different theoretical approaches (including the psy-
choanalytic, the humanistic, and social learning-behavioral) in the
decription, etiology, and therapy of behavioral disorders listed in
DSM-III-R.

9. be able to list and discuss the various objective and projective per-
sonality assessment techniques including the Rorschach and Holtzman
inkblots, the Thematic Apperception Test, the MMPI, the Q-sort, the
16-PF, behavioral interviews, behavioral sampling, behavior survey
schedules, the Taylor Manifest Anxiety Scale, The Manifest Hostility
Scale, and the Buss-Durkee Hostility Inventory.

10. recognize the basic philosophical (e.g., What is personality?) and
methodological issues in psychological research.

11. be familiar with the sections of an APA style research report includ-
ing the kinds of information typically found in each.

174/ Psychology

12. be familiar with the standard procedures for summarizing data, includ-
ing the construction of frequency tables, the calculation of measures
of central tendency (means, medians, and modes), calculation of meas-
ures of dispersion (range, variance, and standard deviation), and corre-
lation coefficients.

13. be familiar with the logic of hypothesis testing including the statement
of research and statistical hypothesis, the notion of Type I and Type
II errors, the power and efficiency of a statistical test, and the major
inferential techniques used in psychology (especially t tests, analysis
of variance [one factor], and chi-square).

14. recognize the concepts and principles of psychology as exemplified
in everyday situations.

A major in Psychology consists of the following courses: 300, 303, 350, 460,
470 and one course in Developmental Psychology (302, 306, or 358) plus 30
additional hours approved by the advisor. On approval of the advisor, 15
of these hours may come from outside the Department of Psychology, as
follows: Sociology 147, 300, 308; Biology 148. No course with a grade below
C may be applied toward a psychology major. It is strongly recommended
that a psychology major complete the Biology 101-102 sequence to satisfy
the science portion of the general requirements.

Note: A maximum of 10 hours of special topics courses may be applied
to the Psychology Major.

The accomplishment of the psychology objectives will be demonstrated
by obtaining an acceptable score on a test administered by the department.
Normally, this test will be given during the student's final quarter at LaGrange
College.

Students who complete the major in psychology have many career options.
Psychology is a very broad field which overlaps many different areas. Some
of the jobs taken by recent psychology graduates include management and
supervisory positions in business and industry and positions in community
and state service agencies. A psychology major also serves as good prepara-
tion for advanced study in law, social service, counseling, and psychology.

Psychology 149, Introduction to Psychology, is the prerequisite to all 300
and 400 level psychology courses. Some courses have other prerequisites.

Since this department views psychology as a research-based discipline, it
is recommended that the student complete Psychology 303, Behavioral Statis-
tics, and Psychology 300, Experimental Psychology, as soon as possible after
the major is declared.

COURSE DESCRIPTIONS

149. Introduction to Psychology. (5) Fall, Winter, Spring

A survey of major topics in psychology including basic neuroanatomy, motivation, learning,

perception, personality and abnormal behavior.

Prerequisite to all 300- and 400-level psychology courses.

Psychology /175

200. Interpersonal Communication. (2) (On demand)

A non-lecture course that emphasizes practical application of psychological research relating

to interpersonal communication.

202. Critical Thinking. (2) (On demand)

This course seeks to foster a critical scientific attitude toward the acquisition of information
in general and toward anomalous claims in particular. Students will apply the question "What
constitutes acceptable logical argument and empirical evidence?" to a number of well-publicized
but seldom criticized phenomena.

300. Experimental Psychology. (4 hrs. lee, 2 hrs. lab per week) (5) Winter
A survey of various types of research design, including the strengths and weaknesses of each.
The laboratory includes practice in designing and conducting experiments, as well as analysis
and reporting of results.

Prerequisite: Psychology 303 or consent of professor.

302. Human Growth and Development. (5) Fall, Winter, Spring.

A study of normal life beginning with conception. Important developmental phenomena are
considered in the light of several major developmental theories.

303. Behavioral Statistics. (5) Fall

Introduction to the measurement of behavior and quantitative methods of data analysis. An
emphisis on parametric statistics and their application to the behavioral sciences.

304. Educational Psychology. (5) Fall, Spring.

Application of psychological principles and research to the teaching/learning process. Major
topics include behavioral and cognitive approaches to learning, classroom management, and
test construction and interpretation.

306. Psychology of Adolescence. (5) Spring.

Problems occurring in transition from childhood to adulthood.

321. Social Psychology. (5) Fall.

A course dealing with behavior as affected by social influences. Major topics include social
perception, social communication (verbal and nonverbal), alturism, attitudes, aggression, and
prejudice. Also, applied areas such as forensic psychology are considered.

330. History and Systems of Psychology. (5) (On demand)

A study of the historical background of psychology, with emphasis upon the major schools

of thought.

340. Physiological Psychology. (5) (On demand)

A study dealing with the interactions of various structures of the body (primarily the neural
and endocrine sytems) affecting behavior.

341. Human Sexuality. (5) Spring

A research based study of the important issues in human relationships and sexuality.

350. Abnormal Psychology. (5) Fall, Spring.

A survey of the causes, characteristics, and current theories and treatments of deviant behavior.

176 / Psychology

351. Guidance and Counseling. (5) Winter

An introduction to counseling approaches, methods, and assessment techniques. Emphasis is

placed on individual counseling.

Prerequisite: Psy 303 or consent of professor

357. Psychology of Religion. (5) (On demand)
Psychological interpretation of religious experience and growth

358. Psychology of Aging. (5) Winter

Emphasizing the pragmatic application of available knowledge to the problems of the aged.

380. Special Topics in Psychology. (On demand)

A course offered at the sophomore/junior level focusing on a specialized topic from the field

of psychology.

450. Microcomputer Applications in the Behavioral Sciences. (5) Spring.
A study of the use of microcomputers with special emphasis on specific software programs
including data-base management, spread-sheets, word-processing, and statistical packages for
the behavioral scientist

460. Theories of Personality. (5) Winter

A study of the theories of personality, including analytical and learning theories.

Prerequisites: Psy 300 and Psy 303 or consent of professor.

470. Theories of Learning. (5) Spring.

A study of the various theorists' views of how learning occurs. Attention given to condition-
ing, as well as higher order human learning.

Prerequisites: Psy 300 and Psy 303 or consent of professor

480. Special Topics in Psychology. (On demand)

A course offered at the junior/senior level focusing on a specialized topic from the field of

psychology. A prerequisite may be required.

Graduate Courses

504. Advanced Educational Psychology. (5) (On demand)

A seminar course with emphasis upon motivation, methods of learning, ability level, behavioral

characteristics, individual differences, and other related matters

560. Theories of Personality. (5) (On demand)

A sufficient mastery of ten representative personality theories to evaluate their strengths and

weaknesses.

570. Theories of Learning. (5) (On demand)

A review of theoretical positions on the nature of the learning process to include both theoret-
ical issues and practical applications. Research required.

/177

Religion

Courses in religion have a twofold purpose: to afford students the oppor-
tunity to study and investigate the role of religion in human experience; and
to provide, for those interested, a basis for further study and for selection
of positions in church-related vocations. The Department is aware of the
increasing demand that pre-theological students be prepared to enter semi-
nary at the graduate level in their studies and at the same time have a broad
cultural orientation. In addition, the Department is aware of the need for
an interdisciplinary preparation for persons interested in Christian Education.
To this end the Department offers a major in Christian Education which allows
for three concentrations: Director of Christian Education; Youth Ministry; Out-
door Ministries.

Students who desire to substitute Religion 103 and 104 for the Religion
101 in the general education curriculum may do so. They should consult with
the chairman of the Department of Religion.

CHRISTIAN EDUCATION

Students earning a degree in Christian Education are expected to under-
stand the principles of Christian Education including objectives and teach-
ing methods related to their particular concentration, Christian personality
development, and to have a biblical and historical foundation in the Chris-
tian faith.

A major in Christian Education consists of the following courses for a con-
centration:

1. Director of Christian Education: Religion 150 or 341, 320 or 321, 330,
331, 332, 333, 334, 335, 350, 303 or 304 or 305, 313 or 314, 490 and 491.
Prerequisite to the above courses is Rel. 101 or Rel. 103/104. In addi-
tion, selected courses from other departments may be recommended.
Candidates completing the Bachelor of Arts degree with this concen-
tration will have fulfilled two of the four certification studies for the
Associate in Christian Education in the United Methodist Church.

2. Youth Ministry: Religion 330, 332, 350, 323 (required of all Methodists),
320 or 321 (non-Methodists), 303 or 304 or 305, 313 or 314, 490, and
491; HPE 152, 153, 313; PEd. 106, 158, 162; Psychology 306. Recom-
mended: Psychology 341; Sociology 306; Education 449.

3. Out-door Ministries: Religion 303 or 304 or 305, 313 or 314, 330, 336,
490, and 491; Biology 336; Psychology 321; HPE 152, 153, 313, 330; PEd.
in addition to the three Gen. Req. P.E. courses, five other activity courses
from the following - 103, 106, 111, 114, 157, 158, 159, 162. Recom-
mended: Bio. 334, 335; Psy. 306, 358. In meeting General Requirements
the following courses should be taken: Bio. 102; Spc. 105; Rel. 110;
Psy. 149.

'\7 8! Religion

RELIGION

Students earning a degree in Religion are expected to have mastered basic
historical data pertaining to the Old Testament, the New Testament, and the
Church; to be familiar with basic issues in contemporary Christian thought;
to understand the fundamental issues in a mature religion including its
development through the educational program and its missional propagation.

A major in Religion consists of the following courses: Rel. 304, 303 or 305,
313, 314, 320, 321, 329, 330, 341 or 150, 350, and a minimum of two other
five hour courses in the Department. Prerequisite to the above courses is Rel.
101 or Rel. 103/104. In addition, a minimum of 20 hours should be taken in
other disciplines as approved by the Department Head and/or Advisor.

Beginning with the class of 1990 all persons graduating from the Depart-
ment of Religion and Philosophy will be expected to complete satisfactorily
an oral and a written examination. This examination will be taken in the first
or second quarter of the Senior year. Completion is necessary before a stu-
dent can participate in an Internship.

101. Judaic-Christian Heritage. (5) Fall, Winter, Spring

A study of the major thought patterns which have emerged from the Judaic-Christian tradition
and of their impact on the institutions of Western Society.

102. Christian Ethics. (5) (On demand)

A study of ethical issues from the Christian perspective.

103. Old Testament Survey. (5) (On demand)

A survey of the history and literature of the ancient Hebrew people. Should be taken before
Religion 104.

104. New Testament Survey. (5) (On demand)

Introduction to the New Testament through an examination of its historical setting and con-
tent, and the significant contributions it has made

110. Religious Dimensions of Human Behavior. (5) (On demand)

A study of the religious element in human experience with a special emphasis on Christian

faith and life.

150. Introduction to the Archaeology of Palestine. (5) Spring, 1991

A study of the method and results of archaeological study in Palestine and related areas.

199. Summer Study-Travel Seminar. (5 or 10) (On demand)

Section A Biblical Studies: a study of archaeology, biblical history, biblical literature, and
modern Israeli culture, to be conducted in conjunction with a work program on a kibbutz
in Israel.

Section B Church History: a study of church history, to be combined with a three-week
visit to European centers related to that history.

Section C Missions: participation in the program of an established Mission which will incor-
porate work on Station and lectures pertaining to the work of that specific area.

Religion 1 179

300. Introduction to Hebrew I. (5) Fall, 1990

A beginning course designed to teach the fundamentals of Biblical Hebrew.

301. Introduction to Hebrew II. (5) Winter, 1991

A continuation of Rel 300. Consent of Department required.

302. Introduction to Hebrew III. (5) Spring, 1991

A continuation of Religion 301. Consent of the Department required.

303. Torah (Law). (5) Fall, 1991.

A detailed study of the first five books of the Old Testament.

304. Neviim (Prophets). (5) Winter, 1992.

A detailed study of prophetic movements in Israel and of the individual prophets, their histor-
ical background, lives, messages, and contributions to the religious life of Israel.

305. Ketuvin (Writings). (5) Spring, 1992.

An examination of Wisdom, Apocalyptic and poetic literature of the Old Testament.

310. Introduction to Biblical Greek I. (5) Fall, 1991

A beginning course designed to teach the fundamentals of Biblical Greek.

311. Introduction t Biblical Greek II. (5) Winter, 1992
A continuation of Rel 301.

313. Life and Teachings of jesus. (5) Fall, 1990

A study of the message of Jesus within the context of the synoptic gospels and its application
to contemporary society.

314. Apostolic Age. (5) Fall, 1991.

An examination of the origin and expansion of the early Christian church, with studies in the
Epistles and the Acts of the Apostles.

320. Church History I. (5) Winter, 1992.

A survey of the history of the Christian Church from the close of the Apostolic Age to the
end of the Middle Ages.

321. Church History II. (5) Spring, 1992.

A history of the Christian Church from the rise of the Protestant Reformation through the Eigh-
teenth Century.

323. Methodism. (5) Winter, 1991.

A survey of the history and thought of Methodism.

329. Contemporary Christian Thought. (5) Spring, 1991

A survey of the development of Christian thought, with particular attention to the nineteenth
and twentieth centuries.

330. Introduction to Christian Education. (5) Fall, 1990

An examination of goals, methods, and techniques used in the church-school educational
program.

180 Religion

331. Methods in Christian Education I (Children). (2) Fall, 1990

A study and application of methods in Christian Education for children.

332. Methods of Christian Education II. (2) Winter, 1991

A study and application of methods in Christian Education for youth.

333. Methods of Christian Education III. (2) Winter, 1991

A study and application of the methods in Christian Education for adults.

334. Worship in the Church. (2) Fall, 1991

A brief examination of worship in the church as an historical and a contemporary experience.

335. Curriculum in Christian Education. (2) Winter, 1992

A study of the various curricula used in the educational programs of the church.

336. Out-door Ministry. (5) Winter, 1991

An examination of the goals and methods utilized in the various ministries out-of-doors.

338. Church Music. (5) Fall, 1990.

A study of the history and types of Church Music and its use in the church.

341. Introduction to Mission. (5) Spring, 1991

A study of philosophy and program of Mission in the Church

350. Psychology of Religion. (5) Winter, 1991
Psychological interpretation of religious experience and growth.

351. Sociology of Religion. (5) Winter, 1991

A sociological analysis of the interplay between religion and culture.

490. Seminar. (5) Fall, Winter, Spring.

A study of issues confronting those participating in a local church setting. Required of all stu-
dents in the Internship.

491. Internship. (10) Fall, Winter, Spring.
Supervised participation in the local church setting.

/181

Sociology/Social Work

The primary objective of the social work program is to provide students
with knowledge and skills necessary for employment in social service agencies
as well as preparation for graduate education. The curriculum is designed
to increase the student's awareness of the structure and functioning of society
and the individual's role in our changing world. In addition to theoretical
knowledge, the student is given the opportunity for practical application of
his education working under supervision in a variety of community-based
social agencies.

Students completing majors in social work will have a fundamental knowl-
edge of the role of social work in dealing with behavioral problems and will
have demonstrated the ability to apply this knowledge in a practical work
experience setting.

A concentration in Criminal Justice within the B.A. Social Work program
may be obtained. In addition to social work skills, students electing this option
will have demonstrated a basic theoretical and practical understanding of
the criminal justice system.

Course Requirements for the Major in Social Work are:

Sociology 146, 147, 153, 300, 301, 490A and 490B 40 hours

Psychology 149, 302, 321, and 350 20 hours

Mathematics 316 or Psychology 303 5 hours

Five additional hours in Sociology or Criminal Justice to be chosen

by the student in consultation with the adviser 5 hours

Total 70 hours

Students electing the Criminal Justice concentration must satisfy all social
work requirements plus forty hours in Criminal Justice. For course descrip-
tions in Criminal Justice, see that section of this Bulletin.

The accomplishment of the Social Work major objectives will be demon-
strated by the following:

1. Satisfaction of all course requirements including supervised practicum.

2. (A) A score of 85 or better on the State of Georgia Merit System Exam

in one of the following areas:

1. Senior Caseworker

2. Behavior Technician

3. Court Service Worker

4. Probation/Parole Officer

OR
(B) An interview with an examination by a panel of Social Work/Crimi-
nal Justice administrators.

1 82 1 Sociology/Social Work

Students who complete the Social Work Major have career options that
include the following:

1. Social Services

2. Mental Health Services

3. Youth Services

4. Correction Services

The Criminal Justice concentration opens career option in Law Enforce
ment and Probation/Parole.

COURSE DESCRIPTIONS

146. Introduction to Sociology. (5) Fall, Winter, Spring

An introduction to the scientific study of the structure and dynamics of human society. A prereq-
uisite to all 300-level sociology courses.

147. The Family. (5) Fall, Winter, Spring.

An analysis of contemporary marriage and family experiences.

148. Introduction to Anthropology. (5) Fall, Winter

A general introduction to physical and cultural anthropology.

153. Social Problems. (5) Winter

A study of selected social problems in American society which are related to deviant behavior,

value conflict, or social disorganization.

300. Introduction to Social Welfare and Social Work. (5) Fall

A history of social welfare policy development and the role of social work in the United States.
Emphasis upon casework, group work, and community organization as practiced in social work
settings

301. Social Theory. (5) Fall

An analysis of the development, convergence and utilization of sociological theories.

302. Social Change. (5) (On demand)

An examination of the processes determining social change.

305. Sociology of Religion. (5) Winter.

A sociological analysis of the interplay between religion and culture.

306. Juvenile Delinquency. (5) Winter.

An analysis of the nature and causes of juvenile delinquency and an evaluation of treatment
or preventive programs in this area of behavior.

307. Criminology. (5) Spring

A study of criminal behavior and its treatment. An overview of treatment of the offender by
means of imprisonment, probation, and parole.

308. Cultural and Social Anthropology. (5) Spring

A study of comparative cultures and social structures with special emphasis upon the ethnog-
raphy of primitive people.

Sociology/Social Work /183

309. Public Administration. (5) (On demand)

An introduction to public administration in the United States.

311. Introduction to Outdoor Therapy Methods I. (3) Winter

To provide a solid foundation in the area of outdoor therapy, including theory and practice.
Course will require off-campus trips lasting from one day to a full weekend.

312. Introduction to Outdoor Therapy Methods II. (3) Spring
A continuation of Soc. 311.

Prerequisite: Soc. 311.

490A. Seminar in Social Work Methods. (5) Winter, Spring.

Individual and group study of methods of social work practice-casework, group work and com-
munity organization. To be taken concurrently with 490B.

490B. Field Placement in a Social Service Setting. (10) Winter, Spring.

Directed observation and participation in social service/criminal justice practice. To be taken

concurrently with 490A.

184/

Spanish

INTRODUCTION

A major and a minor are offered in Spanish.

The faculty teaching Spanish have the following goals:

To provide an opportunity for the student to learn and to use a language
other than his or her own native tongue.

To offer skills to enter graduate school or to gain employment which
may require the knowledge of Spanish.

OBJECTIVES

The attainment of a desired proficiency in the four basic language skills
of reading, writing, speaking, and understanding, with a broad exposure to
literature, history, geography, heritage, and culture.

To accomplish the objectives majors will take forty hours above Spanish
103 to be selected from the following courses.

121. Introduction to Hispanic Civilization. Required.

199. Mexican Travel Seminar.

300. Spanish Conversation and Composition. Required.

301. Survey of Spanish Literature I.

302. Survey of Spanish Literature II.

303. Survey of Spanish-American Literature.
305. Nineteenth Century Spanish Literature.
307. Modern Spanish Drama.

311. Lecturas explicadas.

321. Spanish Phonetics. Required.

The accomplishment of these objectives will be demonstrated by the fol-
lowing means:

Final grades in each course.

An oral exit examination by a panel consisting of the major professor
and other qualified members of the faculty.

The level of student competence will be reflected by final course grades
and the exit examination.

Students who complete the Spanish major or minor have career options
that include the following areas:

Foreign service, civil service, government jobs, social work, international
business, banking, law enforcement, medicine, engineering, law, educa-
tion, social science, translation, airline services, and personnel.

The minor must include 30 hours, 15 of which must be 300-level courses.
It is possible that Spanish 121 or 199 may be substituted for one 300-level
course.

Spanish /1 85

COURSE DESCRIPTIONS

101. Elementary Spanish. (5) Fall, Winter, Spring.

A course for beginners with intensive practice in pronunciation, essentials of grammar, and
reading of simple prose.

102. Elementary Spanish. (5) (On demand)
A continuation of Spanish 101.

103. Intermediate Spanish. (5) (On demand)

A review of grammar and syntax with practice in reading selected texts.

110. Introduction to Hispanic Countries and Cultures. (5)

A course designed to develop inter-cultural understanding through study of the customs, beliefs,
and historical perspectives of Hispanic countries of the western hemisphere. This is a contrac-
tual option for general education only for the nontraditional student.

121. Introduction to Hispanic Civilization. (5) (On demand)

A study of the art, literature, history, and anthropology of the Spanish-speaking world.

Prerequisites: Spanish 101, 102, or consent of the instructor. This course, or Spanish 103,
or consent of the instructor prerequisite to all 300-level courses.

199. Mexican Travel Seminar. (5-10) (On demand)

A travel-study seminar in cooperation with Interact Travel Seminars in Mexico to provide valu-
able educational experience through close contact with Mexican contemporary life and its
ancient civilizations following basic preparation in history and culture. A program centered
in Mexico City, Puebla, Cholula, and Taxco with Mexican and U.S. teaching staff. Some knowl-
edge of Spanish desirable.

I

300. Spanish Conversation and Composition. (5) (On demand)

A course stressing practice in speaking and writing Spanish. Not open to students fluent in
Spanish.

301. Survey of Spanish Literature I. (5) (On demand)

A study of major writings from the Middle Ages through the seventeenth century.

302. Survey of Spanish Literature II. (5) (On demand)

A study of representative novels, plays, and poetry from the eighteenth century through the
present.

303. Survey of Spanish-American Literature. (5) (On demand)

A survey of Spanish-American literature from the Colonial Period through the present.

305. Nineteenth Century Spanish Literature. (5) (On demand)

A study of selected readings from Spanish fiction, poetry, and drama.

307. Modern Spanish Drama. (5) (On demand)

A study of the development of the Spanish drama, with emphasis on the major dramatic works

of the present century.

1 86 /Spanish

311. Lecturas Explicadas. (5) (On demand)

A study of selected materials from various genres reflecting the history and culture of Latin

America.

321. Spanish Phonetics. (5) (On demand)

A study of Spanish sounds with intensive drills in pronunciation. Not open to students fluent
in Spanish.

/187

Speech Communications and Theatre

INTRODUCTION

The primary goal of the Speech Communications and Theatre department
is to achieve the highest artistic standards within the context of a liberal arts
educational environment. We strive to achieve this by recognizing both our
responsibility to the liberal arts concept and to the professional training of
majors. Therefore, the program is designed to serve both the general student
populace and department majors. The curriculum provides opportunities for
students of all disciplines to improve their communication skills and to
develop an appreciation of theatre. For those students anticipating a career
in Speech Communications and Theatre, the curriculum provides a strong
undergraduate foundation in oral communication, theatre literature, history,
performance, and production. Classroom instruction is enhanced through prac-
tical experience in the form of fully staged productions each quarter.

Students may also participate in department's Summer Repertory Company,
an intensive program in acting, technical theatre, stage management, and
other production areas. Productions are performed at the Callaway Gardens
Resort, 18 miles south of the college campus, in Pine Mountain, Georgia.

OBJECTIVES

Students completing a major in Speech Communications and Theatre will
have an understanding of the theoretical concepts behind each of the three
major divisions within the discipline: oral communication/performance,
design/production, and theatre literature/history.

The student will be able to demonstrate a practical knowledge of the
theatre through participation in department productions.

The student will know the basic structure and the fundamental philosophi-
cal thrust of each of the major dramatic literary movements, from fifth cen-
tury Greece to contemporary theatre.

The student will demonstrate an awareness of the historical evolution of
the theatre and be able to identify the significant trends in theatre architec-
ture, and scenic and costume design.

The student will demonstrate an understanding of the communication
process through a variety of oral presentations.

The student will demonstrate a mastery of the theoretical aspects of the
discipline through the completion of a practical project prior to graduation.

188 /Speech Communications and Theatre

GRADUATION REQUIREMENTS FOR SPEECH
COMMUNICATIONS AND THEATRE MAJOR

A student graduating with a major in Speech Communications and Theatre
must meet all of the following criteria:

a. Satisfactory completion of all degree requirements as outlined in the
catalogue.

b. A minimum score of 75% on the department comprehensive examina-
tion, to be administered prior to a student filing a petition to graduate.

c. Satisfactory completion of a senior project of either a practical, theo-
retical, or an academic nature. Projects may include design, directing,
and performance proposals, as well as written theses. All proposals must
be approved by the department chairperson and are subject to schedul-
ing and faculty supervisory commitments. This project will be reviewed
by a three member jury, consisting of two college faculty and one out-
side adjudicator.

d. Regular participation in all department production activities including
auditions, set and costume construction, production crews and produc-
tion strikes.

e. Attend all regularly scheduled departmental meetings and activities
including weekly Theatre Workshop sessions.

ADMISSION TO SPEECH COMMUNICATIONS
AND THEATRE MAJOR

In order to be admitted as a Speech Communications and Theatre major,
a student must meet the following criteria:

A. Have an overall GPA of 2.0 or better

B. Writing proficiency a grade of C or better in English 101, 102 and 103

C. Oral or Theatrical Proficiency a grade of C or better in either SPC
105 or SPC 110

D. Past Participation in Dept. production recommendation of super-
vising theatre faculty member; transfer students: provide recommen-
dation from previous theatre professor

E. Prognosis for Success: an evaluation during SPC 105 or 110 pertinent to:

1) attendance

2) attitude

3) cooperation

4) oral and written skills

5) enthusiasm and dedication to theatre

A student that has not met all of the above criteria may be admitted provi-
sionally. The student admitted provisionally has three quarters in which to
meet all criteria.

Speech Communications and Theatre/ 189

REQUIREMENTS FOR MAJOR:

A total of 72 quarter hours are required for the Speech Communications
and Theater major.

Requirements include the following

Spc 101 Drama Survey I 5 hrs.

Spc102 Drama Survey II 5 hrs.

Spc 110 Essentials of Theatre 5 hrs.

Spc 180 Stagecraft/Lighting 5 hrs.

Spc 182 Costume/Makeup 5 hrs.

Spc 184 Acting I 5 hrs.

Spc 190 Theatre History 5 hrs.

Spc 330 Analysis of Drama 5 hrs.

Spc 360 Principles of Theatrical Design 5 hrs.

Design Option One of the following: 5 hrs.
Spc 381 Scenic and Lighting Design
Spc 385 Basic Costume Design/Pattern Drafting

Electives 20 hrs.

Total 70 hrs.

REQUIREMENTS FOR A SPEECH COMMUNICATIONS
AND THEATRE MINOR

A minor in Speech Communications and Theatre will consist of 30 course
hours selected from departmental offerings. No fewer than 15 hours must
be upper division courses (300 level and above).

A maximum of 10 hours of either summer theatre or the combination of
summer theatre and practicum may be applied to the major or minor. Any
remaining hours may be applied to the general graduation elective
requirements.

In addition to the requirements of the department, majors are strongly
advised to take courses in Art, Music, Dance, and English to broaden their
Theatre and Speech preparation. See department chairperson for specific
adjunct courses.

COURSE DESCRIPTIONS

101. Drama Survey I. (5)

A survey of Western theatre from its beginning in Hellenistic Greece to the rise of Realism.
Selected plays will be read and discussed in terms of their theatrical importance and their
interaction with the societies in which they were written.

190/ Speech Communications and Theatre

102. Drama Survey II. (5)

A survey of Western theatre from the rise of Realism through contemporary drama. Selected
plays will be read and discussed in terms of their theatrical importance and their interaction
with the societies in which they were written.

Drama Survey II may be taken independently of Drama Survey I.

105. Speech Fundamentals. (3) Fall, Winter, Spring.

A course emphasizing development of organizational and delivery skills through individual

speaking exercises in a variety of formats including informative, demonstrative and persuasive

110. Essentials of the Theatre. (5)

A course designed to introduce the student to the various aspects of the theatre. Topics include
history, design, production, and dramatic structure.

180. Stagecraft/Lighting. (5)

A course designed to acquaint the student with the theories and techniques of stage scenery,
properties, and stage lighting. Students will be expected to participate in the mounting of a
departmental production.

182. Basic Costuming and Makeup for the Stage. (5)

A course that acquaints the student with the basic concepts of costuming in general and sew-
ing in particular. It also explores the fundamentals of stage makeup with laboratory experiences
that enable the student to practice the principles demonstrated during class time.

184. Acting I. (5)

A course designed to introduce the fundamental techniques and principles of acting for the
stage. Students will work on both the physical and psychological aspects of acting as they
relate to both classical and modern drama.

190. Theatre History. (5)

A survey of the development of theatre from its beginnings to the modern period.

272. Creative Dramatics. (5)

A course which introduces the student to an improvisational, nonexhibitional, process-centered
form of drama designed to promote personal growth and educational development in young
children. This course will combine workshop experiences with practical classroom opportunities.
Recommended for early childhood and primary education majors.

283. Stage Management and Play Production. (2)

A course designed to provide the student with an introduction to, and basic training in, the
areas of stage management and play production. The course includes discussion of manage-
ment and production theory and practical exercises.

285. Theatre Practicum. (2)

A course designed to provide opportunities for participation in various aspects of dramatic
production. (May be repeated twice for credit.)
Prerequisite: Consent of instructor.

300-301-302. Summer Theatre Repertory Company. (15)
Prerequisite: Consent of instructor.

Speech Communications and Theatre /191

310. Fundamentals of Playwrighting. (5) (On demand)

A course designed to stimulate critical and creative faculties through the preparation of original
material for the theatre. Students will be guided in the completion of writing a one-act play.
Prerequisite: Consent of instructor.

320. Phonetics. (5)

A study of the International Phonetic Alphabet as a means of analyzing and correcting prob-
lems in speech development and as a device to augment listening ability and perception.

321. Advanced Public Speaking. (5)

A course designed to guide the student in researching and using evidence in public speaking
situations. Emphasis will be placed on the development of speech writing and delivery skills.
Prerequisite: Spc 105.

322. Persuasion. (5)

A study of the principles of persuasion. In this course the student will develop skills in prepar-
ing and analyzing persuasive messages, and in making ethical choices concerning their use.
Prerequisite: Spc 105.

324. Discussion and Group Leadership. (5)

A study of principles and techniques involved in group problem-solving. The course is designed
to help the student work effectively in a committee environment.

330. Analysis of Drama. (5)

A study of the major genres of dramatic literature through the application of various interpre-
tive models. Tragedy, comedy, and tragi-comedy will be approached from the perspective of
the designer, actor, and director.

331. Oral Interpretation of Literature. (5)

A course designed to enable the student to communicate his interpretation of a literary work
to an audience through the development of appropriate skills.

343. Drama in the Schools. (5) (On demand)

A course designed to provide students in the performing arts, and elementary and secondary

education with leadership experience in dramatic activities designated for young audiences.

351. Acting II. (5)

A continuation of Spc 184, with increased emphasis on the performer's development of tech-
niques for characterization. The course will focus in greater detail on individual character analysis
as it pertains to specific textual demands.
Prerequisite: Spc 184.

360. Principles of Theatrical Design. (5)

A course that introduces the student to drawing and drafting skills in preparation for the task
of design. These skills include perspective and figure drawing, drawing with highlight and shadow,
the use of color, and selected rendering materials and techniques.

370. Fundamentals of Directing. (5)

A course designed to introduce students to the director's function in interpreting, planning,
and staging a play. The course includes theoretical discussion of directing techniques as well
as practical directing experiences.
Prerequisite: Spc 184.

192 /Speech Communications and Theatre

371. Children's Theatre. (2)

A study of the theories, principles, and techniques of producing dramatizations for children
Students will be expected to participate in the staging of a theatrical production.

381. Scenic and Lighting Design for the Stage. (5)

This course will provide the student with a series of practical design projects related to both
stage scenery and lighting. The student will have the opportunity to develop designs from con-
ceptualization to presentation.
Prerequisite: Spc 360.

385. Basic Costume Design and Pattern Drafting. (5)

A course that acquaints the student with the basic skills needed to design theatrical costumes
and to draft patterns for costumes.
Prerequisites: Spc 182 and Spc 360.

484. Production Seminar. (5)

A course designed to offer graduating seniors the opportunity to complete project proposals in
acting, directing, design (scenic, lighting, and costume), and theatre studies. Projects will be ad-
judicated by a panel of three faculty members, one of which will be an off-campus professional.

/193

Faculty, Trustees and
Administration

Faculty
SPRING 1990

Nancy Thomas Alford (1969)
Assistant Professor of Health,
Physical Education and
Recreation; Dean of
Student Development
B.S., Georgia College at Milledgeville;
M.S., University of Tennessee

John W. Anderson (1971)

Professor of Political Science

Chairman of Social and

Behavioral Sciences Division

B.S., Johnson State College; M.S., Florida
State University; Ph.D., Emory University

Cathy Badura (1989)
Instructor of History

B.A., Tift College;
M.A., Auburn University

Ann Clark Bailey (1959)

Associate Professor of Modern
Foreign Languages
A.B., Wake Forest College; M.A., Emory
University; University of Georgia

Mary Kathryn Bates (1984)
Assistant Professor of Nursing
B.S.N.,, Florida Southern College
M.S.N., Georgia State University

Charlene Baxter (1976)
Catalog Librarian

A.B., West Georgia College; M.L.S.,
George Peabody College for Teachers

Adolf o Benavides (1986)
Associate Professor of
Business Administration
and Economics

B.B.A., University of Puerto Rico; M.A.,
Ph.D., Washington State University

Jon Birkeli (1987)

Associate Professor of
Business Administration
and Economics
A.B., Lenoir-Rhyne College; Ph.D.,
University of South Carolina

Edward K. Bowen (1986)
Associate Professor of
Speech Communications
and Theatre

B.T., Williamette University; M.A.,
Western Oregon State College;
Ph.D., University of Stirling

Vernon S. Brown, Jr. (1982)
Assistant Professor of Art
and Design

B.V.A., M.V.A., Georgia State University

Julia B. Burdett (1976)

Assistant Professor of Social Work

A. A., Brewton Parker Jr. College; B.A.,
Tift College; M.R.E., Southern Baptist
Theological Seminary; M.S.W., Tulane
University

1 94 1 Faculty, Trustees and Administration

Joseph J. Cafaro (1984)

Associate Professor of History

A. A., Manatee Junior College; B.A.,
Florida Atlantic University; M.A., Ph.D.,
Florida State University

Roland B. Cousins (1990)
Professor of Business
Administration

B.S., M.S., Virginia Polytechnic Institute;
DBA., Indiana University

George M. Dupuy (1989)

Callaway Professor of Business

Administration

B.A., College of William and Mary;

M.B.A., Ph.D., University of North

Carolina Chapel Hill

Martha M. Estes (1982)

Assistant Professor of Music

B.M., Greensboro College; M.A.,
Columbia University

Charles H. Evans (1981)
Associate Professor of
Psychology

B.S., University of Georgia; M.S.,
University of Georgia; Ph.D.,
University of Georgia

G. Thomas Fortune (1987)

Assistant Professor of Chemistry

B.A., Central Wesleyan College;
Pennsylvania State University;
Clemson University;
Ph.D., Georgia Institute of Technology

Santiago A. Garcia (1977)
Professor of Education,
Chairman of Division of
Education and Psychology

B.A., Tulane University; M.A., San Jose
State University; University of Maryland;
Ph.D., Georgia State University

Luke K. Gill, Ir. (1971)
Professor of
Sociology/Social Work,
Assistant Dean for
Evening Studies

Georgia Southwestern College; B.B.A.,
University of Georgia; J.D., John Marshall
Law School; M.S.W., University of
Georgia; University of Georgia

Hazel S. Glover (1984)

Assistant Professor of Business
Administration

B.B.A., West Georgia College; M.P.A.,
Georgia State University

Martha N. Henry (1981)

Associate Professor of French

B.A., Duke University; M.A., Emory
University; University of Nice, France;
Ph D., University of North Carolina
Chapel Hill

Patrick M. Hicks (1958)

Associate Professor of Science

B.S., M.S., Auburn University;
University of Georgia

Samuel G. Hornsby, Jr. (1966)
Professor of English,
Chairman of Humanities and
Fine Arts Division

Oxford College of Emory University;
B.S.Ed., M.A., University of Georgia;
University of London; Ph.D., Auburn
University

John C. Hurd (1974)
Professor of Biology

B.S , Alabama College; M.S., Ph.D.,
Auburn University

Frank A. James (1982)

Professor of Chemistry and
Dean of the College

B.S., M.Ed , Ph D University of Georgia

Faculty, Trustees and Administration 1 195

Sandra K. Johnson (1983)

Associate Professor of Health,
Physical Education and
Recreation

B.A., Concordia College; M.Ed.,
University of Arizona; Ed.D., University
of North Carolina-Greensboro

Tony A. Johnson (1978)
Associate Professor of
Psychology

B.A., M.A., Mississippi State University;
Ph.D., University of Mississippi

Richard Donald Jolly (1961)
Professor of Mathematics,
Chairman of Science and
Mathematics Division
B.A., University of Southern Mississippi;
M.S., University of Illinois; Tulane
University; Ed.D., Auburn University

Evelyn B. Jordan (1977)
Professor of Education

A. A., Middle Georgia College; B.S.,
University of Georgia; M.Ed., Auburn
University; Ed.D., Auburn University

Charles P. Kraemer (1978)
Associate Professor of
Psychology

B.A., LaGrange College; M.S., University
of Georgia; Ph.D., University of Georgia

Sandra H. Kratina (1983)

Associate Professor of Nursing
Chairman Division of Nursing
B.S.N., Florida State University;
M.S.N., University of Florida;
Ph.D., Georgia State University

John D. Lawrence (1970)
Professor of Art and Design
and Director of the Lamar
Dodd Art Center

B.F.A., Millsaps College; Atlanta College
of Art; M.F.A., Tulane University

Frank R. Lewis (1973)
Librarian

A.B., North Carolina Central University;
M.L.S., Atlanta University

Nina D. Mallory (1989)
Instructor of English
B.A., Clemson University;
M.Ed., LaGrange College;
Auburn University

Greg A. McClanahan (1988)
Associate Professor of
Mathematics
B.S., M.S., Auburn University;
Ph.D., Clemson University

Charles Franklin McCook (1961)
Professor of Religion

A.B., Emory University; S.T.B., S.T.M.,
Ph.D., Boston University; Hebrew Union
College, Hebrew University, Jerusalem,
Israel

Frederick V. Mills (1967)
Professor of History

A.B., Houghton College; S.T.B., Temple
School of Theology; M.Th., Princeton
Theology Seminary; M.A., Ph.D.,
University of Pennsylvania
(on leave 1989-90, Harvard University)

Forest W. Morrisett (1986)
Assistant Professor of Biology

B.A., M.S., Arizona State University;
Ph.D., University of Arizona

Walter Y. Murphy (1980)

Associate Professor of Religion
and Philosophy and President

A.B., Emory University; M.Div., Candler
School of Theology; LL.D., Bethune-
Cookman College; D.D., LaGrange
College

196 / Faculty, Trustees and Administration

David L. Naglee (1966)
Professor of Religion
and Philosophy

A.B., Houghton College; Temple School
of Theology; M.Div , Crozer
Theological Seminary; M.A., Ph.D.,
Temple University

Maynard L. Reid (1973)
Professor of Education

B.S.E., M.S.E., Georgia Southern
College; Ed.D., Auburn University

Fay A. Riddle (1980)
Associate Professor of
Computer Science

B.S., H. Sophie Newcomb College of
Tulane University; M.S., Ph.D.,
University of Florida;
University of South Carolina

Sybil L. Robison (1976)
Professor of Education

B.S., Troy State University; University of
Georgia; M.Ed., Auburn University;
University of Missouri; State University
of New York; Ed.D., Auburn University

Maranah A. Sauter (1983)

Assistant Professor of Nursing

A. A., B.S., Georgia Southwestern
College; M.S., Georgia State University

George Michael Searcy (1966)
Associate Professor of
Mathematics

A.B., LaGrange College; M.S., Auburn
University

Bailey Brooks Shelhorse, Jr. (1968)
Professor of Mathematics
and Computer Science

A.B., LaGrange College; M.A., Louisiana
State University; University of North
Carolina; M.Ed., Washington State
University; Ph.D., Georgia State
University; M.S., University of Evansville

Scott H. Smith (1988)

Associate Professor of English

B.A., Hobart College;

M.A., Ph.D., University of Georgia

Richard M. Stanley (1989)
Instructor of History

B.A., M.A., West Georgia College

Timothy N. Taunton (1984)
Assistant Professor of Art and
Design

B.A., University of Arkansas-Little Rock;
M.F.A., Louisiana State University

Zachary Taylor, Jr. (1956)
Professor of Economics and
Business Administration,
Chairman of Business Administra-
tion and Economics Division

B.A., University of Alabama; University
of North Carolina; University of
Alabama; Ph.D., University of Illinois

Brenda W. Thomas (1989)
Instructor of English

A.B., Samford University;
M.A., Auburn University;
Auburn University

Eugene C. Torbert (1989)

Associate Professor of Spanish

B.A., M.A., Ph.D., University of North
Carolina Chapel Hill;
University of Minnesota

Anthony N. Valle (1985)

Assistant Professor of Physics

B.S., Ph.D., Georgia Institute of
Technology

Steve C. Weaver (1989)
Assistant Librarian
B.A., Warren Wilson College;
M.S.L.S., University of North Carolina;
M.A., University of Virginia

Faculty, Trustees and Administration /197

Joel W. Williams (1984)

Assistant Professor of Speech
Communications and Theatre

B. A, Troy State University;
M.F.A., University of Alabama

John M. Williams (1989)
Instructor of English

B.A., M.A., Auburn University

Mary K. Williams (1978)

Assistant Professor of Nursing

B.S.N., Emory University;
M.S.N., Georgia State University

Adjunct Faculty

David R. Bayne

Professor of Biology

B.A., Tulane; B.A., University of Alabama;
M.S., Ph.D., Auburn University

Sue M. Duttera

Assistant Professor of Chemistry

B.S., Ph.D., Duke University

Marcus N. Cewinner
Professor

B.M., University of Rochester,
Eastman School of Music;
M.Ed., College of William and Mary;
Ed.D., Mississippi State University;
University of Georgia; Auburn University;
B.A., LaGrange College; University of
Minnesota; University of Colorado

Murial B. Williams (1963)
Professor of English

A.B., M.A., Ph.D., University of
Alabama; Duke University; University
of London; Yale University;
Brown University

Phillip R. Williamson (1969)
Associate Professor of Health,
Physical Education, and
Recreation; Director of Athletics
B.S., M.S., Troy State University

Lee E. Johnson

Instructor of Music

B.A., Auburn University;
M.M., Indiana University

Christiane B. Price

Assistant Professor of Modern
Foreign Languages

M.A., Freie Universitat; Ph.D., Emory
University; the Sorbonne; Barcelona
University; Madrid University

Sue S. Williams

Assistant Professor of Speech
Communications and Theatre

B.A., Wesleyan College; M.F.A.,
University of Alabama; University
of Georgia

Part Time

Robert W. Alexander

B.S., Jacksonville State;
M.Ed., University of Georgia;
Ph.D., Georgia State University

Michael Angstadt

B.A., M.A., West Georgia College

Marcia Langham Brown

B.F.A., Guilford College;
M.F.A., University of Georgia;
Pennsylvania Academy of the Fine Arts

Jill Craig Guy

B.S.N., Murray State University;
M.S.N., University of Kentucky

Richard Lamb

B.S., Auburn University;
M.B.A., LaGrange College

Judith Keyser Merrill

B.A., Michigan State University;
MB. A., LaGrange College

Gary Shepherd

A. A., B.A., LaGrange College;
M.S., Columbus College

198 / Faculty, Trustees and Administration

Emeriti

Ora Lona Dilley,

Associate Professor of
Secretarial Science

A.B., Meridian College; A.B, M.Com.Ed,
University of Oklahoma; University of
Colorado; Southern Methodist University;
McBride Business School; Meridian
Commercial College; Auburn University;
La Universidad Michoacana, Morelia,
Mexico (1938-1961)

Arthur M. Hicks,

Professor of Chemistry

A.B., M.S., Emory University; Rutgers
University; Ph.D., Auburn University
(1950-1986)

Walter Dickinson Jones,
Professor of English

University of Alabama; A.B., Huntingdon
College; Shakespeare Institute, University
of Birmingham, Stratford-Upon-Avon;
M.A., Auburn University; Ph.D.,
University of Alabama (1962-1982)

Irene Walling Melson,
Librarian

A.B., Wilson College; Hartford Seminary
and Union Theological Seminary; Mln.,
Emory University (1 950-1974)

Robert Preston Price II,

Fuller E. Callaway Professor of
Psychology

B.S., College of William and Mary in
Virginia; Y.M.C.A. Graduate School; B.D.,
Emory University; Massachusetts General
Hospital; Massachusetts Mental Health
Center; Boston State Hospital; Ph.D.,
Boston University; Winfield State Hospital
and Training Center; State University of
Iowa; San Diego State College; California
Western Campus of United States Inter-
national University (1971-1977)

John L. Shibley,

Professor of Biology

B.S., University of Oklahoma; M.S.,
Ph.D., University of Georgia (1950-1986)

Walter Malcolm Shackelford,
Professor of Education,
Academic Dean

A.B., Mississippi College; M.Ed., Louisiana
State University; University of Kentucky;
University of Texas; Ed.D., University of
Mississippi (1958-1982)

Honoria Sapelo Treanor,

Professor of Modern Languages

A.B., M.A., University of Georgia; Ph.D.,
University of North Carolina (1961-1963)

Board of Trustees

Officers

Chairman Charles D. Hudson

Vice Chairman Byron H. Mathews, Jr.

Second Vice Chairman Walter Y. Murphy

Secretary and Treasurer Charles M. Miller

Members

Class

Daniel P. Amos, Columbus, Georgia 1991

Ray C. Anderson, LaGrange, Georgia 1991

tT. Scott Avary, Lanett, Alabama
Mrs. Carolyn M. Bernard, Tucker, Georgia 1992

*J. Kennerly Boatwright, LaGrange, Georgia 1994

Faculty, Trustees and Administration /199

*Arthur D. Bradfield, LaGrange, Georgia 1992

tDan F. Brewster, D.D., Nevvnan, Georgia

*H. Speer Burdette, III, LaGrange, Georgia 1994

*J. Philip Cleaveland, LaGrange, Georgia 1993

Lovick P. Corn, Columbus, Georgia 1990

Ronald L. Culpepper, McRae, Georgia Alumni Trustee

*E. Malone Dodson, Roswell, Georgia 1991

William G. Edwards, LaGrange, Georgia Ex Officio

Bishop Ernest A. Fitzgerald, D.D., Decatur, Georgia Ex Officio

John J. FLynt, Jr., Griffin, Georgia 1992

Clifford C. Glover, West Point, Georgia 1993

*Edmund C. Glover, West Point, Georgia 1990

*Edwin M. Gore, LaGrange, Georgia 1993

Mrs. Elizabeth Harris, Atlanta, Georgia 1991

tjames S. Holder, M.D., LaGrange, Georgia

*Pat H. Holder, LaGrange, Georgia 1991

*Charles D. Hudson, LL.D., LaGrange, Georgia 1992

William H. Hurdle, D.D., Riverdale, Georgia Ex Officio

*Robert Allen Kerr, LaGrange, Georgia Ex Officio

Joseph L. Lanier, Jr., West Point, Georgia 1990

J. Smith Lanier II, West Point, Georgia 1993

*Judge Byron H. Mathews, Jr., J.D., Newnan, Georgia 1992

Charles M. Miller, Cornelia, Georgia 1992

*Judge Lewis R. Morgan, LL.D., LaGrange, Georgia 1993

*Robert S. Morton, LaGrange, Georgia 1993

Dillard Munford, Atlanta, Georgia 1990

*J. Gardner Newman, LaGrange, Georgia 1991

*O.F. Nixon, Jr., LaGrange, Georgia 1992

Miss Margaret A. Pitts, L.H.D., Waverly Hall, Georgia 1990

President, Student Government Association Ex Officio

*S. Cliff Rainey, O.D., LaGrange, Georgia 1991

*Charles W. Smith, LaGrange, Georgia 1993

tR. Woodrow Smith, LaGrange, Georgia

*John W. Stewart, Jr., LaGrange, Georgia 1990

J. Madison Sullivan, Americus, Georgia 1993

*L Henderson Traylor, Jr., LaGrange, Georgia 1990

*Fred L. Turner, LaGrange, Georgia 1993

tCharles R. Williams, D.D., Newborn, Georgia
D. Randall Williamson, Avondale Estates, Georgia 1992

*Member Executive Committee
tTrustee Emeritus

200/ Faculty, Trustees and Administration

Consultants

Wallace L. Bishop, Business Manager & Controller
Frank A. James, Dean of the College
John C. Hurd, Faculty Representative

Legal Counsel

James R. Lewis

Standing Committees LaG range College Board of Trustees

Academic Affairs

Byron H. Mathews, Jr., Chairman

E. Malone Dodson

Elizabeth Harris

Lewis R. Morgan

Fred L. Turner

Subcommittee Nursing
James S. Holder, Chairman
OF. Nixon, Jr.

Audit

J. Philip Cleaveland, Chairman
Ray C. Anderson
Clifford C. Glover
John W. Stewart, Jr.

Budget and Finance

L. Henderson Traylor, Jr., Chairman
J. Kennerly Boatwright, III
Edmund C. Glover
Pat H. Holder
Charles Miller

Buildings and Grounds

Edwin M. Gore, Chairman

Edmund C. Glover

J. Gardner Newman

Charles W. Smith

L. Henderson Traylor, Jr.

Development

Lovick P. Corn, Chairman

Daniel P. Amos

J. Philip Cleaveland

John J. Flynt, Jr.

Edwin M. Gore

Margaret A. Pitts

D. Randall Williamson

Executive Committee

J. Kennerly Boatwright, III

Arthur D. Bradfield

H. Speer Burdette, III

J. Philip Cleaveland

William G. Edwards

Edmund C. Glover

Edwin M. Gore

Pat H. Holder

Bob A. Kerr

Byron H. Mathews, Jr.

Lewis R. Morgan

Robert S. Morton

J. Gardner Newman

O.F. Nixon, Jr.

S. Cliff Rainey

Charles W. Smith

John W. Stewart, Jr.

L. Henderson Traylor, Jr.

Fred L. Turner

Charles D. Hudson, ex officio

Faculty, Trustees and Administration /201

Insurance

J. Gardner Newman, Chairman
Charles M. Miller
John W. Stewart

Investment

OF. Nixon, Jr., Chairman
Lovick P. Corn
Joseph L Lanier, Jr.
J. Smith Lanier
Charles M. Miller
Robert S. Morton
J. Gardner Newman
Wallace L. Bishop, ex officio

Land Development Committee

J. Matt Sullivan, Chairman
John J. Flynt, Jr.
Edmund C. Glover
Byron H. Mathews
Lewis R. Morgan
John W. Stewart, Jr.

Nominating

Arthur D. Bradfield, Chairman
Lewis R. Morgan
John W. Stewart, Jr.

Long Range Planning

Philip Cleaveland, Chairman

Arthur D. Bradfield

Lovick Corn

Ronald Culpepper

Edwin M. Gore

Sam Hornsby

Bob A. Kerr

John Lawrence

Henderson Traylor

President, S.G.A.

Walter Y. Murphy, ex officio

Wallace L. Bishop, ex officio

Frank A. James, ex officio

Student Affairs

S. Cliff Rainey, Chairman
Carolyn M. Bernard
H. Speer Burdette, III
Bob A. Kerr
President, S.G.A.

202/ Faculty, Trustees and Administration

Administrative Officers and Staff

President's Office

President Walter Y. Murphy (1980)

A. B., Emory University; M.Div., Candler School of Theology; LLD.,
Bethune-Cookman College; D.D., LaGrange College

Special Assistant to the President Hugh M. Grubb (1989)

B.A., LaGrange College; M.Div., Chandler School of Theology, Emory
University

Chaplain Howard Frederick Cantrell, Jr. (1989)

B.A., Southeastern College; Emory University

Executive Secretary to the President Virginia D. Burgess (1962)

LaGrange College

Dean of the College's Office

Dean of the College Frank Anthony James (1982)

B.S., M.Ed., Ph.D., University of Georgia

Assistant Dean for Evening Studies Luke K. Gill, Jr. (1971)

B.B.A., Georgia Southwestern College; University of Georgia; LL.B.,
John Marshall University; M.S.W., University of Georgia

Secretary to the Dean of the College Willette B. Phillips (1968)

LaGrange College

Registrar and Coordinator of

Institutional Research Jimmy G. Herring (1974)

B.A., LaGrange College

Administrative Assistant Melissa McDonald (1983)

A. A., Southern Union; B.A., LaGrange College

Office Assistant Elizabeth C. Loftin (1989)

B.A., Wesleyan College; University of Georgia; Georgia State
University

Receptionist Essie M. Cleaveland (1977)

Secretary to Nursing Division Margaret Underdown (1988)

Curator, Lamar Dodd Art Center Donna B. Wright (1989)

LaGrange College

Computer Systems Manager Scott E. Genung (1989)

B.A., LaGrange College

Faculty, Trustees and Administration / 203

Costume Designer Polley S. Bowen (1987)

B.A., West Oregon State College; Willamette University

Writing Center Director Brenda W. Thomas

A.B., Samford University; M.A., Auburn University

Writing Center Associate Sandra Jadlocki

B.S., Indiana University of Pennsylvania; West Virginia University;
University of South Carolina Aiken

Director of Mathematics Laboratory Marilyn M. Yike

B.A., University of North Carolina; M.Ed., West Georgia College

English as a Second Language Judith S. Hammerton (1987)

B.A., University of Arizona; West Georgia College

Secretary to Education Department Sybil J. Cole (1987)

Perry Business College

Secretary to Business Administration Marilyn T. Reeves (1989)

Abraham Baldwin Agricultural College; LaGrange College

Secretary to Natural Sciences and

Mathematics Division Donna Kelley (1990)

Southern Union; Chattahoochee State Junior College

Development Office

Director of Development Vacant

Secretary to Development Barbara A. Cannon (1990)

Student Development Office

Dean of Student Development Nancy Thomas Alford (1969)

B.S., Georgia College at Milledgeville; M.S., University of Tennessee

Associate Dean of Student Development. . Edward W. Scharre, Jr. (1989)
B.A., M.A., University of Louisville

Director of Placement Services Lura Berry (1988)

B.A., University of Florida

Administrative Assistant,

Student Development Office Brenda A. Thompson (1989)

West Georgia Tech

College Nurse Margaret B. Funderburk (1970)

R.N., Emory University; University of Georgia; A.B., LaGrange College

Residence Hall Director Evelyn Brannon (1984)

204/ Faculty, Trustees and Administration

Residence Hall Director Thomas H. Findley (1987)

B.S., West Georgia College

Residence Hall Director Effie Rasnick

Residence Hall Director Joneita Byce

B.A., Samford University; Georgia State University

Campus Traffic Control Wylene Herndon

Intercollegiate Athletics

Athletic Director, Baseball Coach Phillip R. Williamson

B.S., M.S., Troy State University

Basketball Coach R. Steven Barker

B.S., Samford University; University of Alabama

Soccer Coach Brett Teach

A.B., King College

Tennis Coach Michael Mitchell

B.S., Georgia State University

Volleyball, Softball Coach Larry Thompson

LaGrange College

Enrollment Planning and Management

Director of Admissions Terry L. Gunnell

B.S., West Georgia College; University of Georgia

Counselor/Advisor for Evening Students Phyllis S. Turner

B.A., LaGrange College; M.S., Auburn University

Assistant Director of Admissions Margaret Davis

B.A., LaGrange College

Admissions Counselor James H. Hardy, Jr.

B.A., LaGrange College

Admissions Counselor Christopher D. Keene

Rhodes College; B.A., College of William and Mary

Admissions Counselor Laura Scott Lewis

B.S., Fort Valley State College; M.L.S., Atlanta University

Admissions Office Manager Millicent T. Griffith

B.S., Georgia College; M.Ed., LaGrange College

Admissions Office Secretary Kirby H. McCartney

LaGrange College

1984)
1988)

1979)

1969)
1985)
1989)
1989)
1989)

1986)
1987)
1988)
1989)
1990)
1990)
1977)
1983)

Faculty, Trustees and Administration / 205

Business Office

Business Manager and Controller Wallace L. Bishop (1982)

B.S., Pennsylvania State University

Assistant Business Manager Iris L. Knowles (1988)

B.S., Louisiana State University

Office Assistant Barbara Atchley (1988)

A.B.S., Draughons; Tennessee Temple University

Student Accounts Sandra Dennis (1976)

Office Assistant Sylvia A. Smith (1985)

B.A., LaGrange College

Postal Services Austin P. Cook III (1981)

B.A., LaGrange College

Manager of Book Store Anita Laney (1976)

Assistant Manager of Book Store Darlene R. Weathers (1988)

Financial Planning

Director of Student Financial Planning Kaye G. Storey (1986)

B.A., M.Ed., Auburn University

Financial Planning Assistant Patricia H. Roberts (1978)

St. Petersburg Jr. College

Financial Planning Assistant Sylvia A. Smith (1985)

B.A., LaGrange College

Institutional Relations Office

Director Julia T. Dyar (1978)

B.A., LaGrange College

Secretary to the Director Clara Mae W. Towns (1962)

West Georgia College; B.S., Georgia College at Milledgeville

Alumni Activities Office

Director Carolyn Drinkard Burgess (1960)

LaGrange College

Secretary to Director of Alumni Office Angela Parmer (1986)

B.A., LaGrange College

Secretary, Alumni & Senior Placement Office. . Susan A. Hancock (1975)
B.S., Berry College

206/ Faculty, Trustees and Administration

Library Personnel

Librarian Frank R. Lewis (1973)

A.B., North Carolina Central University; M.L.S., Atlanta University

Assistant Librarian and Cataloger Charlene Baxter (1976)

A.B., West Georgia College; M.L.S., George Peabody College for
Teachers

Reference Librarian Steve G. Weaver (1989)

B.A., Warren Wilson College; M.S.L.S., University of North Carolina;
University of Virginia

Acquisitions Assistant Jody Hudson (1985)

University of Missouri at Kansas City

Circulation Manager Glenda H. Dudley (1986)

Periodicals Assistant Yvonne Mills (1986)

Augusta College; LaGrange College

Maintenance

Maintenance Supervisor Modie M. Woodyard (1964)

Maintenance Assistant W. Richard Jordan (1981)

Maintenance Assistant James T. Criswell (1976)

/207

Degrees Awarded
June 2, 1990

Associate of

Melody Robin Alverson
Yolonda Robin Barber
Brooke Browning Bozeman
Lisa Rena Brown
Julia Ann Cook
Kimberly Gail Crow
Kary A. Dufresne
Candace L. Falany
Betty Jo Goodson
Julia Cox Grizzell
Amanda Cherie Holloman
Fumiko Honma
Melissa Ann Jackson
Florence Pam Kelley

Arts Degrees

Sara King
Lisa Elaine Lloyd
Carolyn Fleming McCoy
Toshie Murofushi
James Palmer Murphy, Jr.
Holly Elizabeth Powell
Nora Jean Collum Preston
Jean Thomas Steinberg
Nick Edward Teaver
Natasha Ann Thompson
Frances Clydene Walls
Elizabeth F. Watson
Kimela Dionne Wilkerson
Tracy Cornwell Wright

Bachelor

Randall Gordon Abbott

Barbara C. Alford

David Carter Allen

Edith Helene Arnst

Lisa Renee Bailey

Michael Brian Banks

Amy Leslie Becham

Jennifer Lynne Beedy

John Hiram Bennett, III

Julie D. Bird

Ronald Coleman Bloodworth, Jr.

William Daniel Brady, Jr.

John Ralph Breckenridge

Anne Marie Gentry Brimmer

Sandra Kay Brisendine

Laura Kay Brown

Tamara Childs Buchanan

Johnny Lee Burnette, Jr

Alan W. Cagle

Vicki Lynn Cagle

Ian Brock Calcutt

of Arts Degrees

Leroy Carnley
Karen Louise Close
Carla Jane Collins
Monique Ruth Conner
John Clayton Corbin
Deena Marie Davis
Robert Michael DeBoer
Patricia Diane Dixon
Mary Anne Dreisbach
Howard Hammack DuVall
Jessica Cook Edwards
James Francis Ellison
Barbara Frances Evans
Paul Owen Farr
Frederick Matthew Farrar
Elizabeth Ann Fincher
Charles R. Finlayson
William Gregory Flores
Tracy Michelle Fly
Lisa Joy Forbus
David Luke Foster, II

208 1 Degrees Awarded

Stefanie Frede

Darlene Carol Braxton Freeman
Jennie Walston Freeman
Hitoshi Furukawa
Jessica Brooke Gilmer
Gretchen Elizabeth Goodman
Ann Genaide Greaney
James Thomas Gresham, Jr.
Karen Jones Griffin
Rebecca Diane Scott Guy
Laura Suzanne Hagood
Brenton Hamilton
Kelly Arrington Hanners
Christine Ann Hanson
Douglas Vincent Hanson
Jill Natalie Hardegree
Tina Michelle Hardin
Carolyn Jean Harris
Amy Elizabeth Harrison
Laurie Ann Harry
Teresa Lea Hay
Marcene Jeannette Haynes
Laura Pennington Hester
Teresa Wright Hester
Sheryl Crowder Hicks
Roberta Jean Higgins
Angela Ann Holbrook
Frances Christine Howard
Kathleen Healey Hubbard
David L. Hunt
Kumiko Imoto
Richard Emmett Johnson
J anna Wynette Jones
Paula Wynn Jordan
Chandralekha Arvind Kamath
Kenichiro Kanemitsu
Jill Anne Willis Kemp
Kandy Elizabeth Kennedy
Clark James Klinkenberg
Melissa Lillian Kraatz
Sharon Andrea Lade'
Robert Glen Lancaster
Beth Ann DeGennaro Matheny
Tracy Hamilton McAuliffe
David Kinglsey McCarthy

Claire McCollum
Sharon Dodgen McLaughlin
Wesley Arthur Medlin
Christa K. Michael
Cindy Crowe Moody
Kyna Marie Morrisey
John C. Norman
Connie L. O'Brien
Sandra Gail Ogg
Cheryl Rae Patton
Alan Branyan Peacock
Robert Lee Peterson
Bryan A. Phillips
Sarah Wheeler Phillips
Joanna Kaye Pruitt
Theresa Lynn Ragan
Philip Alexander Randolph
Kimberly A. Reaves
Anna Kristina Hopkins Riley
Gerson Earl Robinson, Jr.
Michael Scott Rothschild
Rosemary Clark Rowe
Sonya Diane Rowe
Amy J. Satterfield
Tanya Elise Robinson Slay
Kimberly Louise Smith
John Joseph Spano, Jr.
James Andrew Stewart, Jr.
Down Monique Sullivan
Thomas Shou-Yu Tang
Melody Carole Terry
Koren L. Thomas
Kenneth Edward Thomaston
Cordrey Lee Tinsley
Jackie Lee Tipsword, Jr.
Mollie Britt Trammell
Reginia Lynn Parmer Traylor
William Joshua Troup
Josh Donald Tucker
Brook Burson Tuggle
Carol Worrell Turner
Stephanie Isadora Tyus
Kenichi Usami
Alexis Allene van Brero
Kris Conner VanLandingham

Degrees Awarded 1 209

Wandress Maze Waldroup Troyce Yarenette Woods

Michael Ralph Wallace Donna Bowen Wright

Stephen Doyle Weems Atsushi Yamaoka

Kevin LaVerne Wegienka Jimmy Yancey

Nancy Frieda Whitney Belinda Dale Yarbrough

Michael Luther Williams Hiroshi Yokoyama

David Edward Wishart Angela Virginia Zinn

Bachelor of Business Administration

Gail Shelnutt Cash Beverly Carol Owens

Edward Russell Farrell Robby Wyatt Robinson

Terri Lynn Hudson Debbie L. White
Serge Lochner

Bachelor of Science Degrees

James C. Barnett, Jr. Marcene Jeannette Haynes

William Ralph Bray, IV Brenda F. Hearn

Michael S. Dombrosky Earlene Dewberry Hill

Robert T. Flournoy, Jr. Chris David Moreau

William Anthony Griffith Stuart R. Searcy

Master Of Business Administration

Susan Collins Cogdill Alan L. Weber

Joseph Trimble Monroe, Jr.

Master of Education

Laura R. Adams Judy Brazil Eyer

Alice Dale Bailey Brown Deborah Ferguson Johnson

Melinda Jean Stokes Dukes Gloria Veronica Phillips

Melanie Faith Erwin Betty H. Scott

210/

Index

A A Degree Requirements

64, 72

Abbreviations

85

Academic Calendar

4, 5

Academic Divisions

83

Academic Honors

68

Academic Load

71

Academic Programs

57

Academic Probation

67

Academic Regulations and Procedures

66

Academic Standing

67

Acceleration

68

Accreditation

9

202

Administrative Regulations

66

Admissions

14

Advisers

59, 62

Appeal

30, 55, 73

Assessment

59, 63

Athletic Associations

51

Athletics

51, 52

Attendance Regulations

Class Attendance

67

Auditing Courses

70

Awards & Recognitions

74

Baccalaureate Degree Requirements

56, 71

4 5

Career Planning

54

Change of Regulations

3

Communications Directory

Inside Cover

Conduct

53

Cooperative Programs

80

Continuing Education

65

Counseling

54, 59

Courses of Instruction

Art

86

Biology

90

Business Administration

93

Chemistry

104

Computer Science

109

Criminal Justice

115

Dance

117

Economics

118

122

English

135

French

139

General Science

141

Geography

141

German

142

Health, Physical Education

& Recreation

143

History

147

151

Music

157

159

162

Physics

163

Political Science

167

Psychology

173

Religion

177

Social Work (see Sociology)

181

181

Spanish

184

Speech Communications and Theatre

187

Credit-by-Examination and Exemption:

Advanced Placement 68

College Level Examination Program (CLEP) 62, 68

Credit through USAFI and Service Schools 69
Curriculum (See Courses of Instruction)

Day Clinic 53

Dean's List 68

Degree Requirements 56

Degrees Offered 57

Discipline 53
Divisions, Academic

Business Administration and Economics 83

Education 83

Humanities and Fine Arts 83

Nursing 83

Natural Sciences and Mathematics 84

Social and Behavioral Sciences 84

Early Admission 15

Endowed Lectureships 73

Expenses and Fees 20

Faculty 193

Fees 20

Financial Aid 24

Financial Information 20

Financial Planning 24

Fraternities:

Honorary 50

Social 50

Freshman Seminar 62
General Education Curriculum

B.A., B.S.. B.B.A. 60

A.A. 64

General Information 6

Grade Points 71

Grades and Credits 70

Graduation Petitions 73

Graduate Programs 58

Graduates 1990 207

Grants-in-Aid 34

History of the College 7
Holidays (See Academic Calendar)

Honor Societies 52

Honors, Prizes, and Awards 74

Housing Requirements 46

Independent Study 59
Infirmary (See Day Clinic)

Intercollegiate Athletics 51

Intramural Sports 52
International Students 17, 68, 136

Joint Enrollment 16

Lectures 73

Library 10
Loans 33, 43, 44

Location of College 7

Majors 57

Master of Business Administration Degree 18, %
Master of Education Degrees 17, 127

Medical Care 22, 53

Minors 65
Officers:

Administration 202

Board of Trustees 198

On-Trial 16

Organizations 52

Honorary 52

Religious 52

Service 52

Special Interests 52

Students 52

Talent 52

Orientation (Freshman Seminar) 62

Overload 68. 71

Placement (Course) 61

Placement Service 54

Philosophy of College 6

Pre-professional Programs 76

Probation, Academic 67

Publications 51

Purpose 6

Quality Points 71

Quarter Hours 71

Quarter on Trial 16

Refund Policy 23

Registration and Academic Advisers 59, 62, 66

Religion-in-Life Lectures:

Thompson Lectureship 73

Religious Life 50

Requirements

Admissions 14

Degree 56, 71, 72

Graduation 73

Residence Requirements 71

Room and Board 49

Scholarships 34

Social Life 50

Sororities, Social 50

Special Institutes 65

Special Studies 59

Index 1 211

Student Affairs

48

Student Conduct

53

Student Government

50

Student:

Aid

24

Classification

67

49

Organizations

50

Publications

51

Review of Decisions

30, 55, 73

Summer School

9

190

Teacher Education and Certification

122

Testing

54. 61

ACT

54

CEEB (SAT)

14

CLEP

62

COMP

63

CRE

54

Miller Analogies

54

Testing Fee

21

Time Restrictions:

58

62

Transcripts

72

Transfer, Admissions of

16

Transient Student to and from

LaGrange College

16, 71

Trustees, Board of

198

Tuition and Fees:

General Summary

22

West Georgia Technical

Institute

80

Withdrawal

67

Writing Center

135

Work Opportunities

27

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