LaGrange, Georgia Bulletin 1995-96 Communications Directory For prompt attention, please address inquiries as indicated below: LaGrange College (general information)* 882-2911 Office of the President 81 2-7230 Director of Admission (admission, summer school) 812-7260 Director of Alumni Activities (alumni interests and gifts) 812-7245 Vice President for Advancement (bequests and gifts) 812-7257 Vice President and Controller (business matters and expenses). . . 812-7232 Vice President and Dean of the College (education program). . . . 812-7235 Director of Institutional Relations (public relations and news) . . . 812-7246 Director of Student Financial Planning (financial assistance) .... 812-7249 Dean of Student Development (student affairs, housing, counseling) 812-7269 Registrar (transcripts, academic reports) 812-7237 Director of Career Planning and Placement (placement) 812-7286 *Area code is 706 Visitors are welcome at LaGrange College throughout the year. The admin- istrative 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 appoint- ment. Visitors desiring interviews with members of the staff are urged to make appointments in advance. The College information telephone number is (706) 882-2911 . FAX: (706) 884-6567 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 discrimi- nate on the basis of sex, race, color, national or ethnic origin in administra- tion of its educational policies, admissions policies, scholarship and loan programs, 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, 191 2. /I VOLUME CLV SEPTEMBER 1995 NUMBER! Bulletin LaG range, Georgia CATALOGUE ISSUE 1995-96 Digitized by the Internet Archive in 2013 http://archive.org/details/lagrangecollegeb1995lagr /3 Contents Communications Directory Inside Front Cover Calendar 4 About LaGrange College, Purpose and History 7 The LaGrange College Campus 11 Admission 17 Financial Information 21 Financial Planning 25 Student Development 53 Academic Programs and Degree Requirements 63 Academic Regulations and Procedures 73 Pre-professional and Co-operative Programs 85 Departments and Courses 91 Faculty, Trustees and Administration 203 Degrees Awarded, June 1995 215 Index 218 CHANGE OF REGULATIONS The College reserves the right to make modifications in the degree requirements, courses, schedules, calendar, regulations, fees and other changes deemed necessary or conducive to the efficient operation of the College. Such changes become effective as announced by the proper col- lege authorities. Note: For information, regulations and procedures for graduate study, please see the Graduate Bulletin. 4/ Calendar, 1 995-96 Fall, 1995 September 5 September 6, 7, 8 September 1 0, 1 1 September 1 1 September 1 2 September 1 5 October 2 October 1 2 October 1 4 October 21 November 7 November 14 November 15 November 16, 17,20,21 November 22 November 28 22 Winter, 1996 January 2 January 3 January 4 January 9 January 24 February 2 February 28 March 6 New faculty assemble Faculty and staff Workshops Group III: New student Orientation and Registration Registration for day and night classes All classes begin Opening Convocation, 7:00 p.m. End drop/add, day and night classes, 5:00 p.m. No refund for individual classes dropped after this date. "\" grades must be changed to perma- nent grades. Last day for late registration Last day to drop a class with an automatic "W". Midterm Visiting Day for families of new students Homecoming Last day to drop a class Last day of class Reading Exams Begin term break, 5:00 p.m. Grades due Residence halls open Registration for day and night classes Classes begin (day and night) End drop/add, day and night classes, 5:00 p.m. No refund for individual classes dropped after this date. "\" grades must be changed to perma- nent grades. Last day for late registration Last day to drop a class with an automatic "W" Midterm Last day to drop a class Last day of class IS March 7 March 8,9, 11, 12 March 13-20 Spring, 1996 March 21 March 22 March 24 March 25 March 28 April 5 April 8 April 15 April 25 May 1 -4 May 4 May 22 May 29 May 30 May 31, June 1, 3,4 June 7 June 8 Reading day Exams Spring break Residence halls open for new boarding students Registration for night students Registration for new and not pre-registered and paid students Residence halls open for returning students. Cafeteria meals begin. Classes begin End drop/add, day and night classes, 5:00 p.m. No refund for individual courses dropped after this date. "\" grades must be changed to perma- nent grades. Last day for late registration Good Friday. Classes end and offices close at noon Easter Monday; Faculty Workshop. No day classes; night classes will meet. Last day to drop a class with an automatic "W" Midterm Community 1 996 Honors Day; Senior Art Show May Day; Parents' Day Last day to drop a class Last day of class Reading day Exams Baccalaureate sermon Graduation 6/ 17 About LaGrange College Purpose The mission of LaGrange College is to provide a liberating academic environment in which students and faculty enjoy the adventure of higher learning. This mission provides a college environment that enables stu- dents to discover and value that which is excellent in life; an environment which produces graduates prepared to accept responsibility in contempo- rary society; and an environment distinguished by a faith in God and by an understanding of humankind's place in the universe. 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 mission of excellent Christian higher education would be real- ized at LaGrange College, a college associated with The United Methodist Church since 1856. This mission of over 150 years has been the basis of the programs at LaGrange College. Today the College continues to seek ways to achieve this mission and fulfill its purpose: by emphasizing undergraduate education with a firm commitment to liberal arts. This is done through the strong general education curricu- lum and 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, graduate teacher education, and social work. by fostering out-of-class enrichment (lectures, plays, exhibits, con- certs, interest and honor groups) and extracurricular activities (intramural and intercollegiate athletics, religious organizations and opportunities, ser- vice organizations, social organizations and student publications). by promoting healthy guided opportunities for physical activities. by offering opportunities for inter-cultural experiences in the aca- demic and social programs. by striving to maximize student success through a strong academic support system, counseling and placement services. by seeking to attract and retain a faculty who are not only highly competent in their disciplines but who also identify with the mission of the College. by providing a constructive influence on the local area through con- tributing intellectual, cultural and social leadership; by offering educational 8 / About LaCrange College opportunities to area citizens; and by encouraging faculty, staff and student participation in local organizations. by recruiting students who, through scholastic achievement and potential 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 financial well-being of the College, supports existing programs, including Student Aid, and facilitates program development to meet changing needs and to achieve improvements in quality. Adopted by Faculty, Administration, and Board of Trustees, 1990. 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, providing 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 coeducational 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. 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 Conference of The United Methodist Church. About LaGrange College 1 9 Strong in the liberal arts, LaGrange College has an outstanding reputa- tion 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 four concentration areas, the Bachelor of Science degree in three areas and the Bachelor of Science degree in Nursing. The Master of Business Administration degree and the Master of Education degree in Early Childhood 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 countries, 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. Students in the college's nursing division receive supervised learning experiences in many area medical facilities. Campus art exhibitions, lectures, concerts, varsity and intramural sports add to the cultural enrichment and recreational opportuni- ties offered by the college. The college is located in the town of LaGrange, Georgia, which has a population of 26,000. Nearby are Callaway Gardens, the Warm Springs Foundation 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. Accreditation As a coeducational, four-year liberal arts college, LaGrange College is fully accredited by the Commission on Colleges of the Southern Association of Colleges and Schools, approved by the United Methodist University Senate, and has membership in the National Association of Independent Colleges and Universities, the National Association of United Methodist Colleges, the Georgia Association of Colleges, The Council of Advancement and Support of Education, the Georgia Foundation for Independent Colleges, and the Association of Private Colleges and Universities in Georgia. The Georgia State Board of Education, which con- fers professional certificates upon college graduates meeting requirements 1 / About LaGrange College in early childhood, middle school, or secondary education, has awarded highest approval to LaGrange College's program of teacher education. The National League for Nursing, the official recognized agency for associate degree nursing programs by the Council on Postsecondary Accreditation, has awarded (highest) accreditation to LaGrange College's nursing program. The undergraduate and graduate programs in business administration are accredited by the Association of Collegiate Business Schools and Programs. Sessions of the College The academic year is divided into three quarters each of which is about ten weeks long. In the summer, classes meet in an abbreviated session of seven weeks. Both day and evening classes are available during each of these four terms. The day and evening classes are sessions of the same academic pro- gram; however, with the exception of a limited number of majors it is nec- essary to attend day classes at some time in order to complete degree requirements. /11 The LaGrange College Campus William and Evelyn Banks Library Completed in 1963. A modern 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 125,000 volumes of books, bound periodicals, and multimedia. The Library is open seven days a week for a total of 77 hours per week, and is staffed by three professional librarians, four paraprofessional and part-time assistants, and many student assistants. Group study areas and a seminar room for meetings are available for student and faculty use. The Library is a member of the Southeastern Library Network (SOLINET) and the Central Georgia Associated Libraries Consortium. The library sub- scribes to the automated information retrieval system DIALOG. This system enhances the library's reference information services. The book collection is strengthened by substantial contributions. The Lucy Lanier Nixon Fund has been endowed by the Wehadkee Foundation, Inc. in memory 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, sup- ports the library through the awarding of grants to faculty to support the purchase of additional 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 special services to students and faculty. Reading, reference, and inter- library loan assistance, by professionally trained librarians, is readily avail- able. The microforms collection includes the complete New York Times from 1851 and many other periodicals. The periodical collection in the library is activated through the Academic Abstracts CD System. The circulation system is fully automated, giving students and faculty access to the full collection on line. Residence hall rooms along with most faculty offices have access through fiber optics to the library data base. The Library has recently installed a local area CD Network. Through this Network, students and faculty will be able to access important reference and research sources. Additionally, the Library is a full member of the PeachNet-lnternet automated networks. The Irene W. Melson Room, formerly the Special Collections Room, houses many first editions. Also included are the Florence Grogan papers 1 2 / The LaC range College Campus and first editions of outstanding publications of LaGrange College alumni, faculty and students. The library is 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 instruction in general science, biology, chemistry, math, and physics. 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 Student 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. Building named in honor of a former Methodist Church Bishop, now deceased. The building houses the Office of Institutional Relations, the LaGrange College Center for Community Studies and the University of Georgia Small Business Development Center. 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 paint- ings have won international recognition. Louise Anderson Manget Building Built in 1959. Contains faculty offices and classrooms. Named in memory of an 1 894 graduate of the College who served more than forty years as a med- ical missionary to Hoochow, China, with her husband, Dr. Fred P. Manget. Pitts Hall Completed in 1941. Two-story brick building. Women's dormitory. A major renovation was completed in 1990. Pitts Hall was rededicated in memory of Mr. and Mrs. W.I.H. Pitts and in honor of their daughter, Miss Margaret Adger Pitts, a College trustee. The Pitts are long-time supporters of the College. The LaGrange College Campus 1 1 3 Price Theater Completed in 1975. Dramatic arts building with a 280-seat auditorium that has the latest acoustical concepts. Building houses classrooms for the Depart- ment of Theater Arts 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. Quillian Building Built in 1949. Now houses administrative offices president, academic dean, registrar, business manager, and the Waights G. Henry, Jr. Collection on the Marquis de Lafayette. Named in memory 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 constructed 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, classrooms and seminar rooms for the departments of business administra- tion, computer science, history and social work, as well as administrative offices admission, advancement, alumni activities, financial planning, 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 1 91 5. The building is on the National Register of Historic Places. Sunny Gables Built in 1926 and purchased by LaGrange College in 1973 as headquar- ters for the College's Nursing Division. The handsome English Tudor build- ing 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 win- dows 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 services are held when the College is in session. J.K. Boatwright 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 chairman of the board's executive committee from 1956-1962. 1 4 / The LaG range College Campus Hawkes Hall Completed in 1911. The four-story brick building is named in memory of Mrs. Harriet Hawkes, mother of College benefactor, the late A.K. Hawkes. After a major renovation costing $1 .4 million, the building houses women students on second, third and fourth floors. Faculty offices and classrooms for the Education Department occupy the ground floor. The College's Day Clinic is on the second floor. Waights G. Henry, Jr. Residence Hall Completed in 1970. Five-story brick building. Student dormitory. Building named in honor of Dr. Waights G. Henry, Jr. (now deceased), who served as president of the College from 1 948-1 978, and as chancellor from 1978 until his death in 1989. 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. Callaway Campus Acquired by the College in 1992 as a gift from Callaway Foundation, Inc. Campus includes three buildings of brick and concrete construction. Callaway Auditorium Built in 1 941 . Building provides space for approximately 2,200 spectators. It contains a 30- by 46-foot center elevated stage, a basketball court, conces- sion area with full kitchen, and meeting rooms. Charles D. Hudson Natatorium Swimming pool was constructed in 1947 as an oversized pool with dimensions of 80 feet by 150 feet. Calla-Cabana and bathhouse building were built in 1956. The oversized pool has been divided into an outdoor pool and a natatorium. The Calla-Cabana and bathhouse have recently been renovated. The complex is now equipped for a year-round aquatics program. The LaC range College Campus 1 1 5 Callaway Educational Building Built in 1965 and renovated in 1994, the building houses the Music Department, Offices of Intercollegiate and Intramural Athletics, and Offices of the Department of Health, Physical Education and Recreation. The facil- ity includes state-of-the-art electronic music equipment, a recording studio, a fitness center, a gymnasium, and faculty offices. 16/ /17 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 or she would like to attend LaGrange College. The application should be completed at least one month prior to the beginning of the quar- ter 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 work (transfers with fewer than 45 quarter hours earned must also submit high school transcripts) Once all required documents have been submitted, a minimum of two to three weeks is required to complete the processing of an application. An applicant will be notified as soon as the Admission Committee has reached a decision. A student's acceptance is tentative, pending satisfactory com- pletion of such work before acceptance is final. Once an offer of admission is extended, the candidate is asked to accept that offer by submitting an admission deposit. The amount of this deposit is $150 for students who will live on campus, or $50 for students who will live at home. The $50 deposit will remain on the student's account as a credit toward the first quarter's tuition. For resident students, the additional $100 will serve as a room reservation deposit and will reserve the student's room while the student is not occupying college housing. The admission deposit is fully refundable, provided the student submits a written request to the Office of Admission by the following dates: July 15 for Fall Quarter, December 1 5 for Winter Quarter, March 1 5 for Spring Quarter. Room reservation deposit 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 706/81 2-7260. 1 8 / Admission 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. 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 Examination Board) or ACT (administered by the American College Testing Program) are required of all freshman applicants. Test results should nor- mally 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 Educational Development, High School Level. LaGrange College predicts a student's grade point average using a for- mula which takes into account verbal and math scores on the SAT and the student'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 Admission / 1 9 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 admission students. Joint Enrollment: LaGrange College encourages qualified eleventh and twelfth grade students to consider simultaneous enrollment in LaGrange College and their High School. Requirements for joint enrollment include the endorsement of the student's principal or Head of School, SAT scores, other test scores, and a high school average that indicates that the student will be successful in joint enrollment and a completed application. 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 .6 during the first quar- ter of college work. Further information is available from the Director of Admission. Transfer Students: A student who has been in attendance at another institution may apply for transfer to LaGrange College if he or she is eligi- ble to return to that institution at the time of entry to LaGrange College. A student may be accepted on probation under the standard probation regu- lations. All records including transcripts of all college work attempted, must be complete before the student is admitted to LaGrange College. Applicants may enroll at the beginning of any quarter. LaGrange College does not accept D grades. Acceptable credit from a junior college is lim- ited to 100 quarter hours. Credits from senior colleges beyond 145 quarter hours may be accepted, but the LaGrange College residency requirements, the general education curriculum, and appropriate major coursework must be satisfied. LaGrange College is accredited by the Commission on Colleges of the Southern Association of Colleges and Schools and, accordingly, accepts coursework from similarly 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 Application for Transient Status which is available in 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 prerequisites. An application for non-degree undergraduate student status may be obtained through the Admission Office. Students classified as non-degree undergraduate students may become regular students by meeting requirements for regular admission. No more than ten credit hours may be earned under this classification. Readmission Students: Following an absence from LaGrange College of four or more quarters during the academic year, any student who decides 20 / Admission to return must submit an Application for Readmission. This form is available in the Admission Office. Students who have been absent from LaGrange College for three quarters or less may re-activate their file in the Registrar's Office. These students do not need to apply for readmission. In the event that a student seeking readmission has attended another institution 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: Admission as an international student requires a TOEFL examination with a minimum score of 500 for students for whom English is not their first language. Documentation of completion of the 109 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 concerning 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. International students must also submit official documents certifying their ability to pay for the cost of one full year of study at LaGrange College. These documents include (1) A bank letter, signed by a bank offi- cial, certifying that the student's family has sufficient funding on deposit to cover all costs relating to one year of study at LaGrange College; and (2) a financial support letter indicating the parents' ability and willingness to cover all costs relating to one year of study at LaGrange College. The above information must be submitted before an application will be evaluated by the Admission Committee. /21 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. Students who pre-register and pay in advance of the deadline each quarter are not required to attend final registration. LaGrange College has no plan for making monthly or deferred pay- ments. 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 agree- ment 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 162.00 (2) Normal Load (1 7 Hrs.), per quarter 2754.00 (3) Nursing (NSG) Courses per quarter hour 1 82.00 (4) Graduate (MBA, MED) Courses per quarter hour 1 82.00 B. Private Lesson Fees (in addition to tuition charge) Piano (2 hrs. credit) per quarter 200.00 Voice (2 hrs. credit) per quarter* 200.00 Guitar (2 hrs. credit) per quarter 200.00 C. General Fees Required for Every Student Enrolled (not refundable) (1) less than 12 hours 40.00 (2) 1 2 hours and over . 80.00 D. Course Fees Select Courses (not refundable) Science Lab 65.00 Nursing Lab, per lab credit hour 20.00 English 010 220.00 'Students enrolled in MUS 208B may take MUS 240 without tuition. 22 / Financial Information E. Summer Quarter Summer Quarter charges are listed in the Summer Quarter brochure. Students may write for information regarding offerings and charges. F. Audit (per quarter hour) $ 60.00 All requests for audit courses must be approved by the instructor and Academic Dean. No freshman student may audit any course during his first quarter at LaGrange College. 3. Room and Board (per quarter) Henry, Pitts and Hawkes 1 300.00 Boatwright and Turner 1 275.00 (Note: All students living in dormitories are required to pay room and board.) 4. Private rooms are available at additional charge: 220.00 After the beginning of the quarter any student occupying a double room alone will be charged single rates. If a student occupying a double room alone does not wish to pay the private room rate, it is that student's responsibility to find a suitable roommate. Willingness to accept a roommate will not constitute grounds for waiving the single room charge. 5. Fees Miscellaneous Graduation (Regardless of Participation) Undergraduate 40.00 Graduate 80.00 Late Registration 20.00 Personal checks failing to clear bank 1 5.00 Student Identification Card Replacement Fee 5.00 Documents Fee (International Students) 1 75.00 Parking Permit 15.00 Testing Fee (All New Students) 60.00 Room Deposit (refundable) 1 00.00 Admission Deposit (New Students) 50.00 Financial information / 23 Summary of Standard Charge Non-Dormitory Students: Per Quarter Per Year Tuition, Undergrade , Non-Nursing $2754.00 $8262.00 General Fees 80.00 240.00 2834.00 8502.00 Pitts Boatwright Hawkes and Dormitory Students Henry Turner Tuition 2754.00 2754.00 8262.00 General Fees 80.00 80.00 240.00 Room and Board 1300.00 1275.00 3825.00 4134.00 4109.00 12327.00 All LaGrange College undergraduate degree-seeking students taking 12 hours or more who have been residents of the state of Georgia for 12 con- secutive months are eligible to receive a tuition equalization grant regard- less of need. The amount of this grant for 1995-96 is expected to be $2500.00. Of this, $1000.00 comes from the Georgia Tuition Equalization Grant program and $1500.00 from Georgia's HOPE Grant program. 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 person- ally have to pay the amount of the grant. Depending on individual requirements, a student may expect to spend $750.00 to $1000.00 per year for 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 regis- tration. If the student has no insurance, the college will make a charge for limited coverage group sickness and accident insurance. Transcripts of grades are withheld for any student who has a financial obligation to LaGrange College. 24 / Financial Information 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: 100% of tuition charges if the student withdraws on or before one week preceding the first day of classes 90% of tuition charges if the student withdraws within 10% (in time) of the enrollment period 50% of tuition charges if the student withdraws between the first 10% (in time) and 25% (in time) of the enrollment period 25% of tuition charges if the student withdraws between the end of the first 25% (in time) and the end of the first 50% (in time) of the enrollment period Refunds are processed after the refund period has ended each quarter. No refund for room or board will be made to any student who with- draws from the dormitory after registration. For a student withdrawing from college, a charge of $1 5.00 per day from date of registration to date of offi- cial withdrawal will be made in board. There is no refund of room deposit if student does not enroll. A separate refund policy exists for new first quarter students (freshman and transfers) who receive Title IV (federal) financial assistance as required by the Higher Education Amendments of 1992. Information is available in the Financial Planning Office. Students eligible for the State of Georgia Tuition Equalization Grant must be enrolled for a minimum of 14 days after the drop/add period to receive credit for the grant. The College will not be responsible for loss of or damage to students' personal property. /25 Financial Planning Philosophy LaCrange College believes that the student and family should contribute to the educational expenses of attending college to the extent of their abil- ity 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 prepared to assume a measure of responsibility through limited work or through borrowing a reasonable portion of any financial need. Foreign stu- dents are not eligible for scholarships or financial aid unless they hold per- manent residency status. All aid is awarded without regard to race, sex, sexual preference, creed, color or national origin. General Information Financial need is the difference between the total educational costs and the amount the family can contribute. The family contribution is deter- mined by using a standard need analysis system. The Free Application for Federal Student Aid (FAFSA) or Renewal Application are the preferred need analysis documents. The Free Application for Federal Student Aid or Renewal Application must be completed by all students and allows the applicant to apply for federal, institutional, and state programs. ' Applicants for financial assistance need not be accepted for admission to apply. However, the student must be accepted for enrollment before an offi- cial aid award can be made. Financial aid awards are made for each aca- demic year. Therefore, students must complete a need analysis each year. Procedure for Applying for Financial Aid 1 . Apply for admission to the college through the Admission Office. 2. Submit the FAFSA or Renewal Application to the processor for process- ing as soon as possible after January 1 . The FAFSA may be obtained from high school counselors or the Office of Student Financial Planning at the College. Students who applied for financial assistance in the previous award year will receive a Renewal Application directly from the Central Processor. Students whose financial aid file is com- pleted by June 1st get preference for aid. Students completing files after that deadline will receive grant assistance if funds are available. 3. Submit the LaGrange College Financial Aid Application to the Office of Student Financial Planning. This form is available upon request. 26 / Financial Planning 4. Complete and submit the Georgia Student Grant Application for the Georgia Tuition Equalization Grant and HOPE Grant programs to the Office of Student Financial Planning. This form is available only at pri- vate colleges in Georgia. It may be completed in advance of registra- tion or at registration but no later than the last day of late registration. 5. Transfer students requesting assistance must submit a Financial Aid Transcript (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 composed of tuition and fees, room and board, books and supplies, trans- portation and miscellaneous expenses. The expected family contribution, (EFC) as determined by the processed Need Analysis document, is sub- tracted 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 95-96: Dependent undergraduates residing in the dormitories/off-campus 14,555 Dependent undergraduates residing with parents 1 2,655 Independent undergraduates residing off-campus 1 9,61 5 Dependent nursing students residing in the dormitories/off-campus 16,215 Dependent nursing student residing with parents 14,315 Independent nursing students residing off-campus 21 ,275 Graduate students residing in the dormitories/off campus 1 1 ,772 Graduate students residing with parents 9,872 Graduate students residing off-campus 1 6,832 Student Eligibility In general, to be eligible for student financial assistance you must: 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 pub- lished in the LaGrange College Bulletin. Financial Planning/ 27 D. not be in default on any loan, or have made satisfactory arrange- ments to repay any defaulted loan. E. not owe a refund on any grant or loan at any institution. F. not have borrowed in excess of the loan limits under the Title IV pro- grams at any institution. G. be registered with Selective Service, if required. Student Financial Aid Policy Each year the Office of Student Financial Planning receives more requests for financial assistance than funds are available. First priority for assistance goes to eligible students who are in pursuit of the first baccalaureate degree. Students who are enrolled less than half-time are eligible for assistance. Special students (those not enrolled in a degree seeking program), transient students and unclassified graduate students are not eligible for any type of assistance. Students who receive aid awarded by the College during the academic year will be given preference for summer awards contingent upon avail- ability of funds. Students who receive academic scholarships are not required to com- plete a "need analysis" document although all students are encouraged to do so. All undergraduate Georgia residents enrolled full-time must apply for the State Student Incentive Grant, the Georgia Tuition Equalization Grant, and HOPE 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 Federal Pell Grant, Federal Supplemental Education Opportunity Grant, Federal Perkins Loan, Georgia Tuition Equalization Grant, HOPE Grant, State Incentive Grant and Institutional Grants are automatically credited against the student's charges and are reflected on the charge sheet at regis- tration. Perkins Loan recipients must sign a promissory note at or prior to registration and complete an initial interview questionnaire. Funds from the Federal Family Education Loan programs come to the College in the form of a check payable to the student and/or the College. Loan checks are disbursed by the Business Office. Borrowers have a maxi- mum of 45 days to retrieve their loan checks. Loan checks not retrieved within this time frame will be returned to the lender. Students will be noti- fied, in writing that their loan proceeds are available for pick up. Prior to disbursement of loan proceeds, the borrower is required to present a pic- ture ID and sign a check release form certifying eligibility for the disburse- 28 / Financial Planning ment. First time borrowers must complete loan counseling prior to dis- bursement. Loan proceeds for first time, first year borrowers are subject to a 30 day delayed disbursement requirement. Deferred Payment for the amount of the loan disbursement is available for students who are subject to delayed disbursement. PLUS loan checks are made co-payable and mailed directly to the school for disbursement. LaGrange College does not provide initial endorsement of these loan proceeds. The check is mailed to the parent borrower for endorsement in addition to an options form for disposition of residual funds not attributable to the current school term. All work programs are 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 at the Business Office must collect their check from the Business Office. Determination of Placement for Employment Students are first assigned employment in their designated choice of positions until such time as all those positions are filled; placements are then assigned according to the need of other dependents and areas on campus and community service agencies requesting student assistance. Responsibilities of Financial Aid Recipients 1. You must get a campus post office box (there is no charge) and check it often. 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 desig- nated 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 your household size and number in post-secondary institutions at any time during the award year when said changes occur. 5. You must notify the Office of Financial Planning if you plan to with- draw from school or transfer. 6. You must complete an exit interview for Federal Family Education and Federal Perkins Loan Programs prior to graduation, withdrawal, or transferring. 7. You must provide in a timely manner any additional information requested by the Office of Student Financial Planning. 8. You must make satisfactory academic progress to maintain eligibility for financial assistance. Financial Planning/ 29 Work Aid and Federal 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. Earnings from work 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. 3. In accepting assistance from either work program you are agreeing to perform satisfactory work as determined by your supervisor. An annual evaluation is filed with the Office of Student Financial Planning. 4. Scheduling of hours will be mutually agreed upon by both the stu- dent and the supervisor as determined by the quarterly class sched- ule and work load of the office. 5. Transfers from one position to another will be done at the supervi- sor's request. Transfers due to unsatisfactory work habits can result in loss of eligibility for either work program. 6. Unexcused absences from work will not be tolerated. Three unex- cused 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. 7. You are not allowed to work more than the number of assigned hours. If you do, you will not be compensated. 8. Recipients of work must complete federal and state withholding forms and an 1-9 form with the college Business Office. Satisfactory Academic Progress Policy The United States Department of Education requires that a student be maintaining satisfactory academic progress in their course of study to receive any Title IV financial aid. Satisfactory academic progress means the student is progressing in a positive manner consistent with fulfilling their degree or certification requirements. Satisfactory progress is evaluated through- out the course of study. Satisfactory academic progress is measured by three criteria: qualitative grade point average, quantitative hours earned, and time frame the maximum allowable attempted hours. Federal and State programs subject to the Satisfactory Academic Progress Policy are Title IV programs Federal Pell Grant, Federal Supplemental Edu- cational Opportunity Grant, Federal College Work Study, Federal Perkins Loan, Federal Stafford Loans, Federal PLUS loans; and State programs State Student Incentive Grant, State Tuition Equalization Grant, HOPE Grant and State Sponsored loans. 30 / Financial Planning Qualitative The minimum academic progress requirements for all students are those academic standards imposed by LaGrange College as stated in the LaGrange College Bulletin section titled "Academic Standing Probation Regulations." Academic probation or suspension is the same for enrollment as for financial aid eligibility. The Dean of the College monitors this part of the Satisfactory Academic Progress Policy quarterly. Federal regulations require a student to have a 2.0 cumulative grade point average 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 College's policy is as follows: Attempted Required Minimum Hours Cumulative Average 0- 44.9 1.65 45- 89.9 1.75 90-134.9 1.85 135 and above 2.00 The policy of the institution will be used to assess satisfactory academic progress. Quantitative A student accepting aid from any of the federal or state programs listed above must earn at least the following number of cumulative earned credits: Hours Required Minimum * Attempted Cumulative Earned Credits 45 30 90 65 135 100 180 135 225 170 270 195 * Attempted hours, earned hours, and grade point average are based on course work at LaGrange College. Studends that drop courses, withdraw frequently, fail courses, repeat courses, take courses not related to their degree objective, or change majors should be cautious that the maximum time frame or lifetime Federal Stafford loan limits are not exhausted before completing their degree. Time Frame Students pursuing an undergraduate degree have a maximum time frame of 270 attempted hours. Students who fail to complete their degree requirements within the time frame will have eligibility for financial assis- Financial Planning/ 31 tance. Students working on a dual or second undergraduate degree will have an additional 90 hours to complete degree requirements. The maxi- mum time frame for completing a Masters degree is 90 attempted hours. Transfer credits accepted by LaGrange College will be considered in the time frame component of the Satisfactory Academic Progress Policy. However, those credits will not be considered in calculating grade point average or hours earned. Evaluation To maintain eligibility for Title IV federal or state programs, a student must meet all three (3) criteria specified: grade point average, hours earned, and the 270-attempted-hours time frame. The grade point average requirement, which is the same as the academic probation policy of the insititution, is monitored by the Dean of the College each quarter. Once the determination of enrollment eligibility is assessed, the Dean of the College follows with a memo to the Office of Student Financial Planning indicating those students who have been suspended. If a student is allowed to continue enrollment on probation, he/she maintains eligibility for financial aid; if he/she is suspended from enrollment, future eligibility for financial aid is terminated. The time frame and hours earned components of the policy are moni- tored by the Director of the Office of Student Financial Planning utilizing the academic records of the College to insure that the student has earned the required number of hours when compared against hours attempted. These criteria are evaluated quarterly. Students who do not earn the required number of hours or who exceed the time frame will have all sources of federal, state, and institutional assis- tance terminated at the time that such determination has been made. Students who have their financial aid terminated may have their aid reinstated pending approval by the Student Financial Planning Appeals Committee and the availability of funds at the time. Appeals A student may appeal the denial of aid except for time frame if mitigat- ing circumstances have occurred. This appeal should be submitted in writ- ing to the Director of the Office of Student Financial Planning who will submit the appeal to the Financial Aid Appeals Committee. This letter should include (a) reason for failure to meet the minimum academic requirements and (b) how the deficiency will be resolved. The Committee shall convene within two weeks of the date of receipt of the written appeal and shall inform the Director of its decision in writing. The Director will then inform the student of the decision within one week of the hearing. The Financial Aid Appeals Committee may require specific terms for reinstatement of eligibility that may include a student's paying his/her own 32 / Financial Planning expenses for a specified time or for a specified number of hours. Any spe- cial terms for readmission to the College will also play a part in reestablishing eligibility. It will be the responsibility of the student to notify the Financial Planning Office once any special requirements have been met. 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 scholarships or grants from LaGrange College or any other source, that stu- dent 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 possi- bly subject to taxation, are scholarships and grants awarded on the basis of academic 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). Awards may come from LaGrange College, from state or federal agencies, or from private organizations. Any cost related to room and board for which the student receives financial 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 establish 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. Neither LaGrange College nor any other awarding agency is required to report scholarships or grants to the Internal Revenue Service; reporting of such income for tax purposes is the sole responsibility of the recipient. Financial Planning/ 33 Estimated Tax The grantor of a grant or 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 payment will be $550 or more for the tax year. If you do not pay enough estimated tax you may have to pay a penalty. This information is not intended as tax advice and the student is encour- aged 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. Verification of Financial Aid Application Data Verification is the process by which the Office of Student Financial Planning reviews reported application data against appropriate documents utilized to complete the Free Application for Federal Student Aid (FAFSA) or Renewal form to determine the accuracy of the application. Federal regulations require verification of at least 30% of the applica- tions received. A federal edit system determines these applications which should be verified. The Office of Student Financial Planning reserves 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 1 . Federal tax returns for both the student and the parent for the previ- ous tax year (VV-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. Divorce decrees or proof of legal separation for married students. 4. Documents showing the amount of child support received in the household of a divorced or separated student or parent. 5. Documents showing the amount of child support paid out for other households in cases of divorce or separation. 6. A list of family members including age and post-secondary institu- tion of each family member of the applicant. 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 of dependent children. 9. A notarized statement that no tax return was filed and that no income from work was earned. 34 / Financial Planning Deadlines for Submitting Verification Documents The Office of Student Financial Planning will notify the applicant, upon receiving the processed need analysis, of verification requirements. Applicants selected for verification will receive a maximum of four letters requesting additional information with 10 days to respond to each request. If , after four notices, the applicant fails to respond, the application will be archived until the applicant submits the requested documentation. If no additional documents are required, the applicant will receive an official award notification. Correction of Need Analysis Data If errors are detected during the verification process, the errors will be cor- rected electronically with the central processor by the Office of Student Financial Planning. The applicant will receive a copy of the revised Student Aid Report reflecting the updated data. Suspected Fraud Institutions are required to refer applicants who 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); 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. Refund and Repayment Policies Refund Policy The refund policy for students withdrawing is outlined in the catalog under "Refund of Fees" and ranges from 100% the first 7 days of classes to 40% through the 28th day of class. A separate refund policy exists for first quarter students (new freshmen or transfers) who receive Federal Title IV assistance as required by the Higher Education Amendments of 1992. Information is available in the Office of Student Financial Planning. Financial Planning/ 35 Georgia residents receiving credit for Tuition Equalization Grant and HOPE must be continuously enrolled for 14 days beyond drop/add to receive the funds. Course drops reducing courseload below 12 hours will result in the loss of these funds. Students on financial aid will not receive refunds until funds represent- ing financial aid awards have been reimbursed to the respective funds. Refunds will be returned to the programs in the order indicated in the "Allocation Policy" below. 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 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, funds will be returned to the appropriate program(s) from which the stu- dent received funds and the balance to the student. Students who receive cash disbursements on or after registration for that enrollment period will be assessed liability for repayment of the appropri- ate percentage of the refund due the Title IV programs upon withdrawal, expulsion, 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 dis- bursement for future enrollment periods unless repayment arrangements have been made with the Office of Student Financial Planning. Allocation Policy 1st to Federal Family Education Loan Program (FFELP) 2nd to Federal Direct Loans 3rd to Federal Perkins 4th to Federal Pell 5th to Federal SEOG 6th to Other Title IV Programs 7th to State Programs 8th to Institution Grants 9th to Student/Family 36 / Financial Planning Resources 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 program. Academic scholarship recipients are notified in early spring regarding awards and award amount for the subsequent school year. All correspondence regarding scholarships should be with the Director of the Office of Student Financial Planning and never with the donors. Endowed Scholarships The College has available, through the generosity of individuals, corpo- rations, and foundations a number of endowed scholarships which are administered by the Office of Student Financial Planning. These endowed scholarships are listed below: THE SARAH QUILLIAN BALDWIN SCHOLARSHIP FUND was estab- lished in 1978 by Mr. and Mrs. Robert M. Turnell, other family and friends. Mrs. Baldwin was an alumna, class of 1 901 . 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 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 deserving students who need assistance to attend LaGrange College. THE JACK P. BUCHANAN, SR. SCHOLARSHIP FUND was established in 1994 by friends of Mr. Buchanan in honor of his many years of service with the Department of Children and Youth Services. This award will be granted annually to a rising senior who has demonstrated achievement, scholarship and involvement in working with troubled youth. THE BUCHHEIDT SCHOLARSHIP FUND was established in 1962 through initial gifts from the Public Welfare Foundation, Washington, D.C. to assist students in receiving an education. Financial Planning/ 37 THE H. SPEER BURDETTE, JR. SCHOLARSHIP FUND was established in 1994 by family and friends in memory of Mr. Burdette, a much respected local businessman and friend of LaGrange College. THE CAROLYN DRINKARD BURGESS SCHOLARSHIP FUND was established in 1990 through gifts of alumni, friends and family of Mrs. Burgess upon her retirement from the College after 30 years of service. THE FLORA GLENN CANDLER SCHOLARSHIP was established in 1 977 by Mr. Charles Howard Candler, Jr., in memory of his mother Mrs. Flora Glenn Candler, an 1898 alumna of the College and the daughter of a Methodist minister, 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. Case and her husband, the late Dr. Leland D. Case. 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 the emphasis he placed on 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 GEORGE SYDNEY, JR. AND LILLIAN EDMONDSON COBB SCHOLARSHIP FUND was established in 1995 by Mrs. George S. Cobb, Jr. to provide scholarships and grants to deserving students. 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 WELBORN B. CODY SCHOLARSHIP FUND was established in 1 990 by Mrs. Welborn B. Cody in memory of her late husband. THE JEANETTE STRICKLAND COOK SCHOLARSHIP was established by the will of Mr. Benjamin Lane Cook in 1 987. The scholarship is to bene- fit a teacher in the Troup County School System who desires to further his/her education at LaGrange College. THE EVELYN COPELAN ENDOWED SCHOLARSHIP FUND was estab- lished in 1990 in memory of Miss Copelan, class of 1931, by her sister, Mary Helen Copelan, class of 1935. THE ADELIA MEYERS CORBIN SCHOLARSHIP was established in memory of Mrs. Floyd Steward Corbin (Adelia Meyers), alumna, to provide scholarships for young ladies of character, ability, and need, with special consideration to students from Augusta, Georgia. 38 / Financial Planning THE KATE HOWARD CROSS SCHOLARSHIP was established in 1981 by Virginia F. Prettyman of Chapel Hill, NC to honor Kate Howard Cross, Professor 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 preparing 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 was an alumna, class of 1907. 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 META DICKINSON DANIEL MEMORIAL SCHOLARSHIP FUND was established by her daughter, Virginia Daniel Weir, an alumna of LaGrange College. Meta Dickinson Daniel was a magna cum laude gradu- ate of LaGrange College, class of 1 893. 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 of Mary Lehmann Dodd, class of 1 929. THE DUTTERA SCHOLARSHIP FUND was established in 1991 by Mr. James T. Duttera, class of 1967, and was funded through personal gifts by Mr. Duttera and other family members. THE GLEN LONG SCHOLARSHIP was established in 1989 by Mr. Glen Long and will be awarded annually. THE MAXIE C. ESTES SCHOLARSHIP FUND was established in 1986 by friends and family of Dr. Estes and the LaGrange College Alumni Association. Dr. Estes served LaGrange College from 1962 to 1986 as the Chairman of the Division of Fine Arts and Professor of Speech and Drama. THE THOMAS HERNDON ESTES MEMORIAL SCHOLARSHIP was established 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. (Marjorie Turner, class of 1941), and is awarded to a senior belonging to Kappa Delta Sorority. Financial Planning/ 39 Criteria specified are scholarship, need and character which exemplifies the ideals of Kappa Delta. THE FARMER SISTERS SCHOLARSHIP FUND was established by Mr. Joseph j. Lipka in 1995, in memory of Sarah and Jeannette Farmer and in honor of his wife, Gene Farmer Lipka. THE JOHN DARWIN FAVER MEMORIAL SCHOLARSHIP FUND was established in 1 983 by the Mattie T. Faver Trust. THE ELIZABETH STEED FINDLEY SCHOLARSHIP was established in 1 989 by Dr. 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 recommen- dations 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 stu- dent 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 mem ory of the late Dr. Roger Guptill, minister, teacher, and Christian gentle- man, to a senior class student majoring in religion and preparing for full-time church service. 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 Lilia Harrell and Dr. and Mrs. William Asbury Harrell. Mrs. Harrell was a graduate of the class of 1899. Preference is given to children of a South Georgia minister. THE ELIZABETH CARLOCK HARRIS SCHOLARSHIP FUND was estab lished in 1993 by Mrs. Elizabeth Carlock Harris, class of 1961, and her husband, Joe Frank Harris, former Governor of the State of Georgia. 40 / Financial Planning 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 estab- lished in 1979 by the family as a memorial. Mrs. Hoffman was a graduate of the class of 1930. This scholarship is awarded annually to freshman through audition. THE HOLMES SCHOLARSHIP FUND was established in 1972 to pro- vide monies 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 financial assistance in order to attend college. THE PAULINE WITHERSPOON HUTCHINSON SCHOLARSHIP was established in 1994 by William L. Hutchinson, M.D., Mrs. Pauline Hutchinson Smith, Miss Pauline Hutchinson, Mrs. Frank Witherspoon Hutchinson, Jr., and Mrs. Sara Hutchinson Mosley in memory of their grandmother who taught voice and piano at LaGrange College from 1886 to 1 889. Scholarships are awarded to students pursuing a major in music. THE ELIZABETH HALL INGRAM SCHOLARSHIP FUND was estab- lished in 1994 by Mrs. Elizabeth H. Ingram, in memory of her daughter, class of 1963, to assist needy and deserving students. THE FORREST C. JOHNSON, JR. MEMORIAL SCHOLARSHIP, estab- lished by his wife, Memory Sutherland Johnson, an alumna, is awarded to a Troup High School graduate who will attend LaGrange College. THE JULIA VERNON KELLER AND WILLIAM WATES KELLER ENDOW- MENT FUND was established in 1993 by Mr. and Mrs. William Wates Keller of LaGrange. Income from the endowment is to benefit deserving graduates of LaGrange High School who are majoring in education. THE VIRGINIA SPEEGLE KYLE SCHOLARSHIP was established in 1989 by Mr. Joseph H. Kyle in honor of his wife. 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 demonstrating 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 Financial Planning 1 41 awarded to Methodist 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 December, 1991, by family members in memory of Mabel and William Zachry and E.T. and Mary Loyd to assist in filling the needs of deserving students to attend LaGrange College. THE FRANKIE ARNOLD LYLE SCHOLARSHIP was endowed by the will of Mrs. Frankie M. Arnold Lyle, class of 1891. Special consideration is given to students from Jonesboro High School and Clayton County. THE FELECIA E. MADDOX MUSIC SCHOLARSHIP was endowed in 1990 under the will of her husband, George M. Maddox. The fund is intended to give financial assistance to deserving students of music. THE MATTOX-ZACHRY SCHOLARSHIP was established in 1987 in memory of Kenrick Ware Mattox, Sr., J. Low Zachry and Janie Nail Zachry, and is awarded to students with academic promise and good character with preference to the last recipient if she/he maintains a 3.0 cumulative GPA. THE LOUISE W. MCCOOK MEMORIAL SCHOLARSHIP FUND was established in 1985 in memory of Louise W. McCook, wife of Dr. C. Frank McCook, Emeritus Professor of Religion. THE EUDORA AND WALKER MCGARITY SCHOLARSHIP was estab- lished 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 aca- demic promise and financial need. THE BETTY YORK MEYERS SCHOLARSHIP was established in 1985 by Mr. and Mrs. Alex B. Meyers, class of 1 951 , 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 memory 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. NORTHERN SCHOLARSHIP FUND was established in 1947 to provide moneys to the general scholarship fund. 42 / Financial Planning THE OAK GROVE ENDOWED SCHOLARSHIP FUND was established in 1993 through gifts by the Oak Grove Foundation. THE FRANCES WADDELL PAFFORD SCHOLARSHIP is awarded annu ally in memory of this alumna, class of 1914, and was funded by Mr. W.E. Pafford. THE PIKE SCHOLARSHIP was established by Mrs. Ruth Pike Key in memory of her father and mother, Christian Nathaniel Pike and Adella Hunter Pike, class of 1894, on December 29, 1953, and is awarded to Baptist or Methodist students in the senior year who are majoring in reli- gion or religious education, or who plan to enter a full-time church voca- tion. Selection of recipients is made by the Department of Religion, the Administration concurring. 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 was 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 MILTON RATNER SCHOLARSHIP FUND was established in December, 1991, by a gift from the Milton M. Ratner Foundation to assist students with demonstrated financial need. THE FRANK M. AND JOHN H. RIDLEY SCHOLARSHIP FUND was established in 1985 through a gift by brothers, Mr. Frank M. Ridley and Dr. John H. Ridley. THE JOHN L. SHIBLEY ARTHUR M. HICKS SCHOLARSHIP was established in 1986 through gifts from family and friends of Dr. Shibley and Dr. Hicks, both professors of thirty-five years at LaGrange College. Preference is given to a science major. THE RUFUS SMITH ENDOWMENT was established in 1994 by a gift from Mrs. Claire Carter Malone, class of 1931, in memory of Rufus Smith, President of LaGrange College from 1885 to 1915. Proceeds of the fund are to be used to aid needy and deserving students to attend LaGrange College. Financial Planning 1 43 THE JAMES H. AND TERRELLIS P. SMITH SCHOLARSHIP was estab- lished 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 STEWART SCHOLARSHIP was established in 1987 by Susan Boleyn, class of 1973, in memory of her husband Phillip Stewart. THE RAYMOND E. SULLIVAN SCHOLARSHIP FUND was established in 1984 by Mr. Raymond Eugene Sullivan. THE CYNTHIA MAUDE BIRDSONG THOMPSON MEMORIAL SCHOLARSHIP 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 finan- cial assistance to attend LaGrange College. THE TRAYLOR SCHOLARSHIP FUND was established in 1994 in mem- ory of C. Frank Traylor, Sr. and C. Frank Traylor, Jr. through gifts from family and friends in the LaGrange area and the support of the LaGrange Lions Club. This scholarship benefits Troup County High School graduates. THE JESSIE RAY WARNOCK SCHOLARSHIP FUND was established in 1988 by Mrs. Jessie Ray Warnock, class of 1927, to assist needy and deserving students to attend LaGrange College. THE DR. JOHN J. AND RUTH WEST SCHOLARSHIP was established in .1994 by Dr. and Mrs. West to aid needy and deserving students in pursuit of an education at 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 finan- cial need. ANNUAL SCHOLARSHIP GIFTS THE JEANNE SELLS ADAMS SCHOLARSHIP is awarded annually in memory of this alumna, class of 1953 and funded by the Walter Clifton Foundation. 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 theater arts major with seri- ous commitment to the theatre and the most promise in the field of drama. THE MARCUS "MARK" GEWINNER DRAMA SCHOLARSHIP was established by the College in 1993 to honor Marcus Gewinner, former pro- 44 / Financial Planning fessor of psychology and music. This scholarship is awarded annually to a theatre arts freshman. THE KATHRYNE HAYS SCHOLARSHIP was established in 1992 by this alumna, class of 1943, and is awarded annually to two students who demonstrate need. THE OAK GROVE COMMUNITY SCHOLARSHIP was established in 1987 and is funded annually by the Oak Grove Foundation. Preference is given to students from the Oak Grove Community or to Troup County resi- dents who have good character, academic promise, demonstrated need and who will enter the nursing profession or ordained ministry. THE REPUBLICA DE COLUMBIA SCHOLARSHIP was established in 1995 in memory of Thomas Alberto Benavides, brother of LaGrange College Professor, Dr. Adolfo Benavides. The award will go to a graduating senior, non-traditional student based upon financial need. Preference will be given to international students. THE RIDDLE SCHOLARSHIP was established in 1994 by the Doctors Fay and Dennis Riddle in gratitude to their parents. These awards are pre- sented annually to rising sophomore, junior and senior computer science majors who have excelled academically. THE PATRICIA D. SALTER SCHOLARSHIP was established in 1993 by Dr. Salter, a LaGrange dentist, to assist single mothers pursuing their col- lege education. 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 LaGrange College. THE LETTIE PATE WHITEHEAD FOUNDATION SCHOLARSHIP AND GRANTS are awarded annually to deserving women students from the southeast who demonstrate need. THE ALMONESE BROWN CLIFTON WILLIAMS SCHOLARSHIP is awarded annually in honor of this alumna, class of 1956 and is funded by the Walter Clifton Foundation. 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 Students Financial Planning at the College. THE CHEVRON FRESHMAN SCHOLARSHIP was established in 1985 at LaGrange College. Student must reside in Georgia and must be a mathe- matics or science major who demonstrates ability and interest in these Financial Planning / 45 areas. Priority is given to leadership and significant participation in extracurricular activities at the high school level. THE LAGRANGE MOULDING COMPANY SCHOLARSHIP is funded annually 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. 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 academic year but may be renewed for one or more additional years. Scholarships are granted to undergraduate students beyond the freshman year and to students pursuing graduate degrees in law, medicine, veteri- nary 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. Contact the State of Georgia Division of Vocational Rehabilitation Services in your district. THE MILLIKEN SCHOLARSHIP is awarded through the Georgia Foundation for Independent Colleges, Inc. for Region III. Applications are made through the plant at which the student or his or her parent works with recipients selected by GFIC. THE JAMES LEON AND MYRTICE MARIE K. PEED SCHOLARSHIP for students preparing for a career as a minister or missionary and who are res- idents 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 founda- tion provides loan assistance to residents of the southeastern states who are 46 / Financial Planning enrolled as full-time undergraduates in a degree curriculum other than law, medicine, or the ministry. Applicants must have no outstanding educa- tional 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 Center 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 information and an application should contact the West Georgia Medical Center administrative office, (706) 882-1411 or write the hospital at 1514 Vernon Road, LaGrange, Georgia 30240. UNITED METHODIST LOAN PROGRAM provides loan assistance to members of the United Methodist Church based on "need." Brochures and applications may be obtained from the Office of Student 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 scholarships are renewable. 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 Development 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 Office of Student Financial Planning for other loan program information. THE MARY C. ALLEN LOAN FUND was established in 1994 by the will of Mrs. Mary C. Allen to assist needy and deserving students. 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. Financial Planning 1 47 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 Dr. and Mrs. C. Mark Whitehead in memory of Mrs. Whitehead's mother. LAURA H. WITHAM LOAN FUND was established by William S. Witham. FEDERAL FINANCIAL AID FUNDS FEDERAL PELL GRANT. This grant is designated for first time undergrad- uate students working toward a bachelor's degree. The amount of the grant is determined by the cost of attendance less the family contribution shown on the Student Aid Report and the student's enrollment status. A full-time student will receive the maximum Federal Pell Grant award based on appropriation for the fiscal year. The maximum Federal Pell Grant award is set at $2340 for the 1995-96 academic year. A student who enrolls as less than a full-time student may be eligible to receive a prorated amount based on their courseload. FEDERAL SUPPLEMENTAL EDUCATIONAL OPPORTUNITY GRANT. This grant is designated for students working on the first undergraduate degree with exceptional financial need. Preference goes to students who are eligible for Federal Pell Grant. Students who plan to participate in the LaGrange College Studies Abroad Program should check with the Office of Student Financial Planning to determine if they might be eligible to receive Federal Supplemental Educational Opportunity Grant funds to assist with paying for this program. FEDERAL WORK STUDY PROGRAM (FWSP). Students who demon- strate 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 admin- istrative offices, academic divisions, and community service agencies. FEDERAL PERKINS LOAN. These loans are available to qualified stu- dents who demonstrate financial need. Repayment of five percent (5%) interest and principal begins six (6) to nine (9) months after a student grad- uates or otherwise ceases to be classified as having half-time student status. This loan program has cancellation provisions. Contact the Office of Student Financial Planning for additional information. FEDERAL STAFFORD LOAN. This program enables all eligible students to borrow regardless of income. The Stafford Loan program is comprised of two loans the subsidized Stafford and the unsubsidized Stafford. The subsidized Stafford eligibility is based on financial need, and interest accruing while the student is enrolled at least half-time is paid by the gov- 48 / Financial Planning ernment. The interest rate on subsidized and unsubsidized Stafford loans is a variable rate capped at 8.25 percent. Eligible lenders are banks, credit unions, or savings and loans. The unsubsidized Stafford is available to students who do not qualify, in whole or part, for the subsidized Federal Stafford. The terms of an unsubsi- dized Stafford are the same as those of the subsidized Staffords with the exception of interest payments. Unsubsidized Stafford borrowers must pay all of the interest accruing during the time they are enrolled in-school, and during grace periods before repayment and authorized deferment. The bor- rower, monthly or quarterly payments and authorized deferment. The bor- rower, however, has the option to pay interest during those periods by (1) making monthly or quarterly payments to the lender or (2) the borrower and lender may agree to add the interest to the principal of the loan (this is capitalization). Annual maximum awards from the Federal Stafford Loan program is based upon the borrower's year in school. Freshmen may borrow $2625; sophomores, $3500; juniors and seniors, $5500. The aggregate limit for an undergraduate degree is $23,000. The grace period for Federal Stafford is six (6) months. Undergraduate students who are considered independent by federal need analysis criteria may borrow additional funds from the unsubsidized Federal Stafford Loan. Independent undergraduate students who have not completed the first two years of their program of study are eligible to receive an additional $4,000 from the unsubsidized Stafford program. Independent undergraduates who have completed two years of their pro- gram may borrow an additional $5,000 from the unsubsidized Stafford loan program. As with all loan programs, the amount borrowed cannot exceed the student's cost of attendance. FEDERAL PARENT LOAN FOR UNDERGRADUATE STUDENT (FPLUS). This loan program enables parents to borrow on behalf of their undergradu- ate dependent children. Federal PLUS loan borrowers must be credit worthy. A Federal PLUS may not exceed a student's estimated cost of attendance minus any financial assistance the student has been or will be awarded during the period of enrollment. Loan checks are made co-payable and mailed directly to the school for recertification of the student's eligibility, then mailed to the parent for endorsement. The interest rate on the Federal PLUS is variable rate capped at 9 percent. LOAN REPAYMENT Student loans are serious obligations. Student loans are the only form of financial assistance that must be repaid at some specified time in the future. There is no penalty for pre-payment on any Federal Family Education Loan Program or Perkins Loan during the grace period. There is a 10 year maximum repayment schedule. Finant ial Planning/ 49 Sample Repayment Schedule Based on 10 year repayment schedule Amount Borrowed 5% 7% 8% 9% 1 0% $ 1000 $ 40 $ 50 $ 50 $ 50 $ 50 2000 40 50 50 50 50 3000 40 50 50 50 50 4000 42 50 50 51 53 5000 53 58 61 63 66 6000 64 70 73 76 79 7000 74 81 85 89 93 8000 85 93 97 101 105 9000 95 105 109 114 119 10000 106 116 121 127 132 11000 117 128 133 139 145 12000 127 139 146 152 159 13000 138 151 158 165 172 14000 148 163 170 177 185 15000 159 174 182 190 198 16000 170 186 194 207 211 17000 180 197 206 215 225 18000 191 209 219 228 238 19000 202 221 231 241 251 20000 212 232 243 253 264 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) The student must be classified as a full-time student (one who enrolls for a minimum of 12 quarter hours). (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 stand- ing or accepted for admission in an eligible non-profit post-secondary col- lege or school located in Georgia. GEORGIA STATE TUITION EQUALIZATION GRANT. The GTEG pro gram provides non-repayable grants to eligible Georgia residents who are either attending approved private (independent) colleges in Georgia or cer- tain out-of-state four year public colleges bordering Georgia. The annual award amount is contingent upon funding by the State Legislature. This grant is $1,000 for the 1995-96 academic year. HOPE Help Outstanding Pupils Educationally provides financial assistance to Georgia residents at any Georgia postsecondary college or 50 / Financial Planning university or technical institute. Students attending a private college or uni- versity in Georgia who are eligible for the Georgia Tuition Equalization Grant of $1,000 per academic year may receive an additional $1,500 HOPE award. Full-time enrollment is required, but high school graduation date, grade point average, and family income are not considered. GEORGIA STATE STUDENT INCENTIVE GRANT. The SSIG program provides non-repayable grants to students who demonstrate financial need as determined by an approved need analysis form. LAW ENFORCEMENT PERSONNEL DEPENDENTS GRANT. The LEPD program provides non-repayable grants of up to $2,000 per academic year to eligible Georgia residents who are dependent children of Georgia law enforcement officers, prison guards, or firemen who were permanently dis- abled 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 CANCELLATION LOAN PROGRAM The Georgia Student Finance Authority (GSFA), a Federal Family Education Loan Program, offers service cancellation benefits on eligible Federal Stafford loans. GSFA offers these loans to assist Georgia residents who are pursuing degrees in areas where there is a critical shortage of qualified professionals. Both subsidized and unsubsidized Stafford loans are eligible for service cancellation. Applicants must meet federal eligibility regulations governing the Federal Stafford Loan Program and GSFA policies concerning resi- dency, program of study, grade point average, etc. There is a grace period, prescribed by law, before repayment begins. Eligible cancellation areas offered at LaGrange College are nursing and teacher education fields math or science education and middle grades education with concentrations in math and/or science. Appropriations for service cancellation loans are limited. Therefore, appli- cants should apply early. Application procedures and eligibility requirements are available in the Office of Student Financial Planning. INSTITUTIONAL GRANT AND WORK PROGRAMS GRANT IN AID is designated for undergraduate degree-seeking students with preference given to those who register for 15 or more hours per quar- ter. Criteria for awarding will be financial need, academic promise and achievement and talent. Students will be monitored quarterly for GPA, stu- dents who fail to maintain a minimum 2.0 will have subsequent awards canceled until such time as the 2.0 cumulative GPA has been reached. The student must contact the Office of Student Financial Planning to request reinstatement of eligibility. These requests will be considered on a fund availability basis. Financial Planning / 51 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 students in part-time jobs. Such employment is usually arranged by the student and not the College. The office of Career Planning and Placement 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 MEd program may be eli- gible to borrow $8500 per year through the Federal Stafford Loan Program, provided they meet the following requirements: (1) a United States citizen or a permanent resident alien; (2) enrolled or accepted for enrollment as at least a half-time student; (3) in good standing and making Satisfactory Academic Progress; (4) free of any obligation to repay a defaulted Guaranteed Student Loan/Federal Insured Student Loan; and (5) owe no refund on a Pell Grant, Supplemental Educational Opportunity Grant or State Student Incentive Grant. For additional information, see the section on "Federal Stafford loan". The maximum cumulative loans a student may borrow is $65,500, including undergraduate loans. Contact the Office of Student Financial Planning for further information and an application. VETERANS ASSISTANCE LaGrange College is approved for veterans benefits as an institution of higher learning. Eligible students can receive the appropriate benefits while enrolled. The laws which apply to these educational benefits are published 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 disabled; 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 52/ Reserve. Chapters 30 and 32 provide benefits for eligible 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. /53 STUDENT DEVELOPMENT Student Development Staff is concerned with providing those services which assist individuals in their personal growth. Their purpose is to pro- vide 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 services, 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. Aims 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 opportunities. . 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 neces- sary 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 meditate, where necessary, conflicts between individuals and cam- pus community standards. To provide a comfortable, clean, safe living environment that enhances the personal growth as well as the academic pursuits of resident students. 54 / Student Development To collect retention data and to suggest/plan programs and strategies to increase retention based on data collected. 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 available. 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 135 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 college reserves the right of final approval of all room and residence hall assignments. 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 and tuition deposit of $150 is required of all resident students. The room deposit ($100) 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) graduation. 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 refundable when the stu- dent 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 guidebook available from the Student Development Office. Student Development I 55 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 res- idence halls such as open houses, movie nights, decorating contests and other special events. Student Government Activities The Student Government Association exists to serve as a medium for student expressions, to coordinate campus activities, to promote good citi- zenship 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 associ- ation. All students are encouraged to become active members, so that the association 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 stu- dent 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 Service Clubs Religious Organizations Honorary Organizations Delta Tau Delta Kappa Sigma Pi Kappa Phi Habitat for Humanity Hilltoppers VIP Baptist Student Union InterFaith Council Wesley Fellowship Alpha Mu Gamma (language) Alpha Psi Omega (drama) Delta Mu Delta (business administration) Sigma (science-math) Phi Alpha theta (history) Omicron Delta Kappa (leadership) Omicron Delta Epsilon (economics) Phi Tau Chi (religion) Psychology Honor Society Sigma Tau Delta (English) 56 / Student Development Departmental/Special CRIS Campus Recreation and Interest Groups Intramural Sports Student Nurses Association International Students Club LaGrange Choir LaGrange College Wind Ensemble Art Student League Business & Economics Society Student Education Association ABC Association of Black Collegians Association of Computer Machinery German Club Deutschen Klub Student Publications The Quadrangle (yearbook) The Hilltop Newspaper (paper) The Scroll (magazine) Hilltopics, 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 philoso- phy of LaGrange College that the team participants are attending college primarily for a quality education, and no athletic scholarships are offered. The student athlete 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 Intercollegiate Athletics (NAIA). This affiliation permits LaGrange College and its student athletes to receive recognition for their participation in state, regional and national sporting events. Student Development / 57 Campus Recreation and Intramural Sports (CRIS) The Campus Recreation and Intramural Sports program provides oppor- tunities for wholesome recreation and competition among members of the campus community. Teams representing campus organizations and inde- pendents 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, ten- nis, water volleyball, inner tube water polo, inner tube basketball 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 participation rates and best record for the entire year. In addition, male and female "Athletes of the Year" are selected. Many opportunities are available for recreational use of the facilities in the LaGrange College Aquatics Complex. The following are available: enjoying recreational swimming and lap swimming all year round in the indoor pool; using the aquarius water work-out stations or taking a water aerobics or aqua exercise class (non-credit); perfecting diving technique on the one-meter and three-meter diving boards; or simply relaxing and enjoy- ing the atmosphere of the outdoor leisure pool. The facilities and equipment of the Physical Education Department also are available for student recreational use when these are not scheduled for instructional, athletic, or intramural sports use. The use of outdoor equip- ment (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, gymnasium, and pools are available for stu- dent/faculty/staff use during posted hours. A valid LaGrange College ID is necessary for admittance to all facilities. Religious Life Program College is a time of exciting intellectual and social growth. Students wrestle with new ideas, discover new interests, and explore ever broaden- ing horizons. College can also be a time for real spiritual growth. Set in the transition between youth and adulthood, college offers students a chance to examine their faith, to assess what is important to them and to forge a system of values that will sustain them through their adult years. Growing out of its history of service and its affiliation with the United Methodist Church, LaGrange is committed to creating an environment that encourages spiritual growth and development. As a result, the College offers a number of opportunities for students and faculty to celebrate life and explore God's intention for human living. Included in these opportuni- ties are occasions for worship, fellowship, and service. Chapel services are scheduled every Tuesday and Thursday at 12:00 noon, and there are spe- 58 / Student Development cial worship services throughout the year. The College employs a chaplain who is available for counseling and is interested in promoting service and fellowship among the constituents of the campus community. Programs, Exhibitions and Forum Lectures A balanced and comprehensive program of lectures, music perform- ances, dramatic presentations, workshops and other activities contribute to student enrichment. Wednesdays from 11:00 a.m. until 12:20 p.m. are reserved for programs, exhibitions and forum lectures. Traditional Activities Fall Festival Honors day May Day Greek Week Black History Week Quadrangle Dance Wellness Fair Community '95 International Week Fall weekend featuring concert, parade and culminating with crowning of Queen Spring Fling packed with activities, step-sing and concert Week of activities centering around campus Greek life Week of activities focusing on Black Heritage Winter Formal scheduled around Valentine's Day Activity centered around health assessments strategies and informa- tion dissemination Special event that commemorates the College as a caring/sharing community Week set aside to recognize cultural diversity of the campus community Student Conduct LaGrange College, as a church-related college, is committed to an hon- orable and seemly standard of conduct. As an educational institution the college is concerned not only with the formal in-class education of its stu- dents, 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- Student Development / 59 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. Regulations do not have as their primary purpose the punishment of the individual. The regulations are formulated to insure the right of all com- munity 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 detri- mental to himself or his fellow students. Furthermore, 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 discipli- nary action as the administration of the college may consider appropriate, including 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 edu- cational process or which stamps the offender as an unfit associate for the other students. A complete description of student conduct policies, rules and regulations can be found in Hilltopics, the student handbook. Student Health Services Under the Student Health Program students are provided care by a reg- istered nurse in the student day clinic. The clinic is open 10:00 a.m. to 3:00 p.m. Monday through Friday and for emergency calls at other times. The nurse assists the students in securing a physician if needed. The ser- vices of the nurse and the use of the day clinic are available to students only. Charges for x-rays, prescriptions, hospital charges, and fees of physi- cians or surgeons to whom a student is referred are the responsibility of the student. Private nurses and personal physicians must be paid by the stu- dent. All students must have proof of medical insurance. For those not having coverage through individual or group plans, LaGrange College makes available accident and sickness coverage through a private carrier at rea- sonable rates. Application forms are available at registration or through the Business Office. Career Planning and Placement Center The Career Planning and Placement Center is located in the Callaway Student Center. It contains up-to-date career-related materials, occupational information, and a microcomputer with programs to assist students discover their occupational interests. A broad range of career exploration is available to the individual student at no cost. The Center also keeps up-to-date infor- mation regarding certification and license requirements and qualifying exam- 60 / Student Development inations. Other services of the Career Planning and Placement Center include seminars on the employment process, resume preparation, effective interviewing techniques and letter writing skills. A primary focus of the Career Planning and Placement Center is to enhance placement potential by addressing the many-faceted complex realities of searching for a job. Therefore, beginning in the freshman year, every student will be involved in understanding the necessity and impor- tance of early preparation for securing their first position. 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 themselves so they are better able to make informed personal, academic and vocational choices. In addition to individual counseling, group pro- grams are available on topics such as Study Skills, Test Anxiety Reduction, Career Planning, Time Management, etc. Small group counseling is avail- able in areas of personal concern such as dealing with interpersonal com- munication, conflict resolution, parental divorce, eating disorders, assertiveness training, etc. The staff also administers personal inventories such as the Myers-Briggs Type Inventory and the Strong-Campbell Inventory. The Counseling Center holds leadership training sessions which include topics dealing with leadership styles, communication, group dynamics, goal setting and issue exploration. 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 problems 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 Aptitude Test (SAT), the ACT (American College Testing) and the College Level Examination Program, as part of the College's Advanced Placement Program. The Office of Student Development also administers the Miller Analogies Test (MAT), the Graduate Record Examination (GRE) and the National Teacher Exam (NTE/PRAXIS). 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 published policies may result in vehicles being towed. Student Development I 61 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 member first rendering a decision. If this does not resolve the issue, a deci- sion 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 judicial board may be appealed to the Dean of Student Develop- ment. Disciplinary decisions rendered originally by the Dean of Student Development may be appealed in writing to the Vice President and Dean of the College who shall seek, in an infor- mal 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 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 the Financial Planning Section. III. Academic Matters. See the Academic Regulations and Procedures Section. 62/ /63 Academic Programs and Degree Requirements INTRODUCTION The statement of purpose of LaCrange 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 foremost 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 learning 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 curriculum that serves as foundation and complement to the major. All baccalaureate majors share the same general education curricu- lum. 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 com- ponents include skills such as strategies for college success, writing, com- putation, speaking, problem-solving, computer utilization, and analytical thinking. Additionally, there are knowledge components including history, social studies, science, literature, religious heritage, modern foreign lan- guages, 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 communi- cate, to solve problems, and to analyze and clarify their own value system. THE MAJORS A major is defined as a primary program of study in which the student completes a designated number and sequence of courses within a specific discipline, department or subject area. A major may or may not offer con- centrations for focused coursework within the major. A student may choose to pursue one of four baccalaureate degrees: the bach- elor of arts, the bachelor of science, the bachelor of business administration, 64 / Academic Programs and Degree Requirements or bachelor of science in nursing. Most students pursue one of these bac- calaureate degrees. In addition to the baccalaureate degree programs, students may earn an associate of arts or a masters degree, a post-baccalaureate degree. 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 a major. The degrees offered and the majors available for the degrees are given. Bachelor of Arts Art and Design Art Education Biochemistry Biology Business Administration Chemistry Christian Education Computer Science Economics Education Early Childhood Middle Childhood Secondary (English, Chemistry, Biology, History, Mathematics) English History Mathematics Music Political Science Psychology Religion Social Work Social Work/Criminal Justice Theater Arts Bachelor of Science Chemistry Computer Science Mathematics Bachelor of Science in Nursing Nursing Academic Programs and Degree Requirements / 65 Bachelor of Business Administration Business Administration with a concentration in one of the following areas: Accounting Business Economics General Business Management International Business In addition to these four-year baccalaureate degrees, LaGrange College offers the Master of Education Degree, the Master of Business Administration Degree, and the Associate of Arts Degree. The degrees and the concentration within the degree are given: Master of Education (See Graduate Bulletin) Early Childhood Education Middle Childhood Education Master of Business Administration (See Graduate Bulletin) General Business with emphasis on the management function Associate of Arts Business Administration Criminal Justice Liberal Studies All majors offered are described in detail in the Departments and Courses section. 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 declaration of the major. The declaration of major is initiated in the registrar's office. At the discretion of the department chair, 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 student's initial matriculation. Students who have been out of school longer than two years must again declare their majors. 64 / Academic Programs and Degree Requirements or bachelor of science in nursing. Most students pursue one of these bac- calaureate degrees. In addition to the baccalaureate degree programs, students may earn an associate of arts or a masters degree, a post-baccalaureate degree. 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 a major. The degrees offered and the majors available for the degrees are given. Bachelor of Arts Art and Design Art Education Biochemistry Biology Business Administration Chemistry Christian Education Computer Science Economics Education Early Childhood Middle Childhood Secondary (English, Chemistry, Biology, History, Mathematics) English History Mathematics Music Political Science Psychology Religion Social Work Social Work/Criminal Justice Theater Arts Bachelor of Science Chemistry Computer Science Mathematics Bachelor of Science in Nursing Nursing Academic Programs and Degree Requirements 1 65 Bachelor of Business Administration Business Administration with a concentration in one of the following areas: Accounting Business Economics General Business Management International Business In addition to these four-year baccalaureate degrees, LaGrange College offers the Master of Education Degree, the Master of Business Administration Degree, and the Associate of Arts Degree. The degrees and the concentration within the degree are given: Master of Education (See Graduate Bulletin) Early Childhood Education Middle Childhood Education Master of Business Administration (See Graduate Bulletin) General Business with emphasis on the management function Associate of Arts Business Administration Criminal Justice Liberal Studies All majors offered are described in detail in the Departments and Courses section. 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 declaration of the major. The declaration of major is initiated in the registrar's office. At the discretion of the department chair, 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 student's initial matriculation. Students who have been out of school longer than two years must again declare their majors. 66 / Academic Programs and Degree Requirements 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 laboratories. 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 indepen- dent study normally will not be more than 10 quarter hours. Written permis- sion to enroll in such a course must be obtained from the instructor, the head of the department concerned, and the Vice President and Dean of the College. 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 departments. This program carries the course number 499, with five quar- ter hours credit in each participating department, with the designation "Honors Course." Applications must be submitted in writing to the Vice President and Dean of the College. Assessment in the Major The faculty members who are responsible for instruction in the major programs have identified specific objectives for a major in that discipline. There is an assessment, devised by the faculty in the discipline, that deter- mines the extent to which the objectives have been met by the student. That assessment is a requirement for students who graduated in June 1990, or who will graduate thereafter. The assessment styles are varied. Students should carefully explore with their adviser in their intended major the nature of the assessment. 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 chair work together in planning a program. The ultimate responsibility for Academic Programs and Degree Requirements/ 67 selecting the proper courses in order to complete the desired degree is the responsibility of the student. 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 Credit Year Taken Freshman Seminar (COL 1 01 ) 2 hours Freshman year English, Grammar and Composition 1 9 hours Freshman year ENG 101, 102, 103 History (select one sequence) 10 hours Freshman year World Civilization (HIS 101, 102) or United States History (HIS 111, 112) Mathematics, MTH 1 01 , 1 05, or 1 22' 5 hours Freshman year (by placement) Computer Science (CSC 1 63) 2 hours Freshman year Religion (REL 101) 5 hours as best scheduled Speech (SPC 105) 3 hours as best scheduled Physical Education Activities 4 hours as best scheduled Common Core Total 40 hours Electives: 55 hours I. Science and Mathematics 15 hours as best scheduled Two science courses in sequence (10) BIO 101, 102, or 148, 149 CHM 101, 102 GSC 101, 102 PHY 101, 102; 121, 122 An additional science course from (5) the list above, a mathematics course from the core beyond that taken for the core requirements, or MTH 1 1 4 or MTH 1 23. 68 / Academic Programs and Degree Requirements II. Humanities and Fine Arts 25 hours as best scheduled Literature, English (10) ENG 204, 205, 206, 207, 208 Fine Arts (5) MUS 112, 114; ART 109, 110; THA101, 102 Modern Foreign Language 1 (10) FRN 101, 102 or 103, 104 SPN 101, 102 or 103, 104 LAN 101, 102 or 103, 104 2 III. Social and Behavioral Science 15 as best scheduled ECO 1 01 ; PSC 1 01 ; PSY 1 49, 202 SOC 146, 148 Elective Total 55 hours Total General Education 95 hours 'Please read carefully the note following about placement. Occasionally, if taught under the LAN label, other languages (Japanese, Hebrew, etc.) may also count as general education. Placement Appropriate placement in certain courses is essential. Students entering LaGrange College bringing with them two (2) years of high school foreign language will be placed in an intermediate level course of that language; or if the student chooses, he or she may start the study of another language at the beginning level. Students for whom English is not the native language may consult with the chair of the Division of Humanities and Fine Arts. By individual determination, a student may have the language requirement waived. The waiving of the language requirement does not dimin- ish the need to complete a total of 95 quarter hours in general education. During the first few days on campus all students will undergo diagnostic assessment. These inventories are necessary for (1) planning for majors and careers, (2) providing the comparison levels for subsequent general educa- tion assessment, and (3) determining current skill levels in mathematics and English. Mathematics placement is based on skills assessment. Some students who are not predicted to be successful in any one of these general education mathematics courses (101, 105, or 122) are required 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. English placement is based on the Scholastic Aptitude Test (SAT) data, where available. The Test of Standard Written English (TSVVE) is a sub-test of the SAT. For students who do not have recent SAT scores, the TSVVE is given early in the orientation period. Students who score 37 or below are required Academic Programs and Degree Requirements I 69 to enroll in English 100, a pre-general education course in grammar and composition. Students who score between 38 and 45 are placed in either ENG 1 00 or ENG 1 01 based on a consideration of a written sample of work submitted by the student during the specified diagnostic assessment time schedule for English. 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 coursework. It should be noted, however, that students who have not been enrolled at LaGrange College for four years, or who transferred from LaGrange College 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 Advanced Placement (AP) Tests or the College Level Examination Program (CLEP) and other recognized testing procedures. To determine the test scores that qualify for college credit and/or exemption, students should contact the Registrar. This information is also available in the individual departmental sections of this Bulletin. 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 members and students selected for their academic achievement, their demonstration of leadership and their admirable personal standards, guide new students toward success. The faculty members and the very important peers (VIP's) meet with small groups 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 forma- tion of the informal support group, the beginning of the systematic process of selecting possible 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 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 founda- tion for a successful four-year college experience. 70 / Academic Programs and Degree Requirements Assessment of General Education When a student has 140 hours of credit, (s)he should take American College Testing Program's College Outcome Measures Program (COMP). This inventory will be used to determine the extent to which a student has achieved the objectives of the general education curriculum. Meaningful participation in this testing program is a requirement for graduation with a baccalaureate degree. Nontypical Students and the General Education Requirements Nontypical students are those who enter college for the first time and who meet any two of the three following criteria: (1 ) aged twenty-five or greater (2) employed full-time or at least three-fourths time (3) living off campus These students may have experiences and needs differing from tradi- tional students which may allow them to develop a curriculum plan of their own to meet the general education requirements. The common core portion (40 quarter hours) of the general education requirements is the same for these students as it is for traditional students. However, as part of the College 101 "Gateway to Success" class require- ments, the nontypical student may develop a personal proposal for fulfill- ing the remaining 55 quarter hours portion of the general education requirements. This proposal is normally prepared utilizing the guidelines specified below and is reviewed and accepted by the Evening Studies Director. At that point the nontypical student is classified as a nontradi- tional student. Any proposal deviating from the guidelines must be approved by the curriculum committee. Once the contract is developed it may be changed only one time. Students may appeal the action of the cur- riculum committee to the Academic Advisory Council. As a general rule the nontraditional general requirement option is for incoming freshmen students. To be eligible the freshmen student must: (1) meet the nontypical criteria upon matriculation (see 1-3 in opening paragraph of this section). (2) complete COL 101. (3) initiate the contract process before beginning the third quarter in res- idence. (4) complete (gain approval for) the contract within the first 45 hours earned. The nontraditional general education requirement option also is avail- able for new transfer students who meet the nontypical criteria and who have completed no more than 20 hours of general education beyond the common core upon matriculation at LaGrange College. For this proposal to be considered, it must be initiated during the first quarter in residence and Academic Programs and Degree Requirements/ 71 finalized (approved) before the new, nontypical transfer student earns 20 hours at LaGrange College. Common Core 40 hours Contractual Elective 55 hours (at least 5 hours from each area) I. Fine Arts MUS 112, 114; ART 109, 110: THA 101, 102 II. Literature ENG 204, 205, 206, 207, 208 III. Modern Foreign Language (level by placement) FRN 101, 102 or 103, 104 SPN 101, 102 or 104 LAN 101, 102; 103, 104, CUL200 IV. Science and Mathematics BIO 101, 102, 148, 149;CHM 101, 102;GSC 101, 102 PHY 101, 102; 121, 122 MTH 105, 114, 122 V. General Studies (no more than 25 hours) EDU 1 99, PSC 1 01 , PSY 1 49, PSY 202, REL 1 1 0, SOC153, SOC146 SOC247, ECO 101, BUA 151 ART 171, ART 180, PHL 149 "Occasionally other languages (Japanese, Hebrew, etc.) may be taught. Those languages, if taught under the LAN category, also satisfy the general education requirement. Total General Education 95 hours Placement criteria and assessment procedures are the same for both tra- ditional and nontraditional students. General Education for the Two-year Associate Degree The requirements for a liberal studies associate degree is the completion of the 95 quarter hours general education curriculum. No "major" courses are a part of this associate degree. The general education curriculum for the associate degrees in business administration and criminal justice are given. 72 / Academic Programs and Degree Requirements Business Administration Core 40 Hours COL 101 2 ENG 101, 102, 103 9 Elective 25 Hours ECO 101 MTH 114 and any course beyond that taken in the core HIS 101, 102 or 111, 112 10 Lab Science CSC 1 63 2 ENG 204, 205, 206, 208 SPC105 3 Foreign Language MTH 101, 105, or 122 (by placement) 5 REL101 5 PED 4 T( Criminal Justice Core 36 Hours Elective I COL 101 2 HIS 111 or 112 ENG 101, 102, 103 9 Elective II SPC105 3 REL 101 or 110 or MTH 101, 105, 122 PHL 149 (by placement) 5 Hours Elective III CSC 1 63 2 GSC101,CHM 101, PSC101 5 BIO 101 or PHY 101 SOC146 5 PSY149 5 65 5 Hours 5 Hours Total 51 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 Departments and Courses section 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 or above courses. Specific courses are not designated, but they must be approved by the chair in the minor department. Special Institutes/Continuing Education LaGrange College coordinates and initiates special institutes and contin- uing 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.). /73 Academic Regulations and Procedures Orientation and Counseling All new students are introduced to LaGrange College through an orien- tation program which takes place at the beginning of each quarter. The ori- entation program is designed to acquaint the new students with various phases of the life of the College including traditions, procedures, and regu- lations. 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 decision making not covered in the traditional curricular structure that are essential to the student's educational process. These include selecting courses, acquiring study skills, making long-term educational plans, placing course work in a broader context of student development, dealing with per- sonal difficulties, and adjusting to the inadequacies in pre-college prepara- tion. To help students at LaGrange College face these issues in an organized way, Freshman Seminar is taught. This two-hour course provides an oppor- tunity for freshman to work with faculty and other students in the considera- tion 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 registration procedures for all quarters are under the direction of the Vice President and Dean of the College. Students have not completed registra- tion until they have cleared the Registrar, Dean of Student Development and the Business Office. Students 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 meeting 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 74 / Academic Regulations and Procedures the Registrar by the time he has earned 75 quarter hours of credit The stu- dent will then be assigned to an adviser in the department in which he will major. A student planning to pursue a program in Teacher Education must take application in writing to the chair of the Department of Education at least by the time he/she declares a major. A student's major program requirements are those described in the col- lege Bulletin at the time of declaration of the major. Withdrawal To withdraw from any course a student must confer with the Associate Dean for Student Development. Failure of a student to withdraw officially through this office may result in the assignment of a WF. A student who wishes to withdraw completely from the college must confer with the Associate Dean for Student Development. Withdrawals are not permitted the last week of class. Academic Standing 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 45 hours) must maintain a cumulative grade point average (GPA) of at least 1.65 to avoid being placed on probation. Sophomores (45-89 hours), a 1.75 GPA; Juniors (90-134 hours), a 1.85 GPA; and Seniors (1 35 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 quarter hours of academic credit in any quarter, or for other valid aca- demic reasons (such as violating cheating and plagiarism standards). In the case of part-time students, the extent of application of these regulations will be at the discretion of the Vice President and Dean of the College. Normally, all applications of the regulations will be based upon a full academic load. The grade report sent to the student provides information on standing. "Probation one" means that the student's next term will be the first term on probation, etc. "Dean's Decision" means that the student's academic records have been given to the Vice President and Dean of the College for action. 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 Academic Regulations and Procedures/ 75 Vice President and Dean of the College drop from class, with a grade of W or WF, any student whose absences are interfering with satisfactory per- formance 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 institution) without the approval of the Vice President and Dean of the College and the Academic Advisory Council. A student may not remove an unsatisfactory grade earned at LaGrange College by repeating the course at another institution. Acceleration Students desiring to accelerate their college program may complete requirements in less than four academic years. This may be accomplished by attending summer schools and/or taking an academic overload. Permission to take an overload in any quarter is granted only to those stu- dents who have earned at least a cumulative average of B (3.0), except that a student may take an overload during one quarter of his senior year with- out 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 recog- nized testing procedures. Advanced placement credit is accepted for those students who present evidence from their high schools that advanced placement programs have been completed and appropriate scores earned on the advanced placement test of the College Entrance Examination Board administered by Educational Testing Service. The registrar and department chairs keep up-to-date standards for AP credit. Academic Honors Upon graduation, students who have been in residence at LaGrange College for at least their last 90 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 1 2 quarter hours of work will be placed on the Dean's List. Academic honors at graduation are awarded only to students complet- ing the four-year program (effective with 1985 graduates). 76 / Academic Regulations and Procedures 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 stu- dent status, LaGrange College is subject to regulations or guidelines. Guidelines change, students should contact the Vice President and Dean of the College or the Registrar for interpretation 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. Federal regulations concerning "status" for all international students on an F-1 visa states that any student who falls below 1 2 quarter hours at any time will be considered out-of-status and must be reinstated by Immigration and Naturalization Services (INS). 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 sequence, ENG 010, 011. Further, if it is apparent that a student's English continues to jeopardize a successful academic career, the Vice President and Dean of the College may require that a student attend a special, inten- sive 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. International Studies The importance of increasing international understanding is obvious. LaGrange College seeks to enroll an internationally diverse student body. LaGrange College serves as a host or home base institution for short-term international visitors. In 1994-95, students from Nippon Bunri University in Oita City, Japan, and students from Instituto Laurens in Monterrey, Mexico, were on campus for one week. LaGrange College has cooperative agree- ments with both of these institutions. LaGrange College offers limited course work in Monterrey, using LaGrange College faculty members as instructors. Full financial aid is available for study in Monterrey. There are other international studies opportunities. Delta Airlines spon- sors one junior student for study in a country that is served by Delta Airlines. Academic Regulations and Procedures I 77 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 accor- dance 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 corre- spondence courses and military service school courses as recommended by the American Council on Education. One activity course in physical education, up to a maximum of four, 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. 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 the student's control has been unable to complete the work during that quarter. This defer- ment must be given written approval in advance by the instructor and the Vice President and 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 Vice President and Dean of the College. Only lecture courses may be audited. *Pluses and minuses indicate performance just above or below letter grade level. Grade point averages are computed using pluses and minuses. 78 / Academic Regulations and Procedures No new freshman student may audit any course during the first quarter of residence at LaGrange College. An / is a temporary grade, assigned by an instructor within the last three weeks of the term to students who are doing satisfactory work and who cannot complete the course due to circumstances beyond their control. Should conditions prohibiting completion of a course arise within the first eight weeks, students withdraw. An / is removed by the date indicated in the academic calendar. Failure to remove an / by the date set initiates the following action: The registrar will write a letter to the student using the address on file. The letter indi- cates that the student has two weeks to respond. Otherwise the "\" grade will be converted to an "F". A grade other than /, once submitted, may not be changed by an instructor except with the formal approval of the Academic Advisory Council, within the next quarter. Grades are assigned and recorded for each course at the end of each quarter. 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. 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 and the Bachelor of Science in Nursing 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. Baccalaureate degrees require a minimum of 195 quarter hours of credit including required coursework in general education and the major. There is often an opportunity to select course work electives. The minimum work required for graduation is 195 quarter hours and a 2.0 quality-point average 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 applica- tion for the degree before the beginning of his/her final quarter. A student who does not earn a degree in sixteen full quarters or the equivalent may be denied further registration. In order to graduate in four academic years a student, at a minimum, should take 16-17 quarter hours credit each term. A student who takes at least twelve quarter hours credit is classified as full-time. 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 quar- ter. Request to take an overload must be granted in the office of the Vice President and Dean of the College. Academic Regulations and Procedures/ 79 Quality points are earned as follows: A, 4; B, 3; C, 2; D, 1 ; F, 0. Pluses and minuses respectively add and subtract three tenths of a point to the quality point. (Example a B- is 2.7 quality points.) The exception is that an A and an A+ are both computed using 4. 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 addi- tional credit toward the degree. In computing the student's average, hours attempted and quality points are counted on all such attempts. Not more than 1 00 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 except that up to 1 5 hours of transient credit from a junior college may be granted for courses that are below the LaGrange College 300-level. (The 100 credit-hour limit still applies.) A transfer student is not given credit toward graduation for any Ds earned elsewhere. Transient work for grade of C or better is acceptable. Academic averages are computed on work done only at LaGrange College. There are two ways by which a student must meet residency require- ments for graduation: (1) The student must be in residence the last 60 hours or (2) 75 Credit hours of the last 90 credit hours must be earned at LaGrange College. With prior approval of the adviser and the Vice President and Dean of the College up to 15 hours of transient study may be earned at another four-year accredited institution. Transient credit is only for courses in which the grade is C or better. 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 institution. Credit totaling 10 hours or more earned in this way during the last 90 hours or final 6 quarters precludes that student's being granted credit for any course work taken by extension or by corre- spondence 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 Vice President and Dean of the College. Such extension or correspondence credit may in no case exceed 1 hours (grades of C or better); however, not more than 5 hours earned in this manner may be applied toward the fulfill- ment 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 45 hours of credit. A student is classified as a sophomore if he has earned 45- 80 / Academic Regulations and Procedures 89 hours of credit. To be classified as a junior, a student must have earned 90 hours of credit. A student is classified as a senior upon having earned 1 35 hours of credit. A student should be alert to the fact that 1 95 hours are required for graduation. Attaining these minimum progression require- ments may not be sufficient to insure graduation within the three quarters of the senior year. No grade below C- in any course above 100-level may be applied toward a major. Requirements for the Associate of Arts Degree As previously described, the College offers programs of study leading to the Associate of Arts degree. Students pursuing an associate degree must complete the general education component required for that degree, the pre- scribed 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 average is necessary. Transcripts Students are entitled to transcripts of their record free of charge. 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; however, at the beginning and end of quarters some delay may be unavoidable. 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 Vice President and Dean of the College who shall seek, in an informal confer- ence, to settle the grievance to the satisfaction of the two parties involved. If no resolution can be found, the Dean 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 Vice President and Dean of the College may be appealed to the Review Subcommittee of the Academic Standards Committee. Student Appeal of Academic Policy Students may petition for exception to published academic policy. The Academic Advisory Council reviews the petition. Academic Regulations and Procedures 1 81 Graduation Requirements 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 suspends his/her study and re-enters more than four years later, he/she will graduate under the requirements of the Bulletin in effect at the time of 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 quarter in residence. This is called a "graduation petition." The major adviser and the Office of the Vice President and 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 education goals are being achieved. This eval- uation will be in both the general education area and the major. Students who graduated in June of 1990 were the first to participate in these com- prehensive evaluations. Consult the specific majors for the details. Graduation Rate Graduation rates are being collected for all students who enter LaGrange College. For students who entered Fall 1988, 47.0% of new freshmen and 49.1 of new students (freshmen and transfers) persisted to graduation at LaGrange College. For students who entered seeking an Associate-level degree 84.6% of the new freshmen of 1991 persisted to attain the Associate of Arts degree. The analysis of those who did not per- sist to graduation at LaGrange College is incomplete; it includes, however, students who transferred to complete programs that were part of an overall academic plan (dual degree engineering, certain allied health fields and similar areas) as well as students who dropped out for academic, financial or personal reasons. Students who compare graduation rates should be certain that they are comparing figures that represent identical databases. Endowed Lectureship The Waights G. Henry, Jr. Endowed Lectureship was established by a gift from the Neighbors Fund, Inc. in memory of Dr. Henry, president and chan- cellor of LaGrange College over a period of 42 years. Income from the endowment is to be used annually in funding the Waights G. Henry lectures for the benefit of our students and as approved by the trustees of the College. The Arthur H. Thompson Lectureship brings to the campus each year noted scholars to address the faculty and student body on the interrelation- 82 / Academic Regulations and Procedures ship of a field knowledge and the Christian religion. The endowment was established by Mrs. Mary Will Thompson, alumna, in memory of her hus- band, 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." Awards and Recognitions The Nancy Alford Award is awarded each year to the sorority accumu- lating the greatest number of points in the areas of scholarship, leadership, sportsmanship, and community service. The Irene E. Arnett Drama Award is presented annually to the member of the senior class who shows that 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 towards 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, sportsmanship, and community service. The Josephine A. Case Scholarship is awarded to 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 Mrs. Case and her husband, the late Dr. Leland D. Case of Tucson, donated to LaGrange 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 Theatre Arts Department. The Mamie Lark Henry Scholarship Cup is presented each quarter to a sorority with the highest grade-point average the previous quarter. The Waights G. Henry, Jr. Leadership Award is given annually by the Student Government Association to a student who has actively demon- strated effective leadership skills. Selection of the recipient is made by a committee composed of students, faculty, and administrators. Academic Regulations and Procedures I 83 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 selec- tion of the recipient is to be made by the Theatre Arts Department faculty. The Karen Sue Kafrouni Award is presented annually by the History Department to a member of Phi Alpha Theta and a graduating senior with the highest academic achievement. 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 United Methodist students entering the senior class in college 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 frater- nity 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 academic excellence and service, has made an outstanding contri- bution 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 graduating senior who has majored in Education and has demonstrated outstanding academic performance, leadership, and service to the College. The Annie Moore Smith Award is a purchase award given annually in visual arts, provided by Mrs. Rebecca Moore Butler, class of 1924, in mem- ory of her sister, Annie Moore Smith, class of 1 91 5. Jean Young Award in Photography, granted annually, was established 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 pre- sented to the student who has demonstrated an exceptional commitment to photographic art. Departmental Awards are presented annually at Honors Day in the spring. At the time there are numerous departmental awards made. 84/ /85 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 advising committee is chaired by Dr. Tracy Lightcap and is composed of Dr. Lightcap, Dr. Frederick Mills, Dr. Brenda Thomas and Dr. Kevin Reidy. Students considering law school should consult with one of these faculty members beginning in their freshman year and should meet quarterly with other students interested in pre-law. Law school bulletins and LSAT study guides are located on the ground floor of William and Evelyn Banks Library in the Writing Center. Students entering law school come from varied undergraduate pro- grams. 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 eco- nomics, 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 advisors 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 train- ing, 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 varia- tion in the requirements of the various schools, but the minimum require- ments set by most schools of dentistry are: 86 / Pre-professional and Co-operative Programs Inorganic Chemistry with lab 1 5 quarter hours Organic Chemistry with lab 1 5 quarter hours Biology with lab 1 quarter hours Physics with lab 1 5 quarter hours English 10 quarter hours 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 candidates with less than the baccalaureate degree. The student should familiarize himself with the requirements of the sev- eral medical schools to which he plans to apply. Requirements vary some- what in the various medical schools, but the minimum requirements of most medical schools are: Biology with lab 1 5 quarter hours General Chemistry with lab 15 quarter hours Organic Chemistry 1 5 quarter hours Physics 1 5 quarter hours Every applicant must take the Medical College Admission Test, prefer- ably 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 veteri- nary school. The B.A. degree is preferred. The following required courses must have been completed prior to entry into veterinary school. English 9 quarter hours Biology with lab 10 quarter hours Advanced Biological Science 10 quarter hours Physics 15 quarter hours Pre-professional and Co-operative Programs 1 87 Biochemistry 5 quarter hours Inorganic Chemistry with lab 10 quarter hours Organic Chemistry with lab 10 quarter hours Animal Nutrition* 5 quarter hours 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) and the Veterinary Aptitude Test. These tests should be taken October or December of the year prior to probable admission to veterinary school. *Not available at LaGrange College ENGINEERING LaGrange College has an engineering-oriented program designed to pro- vide a broad liberal arts background while preparing the student for a profes- sional engineering program. Dual-degree programs in engineering have been established with Georgia Institute of Technology and Auburn University. Beginning in 1995-96 the dual degree program with Georgia Tech will be limited to Georgia residents. In addition, a dual degree program is being negotiated with Mercer University and should be in place for fall of 1995. Students accepted in the dual-degree program will attend LaGrange College for approximately three academic years (a minimum of 146 quarter hours) and then the chosen engineering institution 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 the engineering institution. It is strongly suggested that all students considering either the dual degree program in engineering or transferring into an engineering program contact the pre-engineering adviser, Dr. Bill McCoy, prior to registration. To be eligible to enroll in the dual-degree program in engineering a stu- dent must have a 2.3 or better grade point average. In addition to complet- ing the General Education Curriculum, a student in the dual degree program must complete the courses listed below. The courses are listed in sequence for the first two years at LaGrange College. While this order is strongly suggested, the courses may be taken over the three years of -resi- dency at LaGrange College. Students should contact the pre-engineering advisor concerning the appropriate general education electives and additional required courses for their chosen engineering institution. 88 / Pre-professional and Co-operative Programs Fall Quarter MTH 122 Calculus I ENG 101 Composition I CHM 101 General Chemistry I COL 101 Freshman Seminar First Year Winter Quarter MTH 123 Calculus II ENG 102 Composition II CHM 102 General Chemistry II HIS 101* or 111** World or American Spring Quarter MTH 124 Calculus III ENG 103 Composition III SPC 105 Speech Fundamentals HIS 102* or 112** World or American Computer Science 1 63 Microcomputers *For students planning to attend Auburn University 'For students planning to attend Ga Tech MTH 322 Calculus IV PHY 121 Physics I General Education Electivet or CSC 199** Algorithms Second Year MTH 323 Calculus V PHY 122 Physics II General Education Electivet or CSC 280 FORTRAN* tSubject to approval by the adviser *For students planning to attend Auburn University *For students planning to attend Ga. Tech. Inst. PHARMACY MTH 324 Diff Equ PHY 123 Physics III General Education Electivet or MTH 335 Linear Algebra 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 105; English 101, 102 or 103; History 111 or 112; Economics 201 or 203; Sociology 146; Speech 105. Political Science 101 may be required, and electives in literature are suggested to make up 90 quarter hours of academic work. Pre-professional and Co-operative Programs 1 89 JOURNALISM The journalism adviser is Natalie Heard. The student who plans a career in journalism needs a wide range of courses in many areas. A recom- mended basic program would include approximately 20 hours in humani- ties, 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 indi- vidual schools should be selected in consultation with the adviser. 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 successful completion of classroom and clinical work. Students are admit- ted to such programs after completion of 90 quarter hours of work includ- ing 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. OPTOMETRY The pre-optometry 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. Though selected stu- dents may be admitted to optometry school after three years of preparation, most are admitted after receiving Bachelors or Masters degrees. Optometry involves fours 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. 90/ /91 Departments and Courses Table of Contents Academic Divisions 92 Abbreviations and Numbers 94 Art and Design 95 Biology 99 Business Administration 102 Chemistry 110 Christian Education (see Religion) Computer Science 117 Criminal Justice 1 22 Dance 124 Economics 1 25 Education 129 English and Literature 137 General Science 1 43 Health, Physical Education, and Recreation 144 History 1 50 International Studies: Language and Culture 155 Library Science 1 59 Mathematics 1 60 Music 1 66 Nursing 1 70 Philosophy 1 78 Physics 1 79 Political Science 1 80 Psychology 1 84 Religion 1 88 Sociology/Social Work 1 92 Speech 1 95 Theatre Arts 1 96 92 / Departments and Courses Academic Divisions Business Administration and Economics Professors: Benavides, Birkeli, Cousins Assistant Professors: Callahan, Reidy, Sneath This division contains the Department of Business Administration and Economics, and the A.A., B.A., B.B.A. and the M.B.A. degrees are offered. Education Professors: Garcia, S. Johnson, Jordan, Reid Associate Professor: Williamson Assistant Professor: Alford, Harrison, M. Smith Instructor: Unger 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, Murphy, Naglee Associate Professors: Bailey, Brown, L. Johnson, Smith, Taft, Taunton Assistant Professors: Cook, Dulin-Mallory, Edwards, Ensley, Harrison, Lindley, Slay, Thomas, Williams This division contains the Departments of Art and Design, English Language and Literature, International Studies: Language and Culture, Music, Religion and Philosophy and Theatre Arts. The B.A. degree is offered. Nursing Associate Professors: Bates, Kratina, Sauter Assistant Professor: McClellan Instructors: Daley, Harris The Nursing Division is also the Department of Nursing. The B.S.N, degree is offered. Departments and Courses 1 93 Natural Sciences and Mathematics Professors: Hurd, James, Jolly, Riddle, Shelhorse Associate Professors: Duttera, Hicks, McClanahan, McCoy, Searcy Assistant Professors: Mai lory, Paschal, Yin The Natural Sciences and Mathematics Division contains the Departments of Biology, Chemistry and Physics, Computer Science, and Mathematics. The B.A. and B.S. degrees are offered. Social and Behavioral Sciences Professors: Evans, Gill, T. Johnson, Kraemer, Mills Associate Professors: Burdett, Cafaro, Lightcap Assistant Professor: Frassetto This division contains the Departments of History, Psychology, Political Science, and Social Work/Sociology. The A. A. and B.A. degrees are offered. 94 / Departments and Courses 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. 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 Culture CUL Dance DAN Economics ECO Education EDU Early Childhood EDU Middle Childhood EDU English ENG French FRN Freshman Seminar COL General Science GSC Geography GEO Health, Physical Education, and Recreation HPR Physical Education PED History HIS Library Science LSC Mathematics MTH Music MUS Nursing NUR Philosophy PHL Physics PHY Political Science PSC Psychology PSY Religion REL Sociology/Social Work SOC Spanish SPN Speech SPC Theatre Arts THA /95 Art and Design The Art and Design major consists of studio concentrations in the fol- lowing areas: painting and drawing, photography, ceramics and 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 determined in consultation with the student's advisor when the student first declares a major in art. Objectives are established as a basis for the education program in Art and Design 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. The objectives are: 1 . to develop technical knowledge pertaining primarily to the student's chosen area of concentration, but not limited to it. 2. to help the students develop an artistic vocabulary, especially in their specific area of concentration. 3. to assist the students in finding and focusing their creative ideas into a consistent body of work. 4. to instruct the students 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. to encourage students to exhibit their work and acquaint them with the gallery system. 7. to provide the students with a creative environment by using all available 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 these objectives students will take the following courses: 30 hrs. of basic course requirements of all art majors ART 1 09, 110, 111, 151, 152, 153. After these courses in studio (151, 152, 153) are completed students are required to concentrate in one or two studio disciplines. The courses required in these areas are: AREAS OF CONCENTRATION 55 hrs. The Painting and Drawing Major ART 171, 172 or 180, 173, 304,311,351,352, 353,356, 357. 55 hrs. The Design Major ART 171, 172 or 180, 173, 301, 304, 311, 320, 322, 323, 341 or 6 hrs. in Publications, 351 . 55 hrs. The Photography Major ART 172 or 180, 173, 301, 311, 320, 323,324,325,351,352,353. 96 / Art and Design 55 hrs. The Ceramics and Sculpture Major ART 171 or 1 73, 1 72, 1 80, 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: Eduction 199, 362, 449, 459. Psychology 149, 302 and Art 171, 172, 173, 180,312, 321, 323,331,490. Before the quarter of their graduation students are required to present their work to the faculty in a critical review. From this review, work will be selected for their senior exhibition. Students who complete the Art and Design major have career options that include the following: Studio artists, advertising and illustration, textile design, production pottery, 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. 130. Publications Design I. (3) Fall. This course will examine the concepts and techniques of creating publications culminating in publishing the college yearbook. Topics will include principles of basic design, typography, page layout, development of themes, use of artwork and computer techniques. 131. Publications Design II. (3) Winter. Continuation of Publications Design I. Prerequisite: Art 1 30 132. Publications Design III. (3) Spring. Continuation of Publications Design II. Prerequisite: Art 131. 151. Drawing Fundamentals. (5) Fall. Work with line and tonal values to create form in space. 152. Basic Design. (5) Winter. Fundamentals of design emphasizing color and composition. Art and Design 1 97 153. Three-Dimensional Design. (5) Spring. A basic course dealing with three-dimensional structure. 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) Winter. Introductory work in basic graphic media; relief and intaglio. 180. Ceramics I. (5) Fall, Winter, Spring. Basic work in forming clay using handbuilding and wheel throwing methods. 230. Publications Design IV. (3) Continuation of Publications Design III. Prerequisites: Art 1 30, 1 31 , 1 32 231. Publications Design V. (3) Continuation of Publications Design IV. Prerequisites: Art 1 30, 1 31 , 1 32, 230 232. Publications Design VI. (3) Continuation of Publications Design V. Prerequisites: Art 130, 131, 132, 230, 231 301. Graphic Design Fundamentals. (5) Winter. An introduction to the basic materials, techniques and terms of graphic design. Work will cover the fundamentals of typography, layout, pasteup, desk top publishing and logo design. 302. Sculpture II. (5) Winter. Work in construction and modeling using clay, wood, stone and metal. 303. Printmaking II. (5) Winter. 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 dealing 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) Fall. 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 tech- niques. 321. Textile Design: Weaving. (5) (On demand) Basic course in fibers and loom weaving. 98 / Art and Design 322. Graphic Design: Concepts. (5) Spring. A course exploring the development of graphic ideas through projects in advertising, layout, corporate identity, magazine and poster design and others. In-depth study of page layout through traditional and computer techniques. 323. Photography. (5) Fall. A basic course in black and white photographic expression including mechanics of process- ing and printing. 324. Photographic Design. (5) Winter. A course dealing with design and composition derived from photographic manipulation. Prerequisite: Art 323 or consent of instructor. 325. Advanced Photography. (5) Spring. Large format photography and advanced problems in exposure, lighting including color proc- essing and printing. Prerequisite: Art 323 or consent of instructor. 327. Ceramics II. (5) Fall, Winter, Spring. Course in forming clay on a potter's wheel and firing and glazing. 328. Ceramics III. (5) Fall, Winter, Spring. Emphasis on ceramic design using handbuilding and wheel methods and use of glazes in dec- orating 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 design related environment. 351, 352, 353. Studio Concentration. (5 each) Fall, Winter, Spring. A major individual project in one area culminating in an exhibition the last quarter 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, 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. /99 Biology Specific Objectives for the Major The biology faculty works with their majors to help them develop an understanding and working knowledge of the life phenomenon at subcellu- lar through organismic levels. Within the major, a student may elect to emphasize 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 105 or 122; Physics 101, 102. In addition, one course from the following must be taken with the approval of the major academic advisor; General Science 492, an advanced chemistry course, Mathematics 114 or 316, Physics 103. 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 addition, many graduates find employment in industry some in labora- tories, 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. 1 00 / Biology 102. General Biology II. (3 hrs. lee, 4 hrs. lab per week) (5) Fall, Winter, Spring. A study of genetics, evolution, phylogeny, and ecology. Prerequisites: Biology 1 01 . 148. Human Anatomy and Physiology I. (5 hrs. Iec v 2 hrs. lab per week) (5) Fall, Winter. 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, Spring. A continuation of Biology 1 48. 318. The Teaching of Science in the Secondary Schools. (5) Spring, 1 997. Familiarization with several approaches to science teaching in high school. (On demand) Prerequisites: Biology 101, 102; Physics 101, 102; Chemistry 101, 102. Normally open only to juniors and seniors in the Sciences. 320. Medical Microbiology. (5 hrs. lee, 2 hrs. lab per week) (5) Spring. A study of human diseases caused by pathogenic microbes and helminths. 321. Microbiology. (1 hr. lee, 8 hrs. lab per week) (5) Winter. 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, 1 996. 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, 1 996. A phylogenetic survey of the animal kingdom with special emphasis upon parasitology, entro- mology, ornithology, and mammalogy. Animal taxonomic studies based on local fauna. Prerequisites: Biology 101,1 02; Chemistry 1 01 , 1 02. 336. General Botany. (2 hrs. lee, 6 hrs. lab per week) (5) Spring, 1 997. A phylogenetic survey of the plant kingdom with emphasis upon reproductive morphology followed by the detailed anatomy of vascular plants. Plant taxonomic studies based on local flora. Prerequisites: Biology 1 01 , 1 02; Chemistry 1 01 , 1 02. 338. General Entomology. (2 hrs. lee, 6 hrs. lab per week) (5) Fall, 1 996. An introduction to the study of insects. Emphasis is on insect morphology, biology and identi- fication. A collection of insects identified to family level is required. Prerequisite: Biology 102. 339. Field Problems in Ecology. (5) Fall, 1995. 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. Biology/ 101 340. General Parasitology. (4 hrs. lee, 4 hrs. lab per week) (5) Fall, 1996. An introduction to the biology, life history and pathogenicity of parasites. Representative para- sitic protozoans, helminths and arthropods are considered. Prerequisite: Biology 102. 351 . Vertebrate Embryology. (4 hrs. Iec v 4 hrs. lab per week) (5) Spring, 1 996. A study of the embryological development of representative vertebrates, with laboratory emphasis upon the chick and pig. Prerequisites: Biology 101, 1 02. 352. Comparative Vertebrate Anatomy. (2 hrs. Iec v 6 hrs. lab per week) (5) Winter, 1997. 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 101,1 02. 353. Fundamentals 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, 1 996. A study of tissue types and their organization into body organs. Prerequisites: Biology 101, Biology 352 recommended. 373. Genetics. (2 hrs. lee., 6 hrs. lab per week) (5) Fall, 1 996. A study of the unifying concepts of biological inheritance in individuals and populations. Laboratory 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. Iec v 2 hrs. lab per week) (5) Fall, 1 995. A study of the structure and function of cell organelles as well as diversity of cell types. Laboratory 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, 1 996. 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. 384. Medical Neurobiology. (5 hrs. lee, 2 hrs. lab per week) (5) Spring, 1997. An integrated study of the human nervous system correlating neuroanatomy and neurophysi- ology with fundamentals of clinical neurology. Prerequisites: Biology 101, 1 02. 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. 430. Environmental Science (4 hrs. lee, one 3-hr. lab per week) (5) Fall, 1996. An introductory course bringing together the many different themes of the man-environment field. Prerequisites: open to juniors and seniors in any major. 102/ Business Administration I. Introduction The Graduate and undergraduate programs in business administration are accredited nationally by the Association of Collegiate Business Schools and Programs (ACBSP). 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 competence. The goals are to help students develop (1) increased under- standing of the nature and purposes of our business system and of our eco- nomic system and of the relationship of business to the socioeconomic system in which it operates; (2) increased understanding 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 population and department majors. As a contribution to the general requirements area, the department provides an introduction to economic analysis with ECO 101 Contemporary Economic Issues. The department also provides oppor- tunities 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 par- ticularly pertinent 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 Administration degree, with a concentration in either accounting, business economics, general business management, or international business. The department also offers course work leading to the Master of Business Administration degree (See Graduate Bulletin). The economics program is described in the section on Economics. The department provides for the majors the background to enter gradu- ate and professional schools, and to obtain employment in a wide variety of organizations. 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. Business Administration 1 1 03 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 of business. 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 oppor- tunity 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 vari- ety 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, general business, or international busi- ness. 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. The concentration in accounting prepares students to sit for the Certified Management Accountant examination. Students wishing to sit for the Certified Public Accountant examination will need to complete additional coursework to meet the new licensing requirements that will become effective in the state of Georgia in May 1998. During their sophomore year students may declare their intentions to pursue a major in business administration. Business administration majors should note that the requirements for the major, including required courses, applicable to them are those in effect when they declare their major, not those in effect when they first entered the college. A passing score in a comprehensive Departmental Assessment Test is required for graduation. This D.A.T. may be repeated as necessary. 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 160 Introductory Accounting BUA251 Business Law I BUA 355 Principles of Managerial Finance (5 cr. hrs.) BUA 371 Principles of Management (5 cr. hrs.) BUA 373 Organizational Behavior (5 cr. hrs.) BUA 380 Principles of Marketing (5 cr. hrs.) and two more 5 cr. hr. courses in Business Administration or Eco- nomics courses at the 200 level or higher. 1 04 / Business Administration B. Bachelor of Arts (major in business administration) BUA 1 60 Introductory Accounting (5 cr. hrs.) BUA 163 Managerial Accounting (5 cr. hrs.) ECO 201 Principles of Microeconomics (5 cr. hrs.) ECO 203 Principles of Macroeconomics (5 cr. hrs.) BUA 240 Information Systems and Microcomputer Applications (5 cr. hrs.) BUA 251 Business Law I (5 cr. hrs.) MTH 114 Statistics (5 cr. hrs.) MTH 360 Finite Mathematics (5 cr. hrs.) (or MTH 122, or ECO 301 or ECO 310) BUA 355 Principles of Managerial Finance (5 cr. hrs.) BUS 371 Principles of Management (5 cr. hrs.) BUA 373 Organizational Behavior (5 cr. hrs.) BUA 380 Principles of Marketing (5 cr. hrs.) BUS 392 International Business (5 cr. hrs.) BUA 395 Junior Seminar (2 cr. hrs.) BUA 440 Management Simulation (5 cr. hrs.) BUA 451 Senior Seminar (3 cr. hrs.) Plus 5 additional credit hours in business/economics electives at the 300 level or higher. C. Bachelor of Business Administration 1 . Core courses: BUA 160 Introductory Accounting (5 cr. hrs.) BUA 163 Managerial Accounting (5 cr. hrs.) ECO 201 Principles of Microeconomics (5 cr. hrs.) ECO 230 Principles of Macroeconomics (5 cr. hrs.) BUA 240 Information Systems and Microcomputer Applications (5 cr. hrs.) BUA 251 Business Law I (5 cr. hrs.) MTH 114 Statistics (5 cr. hrs.) MTH 360 Finite Mathematics (5 cr. hrs.) (or MTH 122, or ECO 301 or ECO 310) BUA 355 Principles of Managerial Finance (5 cr. hrs.) BUA 371 Principles of Management (5 cr. hrs.) BUA 373 Organizational Behavior (5 cr. hrs.) BUA 380 Principles of Marketing (5 cr. hrs.) BUA 392 International Business (5 cr. hrs.) BUA 395 Junior Seminar (2 cr. hrs.) BUA 440 Management Simulation (5 cr. hrs.) BUA 451 Senior Seminar (3 cr. hrs.) Plus 5 additional credit hours in business/economics electives at the 300 level or higher. (BUA 360 for accounting concentration) Business Administration / 1 05 2. One of the following concentration: a. Accounting: BUA 361 and three of the following courses: BUA 362, 363, 364, 365, 366, 460. b. Business Economics: ECO 301 and 303 (Intermediate Micro and Macroeconomic Theory) Plus two additional economics courses at the 300 level or higher. c. General Business (Management): Four additional business courses at the 300 level or higher (excluding economics and accounting courses). d. International Business: BUA 393, ECO 323, ECO 325 plus an additional elective course to be approved by the chair of the Business Administration Department. Lastly, an academically- based International Study Program of appropriate duration outside the United States is also required. 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, manufactur- ing, 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. 160. Introductory Accounting. (5) This course will introduce students to the basic concepts in accounting including the analysis of financial statements as basis for decision making and problem solving tools. 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. Prerequisites: BUA 1 60 or consent of instructor. 240. Information Systems and Microcomputer Applications. (5) An introduction to the field of Management Information Systems and to special and general purpose software applicable to business. 251. Business Law I. (5) A course designed to provide a knowledge of law that a student will need in business. The stu- dent 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. 1 06 / Business Administration 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. Prerequisite: MTH 360 or consent of instructor. 310. Managerial Economics. (5) Focuses on the use of micro-economic principles and mathematical/statistical tools to make/analyze business decisions. Prerequisite: ECO 201 . 322. 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. Prerequisite: Senior standing, or consent of instructor. 352. Business Law II. (5) A continuation of BUA 251 . The student studies personal property and sales, government reg- ulation of business, real property and other questions of law and business. Prerequisite: Sophomore standing, or consent of instructor. 355. Principles of Managerial Finance. (5) A comprehensive survey of the basic tools and models utilized in contemporary financial management decisions. Prerequisites: BUA 1 60 and sophomore standing, or consent of instructor. 356. Intermediate Managerial Finance. (5) An in-depth study of special managerial finance topics, including financial analysis, capital budgeting, cost of capital, and long-term financing decisions. Prerequisite: BUA 355, or consent of instructor. (Offered on demand) 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 1 60, 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 man- agement decisions. Construction of static and flexible budgets. Prerequisite: BUA 1 60 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 instructor. Business Administration 1 1 07 364. Income Taxation. (5) An in-depth study of the tax code as it relates to corporations and individuals. Updated to incorporate new tax laws, regulations, and printed rulings. Prerequisite: BUA 160, or consent of instructor. 365. Auditing. (5) Study of internal and external auditing standards, objectives and techniques. Pronouncements, ethics, reporting and the legal liability of auditors are emphasized. Prerequisite: BUA 1 60, or consent of the instructor. 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 charges, earnings per share and income recognition. Continued emphasis on professional pronouncements. Prerequisites: BUA 360, BUA 361 , or consent of the instructor. 371. 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 theo- ries, 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 sit- uations 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. 372. Production/Operations Management. (5) A study of the application of the science of management in the production/operations man- agement environment. Primary emphasis will be placed on theories, concepts, principles, techniques, and tools that improve the efficiency and effectiveness of the production/opera- tions manager. Much emphasis is placed on the proper use of quantitative tools and tech- niques; therefore, it is strongly recommended that students taking this course have an adequate mathematical background. Testing in this course will require that students demon- strate competence in the above-mentioned areas. Offered on demand. Prerequisites: Junior standing, BUA 371 and MTH 114 or 360. 373. 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. Prerequisite: BUA 371. 374. Interpersonal Relations in Organizations. (5) A study of human interaction in the organizational context. Topics to be covered include self- concept, frames of reference, values and attitudes, barriers and breakdowns in communications. Prerequisite: BUA 373 or consent of instructor. 376. 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 experience looking at personnel problems, individually and as members of varying sizes of groups. Prerequisites: BUA 373. 1 08 / Business Administration 377. Career Management. (2) This course provides students with an opportunity to investigate career options. Students learn how to manage their careers under changing business and economic conditions. Prerequisite: Junior standing. 378. Compensation Management. (3) This course emphasizes the design, development and management of compensation systems. Topics considered include job evaluation methods, wage and salary surveys, incentive plans and determination of individual pay. Prerequisite: BUA 376 or consent of instructor. 380. 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. Prerequisite: ECO 201 or consent of instructor. 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. Prerequisite: BUA 380 or consent of 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. Including analysis of media resources and public relations as basic elements in an effective promotion campaign. Prerequisite: BUA 380. 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: BUA 355, 371 , 380 or consent of instructor. 392. International Business. (5) A study of the major opportunities, challenges, and approaches to increased effectiveness in the international business area. Prerequisites: BUA 355, 371 , 380 and ECO 201 , 203. 393. Cultural Aspects of International Business. (5) A study of the cultural risks confronting the business manager in an international environ- ment. The course will survey differences in values and codes of behavior among a number of cultures, giving the student an opportunity to learn how to read and respond to the organiza- tional culture of regulators, business associates and customers across cultural borders. Prerequisite: BUA 392. Business Administration / 1 09 395. Junior Seminar. (2) This course seeks to begin facilitating students' transition from college to the business world or to graduate school. Emphasis is given to resume preparation, interviewing and other aspects career/graduate school search. Prerequisites: Junior standing with at least 30 credit hours required for major. 440. Management Simulation. (5) This is the capstone course for 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, eco- nomic, accounting and management decisions to run their company effectively. The student'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. Students must have been formally accepted as a business administration major. BUA 420 must be taken concurrently with BUA 440. 451. Senior Seminar. (3) As one of the capstone courses the Senior Seminar seeks to promote students' integration of major concepts covered separately in prior courses. It also serves as a follow up on the career/ graduate school search initiated in the Junior Seminar. Prerequisites: Senior standing with at least 50 credit hours required for major. 460. Internship in Business. (5-15) Practical experience through placement of selected majors in private/public firms or organiza- tions. No more than 5 credit hours per quarter for a maximum of 1 5 credit hours in internship 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 depart- ment faculty. 110/ Chemistry Chemistry is often referred to as the central science, because chemical concepts are used throughout the other sciences. Therefore, in addition to being a major in its own right, the study of chemistry is a part of many cur- ricula. The Chemistry Department focuses its introductory chemistry course as an element in a liberal education, a service to other departments and the beginning of a comprehensive study of chemistry. The department offers both B.A. and B.S. majors as well as a minor which can lead to a variety of future occupations. Students with majors in chemistry have gone on to tra- ditional pursuits such as graduate school in chemistry or biochemistry, pharmacy, medical school, law school (patent law, corporate law), as well as becoming laboratory technicians and salespeople for chemistry related industries. A growing field is environmental science, which is strongly founded in chemistry. The B.A. degree offers a broad background in chemistry while allowing ample time for extensive coursework in other fields. The B.A. is appropri- ate for those interested in one of the medical or law related professions or for students desiring the broadest possible education as well as an empha- sis in natural science. The B.S. program is designed for those going on to graduate school in a chemically related field (chemistry, biochemistry, mol- ecular biology, chemical physics, environmental chemistry) or those seek- ing employment as chemists after graduation. The B.S. degree is generally more highly valued at professional schools where entrance standards are high. While the B.S. degree is more demanding of a student's time, there is sufficient time for electives outside the sciences. The specific objectives for the respective degrees are as follows: 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 1 1 . Instrumental analytical theory and practice Chemistry / 1 1 1 12. Thermodynamics 13. Chemical dynamics 14. Quantum mechanics and spectroscopy 15. General overview either of advanced inorganic and organic chem- istry or of biochemistry 1 6. The fundamentals of the research process in chemistry Students earn these competencies by pursuing the following Bachelor of Science curriculum: Chemistry 101, 102, 103 Chemistry 311, 312 Chemistry 351, 352, and 353 Chemistry 361, 362, 363 and 10 additional hours at the 400-level 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 uni- versity in a summer 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, 123 Computer Science 1 63 and one programming course Note: The scheduling of the B.S. curriculum is important. Students should be prepared to take the physical chemistry sequence. This requires that calculus be taken during the freshman year and physics during the sophomore year. Most students choose to begin their chemistry during the freshman year. The freshman year curriculum might be the following: Fall Winter Spring MTH 1 22 MTH 1 23 additional MTH general education CHM 1 01 CHM 1 02 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 Chemical Society (ACS) Exams on five 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 Chemistry 7. Biochemistry 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 112/ Chemistry Chemistry 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 student's scheduled gradua- tion. The student must attempt a retest at least once a quarter until successful completion of the exam. In the event that a student needs 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 previous examination. The Bachelor of Arts-Chemistry Students who earn the B.A. degree with a major in chemistry 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) 1 0. An overview of one or more of the following areas: analytical chem- istry, inorganic chemistry and/or biochemistry Students earn these competencies by pursuing the following courses required for Bachelor of Arts curriculum in chemistry: Chemistry 101, 102, 103 Chemistry 351 , 352, 353, 361 , and 362 and fifteen additional hours at or above the 300-level The support courses required are Physics 1 01 , 1 02 or 1 21 , 1 22, Mathematics 122 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 per- centile 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 performance of LaGrange College students on these exams. The results which are in the best interest of the students 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 stu- Chemistry/ 1 1 3 dents' scheduled graduation. The student must attempt a retest at least once a quarter until successful completion of the exam. In the event that a student needs to repeat an exam for the second, third or final time, evi- dence of preparation must be presented. Reexamination cannot be sched- uled earlier than two weeks following a previous examination. The Bachelor of Arts-Biochemistry Students who earn the B.A. with a major in Biochemistry will be appro- priately 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 10. In depth study of biological molecules and metabolism 11. Techniques of Molecular Biology Students earn these competencies by pursuing the following courses required for the Bachelor of Arts-Biochemistry. Chemistry 101, 102, and 103 Chemistry 351, 352, 353, 360, 483, 484, and 485 The support courses required are Physics 1 01 , 1 02 or Physics 1 21 , 1 22 Math 114 Computer Science 1 63 1 hours of Biology as approved by the department Students who earn the B.A. with a major in biochemistry will have demonstrated the attainment of the specific objectives by appropriate scores on the current American Chemistry Society (ACS) Exams for (1) General Chemistry, (2) Organic Chemistry, and (3) Biochemistry. The pass- ing 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 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 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 graduation. The student must attempt a retest at least once per quarter until successful completion of the exam. In the event that a student needs to repeat an exam for the 114/ Chemistry second, third or final time, evidence of preparation must be presented. Re- examination cannot be scheduled earlier than two weeks following a pre- vious examination. MINOR A minor shall consist of CHM 101, 102, 103, 351, 352, 353, and two additional courses at the 300 level or above. Students must demonstrate proficiency in general chemistry by passing the ACS General Chemistry Exam as stated above. Course Descriptions Chemistry is a laboratory science and the department views the labora- tory experience as an essential component of those courses with an associ- ated laboratory. Consequently, a passing grade must be achieved in both the lecture and the laboratory portions of the course to obtain a passing grade in the course. 101. General Chemistry. (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 1 01 or placement at MTH 1 05. 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 electrochem- istry, chemical thermodynamics, kinetics, and equilibrium. Prerequisite: CHM 101, MTH 105 or placement at higher level strongly recommended. 103. General Chemistry III. (4 hrs. lee, 3 hrs. lab per week) (5) Spring. This course is a continuation of Chemistry 102 with special emphasis on equilibria, thermody- namics, organometallics, applications of computers to chemistry, and other special topics in chemistry. The ACS exam for general chemistry will be given at the conclusion of this course. Prerequisite: CHM 102, CSC 163, MTH 105 or placement at a higher level. 311. Quantitative Analysis I. (3 hrs. lee, 6 hrs. lab per week) (5) Fall. A study of the theory and practice of volumetric and gravimetric quantitative analyses. The ACS exam in Analytical Chemistry will be administered at the conclusion of this course. Prerequisite: CHM 1 01 -1 02. 312. Quantitative Analysis II. (3 hrs. lee, 6 hrs. lab per week) (5) Spring (even years). A study of instrumentation and advanced analytical techniques. The ACS exam in Instrumental chemistry will be administered at the conclusion of this course. Prerequisite: CHM 362 or permission of the department. 318. The Teaching of Science in the Secondary Schools. (5 two-hour periods per week) (5) (On demand) Familiarization with several approaches to science teaching in high school. (On demand) Prerequisites: BIO 101-102; PHY 101-102; CHM 101-102. Normally open only to juniors and seniors in the sciences. (See also BIO 318.) Chemistry / 1 1 5 351. Organic Chemistry I. (4 hrs. lee, 3 hrs. lab per week) (5) Fall. A study of the fundamentals of organic chemistry with respect to the bonding, structure, nomenclature and reactivity of the various classes of organic compounds. Prerequisite: CHM 102. 352. Organic Chemistry II. (4 hrs. lee, 3 hrs. lab per week) (5) Winter. A continuation of CHM 351 . Prerequisite: CHM 351. 353. Organic Chemistry III. (4 hrs. lee, 3 hrs. lab per week) (5) Spring. A continuation of CHM 352. The ACS exam in organic chemistry will be administered at the conclusion of this course. Prerequisite: CHM 352. 360. Biophysical Chemistry. (5) Fall A study of the application of physical principles with applications to biochemistry. Topics include the application of thermodynamics, chemical dynamics and chemical kinetics to bio- logical systems. This course is required for the biochemistry major. Prerequisites: CHM 352, PHY 102 or 122, MTH 114. 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, thermo- dynamics, thermochemistry, changes of state, and the phase rule. Prerequisites: CHM 102, PHY 102 or 122, MTH 122. 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. Prerequisite: CHM 361 . 363. Physical Chemistry III. (4 hrs. lee, 3 hrs. lab per week) (5) Spring. A continuation of 361-362, includes an introduction to quantum chemistry, chemical bond- ing, atomic and molecular structure, and spectroscopy. The Physical Chemistry ACS exam will be administered at the completion of this course. Prerequisites: CHM 362, MTH 123, PHY 103 or 123. 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. Chemical 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: CHM 353. 116/ Chemistry 474. 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 either organic or inorganic com- pounds using modern laboratory techniques. Prerequisite: CHM 353. 483. Biochemistry I. (4 hrs. lee, 3 hrs. lab per week) (5) Fall. 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: BIO 101 -102; CHM 101-102, 351-352. 484. Biochemistry II. (4 hrs. lee, 3 hrs. lab per week) (5) Winter. A continuation of Chemistry 483 with emphasis on cellular metabolism, fundamentals of mol- ecular genetics, and current topics in biochemistry. The ACS examination for biochemistry will be administered at the conclusion of this course. Prerequisite: CHM 483. 485. Biochemistry III. (2 hrs. Iec v 6 hrs. lab per week) (5) Spring. A laboratory intensive course in the modern techniques of molecular biology. The course includes restriction analysis of DNA preparations, cloning genes, electrophoresis, Southern Blots, PCR, site specific mutagenesis DNA finger printing and other pertinent techniques. Prerequisites: CHM 483, 484 or BIO 321 and 373. 495, 496. Independent Study. These courses may be used to satisfy the research requirement for the B.S. major and provide research experience for all B.A. majors. / 1 1 7 Computer Science The computer science faculty members of LaGrange College have sev- eral 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 to 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 solution, and the various tools necessary for solving such problems; 4. be able to assess the implications of work performed either as 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 func- tional 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 161,1 99, 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 mathe- matics 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 follow- ing: MTH 124, 335, 370,410, and either 114 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 either 470 or 495; five mathematics courses 118/ Computer Science including MTH 122, 123, and three of the following: MTH 124 335, 370, 410, and either 114 or 316; and five additional hours in computer science. PHY 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 160, 240, 355, 371, 380, 440 and five additional hours in business excluding BUA 151; MTH 122; MTH 360 or BUA 372; and MTH 114 or 316 (316 preferred). ECO 101 must be taken as a general requirement. Additional requirements for the minor include four 300-level, or above, computer 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 coursework, but under no circumstances will the students be allowed to take the test more than four time prior to and includ- ing 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 programs 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 sci- ence courses. The test must be taken when the student completes the coursework listed in the previous sentence. It will be offered once per quarter; however, a student is allowed to take the test a maximum of four times prior to his or her scheduled graduation. Upon failure 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 program at LaGrange College have secured positions as systems engineers, data processing managers, systems analysts, customer service representa- tives, and computer technicians, as well as other positions. Companies employing these graduates include Milliken & Co., Bell South, Texas Instruments, General Motors, the U.S. government, the state of Florida, Hughes Aircraft, West Point Pepperell, Total System Services, and others. In addition, a number of graduates have gone on to graduate school in areas such as computer science and electrical engineering. Computer Science / 1 1 9 Course Descriptions 151. BASIC Programming. (5) An introduction to programming and algorithm development using the language BASIC. 160. Introduction to Networks and Unix. (2) A course designed to teach students how to use the LaGrange College network and the basic Unix commands needed to use the network effectively. The student will also learn how to use the Internet. 161. Introduction to Editing and System Languages. (2) This course is designed to assist and familiarize the student with the operating system of a minicomputer 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 word processors, spreadsheets, and database systems. 164. Advanced WordPerfect. (2) The study of WordPerfect involving more advanced techniques than in CSC 1 63. Prerequisite: CSC 163. 165. Advanced Lotus. (2) The study of Lotus 1 -2-3 involving more advanced techniques than in CSC 1 63. Prerequisite: CSC 163. 170. Windows. (5) This course is designed to familiarize the student with the Windows operating environment of the PC. The student will learn to use, manage and modify Windows, become proficient with Windows utilities such as Paintbrush and Write, and will study advanced topics such as object linking and embedding. 199. Introduction to Algorithmic Design. (5) Problem solving and algorithmic design in a procedural language (Pascal). Structured pro- gramming concepts, debugging and testing, documentation. 280. FORTRAN Programming. (5) The study of FORTRAN, a language used primarily in science, mathematics and engineering. 285. COBOL Programming I. (5) The studv of COBOL, a language used primarily in business data processing applications. Emphasis on information retrieval problems. Team project required. 286. COBOL Programming II. (5) Advanced programming concepts with a strong emphasis on ISAM files and interactive pro- gramming. Prerequisite: CSC 285. 120/ Computer Science 296. C Programming. (5) Advanced programming concepts using the language C, which is a general-purpose language implemented on a Unix operating system. Prerequisite: CSC 1 99 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 analy- sis. Introduction to the basic aspects of string processing, recursion, internal search/sort meth- ods, and simple data structures. Prerequisite: CSC 199. NOTE: CSC 1 99 IS A PREREQUISITE FOR ALL OF THE FOLLOWING COURSES. 300. Introduction to Computer Systems. (5) Computer structure and machine language, assembly language programming. Addressing techniques, macros, file I/O, program segmentation and linkage, assembler construction, and interpretive routines. 305. Introduction to Computer Organization. (5) Basic logic design, coding, number representation and arithmetic, computer architecture, and computer software. 315. Introduction to File Processing. (5) Concept of I/O management (fields, keys, records, and buffering). File organization, file opera- tions, and data structures. Time and storage space requirements. Data security and integrity. Prerequisite: CSC 300 or 325 or consent of instructor. 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. 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, interpreta- tive languages, lexical analysis and parsing. .Prerequisite: CSC 300 or consent of instructor. 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. 370. Discrete Mathematical Structures in Computer Science. (5) An introduction to the mathematical tools for use in computer science. These include sets, relations, and elementary counting techniques. Algebra and algorithms, graphs, monoids and machines, lattices and Boolean algebras, groups and combinatorics, logic and languages will also be involved. Prerequisite: MTH 1 23 or consent of instructor. 405. Database Management Systems Design. (5) Introduction to database concepts using SQL and Oracle. Data models, normalization, data description languages, query facilities. File organization, index organization, file security, and data integrity and reliability. Prerequisite: CSC 31 5 or consent of instructor. Computer Science / 1 2 1 410. 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 1 24 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 trans- lation. 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 or consent of instructor. 45Q Operating Systems. (5) A course in systems software that is largely concerned with operating systems. Such topics as process management, device management, and memory management are discussed, as are relevant issues associated with security and protection, networking, and distributed operating systems. Prerequisite: CSC 300 or consent of instructor. 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 sys- tems, and object-oriented design will be covered. Prerequisite: Determined by topic. 470. Research in Computer Science. (1-5) Research project or paper in computer science. Designed for those students who need it to fulfill the research component of the B.S. degree in computer science. Student must present a course description in writing to the department chairman to be approved by the end of pre- registration during the quarter prior to enrolling for the course. 495. Independent Study. (5) 122/ 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 lib- eral 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 Criminology 5 hrs. Total Hours 95 In addition to the above listed requirements the accomplishment of the A.A. objectives will be demonstrated by an interview 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 policy organizations and their related managerial functions. Criminal justice I 1 23 104. 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. 124/ 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. 140. Beginning Tap. (1) An introduction to the basic techniques and skills of tap as they apply to musical theatre. 150. Beginning jazz. (1) An introduction to the basic techniques and skills of jazz as they apply to musical theatre. 151. Intermediate Jazz. (1) A continuation of DAN 1 50. 160. Beginning Ballet I. (1) An introduction to the basic techniques of skills of classical ballet. This course incorporates barre exercises stressing correct placement and conditioning of muscles to balletic control, along with center floor exercises emphasizing skills learned at barre. 161. Beginning Ballet II. (1) A continuation of Beginning Ballet 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 on clarifying technique but on performing skills as well. / 125 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 socio- economic system in which it operates; (2) increased understanding 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 depart- ment 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 pertinent for majors in the social sciences and computer science. For students who elect to move beyond this introduction and pur- sue a major, 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, or in economics; or the Bachelor of Business Administration degree, with a concentration in either accounting, business economics, or general business management. The department also offers course work leading to the Master of Business Administration degree. 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 vari- ous 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. - Students completing a major in economics will ha\e a thorough understanding, at the intermediate level, of micro- and macro-economic theory and policy choices plus a solid foundation in quantitative analy- - - The\ will also be well informed in the historical development of eco- nomic thought and will ha\e sur\e\ed \arious specialized areas of applied economics. III. To accomplish the objecti\es 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 Monev and Banking ECO 395 junior Seminar ECO 451 Senior Seminar 15 additional hours in economics or selected MTH courses with advisor's approval. MTH 114 Statistics MTH 122 Anal. Geometry & Calculus I l\ r . The accomplishment of these objectives will be assessed after an intensive review of the student's progress and accomplishments. The student will demonstrate this competence bv a satisfactory score on a comprehensive examination, which may include both written and oral segments. This departmental assessment must be taken during the senior year and mav be repeated as necessarv. \. Students who complete the majors offered in the department have found employment in a number of organizations, including public ser- vice (military and non-militarv, 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. Contemporar\ 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 analvze, from an economic perspec- - as the population explosion, poverty, energy, pollution, unemployment, infla- tion, etc. 201. Principles of Micro-economics. (5) Price Theorv: The study of the economic behavior of individual households and firms. Distribution Theory: The study of how factor prices are determined. Price and output deci- sions are examined under various types of market structures. Economics 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, anaksis of the processes bv 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 whv economic thought evoked at a gken time. Prerequisites: ECO 201 , 203, or consent of instructor. 303. Intermediate Macro-economics. (5) At the intermediate ley el. analysis of the factors that determine the general level of prices, out- put, and employment as well as an examination of fiscal and monetary policies in an open economy. Prerequisite: ECO 203. o r consent of instructor. 310. Managerial Economics. (5) Focuses on the use of micro-economic principles and mathematical/statistical tools as fc for analyzing business decisions. Prerequisite: ECO 201 , 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 indi\ iduals. geography and institutions to the ec : nam) the United States. 322. Social and Legal Environment of Business. (5) A study of current social problems faced b\ business with particular attention paid to the background factors giving rise to those problems, \arious proposed solutions, and the approach that is currently being followed. Prerequisite: Senior standing, or consent of instructor. 323. Comparative Svstems. (5) Astudv and an evaluation of the theories underlying present da\ economic systems Factors relating to the development of sample economics are explored. Policies currentk being fol- lowed as well as proposed changes are discussed, with respect to maintenance of full employment 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 pavments, the foreign trade exchange markets and balance of pavments adjust- ments under different exchange rate svstems. Prerequisites: ECO 201 , 203, or consent of instructor. 128/ Economics 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 agri- culture. 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 administrative 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 study of organized labor and collective bargaining. Prerequisites: ECO 201 , 203, or consent of instructor. J395. Junior Seminar. (2) This course seeks to begin facilitating students' transition from college to the business world or to graduate school. Emphasis is given to resume preparation, interviewing and other aspects career/graduate school search. Prerequisites: Junior standing with at least 30 credit hours required for major. 451. Senior Seminar. (3) As one of the capstone courses the Senior Seminar seeks to promote students' integration of major concepts covered separately in prior courses. It also serves as a follow up on the career/graduate school search initiated in the Junior Seminar. Prerequisites: Senior standing with at least 50 credit hours required for major. 460. Internship in Economics. (5-15) Practical experience through placement of selected majors in private/public firms or organiza- tions. 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. / 129 Education Introduction The department of Education offers a wide range of courses to meet a variety of needs and demands. The education curriculum at LaGrange College 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 undergrad- uate level which are approved by the Georgia Professional Standards Commission. 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 Professional Standards Commission. Teacher Certification LaGrange College offers a variety of degree programs which are approved by the Georgia Professional Standards Commission and lead to certification in Georgia. Students desiring to be certified upon completion of their pro- grams should plan to work especially close with their advisers since certifica- tion requirements are subject to change. At the undergraduate level, completion of an approved program con- ducted by the college and a qualifying TCT score entitles a student to receive an Initial Clear Renewable Certificate. Master of Education programs (Please see Graduate Bulletin). 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 1 05) D. Past performance a recommendation from a former college professor. 1 30 / Education E. Prognosis for success an evaluation during Education 199, intro- duction 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. G. Students who have taken the majority of the course work for their major at another college in history, mathematics, English, chemistry, biology or art must post a satisfactory score on the Georgia Teacher Certification Test or they will be asked to take additional undergrad- uate course work in their discipline as a condition to being admitted to teacher education. A student that has not met all 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 proba- tion 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. General Education Requirements All students planning to complete approved programs of Teacher Education 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. Natural Sciences Humanities Social Sciences and Mathematics Drama Economics Biology English Geography Chemistry Fine Arts History Earth Science Foreign Languages Political Science Geology Music Psychology Mathematics Philosophy Sociology Physics Religion Speech Education/ 131 Curricula for Professional Education The curricula outlined for teacher education candidates are so arranged that a student may quality for certification in art education, early childhood education, middle childhood education, or secondary education as approved by the Georgia Professional Standards Commission. For sec- ondary certification planned programs are offered in English, history, math- ematics, biology and chemistry. 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 stu- dent 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 pro- fessional education courses, and (5) application for the teaching certificate at the end of the final quarter. Conferences with the student advisor 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, physi- cal, and emotional development of the child from birth to approxi- mately eight years. '2) identify the nature of learning and behaviors involving the young child. 3) construct a curriculum appropriate to the needs oi the young child. 4) utilize existing knowledge about parents and cultures in dealing effectively 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 the differentiated teaching staff. 7) develop his maximum potential through the provision of a succes- sion 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 . 132/ Education 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 environ- ments to meet the social, emotional, physical and academic needs of individual children and small groups of children with diverse cul- tural backgrounds. 3) understand research, professional practices, issues, trends and litera- ture 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 evaluating 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 man- agement, 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. Major concentrations must be selected from the following: mathematics, language arts, science, or social studies. The twenty-five hour major concentration will include EDU 355 and the methods course for area selected (EDU 318, 322, 455 or 457). Minor concentrations may be selected from mathematics, language arts, science, social studies or from health, physical education and recreation or art. The twenty hour minor concentrations will include the methods course for area selected. Approved Programs in Secondary Education In secondary education a major is required in the chosen teaching disci- pline. Approved programs are listed in this catalogue under the major department. The Education Department cooperates with other departments in counseling students about their choice of majors. The objectives for each area of specialization is listed in the catalogue under the major department. In order to achieve the objectives, the student will take the following courses: Professional courses: Education 199, 362, 449, 459, 490S; Psychology 302, 304. Education / 133 Additionally, a method's course, taught by the Department in which a student is majoring is required. Education 355 is required for English certi- fication. Courses in English: All courses required for the major. Courses in secondary science (Biology): Biology 101, 102 and 40 addi- tional hours of Biology approved by the major adviser; Chemistry 101, 102, 351 and 352; Physics 101, 102 and 103, Math through 101 or 122 and 114 or 316; Biology 318. This program satisfies the requirements for a major in Biology. Courses in secondary science (chemistry): Chemistry 101, 102, 103, 351, 352, 353, 361, 362, and 15 additional hours in chemistry; fifteen hours of biology; Computer Science 163; fifteen hours of physics; Mathematics 122; and Chemistry 318. This program satisfies the requirements for a B.A. major in chemistry. Courses in history: History 101, 102, 111, and 112; two courses from 307, 308, 310 and from 330, 331, 332, 372, 374, 375; History 490, Senior History Seminar; History 360, Social Science Methods and three additional courses at the 300 level in history. One 300 level course in two of the fol- lowing areas: Economics, Sociology, Political Science. The Department strongly recommends that students seeking certification select History 315 and 306 as electives 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 chair. 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 requirements 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 or expressive media and have an understanding of the traditions of particular media 2) to be aware of and be able to present the means, through visual expression, to humanize a growing technological society 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, symbolic 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. 1 34 / Education 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. 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. *31 7. 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. *318. Science in the Middle School. (5) An introduction to the major ideas and accomplishments in all fields of science, with particu- lar reference to the needs of science, with particular reference to the needs of the middle childhood teacher. 319. Mathematics for Early Childhood Teachers. (5) A study of mathematical concepts unique to early childhood education. Prerequisite: Mathematics 1 01 . 322. Mathematics for Middle School Teachers. (5) A study of mathematical concepts unique to middle school education and effective tech- niques and procedures of instruction. Prerequisite: Mathematics 1 01 . 333. Exploring Multimedia. (5) This course will provide teachers and students the opportunity to use multimedia equipment which will enable them to combine text, colorgraphics, picture images, music, voice, and full motion video. Participants will experience and work with the latest multimedia computer technology. 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. Education/ 135 342. 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. *360. Early Childhood Curriculum and Methods. (5) Considered 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, evaluation of pupil growth. Field experience in grade 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. 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. Prerequisite: Education 342. 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, organi- zation, and effectiveness relate to classroom management. Emphasis will also be given to var- ious 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. 449. Microteaching Using 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. 1 36 / Education *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 related to areas of exception- ality among students and of alternative styles of teaching to meet special needs. 461 . Geography in the Elementary Schools. (5) Introductory regional geography focusing on map skills and the ways cultural groups around the world use their landscapes and environment. *490C. Early Childhood Student Teaching. (15) Prerequisites: September Experience, senior status; and approval of the Chairman of the Education Department. *490M. Middle Childhood Student Teaching. (15) Prerequisites: September Experience, senior status; and approval of the Chairman of the Education Department. *490S. Secondary Student Teaching. (15) Prerequisites: September Experience, senior status; and approval of Chairman of the Education Department. * Restricted to Education Majors. / 137 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 pro- ficiency in the use of the English language and to acquaint students with the best of their literary heritage. CAREER OPTIONS In a time of increased specialization and highly restricted curricula for future lawyers, physicians, engineers, and business executives, it is mis- leading to assume that the student interested in language and literature has no career options outside the field of education. While many dedicated people find teaching to be a satisfying livelihood, there is documentary evi- dence "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 Professional Major by Linwood Orange. This pamphlet, published in its fourth edition by the Modern Language Association of American, 1986, is available in the Department of English.) WRITING CENTER The Department of English Language and Literature has established a Writing Center which is located in Banks Library. This center serves the college community by providing advice and support for student writers. The center is directed by a qualified professional who trains upperclass stu- dents serving as peer writing consultants. The hours of the center are posted each quarter. OBJECTIVES The primary goal of all General Education courses in composition and literature is to help students become competent readers and writers by pro- viding them with challenging texts and ample opportunities to practice their skills of critical thinking and expression. Toward this end, the English faculty have set the following five objectives. All students completing the General Education Curriculum will: (1) demonstrate proficiency in expository writing with standard English grammar, punctuation, and usage. (2) demonstrate proficiency in critical reading. 1 38 / English Language and Literature (3) demonstrate ability to assimilate, organize, and develop ideas logi- cally and intelligently. (4) understand rudiments of research-based writing. (5) become acquainted with the best of Western society's literary heritage. (6) gain basic skills in a language other than English. ENGLISH MAJOR Before declaring an English major, students must complete all three required composition courses from the CORE and the two elective litera- ture courses in the General Education Curriculum with no grade lower than a C. At this point, the student is eligible to take 300-level courses. In addition, English majors must take two additional sophomore literature classes to complete the American and British literature sequences (204, 205, 206, 207). English majors must also take a sequence of three courses from French or Spanish. Substitutions may be permitted by consent of the English faculty as a whole. When a student declares an English major, he or she fills out a plan of study based upon a three-year schedule of course offerings. Students may choose any ten courses (50 hours) at the 300-level or above to complete their major. There are at least two 300-level literature courses offered each quarter, excluding summer. In addition, a Special Topics course (ENG 380) is offered in the spring. All majors must take at least one Special Topics course before graduating. ENGLISH MINOR A minor in English consists of 30 hours of courses at the 200-level or above. CORE composition courses and Literature Courses used to com- plete General Education requirements may not be counted for the English Minor. A minimum of three courses must be chosen from 300-level course offerings. TEACHER CERTIFICATION IN ENGLISH Students who wish to become certified for teaching English in secondary schools must take ENG 300 in addition to meeting all the requirements of the English major. Such students should consult with their adviser in the Education Department regarding education courses required for certification. ASSESSMENT English majors must complete an exit examination before they are eligi- ble for graduation. During the junior year each student must take the ETS Major Field Achievement Test in Literature in English. At least one quarter prior to graduation each student is required to take the ACAT for Literature in English. English Language and Literature 1 1 39 AWARDS The English Department gives two awards to outstanding senior English majors during Honor's Day Convocation: the Walter D. Jones Award for Excellence in Composition and Scholarship and the Murial B. Williams Award for Excellence in Literary Studies. The first award is given to the stu- dent whose paper written for a major course is judged as outstanding by an impartial panel of reviewers. The second award is given to the student who is deemed by the English faculty to demonstrate the highest standards of scholarship and contributes the most to the advancement of literary studies among English majors at LaGrange College. Course Descriptions 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 ENC 010 with emphasis on oral conversation and extended writing assign- ments, organizing the material in standard rhetorical patterns. 100. Basic Composition. (3) Fall, Winter, Spring. Instruction and practice in the fundamentals of expository writing, including paragraph devel- opment, organization, logic, grammar, and mechanics. 101. Composition I. (3) Fall, Winter, Spring. Introduction to expository writing, emphasizing the essay form, the writing process, and rhetorical modes of thesis development. Students use conference days for peer editing and consultation with instructors. Prerequisite to all higher-numbered English courses. 102. Composition II. (3) Fall, Winter, Spring. Introduction to critical thinking and writing about literature, emphasizing reading strategies and analytic writing. Students use conference days for peer editing and consultation with instructors. Prerequisite to all higher-numbered English courses. 103. Composition III. (3) Fall, Winter, Spring. Introduction to interdisciplinary writing, emphasizing research techniques and methods of documentation. Students use conference days for library research, peer editing and consultation. Prerequisite to all higher-numbered English courses. 204. British Literature I. (5) (On demand) A survey of British literature from the Anglo-Saxon Period through the Eighteenth Century. Short critical essays required, with at least one entailing documentation. 205. British Literature II. (5) (On demand) A survey of British literature from the Romantics through the Modern/Postmodern Period. Short critical essays required, with at least one entailing documentation. 1 40 / English Language and Literature 206. American Literature I. (5) (On demand) A survey of American Literature from the Colonial period through American Romanticism. Short critical essays required, with at least one entailing documentation. 207. American Literature II. (5) (On demand) A survey of American literature from Realism and Naturalism through the Modern/Postmodern Period. Short critical essays required, with at least one entailing documentation. 208. World Literature. (5) (On demand) A survey of selected works in translation, emphasizing classics of the Western European tradi- tion. Short critical essays required, with at least one entailing documentation. 250. Introduction to Creative Writing. (5) Winter. Introduction to fundamentals of imaginative writing. Analysis of professional models, but emphasis upon student work, especially poetry and fiction. 251.252. Journalistic Writing. (5) Fall. An introduction to basic types of writing for newspapers: news, feature, interview, review, and editorial. Practicum (252) involves preparation and publication of The Hilltop News and may be repeated for 2 hours credit in subsequent quarters. 253. Business and Technical Writing. (5) Spring. A study of the basic communication skills needed to prepare business and technical publica- tions in today's world. Special attention given to format and correct usage. 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. 261.262. Assessing and Responding to Writing. (5) Spring. Instruction and practice in reading and responding to the writing of others. Includes instruc- tion in theories of writing as well as methods of assessment. Practicum (262) involves working as a peer writing consultant in the Writing Center and may be repeated for 2 hours credit in subsequent quarters. Prerequisite to 300-level courses: A grade of C or above in at least two courses from the Literature Electives of the General Education Curriculum. 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 and Modern Linguistic Theory. (5) (On demand) Studies of the main tenets of structural linguistics and transformational grammar with some attention to the relation between linguistic theories and older theories about language. Correlation of traditional grammar skills with modern linguistic theory. 310. Advanced Creative Writing Workshop. (5) (On demand) An advanced course in imaginative writing. Professional models studied, but student writing emphasized. Workshop may concentrate on fiction or poetry exclusively, or a combination of the two. Prerequisite: 250. Introduction to Creative writing. English Language and Literature I 1 41 311. Literary Theory and Modern Criticism. (5) (On demand) An introduction to literary theory integrated with a study of modern and postmodern literary criticism. 313. Classical Backgrounds. (5) (On demand) An examination of major classics, in modern translation, of Greek, Roman, and Medieval literature. 314. Masterpieces of Continental Literature. (5) (On demand) Major European classics in translation from the Renaissance through the twentieth century. 320. Medieval Literature. (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. 335. 336. 337. Shakespeare. (5) (On demand) The development of Shakespeare's art, as reflected in selected individual plays or groups of plays. Required for the major in English. May be repeated for credit if different plays are taught. 340. English Literature of the Renaissance. (5) (On demand) Renaissance English literature to about 1 675, excluding Shakespearean drama. 345. Milton. (5) (On demand) Selected poetry and prose of Milton. 350. Restoration and Eighteenth-Century English Literature. (5) (On demand) Selected Restoration, Neoclassical, and Pre-Romantic English literature, excluding the novel. 351 . The Rise of the English Novel. (5) A study of the rise of the English novel with an emphasis upon selected works of the late sev- enteenth century and eighteenth century novelists. 361. The English Novel in the Nineteenth Century. (5) (On demand) A study of the 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. 364. Victorian Poetry and Prose. (5) (On demand) A study of the works of selected major Victorian poetry, with emphasis on Tennyson, Browning, and the Pre-Raphaelites. 370. Modern British Literature. (5) (On demand) The poetry of Hopkins, Hardy, Housman, Eliot, and Yeats; fictional prose since Hardy. 380. Special Topics in English. (5) Spring. A course offered at the junior/senior level focusing upon a specialized topic in literature, lin- guistics, or literary theory. May be repeated for credit if topic and materials change. 1 42 / English Language and Literature 391. American Romanticism. (5) (On demand) Major Romantic writers of the United States through Whitman and Dickinson. 392. American Realism and Naturalism. (5) (On demand) Major writers of the Realistic and Naturalistic movements in the United States. 393. Twentieth Century American Literature. (5) (On demand) Major writers of the United States since World War I. 394. Southern American Literature. (5) (On demand) A study of major Southern writers from about 1815 to the present. / 143 General Science The general science courses are service courses for all academic areas of the College. Those students desiring to fulfill the 10-hour science requirement in the General Education Curriculum should take GSc 101 and GSc 102 in sequence. Those fulfilling the 5-hour additional option may take either GSc 101 or GSc 102. 101. Earth Science I. (4 hrs. lee, 2 hrs. lab per week) (5) Fall, Winter, Spring. An introduction to the concepts, principles, and processes of Physical Geology, with a brief consideration of Historical Geology. 102. Earth Science II. (4 hrs. lee, 2 hrs. lab per week) (5) Fall, Winter, Spring. An introduction to concepts, principles, and processes of Astronomy. 492. History of Science. (5) (On demand) A survey of the path taken by investigators in science through the ages and the influence of their culture of their work and thought. Primarily a library-discussion course to provide an integrated viewpoint of the various science disciplines. Normally open only to upper division science students. 144/ Health, Physical Education, and Recreation The curriculum in the Department of 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, aquatics, lifetime leisure pursuits, and traditional team sports. Four quarter hours of physical education activities are required. Students must select four different activities to meet this requirement. Additional hours may be elected. (NOTE: A student may take a particular activity course more than once and receive course 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 30-hour coursework minor in health, physical education, and recreation is available to any student. Students completing the minor in health, physical education, and recreation will (1) demonstrate knowl- edge of the profession of health, physical education, and recreation; (2) understand professional practices, issues, trends, and literature essential for effective teaching and coaching; (3) demonstrate appropriate professional behaviors for classroom management and/or athletic coaching. This minor is designed in consultation with the department chair in health, physical education, and recreation. 151. Introduction to Physical Education and Recreation. (5) Fall, 1995. 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. 154. Standard First Aid/CPR. (2) Fall, Winter 1995. Identification of emergency situations and selection of correct response. Certification in American Red Cross standard first aid and adult cardio-pulmonary resuscitation. 155. Lifeguard Training. (3) Fall/Spring, 1995. Development of competencies in swimming and lifeguarding techniques, swimming speed and endurance. American Red Cross lifeguard training certification. Prerequisites: Current Standard First Aid Certification; Advanced swimming skills (PED 125 or equivalent). Health, Physical Education, and Recreation 1 145 156. Water Safety Instructor. (3) Spring, 1996. Develop competencies in swimming stroke and instructional techniques. Certification in Red Cross WSI which enables one to teach all levels of the Learn to Swim Program, Basic and Emergency Water Safety courses. 200. Community Health. (2) Winter, 1996. An investigation of various health care programs available in the community and various health-related issues. 201. Community Recreation. (2) Spring, 1996. An investigation of various recreation facilities available in the community. 210. Fitness for Life. (2) Fall, 1995 A study of basic principles of physical conditioning, weight control, relaxation, and stress management. Students will have the opportunity to devise and implement a personalized fit- ness/weight control program tailored to individual needs and levels of fitness. 302. Organization and Administration of Recreational and Physical Education Programs. (5) Winter, 1996. 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) Spring, 1996. An investigation of the techniques of coaching, with special attention given to personalities and motivations. * 306. Techniques of Sports Officiating. (5) Spring, 1996. Techniques of officiating athletic events; knowledge of the rules of selected sports. 307. Movement Exploration. (3) (On demand) 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) Spring, 1995. 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, 1 995. A study of the objectives, materials, activities, and curricula appropriate for elementary school physical education and health. Supervised observation and practical experiences in the ele- mentary 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. Treatment of Athletic Injuries. (5) Spring, 1996. Examination of techniques of accident prevention and treatment of minor injuries. Practical experience with prevention and treatment of athletic injuries. 1 46 / Health, Physical Education, and Recreation 331. Health Education. (5) Winter, 1996. 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, and drug and alcohol education. 340. Adapted Physical Education. (5) (On demand) Identification 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) (On demand) 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, 1995. 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 chair in health and physical education. Health, Physical Education and Recreation I 147 Physical Education Activities Physical education activities may be repeated if a student has completed the general education curriculum (four different activity courses). Dance may be used to fulfill requirements for physical education activi- ties 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. A maximum of four physical education activity courses will be waived; one for each two months served in the Armed Forces. B. Transfer students who have satisfactorily completed requirements for a junior college degree or who have satisfactorily completed four different physical education activity courses. C. Students who are 30 years of age or older. D. Married women with children. Note: Waiver of the requirements for activity courses does not diminish the overall requirements for graduation (195 quarter hours required for a baccalaureate degree). 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. 107. Bowling. (1) Coed. Introduction to the basic skills and rules of bowling. Course conducted at local bowling lanes. 108. Physical Conditioning. (1) Coed. 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. 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. 1 48 / Health, Physical Education, and Recreation 116. Trimnastics. (1) Coed. 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. 121. Bicycling. (1) Coed. Introduction to the basic equipment, safety, and techniques of cycling including training and racing strategies. Weekend field trips. 122. Weightlifting/plyometrics. (1) Coed. Introduction to exercises that are geared toward increasing speed, power, and jumping ability. A basic overview of the physiological factors involved in the exercises will be included. 123. Beginning Swimming. (1) Coed. Introduction to the aquatic environment with emphasis on competence in primary swimming and safety skills and stroke readiness. 124. Intermediate Swimming. (1) Coed. Development and refinement of key swimming strokes. Introduction to turns, surface dives, and springboard diving. Prerequisite: PED 1 23 or equivalent skills. 125. Advanced Swimming. (1) Coed. Refinement of key swimming strokes. Develop competencies in advanced rescue and spring- board diving. Prerequisite: PED 1 24 or equivalent skills. 130. SCUBA. (1) Coed. Develop competencies in safe diving techniques and practices as well as safe use of SCUBA diving equipment. PADI Open Water Diver Certification available upon completion of course and optional trip for checkout dives. Prerequisite: PED 1 24 or equivalent intermediate swimming skills. 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 strat- egy. Field trips to lake facilities. 160. Snow Skiing. (1) Coed. Introduction to basic techniques, safety, and equipment of snow skiing. Field trip to area ski facilities. Health, Physical Education, and Recreation I 149 161. 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. 164. Water Aerobics. (1) Coed. Development of cardiorespiratory endurance, flexibility, body composition, and muscle endurance/tone through vigorous water exercise. The resistance of the water makes this course an excellent choice for the beginner as well as the well-conditioned athletes, and for the swimmer as well as the non-swimmer. 165. Aqua Fitness. (1) Coed. Development and/or maintenance of physical fitness through aquatic activity including water jogging as well as use of water dumbbells, kickboards, pull buoys, etc. Prerequisite: PED 1 23 or equivalent beginning swimming skills. 150/ History The faculty of the Department of History believe that all persons, what- ever their selected role in life, require an understanding 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 with the most appropriate 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 at LaGrange College with knowledge of the historical forces which have shaped civilization as we know it. To achieve the objective set forth above, the faculty seek to: (A) provide every student with a basic understanding of the historical forces which have contributed to the development of civilization. (B) develop in every student an understanding and appreciation of his/her civilization which is a part of the world 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 oppor- tunity 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 benefi- cially utilized. Graduates of the Department of History may be found pursuing careers in business, law, education, politics and government, broadcasting, jour- nalism, 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 These are required courses for the major 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. (B) Two courses from: HIS 307 Social and Intellectual History of the United States HIS 308 American Diplomatic History History 1 1 51 HIS 310 Constitution History of the United States Two courses from: HIS 330 History of Rome HIS 331 Middle Ages HIS 332 Renaissance and Reformation 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 35 hours (C) An additional fifteen 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, 111 and 112, completion of the major, History 360 (social science methods), and the professional education sequence. All stu- dents 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, eco- nomics, sociology. 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) successful completion of the senior history seminar and defense of the senior thesis before the students and faculty of the department. (3) satisfactory score on the teacher criterion reference test in social sci- ences, for those seeking certification in secondary education in the 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. Upper level courses in history, those numbered 300 or above (with the exception of HIS 490), are available to all students who have successfully completed 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 1 660. 102. World Civilization II. (5) Winter, Spring. A survey course on the development of world civilization from 1 660 to the present. 152/ History 111. History of the United States to 1865. (5) Fall, Winter. Emphasis on the Colonial, Revolutionary, early national, and Civil War periods. 1 1 2. History of the United States, 1 865 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. 203. Lives of Illustrious Men and Women. (2) A study of the men and women whose deeds and ideas shaped history. 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, 1 996. 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, 1996. Emphasis on the procedure for developing foreign policy as well as diplomatic history. (See also Political Science 308.) 31 0. Constitutional History of the United States to Present. (5) Fall, 1 995. An analysis of fundamental constitutional development from 1776 to present. (See also Political Science 310.) Prerequisites: HIS 1 1 1 and 1 1 2. 312. Economic History of the United States. (5) (On demand) 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 to the present with emphasis on the historical, social, economic and political development of the State. (Students seeking teacher certification are urged to enroll.) 330. The History of Rome, 265B.C.-476A.D. (5) Fall, 1997. This course is a comprehensive study of the history of Roman civilization from its origins in the mid-eighth century B.C. to its decline and fall in the fifth century A.D. 331. The Middle Ages, 350-1350. (5) Winter, 1996. This course offers a comprehensive study of the development of medieval civilization from the late fifth century to the late fourteenth century. 332. The Renaissance and the Reformation, 1350-1600. (5) Spring, 1996. This course offers a detailed study of the civilization of Renaissance and Reformation Europe. Primary focus will be placed on the artistic and religious achievements of the period 1 350 to 1600. History/ 153 333. The Medieval Church and Papacy. (5) Fall, 1996. This course will examine the institutional and cultural history of the medieval church, with special emphasis on the role of the papacy, and its impact on medieval civilization. 334. Medieval Kings and Queens. (5) Winter, 1997. A survey of medieval kings and queens and their influence on the development of medieval civilization. 335. Renaissance and Renascences. (5) (On demand) An examination of the great cultural revivals from the age of Charlemagne to the age of Michelangelo. 336. Women in the Middle Ages. (5) Fall, 1995. An examination of the contributions of women at all levels of society including the peasants, nobles, queens and religious women from the fifth to the fourteenth century. 340. Russia to 1801. (5) Fall, 1995. A comprehensive survey of the Russian historical development from the appearance of the Kievan State in the 9th century through the reign of Paul I in 1 801 . 341. Nineteenth Century Russia. (5) Winter, 1996. An examination of the Imperial Russian state during the 1 801 -1914 period. 343. Twentieth Century Russia. (5) Spring, 1996. An examination of the forces which resulted in the collapse of the Russian Autocracy as well as the subsequent emergence and eclipse of the Soviet State. (See also Political Science 543.) 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, 1996. The political, economic, social, and cultural history of England from 55 B.C. to 1 689 A.D. 362. History of England from 1 689 to Present. (5) Winter, 1 997. The political, economic, social and cultural history of England from 1 689 to the present. 372. Eighteenth Century Europe: 1660-1815. (5) Fall, 1996. 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, 1997. A comprehensive survey of European History from the reconstruction of the European order in 1 81 5 to the outbreak of World War I. 375. Twentieth Century Europe: 1914 to Present. (5) Spring, 1997. A comprehensive survey of European History from the outbreak of World War I to the present. 378. European Diplomatic History: 1890 to the Present. (5) (On demand) A detailed examination of European international relations from 1890, the end of the Bismarckian system to the present. (See also Political Science 378.) 416. Twentieth Century America. (5) (On demand) An intensive study of the United States during the twentieth century. 1 54 / History 478. Contemporary Europe. (5) (On demand) 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. / 155 INTERNATIONAL STUDIES LANGUAGE AND CULTURE In an age of increasingly sophisticated technology and ever-diminishing physical and intellectual barriers between the peoples who inhabit the world, effective communication and enlightened understanding are of cru- cial importance. To adequately function within our complex global society demands a consciousness of its richness and diversity and the ability to communicate across cultures with those who differ from us yet share the common bonds of mankind. The Department of International Studies strives to nurture in LaGrange College students a perception of themselves as citizens of the world and members of the global human family. Courses are regularly offered in the traditional foreign languages as well as in areas such as cross-cultural communications and human geography. From time to time, less commonly taught languages such as Mandarin Chinese, Italian and Arabic may be offered for a one- to two-year period under the LAN designation. Students entering LaGrange College bringing with them one year or more of high school foreign language are required to take the foreign lan- guage placement test. Upon assessment of their performance on the test, students will be placed at the level of language instruction which best facil- itates their further learning of the language, thereby improving their chances of academic success in the course. Students who intentionally per- form below their level of knowledge on the exam will be removed from courses which are not commensurate with their ability in the language. Minors are offered in French and Spanish. Upon completion of the minor, the student should have an appropriate understanding of the four basic language skills of reading, writing, speaking, and understanding. Satisfactory performance on the ACTFL oral proficiency test in French or Spanish is a requirement for the certification of the minor. Course Descriptions Culture 200. Culture and Civilization of a Selected Country. (5) A survey of the civilization and culture of one of the major societies of the world. The course examines the culture's social and political development, its customs and traditions, and its contributions to the global community in terms of art, music and literature. 1 56 / International Studies French 101. Beginning French I. (5) A course for beginners with intensive practice in pronunciation, essentials of grammar, and reading of simple prose. 102. Beginning French II. (5) A continuation of French 101. 103. Beginning French III. (5) A continuation of French 1 02 with additional readings. 104. Intermediate French. (5) A systematic and thorough review of French grammar with emphasis on the production of speech. Not open to students fluent in French. 199. Francophone Travel Seminar. (1-10) A travel-study seminar composed of preliminary academic preparation followed by contact with the target culture through travel in the selected French-speaking country. Prerequisite: FRN 101,1 02, and 1 03 or permission of instructor and chair of International Studies. 300. Survey of French and Francophone Civilizations. (5) A study of the art, literature, history and customs of France and those of her current and former colonies and possessions which comprise the global francophone community. Specific atten- tion is given to the cultural, economic and political ties which link the French-speaking areas of the world. Not open to native speakers of the language. 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. Spanish 101. Elementary Spanish. (5) A course for beginners with intensive practice in pronunciation, essentials of grammar, and reading of simple prose. 102. Elementary Spanish. (5) A continuation of Spanish 1 01 . 103. Intermediate Spanish. (5) A review of grammar and syntax with practice in reading selected texts. International Studies I 1 57 104. Introduction to Hispanic Civilization. (5) (On demand) A study of the art, literature, history, and anthropology of the Spanish-speaking world. Prerequisite: Spanish 101,1 02, or consent of the instructor. This course, or Spanish 1 i or consent of the instructor prerequisite to all 300-level courses. 199. Hispanophone Travel Seminar. (1-10) A travel-study seminar which provides valuable educational experience through close contact with the contemporary life and civilization of a selected Spanish-speaking country. Basic academic preparation in the history and customs of the target culture is undertaken before departure. Prerequisite: Spanish 101, 102 and 103 or permission of instructor and chair of Inter- national Studies. 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. 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. Language* 101. Beginning Language I. (5) (On demand) A course for beginners with intensive practice in oral communications, pronunciation, essen- tials of grammar, and where possible, reading of simple prose. 102. Beginning Language II. (5) (On demand) A continuation of Language 1 01 . Prerequisite: Language 101 or equivalent. 103. Beginning Language III. (5) (On demand) A continuation of Language 1 02. Prerequisite: Language 102 or equivalent. *Note: These courses are available so that a language other than French or Spanish may be available from time-to-time. It is anticipated that in the 1995-96 school year German will be offered. Substitute the word "German" where language appears in the course title and course description. 1 58 / International Studies 104. Intermediate Language. (5) An intensive review of the language grammar with emphasis on the production of speech. Not open to students fluent in the language. 199. Language Travel Seminar. (1-10) (On demand) A travel-study seminar which provides further preparation in the target language and culture through travel in a country which speaks the language. Academic work is determined by the course instructor. Prerequisite: LAN 101, 102, and 103 or consent of instructor and chair of International Studies. /1 59 Library Science No major nor minor program is offered in Library Science. Course Description 200. Library Orientation and Research. (2) A systematic introduction to the William and Evelyn Banks Library including organization, database research capabilities and other components of academic libraries in general. 160/ 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. To be accepted as a major in the Mathematics Department, a student must have an overall GPA of 2.25 or better, and a GPA of 2.5 or better in all mathematics courses numbered 122 or higher. Students can pursue the Bachelor of Arts degree with a major in mathematics or a Bachelor of Science degree with a major in mathematics. Students 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, gen- eral 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 . Illustrate the concepts of function, limit, and continuity. 2. Define and illustrate the derivative, the integral, and the fundamen- tal 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. 1 0. Apply the concepts and skills of programming in solving problems. 1 1 . Illustrate and analyze a wide variety of mathematical applications. 1 2. 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 plus eight additional courses selected from Mathematics 305, 306, 310, 316, 323, 324, 333, 334, 335, 340, 342, 343, 344, 380, and 410, as approved by advisor. The support courses required are Computer Science 151 or 1 99. Mathematics / 161 Students who earn the Bachelor of Arts degree in mathematics will have demonstrated their attainment of the specific objectives by the following: 1. satisfactory performance on a comprehensive calculus examination, given at the end of Mathematics 322. 2. successful completion of a problem-solving course during their senior year with a grade of C or better. The Bachelor of Science Degree Students who earn the Bachelor of Science degree in mathematics will be able to: 1 . Illustrate the concepts of function, limit, and continuity 2. Define and illustrate the derivative, the integral, and the fundamen- tal 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- tem involved 8. Develop appropriate models 9. Develop problem-solving strategies 1 0. Apply the concepts and skills of programming in solving problems 1 1 . Illustrate and analyze a wide variety of mathematical applications 1 2. Describe data and make appropriate inferences 1 3. 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 or 1 99. Students who earn the Bachelor of Science degree in mathematics will have demonstrated their attainment of the specific objectives by the following: 1. satisfactory performance on a comprehensive calculus examination, given at the end of Mathematics 322. 2. successful completion of a problem-solving course during their senior year with a grade of C or better. 1 62 / Mathematics 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 or 199; and Speech 105. A minor in mathematics consists of the following courses: Mathematics 122, plus five additional courses selected from Mathematics 123, 124, 306, 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. (5) Fall, Winter, Spring. An overview of basic skills in mathematics including ratio and proportion, percent, use of fractions and decimals, systems of measurements and linear equations. 101. College Algebra. (5) Fall, Winter, Spring. A study of sets, real numbers, operations, order, inequalities, polynomial factoring, functions, graphs, exponents, first- and second-degree equations, and systems of equations. Prerequisite: Mathematics 100 or satisfactory score on mathematics placement test. 105. Precalculus. (5) Fall, Spring. A study of calculus-oriented algebra and trigonometry. Topics include simplifying algebraic expressions, solving equations, exponential and logarithmic functions, applications of func- tions, graphs, and the trigonometric functions. Prerequisite: Mathematics 101 or satisfactory score on mathematics placement test. 114. Statistics. (5) Winter, Spring. A study of problems related to statistical procedures as applied to economics, education, the social sciences, and the life sciences. Prerequisite: Mathematics 101 or higher. 122. Analytic Geometry and Calculus I. (5) Fall, Winter. A study of analytical geometry, limits, continuity, the derivative with application. Prerequisite: Mathematics 111 or three units of college preparatory mathematics. 123. Analytic Geometry and Calculus II. (5) Winter, Spring. 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 Mathematics 152, with a study of problem formulation, computer simula- tion and solutions of numerical and non-numerical problems. Prerequisite: Mathematics 1 52. Mathematics 1 1 63 200. 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. A study of trigonometric functions, radian measure, identities, logarithmic functions, inverse functions, graphs, and applications. Prerequisite: Mathematics 101 or higher. 305. Theory of Numbers. (5) (On demand) An introduction to number theory. Prerequisite: Mathematics 122. 306. College Geometry. (5) Spring. An introduction to non-Euclidean geometry and an extension of the Euclidean system. Prerequisite: Mathematics 122. 310. Methods of Teaching Mathematics. (5) Fall, 1995. A study of methods of teaching secondary mathematics effectively. Prerequisites: Mathematics 122 and 333 or permission of instructor. 316. Probability and Statistics. (5) Winter. An introduction to probability and statistical inference. Prerequisite: Mathematics 1 22. 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 1 24. 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 minimal 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) Spring. A study of first and second order differential equations with applications, numerical methods, and solution in series. Prerequisite: Mathematics 323. 333. Modern Algebra I. (5) Fall. An introduction to modern abstract algebra. Prerequisite: Mathematics 1 24. 334. Modern Algebra II. (5) (On demand) A continuation of Modern Algebra I. Prerequisite: Mathematics 333. 1 64 / Mathematics 335. Linear Algebra. (5) Spring. An introduction to linear algebra and matrix theory. Prerequisite: Mathematics 333 or permission of instructor. 340. History of Mathematics. (5) Fall, 1996. An historical development of mathematical concepts. Prerequisite: Mathematics 123 or permission of instructor. 342. Complex Variables. (5) Winter, 1996. An introduction to complex variables. Prerequisite: Mathematics 322. 343. Analysis I. (5) Spring. An introduction to real analysis. Prerequisite: Mathematics 322. 344. Analysis II. (5) (On demand) A continuation of Analysis I. Prerequisite: Mathematics 343. 350. Problem Solving I. (1) A study of problem solving in the area of pre-calculus mathematics. Prerequisite: Consent of instructor. 351. Problem Solving II. (1) A study of problem solving in the areas of calculus and analysis. Prerequisite: Consent of instructor. 352. Problem Solving III. (1) A study of problem solving in the areas of abstract and linear algebras. Prerequisite: Consent of instructor. 356. Algebra for Elementary Teachers. (5) (On demand) A study of special topics in algebra relevant to elementary school mathematics. Prerequisite: Mathematics 101 or higher. 357. Geometry for Elementary Teachers. (5) (On demand) A study of special topics in geometry relevant to elementary school mathematics. Prerequisite: Mathematics 101 or higher. 359. Problem Solving in School Mathematics. (5) (On demand) Skills and strategies for solving mathematical problems are developed. 360. Finite Mathematics. (5) Spring. A study of finite mathematics with business applications. Prerequisite: Mathematics 101 or higher. 380. Discrete Mathematics. (5) Winter. An introduction to discrete mathematics. Topics include set theory, combinatorics, recurrence relations, linear programming, and graph theory. Prerequisite: Mathematics 122. Mathematics / 1 65 410. 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. 166/ Music Introduction The Creative Music Technologies major is a Bachelor of Arts undergrad- uate degree. Students of this program come from a wide variety of back- grounds that include instrumental/vocal performance, song writing, composition, electronic instruments, and computers. It is the belief of the music faculty that the Creative Music Technologies degree is designed to prepare students for an entry level position into the music industry. A wide spectrum of musical opportunities exists for graduates that are capable of working with the music tools of the modern world, and LaGrange College has remained committed to keeping its technology, faculty, and facilities state of the art. LaGrange College music majors are required to complete the 75 hours of course work that comprises the Creative Music Technologies core cur- riculum. The curriculum is designed to compliment the four-year students' general education needs, and it is strongly advised that CMT majors begin the program as first term freshmen. Transfer students need to be evaluated by the music faculty in order to be properly placed in the program. A limited number of talent based scholarships are available for incoming freshmen as well as transfer students who will be declaring the CMT major. No music scholarships will be awarded to music minors. Graduation Requirements for Creative Music Technologies A student graduating with the Creative Music Technologies major must meet all of the following criteria: 1. Complete satisfactorily all degree requirements as outlined in the Bulletin. 2. Participate regularly in all departmental activities, including faculty and visiting artists' recitals, master classes, workshops, and student recitals. 3. Complete satisfactorily a piano proficiency exam at the end of the sophomore year. If additional applied lessons are needed by the stu- dent to pass the piano proficiency exam, these credits will be counted as general electives. Music/} 67 Requirements for Major MUS101 Harmony I (includes lab) 5 hrs. MUS 102 Harmony II (includes lab) 5 hrs. MUS 103 Harmony III (includes lab) 5 hrs. MUS 112 *Music Survey I 5 hrs. MUS 174 Freshman Composition/Arranging 1 hr. MUS 208 Applied Music 6 hrs. MUS 240 Choir 3 hrs. MUS 250 Advanced Harmony and Form 3 hrs. MUS 251 20th Century Theory 3 hrs. MUS 252 Jazz Theory 3 hrs. MUS 274 Sophomore Composition/Arranging 6 hrs. MUS 369 Introduction to Electronic Music 5 hrs. MUS 370 Electronic Music I 5 hrs. MUS 371 Electronic Music II 5 hrs. MUS 374 Junior Composition/Arranging 4 hrs MUS 380 Junior Recital 1 hr MUS 465 Conducting 2 hrs MUS 470 Film Music 2 hrs MUS 474 Senior Composition/Arranging 4 hrs MUS 480 Senior Recital 2 hrs MUS 481 Internship Ohrs Total 75 hrs. *MUS 112 must be taken to fulfill the general education fine arts requirement. Music Minor MUS 101 Harmony I (includes lab) 5 hrs. MUS 102 Harmony II (includes lab) 5 hrs. MUS 1 03 Harmony III (includes lab) 5 hrs. MUS 208 Applied Music 6 hrs. MUS 240 Choir 3 hrs. Music electives chosen from the following: 6 hrs. 112 or 114, 250, 251, 252,252,369 Total 30 hrs. Course Descriptions 100. Music Fundamentals. (1) This course is designed to give a student, with no prior musical experience, the necessary skills to begin study. 1 68 / Music 101. Harmony I. (5) Fall (includes two-credit hour lab). Fundamental keyboard and music theory skills with emphasis on methods of sight-reading and musical analysis; scales, chord progressions, inversions, harmonization, and transposition. Also includes ear training. 102. Harmony II. (5) Winter (includes two-credit hour lab). Continuation of MUS 101. Prerequisite: MUS 101 or by placement. 103. Harmony III. (5) Spring (includes two-credit hour lab). Continuation of MUS 102. Prerequisite: MUS 102 or by placement. 110. Beginning Class Voice. (2) Group instruction in vocal performance with emphasis on basics of breathing, resonance, placement, and song preparation. 111. Beginning Class Guitar. (2) Group instruction in guitar performance with emphasis on the basics of reading, technique, tone production and solo playing. 112. Music Survey I. (5) Fall. A survey of music from the Medieval period through the Classic period. A class. 114. Music Survey II. (5) Winter, Spring. A survey of music from the Romantic period through the twentieth century. A class. 1 74. Freshman Composition/Arranging. (1 ) Class instruction in composition/arranging. A projects course. 208. Applied Music. (2) Individual instruction in piano, guitar, voice and other instruments as available. Check current quarter class listings for instrumental/vocal offerings. Also includes weekly performance semi- nar. May be repeated for credit. Private lessons. Placement by audition. 240. Chorus. (1) Fall, Winter, Spring. A performance organization designed to give training in choral performance. May be repeated for credit. 250. Advanced Harmony and Form. (3) Focus on theoretical practices of music from the classical to the early post-romantic periods. Includes tertian harmonic structure and thematic materials, four-part voice leading, form and analysis. Also includes ear training and sight singing. 251. Twentieth Century Theory. (3) Winter. Concentrated study in the techniques of 20th century composition. Topics include: impres- sionism, atonality, serialism, pandiatonicism, neoclassicism, minimalism, chance music, aleatoric music and also includes ear training and sight singing. 252. Jazz Theory. (3) Spring Theoretical foundations of Jazz harmony as well as the writing styles and techniques of Blues, Fusion, Rock, Gospel, and Pop music, jazz part writing, jazz arranging, ear training, and sight singing. Music I 1 69 274. Sophomore Composition/Arranging. (2) Class instruction in composition/arranging. A projects course. 369. Introduction to Electronic Music. (5) Fall. Basic studio techniques, music sequencing, music printing, synthesizers, sampling, and digital editing. No prior computer experience is required. 370. Electronic Music I. (5) Winter. Creative work in the electronic music domain with an emphasis on current and experimental styles. 371. Electronic Music II. (5) Spring. Continued creative work in the electronic music domain with an emphasis on music to pic- ture and interdisciplinary music techniques. 374. Junior Composition/Arranging. (2) Class instruction in composition/arranging. A projects course. 380. Junior Recital. (1) A performance of the student's creative work to be given during the junior year. Permission of Music Department chair required. 390. Special Topics, (variable credit) Private/class instruction for advanced students in topics not otherwise covered in the music catalog. The subject matter of this course is dependent upon the approval of both the instruc- tor and the Music Department chair. 465. Conducting. (2) Fall. Conducting techniques, score reading, rehearsal techniques, and concert programming. 470. Film Music. (2) Winter. A research course designed to deal with the musical esthetic and compositional concerns of the film music world. Classic films along with current releases are musically analyzed from a fine arts view point. Film music is approached from the platform that it is the highest level of commercial music activity. 474. Senior Composition/Arranging. (2) Class instruction in composition/arranging. A projects course. 480. Senior Recital. (2) A performance of the student's creative work to be given during the senior year. Permission of Music Department chair required. 481. Internship. (0) A supervised internship is coordinated by the department chair in one of the following off- campus environments: Recording Studio, Broadcast Facility, Post-Production House, Publishing Company, Independent Commercial Composer, Film Studio, Advertising Agency, Church Music Program, Performing Arts Company, Interactive Technologies, Video Production Facility, or other approved internship opportunities. 170/ Nursing I. ASSOCIATE OF ARTS DEGREE The purpose of the LaG range College Associate Degree program is to prepare individuals for careers in nursing with a Christian, liberal arts set- ting. 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, communicator, and member within the profession of nurs- ing. 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 founda- tion for further studies leading to a higher degree in nursing or other areas. The last class for the associate degree was admitted in September 1 994. 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 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. 3. A grade of C or higher must be earned in English 101, 102, and 103 in order to successfully complete the nursing program. 4. All general college non-nursing courses must be successfully com- pleted prior to the final quarter of the nursing program. 5. In order to progress to the sophomore level, a nursing student must have a 2.0 cumulative grade point average. *1 and 2 under progression requirements also apply to a student who receives a WF (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, Surgical, Psychiatric, Pediatric, and Maternity Nursing) will be adminis- tered 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 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. Nursing/ 171 Curriculum: The seven quarter curriculum consists of 58 hours of nursing, 28 hours of the general education curriculum, and 20 hours of general college courses. Only sophomore-level nursing courses will be offered in the final year (1 995-1 996) of the associate degree curriculum. SOPHOMORE Fall Winter Spring Nursing 214 12 Nursing 215 12 Nursing 216 12 English 103 .^3 Nursing 21 7 .^2 15 12 14 II. BACHELOR OF SCIENCE IN NURSING The Bachelor of Science in Nursing (BSN) curriculum consists of two plans to study. The basic program prepares graduates for entry into profes- sional nursing practice and confers eligibility for initial licensure as a regis- tered professional nurse (RN). A degree-completion option is designed for licensed RNs who wish to earn the BSN degree. The curriculum provides professional nursing education within a her- itage of Christian faith and liberal arts learning. The nursing major, grounded in an ethic of caring, encourages independent thought, apprecia- tion for the discovery of excellence, and commitment to supporting the health of individuals and society. BSN studies establish a sound foundation for professional nursing practice, graduate study, and continuing progress toward personal and professional goals. Faculty and students serve as resources for the College and community in nursing education, service, and research. Opportunities for collaborative study with students of other majors and clinical experience with varied health care providers empha- size the interdisciplinary nature of nursing practice. As professional nurses, graduates will be able to assist individuals, groups, and communities in meeting health care goals. The BSN program is designed to meet all standards for full approval by the Georgia Board of Nursing and for accreditation by the National League for Nursing. Program Goals: Graduates of the Bachelor of Science in Nursing program will be able to: Practice nursing from a knowledge and research base utilizing skills of critical thinking, creativity, and communication, with the ability to expand knowledge and skills through lifelong learning. 1 72 / Nursing Engage in nursing practice based in a value system consistent with pro- fessional standards of nursing and the philosophy of the nursing program, characterized by caring and valuing of self and others. Participate in transitions of health recognizing the opportunities and lim- itations imposed by historical, sociocultural, spiritual, legal, ethical, politi- cal, economic, and environmental contexts. Assume the role of professional nurse, accountable as provider of care, manager, collaborator, educator, learner, and resource for individuals, fami- lies, groups, and communities in promoting and restoring health and well-being. Admission to the BSN Program: Students may declare the intent to pursue a nursing major at any time. However, application for admission to the upper-division program is made during the sophomore year. Nursing studies begin at the junior level with the exception of Nutrition (NUR 305) which may be completed prior to admission to the nursing program. Admission requirements are as follows: 1 . Provide a completed Application for Admission to Nursing. An appli- cation form is available from the College Admissions office and in the office of the Division of Nursing. 2. Completion of a minimum of 97 credit hours of the College General Education Requirements and other required courses. Prerequisite courses which must be completed are: a. Human anatomy and physiology (2 courses, 10 credit hours). b. Microbiology (1 course, 5 credit hours). c. Human growth and development (1 course, 5 credit hours). d. English composition (minimum of 9 credit hours). e. One college-level mathematics course (5 credit hours). A grade of C or higher is required in anatomy, physiology, microbiology, and English composition courses. Should a student earn less than a C more than once in any of these courses, the student will be ineligible to enter the nursing program. A limit of five years applies to completion of anatomy, physiology, and microbiology courses. 3. A cumulative overall GPA of 2.5 or higher at the time of entry into the nursing program, including all courses completed or attempted at any insti- tution. A student whose GPA does not meet this requirement will be con- sidered on an individual basis. 4. An interview with a member of the nursing faculty may be required. An applicant may request an interview if desired. 5. An applicant who has completed any program of study leading to licensed employment in the health care area (such as registered or practi- cal nursing, emergency medical technician) must present the license in person. Nursing/ 1 73 Admission to the BSN Completion Option: The BSN Completion Option is open to Registered Nurses who have graduated from an Associate Degree or Diploma program in Nursing and who hold a valid license to practice as a Registered Nurse. Current Georgia RN licensure is required prior to entering a clinical nursing course. In addition to RN licensure, the general admission requirements above apply to RN applicants, with the following exceptions: 1 . RN students who enter the nursing sequence on a full-time basis must have completed all General Education Requirements and all required non- nursing courses through the junior level. No time limit applies to the com- pletion of anatomy, physiology, or microbiology courses. 2. Previously-earned nursing credits will be accepted within the stan- dards of the Georgia RN-BSN Articulation Agreement. Details of this Agreement are available in the Office of the Division of Nursing. Matriculation Requirements: 1 . An accepted student must possess a level of physical and emotional health sufficient to enable him/her to meet nursing program requirements and the standards of professional nursing practice. 2. Prior to beginning the first clinical nursing course, a medical exami- nation is required which documents the student's level of health and immunization or immune status. 3. Professional liability insurance (purchased on a group basis through the College) and basic cardiopulmonary resuscitation (CPR) certification is required prior to beginning the first nursing course and must be continued throughout all clinical nursing courses. Progression: 1 . A grade of C (75%) or higher is required for successful completion of all nursing courses. A grade of D, F, or WF is a failing grade. 2. A minimum cumulative GPA of 2.0 must be maintained throughout the period of enrollment in nursing courses. A nursing major whose GPA falls below 2.0 will be placed on departmental probation and has one quarter in which to raise the GPA to 2.0 or higher. Failure to achieve a 2.0 in one quarter will result in withdrawal from the nursing program. A 2.0 GPA is required for entrance into senior level courses. 3. A student may repeat a nursing course only once. If a second failing grade is earned in any nursing course, the student will not be eligible to continue in the nursing program. Should this occur, a student may petition for readmission no sooner than two years following the second nursing course failure; all admission requirements would apply. 4. All general education and other required non-nursing courses, with the exception of BUA 371, must be completed prior to beginning the senior level nursing courses. 1 74 / Nursing 5. A student who for any reason is not enrolled in a clinical nursing course for a period of more than twelve (12) months must apply for read- mission and meet all standards for continuation in the nursing program. Readmission is subject to available clinical space. In addition to the guidelines above, the following policies apply to pro- gression in the BSN Completion Option: 1. A valid Georgia RN license must be maintained throughout enroll- ment in nursing courses. 2. All previously earned ADN or Diploma nursing credits will be placed in escrow when the RN student enters the nursing program. Upon satisfac- tory completion of 10 credit hours of BSN nursing courses, the escrowed credits will be transferred to the student's permanent academic record. Should the RN student not be successful in the initial 10 hours of nursing course(s) / the previously earned nursing credits will not be applied toward the BSN degree. Assessment in the Major: NLN (National League for Nursing) achievement tests are administered at intervals throughout the nursing program. These tests are included within specific nursing courses. During the final quarter of nursing studies, all students will complete a comprehensive assessment of learning in the major: Non-RN students will complete a standardized comprehensive examination in nursing. A score sufficient to document adequate knowledge for beginning practice and successful licensure must be earned. The minimum passing score is deter- mined annually by nursing faculty. RN students will complete an essay- type examination. Should a passing score not be achieved, the student will have opportunity to complete review activities and a second assessment. A passing score must be earned in order to graduate. A complete description of these assessment processes will be provided to students during the first quarter of nursing studies. Courses: 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, nutri- tion, patient education, growth and development and psychomotor skills are integrated throughout. Prerequisite: Nursing 112. 21 5. Care of the Adult and Child II. (8 hrs. lee, 1 2 hrs. lab per week) (1 2) 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. Nursing/ 1 75 216. 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 21 5. 217. Nursing Seminar. (2) Spring. A study of issues and trends in nursing practice, with emphasis on the legal, ethical, and pro- fessional responsibilities of a registered nurse. Prerequisite: Nursing 21 5. Corequisite: Nursing 216. 305. Nutrition and Health. (2) Fall, Spring. An introduction to nutrition concepts and current dietary trends, focusing on health promo- tion. Nutrients are explored with regard to sources, dietary requirements, and health implica- tions. Student interests are incorporated. Prerequisite: None. Open to non-majors. 310. Concepts in Health Promotion I: Focus on Aging. (4 hrs. class, 6 hrs. lab/clinical per week) (6) Fall. A foundation course to introduce and develop concepts, practices and processes of health promotion in professional nursing, emphasizing the needs of the elderly. The skills of commu- nication, problem solving, and critical analysis in nursing are included. Prerequisite: Admission to BSN program. Co-requisite: Nursing 311, 312. 311. Health Assessment Across the Life-span. (2 hrs. class, 3 hrs. lab per week) (3) Fall. A study of the health assessment process applied to persons of all ages, with emphasis on building knowledge and skill in data acquisition, organization, and interpretation. Prerequisite: RN status or Co-requisite: Nursing 310. 312. Transitions: A beginning Nursing Seminar. (3) Fall. An introduction to professional nursing practice and the varied roles of the nurse in multiple practice settings. The significance of research in nursing practice and inquiry as a means of defining the nursing role are included. Prerequisite: Admission to BSN program. 313. Transitions: A Seminar for Registered Nurses. (3) Fall. A study of varied perspectives and conceptual bases of the professional nursing role. The research process and research significance in nursing practice is introduced. Prerequisite: Admission to BSN program; RN status. 330. Concepts in Health Promotion II: Mother, Child, Family. (5 hrs. class, 9 hrs. lab/clini- cal per week) (8) Winter. A study of nursing care of mother, child, and family, including selected women's health care issues. The nursing role in health promotion is emphasized, with examination of physical, developmental, and psychosocial challenges to health. Prerequisite: Nursing 310. 331. Pharmacology in Nursing. (4 hrs. class, 3 hrs. lab per week) (5) Winter. Pharmacologic concepts and skills essential for nursing practice, including the basic science of drugs, determination of dosage, and medication administration techniques. Prerequisite: Nursing 310 or RN status. 1 76 / Nursing 350. Concepts in Health Restoration I: A Life-span Focus. (5 hrs. class, 9 hrs. lab/clinical per week) (8) Spring. The foundation course in nursing care of individuals and families who are experiencing chal- lenges to health, emphasizing understanding and skill in health restoration. Prerequisite: Nursing 330 and Nursing 331 . 410. Concepts in Health Promotion III: A Community Focus. (6 hrs. class, 12 hrs. lab/clini- cal per week) (10) Fall. A course directed toward the knowledge and skills necessary to the practice of community health nursing. Emphasis is placed on the promotion and protection of the health of individu- als and groups within the context of community. Prerequisite: Nursing 350 or Nursing 313. 420. Concepts in Health Restoration II: A Mental Health Focus. (3 hrs. class, 6 hrs. lab/clinical per week) (5) Fall. A study of the practice of mental health nursing, including the factors influencing mental health and illness, resources for care, and critical communication requirements. Prerequisite: Nursing 350. 430. Concepts in Health Restoration III: Complex Problems Across the Life-span. (5 hrs. class, 9 hrs. lab/clinical per week) (8) Winter. A study of advanced nursing care relevant to acutely ill patients with complex health prob- lems. Learning experiences emphasize collaboration and critical analysis necessary in provid- ing and coordinating care. Prerequisite: Nursing 420. 431. Research in Nursing. (5) Winter. A course designed to assist students in devloping a sense of inquiry, including research designs, sampling strategies, data analysis methods, and the use of research in clinical nursing practice. Prerequisite: Nursing 31 2 or Nursing 313. 450. Role Transition: A Clinical Practicum. (2 hrs. class, 21 hrs. lab/clinical per week) (9) Spring. A course to facilitate the transition to professional practice. Leadership and management roles are assumed in clinical practice and increasing autonomy in patient care is guided through preceptorial experiences. Prerequisite: Nursing 430. Co-requisite: Nursing 452. 451. Leadership in Nursing. (3) Spring. A study of the principles of leadership applicable in professional nursing practice, building upon prior courses in nursing, management, and the liberal arts and emphasizing the stu- dent's personal goals. Prerequisite: BUA 371 , Nursing 430 or 31 3. 452. Senior Seminar in Nursing. (2) Spring. A seminar to assist students in synthesizing learning related to the roles and practices of pro- fessional nurses, exploring the health care system, and the legal-ethical, sociopolitical, cul- tural, and professional issues influencing contemporary nursing. Prerequisite: All nursing courses except current co-requisite. Co-requisite: Nursing 450 or Nursing 460. Nursing/ 1 77 460. Practicum for Registered Nurses. (18 hrs. lab/clinical per week) (6) Spring. A clinical practicum to facilitate RN transition to professional practice. Prerequisite: All nursing courses except co-requisite Nursing 452. 495. Independent Study in Nursing. (Variable) (On demand) For students meeting requirements, the opportunity to pursue special interests beyond those in the formal course of study. Prerequisite: Completion of 2/3 nursing major, 3.0 GPA, and permission. 178/ 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, 1995. A historical survey of Greek, Roman, and Medieval philosophy. 302. History of Philosophy II. (5) Winter, 1996. 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, 1996 An investigation of the persistent problems of mankind in philosophy and religion. / 179 Physics Introduction The physics curriculum at LaGrange College serves two basic purposes: 1) an introduction to the physical sciences, oriented towards develop- ing problem solving and reasoning skills suitable for the general requirements of the college. 2) support courses for programs in mathematics, chemistry, biology, computer science, dual-degree in engineering, pre-medicine, phar- macy and education. Course Descriptions 101. Introductory Physics I. (4 hrs. Iec v 2 hrs. lab per week) (5) Fall. A noncalculus-based introduction to elementary kinematics, dynamics, energy, momentum, fluids, and mechanical waves. Prerequisite: MJH 105. 102. Introductory Physics II. (4 hrs. lee, 2 hrs. lab per week) (5) Winter. A continuation of 101 and is an introduction to electric charge, Coulomb's Law, electric and magnetic fields, and thermodynamics. Lab introduces the student to electronics. Prerequisite: PHY 101. 103. Introductory Physics III. (4 hrs. lee, 2 hrs. lab per week) Spring. A continuation of Physics 102, providing an introduction to geometric and wave optics, spe- cial relativity and quantum physics. Prerequisite: PHY 102. 121. General Physics I. (4 hrs. lee, 2 hrs. lab per week) (5) Fall. A calculus-based introduction to particle dynamics, energy and momentum conservation, and rotational dynamics, and hydrostatics. Prerequisite: MTH 123. 122. General Physics II. (4 hrs. lee, 2 hrs. lab per week) (5) Winter. A continuation of Physics 121 covering electricity and magnetism, heat and thermodynamics, and simple circuits. Lab introduces the students to electronics. Prerequisites: PHY 121, MTH 1 24. 123. General Physics III. (4 hrs. lee, 2 hrs. lab per week) Spring. A continuation of Physics 122, providing an introduction to geometric and wave optics, spe- cial relativity and quantum physics. Prerequisite: PHY 122. 210. Modern Electronics Lab I. (2) A "hands-on" approach to electronics designed to provide experience of use to students in the sciences. Topics include diodes, transistors, and basic applications of these circuit elements. Prerequisites: PHY 1 02 or PHY 1 22. 180/ Political Science Introduction The political science program offers liberal arts students an opportunity to develop their capacity to analyze and interpret the significance of politi- cal events and governmental processes. Students majoring in political sci- ence are prepared for careers in fields such as law, business, public administration, teaching, criminal justice, and journalism. Objectives Students majoring in political science at LaGrange College will acquire basic knowledge of these areas: 1 . The values, processes, and institutions that affect collective decision- making and contemporary politics in the United States. 2. The comparative analysis of the values, processes, and institutions that affect collective decision-making and contemporary politics in the United States and other countries. 3. The relations between and among states, especially those affecting international conflict and international cooperation. 4. The ethical dimensions of public policy issues, political practices, and constitutional and legal questions. Students majoring in political science at LaGrange College will also acquire the basic skills necessary to comprehend and perform modern political analysis. These include: 1. Ability to analyze the foundations of and differences between nor- mative and empirical inquiry. 2. Knowledge of the basic elements of research design and methods in normative, empirical, and historical studies of politics. 3. Knowledge of basic data management and analysis and of the use of computers in political research. 4. Ability to convey findings in both written and oral presentations. Course of Study The program in political science offers both a major and minor course of study in political science. The program's major requires a mix of both general education and department courses. Those planning to pursue a major in political science are encouraged to declare so by the beginning of the second quarter of their sophomore year. For a Major in Political Science. 1 . Demand Sequence from the General Education Curriculum Political Science 101 United States Government Economics 101 Contemporary Economic Issues Political Science/ 181 Those intending to major in political science must complete Political Science 101 before attempting any courses in the program demand sequence. Potential majors are encouraged to select a second history sequence beyond general requirements (either History 101 and 102 or History 111 and 112), Economics 201 or 203, Psychology 149, or Sociology 146 to fulfill their general education requirements. Total demand hours: 10 2. Demand Sequence from the Program in Political Science Political Science 301 Research Methods in Political Science Political Science 210 Comparative Politics Political Science 220 International Politics Political Science 451 Selected Topics in Political Science Majors must also complete an additional thirty (30) hours of elective courses chosen from the two, three, and four hundred level courses listed for the program in this catalog. Total demand hours: 50 For a Minor in Political Science A minor in political science may be earned by taking thirty (30) hours of elective courses approved by the program faculty. Students minoring in political science must take Political Science 101. At least fifteen (15) hours of the elective courses must be in 300-level courses. Assessment of Objectives Assessment of the objectives of the program in political science is based on successful completion of each major course with a grade of C or better and successful completion of Political Science 451 : Selected Topics in Political Science. To enroll in Political Science 451, students must have completed Political Science 101, 210, 220, 301 and an additional fifteen (15) hours of elective courses in the program demand sequence or have received the permission of program faculty and the chairman of the department. Special Opportunities The program in political science supervises a variety of internships in local, state, and national government. Students interested in pursuing one of these opportunities should consult with the program faculty. Students wishing to combine studies of political science and criminal justice may easily pursue a minor course of study in criminal justice. The faculty of the two programs should be consulted to insure that require- ments for both will be met. 1 82 / Political Science Course Offerings 101. United States Government. (5) An introduction to political science through an analysis of the political system of the United States. Topics considered include: basic concepts of political science, federalism, civil liberties and civil rights, basic governmental institutions, elections and public opinion, political parties and groups, and domestic and foreign 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. 210. Comparative Politics. (5) An introduction to comparative analysis of political systems. Topics considered include: basic concepts of comparative theory, modern history of politics in developed and developing areas, the interaction of political and economic factors in developed and developing areas, politics and state institutions in selected countries, and comparative aspects of domestic and foreign public policy. 220. International Politics. (5) Examines issues related to how nation-states interact in the global system. Topics considered include: war and power, economic and social interdependence, and problems specifically associated with developing nations. 301 . Research Methods in Political Science. A study of basic social science research methods as applied in political science. Topics con- sidered include: research design and data collection; measurement and causality; fitting mod- els to data with various methods; graphic analysis; and the use of statistical software. 302. Social Change. (5) An examination of the processes determining social change. (See also Sociology 302.) 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.) 31 0. Constitutional History of the United States to the Present. (5) An analysis of fundamental constitutional development from 1 776 to the present. (See also History 310.) Prerequisite: History 111-112. 320. States and Politics in Developing Areas. (5) A comparative study of the political systems of developing societies. Topics considered include: basic comparative theory; modern history of developing societies; political systems of selected states; and the interaction of political and economic factors in developing societies. Prerequisite: PSC 210 or consent of instructor. Political Science/ 1 83 321. Special Problems in Political Science. (5) Examines issues related to political science. Topics may include: war and politics, human rights, and international cooperation. 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. 330. American Judicial Institutions. (5) A study of the judicial institutions of the United States. Topics considered include: the struc- ture and powers of national and state courts, judicial procedure, judicial politics, court administration, and policy formation by judicial institutions. Prerequisite: PSC 1 01 , 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. 340. Themes in Political Philosophy. (5) An introduction to the basic ideas of political philosophy. Topics considered include: the social and historical context of political theory; the development of major ideas in political philosophy; critical analysis of important works; and the relation of political theory to con- temporary politics. 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 agri- culture. 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 administrative law, and the regulatory agencies. Prerequisites: ECO 201 , 203, or consent of instructor. 350. State and Local Government. (5) A comparative analysis of state and local governments in the United States. Topics considered include: basic concepts of political science, federalism, state constitutions, elections and pub- lic opinion in states and localities, state and local political parties and interest groups, basic governmental institutions in states and localities, and analysis of aspects of state and local public policy. 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.) 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) A seminar course on a major subject of national or international concern based on individual research and assigned readings. 184/ Psychology INTRODUCTION The goal of this department is to acquaint the student with basic princi- ples of behavior and the research methods necessary to understand them. OBJECTIVES A student who graduates from LaGrange College with a major in psy- chology will: 1. recognize the importance of an EMPIRICAL approach in attempting to understand behavior. 2. be familiar with the concepts, terms, and explanatory principles characteristic major psychological theorists and be able to evaluate them critically through application of the principles of logico-empir- ical science. 3. be able to identify and discuss examples of the major "types" of learn- ing, to wit: classical, operant, observational, information processing. 4. be familiar with generalizations regarding physiological correlates of behavior. 5. be familiar with the major historical developments in psychology. 6. be familiar with the terminology of the current edition of the Diagnostic and Statistical Manual of the American Psychiatric Association (DSM IV). 7. be familiar with the different theoretical approaches (including the psychoanalytic, the humanistic, and social learning-behavioral) in the description, etiology, and therapy of behavioral disorders listed in DSM IV. 8. be able to list and discuss the various objective and projective per- sonality assessment techniques and various rating scales including the Rorschach and Holtzman inkblots, the Thematic Apperception Test, the MMPI, the Q-sort, and the 1 6-PF. 9. recognize the basic philosophical (e.g., What is personality?) and methodological issues (e.g., how do we quantify and measure per- sonality) in psychological research. 10. be familiar with the sections of an APA style research report includ- ing the kinds of information typically found in each. 11. be familiar with the standard procedures for summarizing data, including the construction of frequency tables, the calculation of measures of central tendency (means, medians, and modes), calcu- lation of measures of dispersion (range, variance, and standard devi- ation), and correlation coefficients. 12. be familiar with the logic of hypothesis testing including the state- ment of research and statistical hypothesis, the notion of Type I and Psychology 1 1 85 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, and chi-square). 13. recognize the concepts and principles of psychology as exemplified in everyday situations. A major in psychology consists of 60 quarter hours (12 courses) beyond the introductory course (PSY 149). Forty of these hours come from the cate- gories below. Methods (Both Required See Note 1 Below) PSY 298, PSY 299 Experimental Content (Select Two) PSY 455, PSY 465, PSY 470 Social/Personality/Development Content (Select Three See Note 2 Below) PSY 321 , (PSY 202 or PSY 358), PSY 350, PSY 460 Advanced Special Topics (Required See Note 3 Below) PSY 480 Notes: 1. Since this department views psychology as a research based disci- pline, it is strongly recommended that the student complete PSY 298 and PSY 299 as soon as possible after the major is declared. < 2. Students may take either PSY 202 or PSY 358 but not both to satisfy this requirement. If a student takes both, one course counts toward the 20 hours of major electives. 3. PSY 480 will be offered once per year and will involve advanced study of a specialized topic. Topics will vary from year to year. 4. PSY 149, Introduction to Psychology, is the prerequisite to all 200 level and above psychology courses. Some courses have other prerequisites. Major Electives An additional 20 hours of major courses will be selected by the student. A student may select any 300 or 400 level psychology course beyond those counted in the required areas. Up to three courses selected from SOC 247, SOC 300, SOC 308, and BIO 148 may be applied toward the major with the approval of the advisor. Assessment The accomplishment of the psychology objectives will be demonstrated by obtaining an acceptable score on the area concentration achievement test (ACAT) in psychology. Normally, this test will be given during the stu- dent's final quarter at LaGrange College. 1 86 / Psychology Career Options Students who complete the major in psychology have a wide variety of career options. Psychology is a very broad field which overlaps many dif- ferent 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 preparation for advanced study in law, social sci- ence, counseling, and psychology. Miscellaneous 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 1 01 , 1 02 sequence to satisfy the science portion of the general requirements. 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 200- 300- and 400-level psychology courses. 202. 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 major theories of development. 298. Behavioral Statistics. (5) Fall. Introduction to the measurement of behavior and quantitative methods of data analysis. An emphasis on parametric statistics and their application to the behavioral sciences. 299. Research Methods. (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 298 or consent of professor. 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. 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), altruism, 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. Psychology/ 187 341. Human Sexuality. (5) (On demand) 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, current theories, and treatments of deviant behavior. 351. Introduction to Counseling. (5) Winter. An introduction to counseling approaches, methods, and assessment techniques. Emphasis is placed on individual counseling. Prerequisite: PSY 298 or consent of professor. 356. Microcomputer Applications in the Behavioral Sciences. (5) (On demand) 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. Prerequisite: CSC 1 63 or consent of professor. 357. Psychology of Religion. (5) (On demand) Psychological interpretation of religious experience and growth. 358. Psychology of Aging. (5) Winter. Human aging is examined from physiological (e.g., sensory and cardiovascular changes), psy- chological (e.g., memory and intellectual changes), and sociological (e.g., adjusting to retire- ment) perspectives. Also, death and disorders associated with aging such as Alzheimer's Disease are explored. 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. 455. Cognitive Psychology. (5) (On demand) An information processing analysis of topics in perception, thinking, learning, and memory. 460. Psychology of Personality. (5) Winter. A critical study of major personality theories, principles and instruments of assessments, and relevant empirical research. Prerequisites: PSY 298 and PSY 299 or consent of professor. 465. Physiological Psychology. (5) (On demand) Neuroanatomy and neurophysiology will be explored and will provide a foundation for examining biological aspects of various behaviors (e.g., sensory processes, sleep, sexual behavior). Also, the psychopharmacology of selected drugs and genetic influences on behav- ior will be considered. 470. Psychology of Learning. (5) Spring. A survey of principles, research findings, and applications of classical, operant, and observa- tional learning. Prerequisites: PSY 298 and PSY 299 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. 188/ 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 selec- tion of positions in church-related vocations. Students with a major in reli- gion can enter a variety of fields. 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. 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 Christian faith. A major in Christian Education consists of the following courses for a concentration: 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 addition, selected courses from other departments may be recommended. Candidates completing the Bachelor of Arts degree with this concentration will have fulfilled two of the four certification studies for the Associate in Christian Education in the United Methodist Church. 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 devel- opment 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 course 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. Religion / 1 89 Course Descriptions 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 experiences with a special emphasis on Christian faith and life. 150. Introduction to the Archaeology of Palestine. (5) Spring, 1995. A study of the method and results of archaeology study in Palestine and related areas. 160. World Religions. (5) (On demand) A study of the literature and teachings of the great living religions and a comparison of the non-Christian faiths with Christianity. 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 considered 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 incorporate work on station and lectures pertaining to the work of that specific area. 237. Religion and American Life: Its Way in Worship. (2) Quarterly. The practicum is designed to enable students to explore theological reflection on actual wor- ship experiences. The order and elements of worship will be analyzed for their effectiveness as teaching tools and as corporate acts of worship. 303. To rah (Law). (5) Fall, 1995. A detailed study of the first five books of the Old Testament. 304. Neviim (Prophets). (5) Winter, 1996. A detailed study of prophetic movements in Israel and of the individual prophets, their histori- cal background, lives, messages, and contributions to the religious life of Israel. 305. Ketuvin (Writings). (5) Spring, 1996. An examination of wisdom, apocalyptic and poetic literature of the Old Testament. 1 90 / Religion 310. Introduction to Biblical Greek I. (5) Fall, 1994. A beginning course designed to teach the fundamentals of Biblical Greek. 311. Introduction to Biblical Greek II. (5) Winter, 1994. A continuation of REL 301 . 31 3. Life and Teachings of Jesus. (5) Fall, 1 994. 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, 1995. 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, 1996. 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, 1996. A history of the Christian Church from the close of the Apostolic Age to the end of the Middle Ages. 323. Methodism. (5) Winter, 1995. A survey of the history and thought of Methodism. 329. Contemporary Christian Thought. (5) Spring, 1995. A survey of the development of Christian thought, with particular attention to the nineteenth and twentieth centuries. 330. Introduction to Christian Education. (5) Fall, 1994. An examination of goals, methods, and techniques used in the church-school educational program. 331. Methods in Christian Education I (Children). (2) Fall, 1994. A study and application of methods in Christian Education for children. 332. Methods of Christian Education II. (2) Winter, 1995. A study and application of methods in Christian Education for youth. 333. Methods of Christian Education III. (2) Winter, 1995. A study and application of the methods in Christian Education for adults. 334. Worship in the Church. (2) Fall, 1995. A brief examination of worship in the church as an historical and a contemporary experience. 335. Curriculum in Christian Education. (2) Winter, 1996. A study of the various curricula used in the educational programs of the church. 336. Out-door Ministry. (5) (On demand) An examination of the goals and methods utilized in the various ministries out-of-doors. 338. Church Music. (5) Fall. (On demand) A study of the history and types of church music and its use in the church. Religion /191 341. Introduction to Mission. (5) (On demand) A study of philosophy and program of mission in the Church. 350. Psychology of Religion. (5) Winter, 1995. Psychological interpretation of religious experience and growth. 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. 192/ 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 function- ing 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/her education, working under supervision in a variety of community-based social agencies. Students completing majors in social work will have a fundamental knowledge of the role of social work in dealing with behavioral problems and will have demonstrated the ability to apply this knowledge in a practi- cal 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 under- standing of the criminal justice system. Course Requirements for the major in social work are: Sociology 1 46, 247, 253, 300, 301 , 490A and 490B 40 hours Psychology 149, 202, 321, and 350 20 hours Mathematics 114, Mathematics 316, or Psychology 298 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 descriptions 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 75% or better on the State of Georgia Merit System Exam in one of the following areas: 1. Senior Caseworker 2. Behavior Technician 3. Course Service Worker 4. Probation/Parole Officer OR (B) An interview with an examination by a panel of social work/ criminal justice administrators. OR (C) 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. Sociology/Social Work/ 193 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 enforcement 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 pre- requisite to all 300-level sociology courses. 148. Introduction to Anthropology. (5) Fall, Winter. A general introduction to physical and cultural anthropology. 247. The Family. (5) Fall, Winter, Spring. An analysis of contemporary marriage and family experiences. 253. Social Problems. (5) Winter. A study of selected social problems in American society which are related to deviant behav- ior, 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) (On demand) 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. 1 94 / Sociology/Social Work 309. Public Administration. (5) (On demand) An introduction to public administration in the United States. 311. Introduction to Outdoor Therapy Methods I. (3) (On demand) 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) (On demand) A continuation of SOC 311. Prerequisite: SOC 31 1. 315. Social Work Methods. (3) Fall. A focus on social work methods emphasizing case work and group work as practiced in social service settings. (Offered concurrently with SOC 300, restricted to BSN students). 490A. Seminar in Social Work Methods. (5) Winter, Spring. Individual and group study of methods of social work practice-casework, group work and community 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. / 195 Speech INTRODUCTION Communicating effectively in the oral tradition is a hallmark of a well- educated person. Many courses at LaGrange College emphasize the devel- opment of this skill. There is one course required of all students that begins this process. Course Description 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. 196/ Theatre Arts INTRODUCTION The Department of Theatre Arts offers a pre-professional training pro- gram emphasizing the practical aspects of theatre and the importance of process. It is the belief of the faculty that the training process must simulate the "real world" of theatre. With the belief that theatre is both an art form and a business, the curriculum provides a strong undergraduate foundation in theatre performance, design/production, and literature. Classroom instruction is enhanced through practical experiences in the form of fully staged productions each quarter. Students may also participate in the department's Summer Repertory Company, an intensive program in acting, technical theatre, stage management, and other production areas. Offering a B.A. in Theatre Arts, majors are required to complete a 52 hour flexible core curriculum designed to allow students to create a generalist, performance, or design/production emphasis. In addition, 20 hours of elec- tees are required in theatre. OBJECTIVES The following objectives are established as a basis for the training pro- gram in Theatre Arts. Upon application for graduation, the Theatre Arts major will be expected to: 1 ) have an understanding of the basic theoretical and evolutionary con- cepts behind each of the three major divisions within the discipline: performance, design/production, and literature. 2) have an artistic vocabulary, especially in their specific area of con- centration. 3) have the technical knowledge pertaining to the student's chosen area of concentration, but not limited to it. 4) demonstrate an understanding of auditioning (actors) and or portfolio presentation (designers/technicians) through a juried presentation. 5) be knowledgeable of various unions within the entertainment indus- try, including but not limited to, Actors' Equity Association (AEA), United Scenic Artists (USA), and the Screen Actors Guild (SAG). 6) be knowledgeable of viable avenues of employment and sources noting such information. 7) have an understanding of opportunities for graduate studies and employment in theatre and the performing arts. Theatre Arts / 197 GRADUATION REQUIREMENTS FOR THE THEATRE ARTS MAJOR A student graduating with a major in Theatre Arts must meet all of the following criteria: a. Satisfactory completion of all degree requirements as outlined in the catalogue. b. A minimum score of 70% on the Departmental Assessment Test, to be administered prior to a student filing a petition to graduate. This D.A.T. may be repeated as necessary. c. Quarterly participation in all departmental production activities, including auditions, set and costume construction, production crews and production strikes.* d. Attendance at all scheduled departmental meetings and activities.* Student progress towards the above requirements will be evaluated by the faculty each spring. Recommendations will be forwarded to the student. Departmental policies concerning student progress are outlined in the Theatre Arts Policy and Procedure manual. ADMISSION TO THEATRE ARTS MAJOR In order to be admitted and to continue as a Theatre Arts major, a stu- dent must meet the following criteria: A. Overall GPA of 2.25 or better B. Writing proficiency a grade of C or better in English 101, 1 02 and 103 C. Oral or Theatrical Proficiency a grade of C or better in either SPC 105orTHA 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 THA 110 pertinent to: 1) attendance 2) attitude 3) cooperation 4) oral and written skills 5) enthusiasm and dedication to theater A student that has not met all of the above criteria may be admitted pro- visionally. The student admitted provisionally has two quarters in which to meet all criteria. 5 hrs. 5 hrs. 5 hrs. 5 hrs. 5 hrs. 2 hrs. 5 hrs. 5 hrs. 5 hrs. 5 hrs. 5 hrs. 5 hrs. 5 hrs. 20 hrs. 1 98 / Theatre Arts REQUIREMENTS FOR MAJOR: A total of 72 quarter hours are required for the Theatre Arts major. Core Requirements (37 hrs): THA 102 Drama Survey II THA 1 1 Essentials of Theatre THA 1 80 Stagecraft THA 184 Acting I THA 190 Theatre History THA 286 Makeup for the Stage THA 330 Analysis of Drama THA 370 Fundamentals of Directing Core Option Three of the following (15 hrs): THA 451 Auditioning THA 351 Advanced Acting THA 360 Principles of Theatrical Design THA 381 Principles of Lighting Design THA 420 Theatre Management Electives Total 72 hrs. Note: THA 101 Drama Survey I taken as general education fine arts requirement. REQUIREMENTS FOR THE THEATRE ARTS MINOR THA 1 1 Essentials of Theatre THA 1 80 Stagecraft THA 184 Acting I THA 190 Theatre History Theatre Electives* Total 30 hrs. 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. 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. 5 hrs. 5 hrs. 5 hrs. 5 hrs. 10 hrs. Theatre Arts 1 1 99 110. Essentials of the Theatre. (5) A course designed to introduce the student to the various aspects of the theatre. Topics include acting, directing, design, production, and dramatic structure. 180. Stagecraft. (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. 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. 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-cen- tered 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. (1) A course designed to provide opportunities for participation in various aspects of dramatic production including acting, scenery and costume construction, lights, box office, promotion, and house management. (May be repeated four times for credit.) Prerequisite: Consent of instructor. 286. Makeup for the Stage. (2) A study in the theories and application of stage makeup. Topics may include corrective, old age, and character makeup, as well as prosthetics. 300-301-302. Summer Theatre Repertory Company. (15) Prerequisite: Consent of instructor. 310. Fundamentals of Playwriting. (5) (On demand) A course designed to stimulate critical and creative faculties through the preparation of origi- nal material for the theatre. Students will be guided in the completion of writing a one-act play. Prerequisite: Consent of instructor. 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. 200 / Theatre Arts 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. 345. Musical Theatre I. (5) A study of the development, the music, the staging, and the scripts of musical theatre. 346. Musical Theatre II. ?5) A practical study of the basic techniques of musical theatre, emphasizing stage movement and singing and acting styles. May be taken independently of Musical Theatre I. 351. Advanced Acting. (5) A continuation of THA 1 84, 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: THA 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 drawing with highlight and shadow, the use of color, and selected rendering materials and techniques. Prerequisite: THA 180. 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: THA 1 1 0, 1 80, 1 84, 330 or consent of instructor. 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. Principles of Lighting Design. (5) This course will provide the student with a series of practical design projects related to light- ing for the stage. 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: Jh A 110. 420. Theatre Management. (5) An introduction to economic and administrative aspects of American theatre, especially as they apply to repertory, community, and educational organizations. 451. Auditioning. (5) A course designed for developing audition techniques and examining guidelines for audition procedures, with emphasis on resume organization and audition material selection and per- formance. Prerequisite: THA 1 1 0, 1 84. Theatre Arts/ 201 470-1-2. Special Topics. (2-5 hours) This series of courses provides the student with material not covered in courses presently offered by the department, including but not limited to, Stage Combat and Period Styles of Acting. Prerequisite: Consent of instructor. 484. Production Seminar. (5) A course designed to offer qualified juniors and seniors the opportunity to complete project proposals in acting, directing, design (scenic, lighting, and costume), and playwriting. All pro- posals must be approved by the Department Chair and are subject to scheduling and faculty supervisory commitments. 202/ /203 Faculty, Trustees and Administration Faculty SPRING 1995 Nancy Thomas A I ford (1 969) Assistant Professor of Health, Physical Education and Recreation; Dean of Student Development B.S., Georgia College at Milledgeville; M.S., University of Tennessee Ann Clark Bailey (1959) Associate Professor of International Studies: Language and Culture A.B., Wake Forest College; M.A., Emory University; University of Georgia -Mary Kathryn Bates (1984) Associate 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 Adolofo Benavides (1986) Professor of Business Administration and Economics, Chair, Division of Business Administration and Economics B.B.A., University of Puerto Rico; M.A., Ph.D., Washington State Universih Jon Birkeli (1987) Professor of Business Administration and Economics A.B., Lenoir-Rhyne College; Ph.D., University of South Carolina Vernon S. Brown, Jr. (1982) Associate Professor of Art and Design B.V.A., M.V.A., Georgia State University Julia B. Burdett(1976) Associate 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 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 Janet P. Callahan (1993) Assistant Professor of Business Administration and Economics B.S., Northland College; M.Ac., Northeast Missouri State University John Granger Cook (1 994) Assistant Professor of Religion B.A., Davidson College; M. Div., Union Theological Seminary; Ph.D., Emory University; Alliance Francaise of Paris; University of Grenoble. Roland B. Cousins (1990) Professor of Business Administration B.S., M.S., Virginia Polytechnic Institute; D.B.A., Indiana University Karen M. Daley (1995) Instructor of Nursing B.S.N., Villanova University ; Troy State University 204 / Faculty, Trustees and Administration Nina Dulin-Mallory (1989) Assistant Professor of English B.A., Clemson University; M.Ed., LaGrange College; Auburn University SueM. Duttera(1990) Associate Professor of Chemistry/Physics B.S., Ph.D., Duke University Steven Earl Edwards (1992) Assistant Professor of Theatre Arts B.A., Texas Wesleyan University; M.A., University of Arkansas; Ph.D., Texas Tech University Steven Mark Ensley (1991) Assistant Professor of Music B.M., University of North Carolina; M.M., M.F.A., University of Wisconsin Charles H. Evans (1981) Professor of Psychology B.S., M.S., Ph.D., University of Georgia Michael C. Frassetto (1990) Assistant Professor of History B.A., LaSalle University; M.A., Michigan State University; Ph.D., University of Delaware Santiago A. Garcia (1 977) Professor of Education B.A., Tulane University; M.A., San Jose State University; Ph.D., Georgia State University LukeK. Gill, Jr. (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 Lynn D. Harris (1995) Instructor of Nursing A.D., B.A., LaGrange College; B.S., M.S.N., Medical College of Georgia Jennifers. Harrison (1995) Assistant Professor of Education Baccalaureate, University of Warwick; M.Ed., University of Colorado; Ph.D., University of Florida Richard Harrison (1992) Assistant Professor of Theater Arts B.A., Ottawa University; M.F.A., North Carolina School of the Arts 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 Oxford College of Emory University; B.S.Ed., M.A., University of Georgia; Ph.D., Auburn University (on leave Spring 1995) JohnC. Hurd (1974) Professor of Biology B.S., Alabama College; M.S., Ph.D., Auburn University Frank A. James (1982) Professor of Chemistry, Vice President and Dean of the College B.S., M.Ed., Ph.D., University of Georgia Lee E.Johnson (1990) Fuller E. Callaway Associate Professor of Music B.A., Auburn University; M.M., Indiana University Sandra K.Johnson (1983) 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) Professor of Psychology B.A., M.S., Mississippi State University; Ph.D., University of Mississippi Faculty, Trustees and Administration I 205 Richard Donald jolly (1 961 ) Professor of Mathematics, Chair, Science and Mathematics Division B.A., University of Southern Mississippi; M.S., University of Illinois; Ed.D., Auburn University Evelyn B. Jordan (1977) Candler Professor of Education; Chair, Division of Education A. A., Middle Georgia College; B.S., University of Georgia; M.Ed., Auburn University; Ed.D., Auburn University Charles P. Kraemer (1 978) Professor of Psychology, Chair, Division of Social and Behavioral Sciences B.A., LaGrange College; M.S., Ph.D., University of Georgia Sandra H. Kratina (1983) Associate Professor of Nursing Chair, Division of Nursing B.S.N., Florida State University; M.S.N., , University of Florida; Ph.D., Georgia State University John D. Lawrence (1970) Fuller E. Callaway Professor of Art and Design, chair, Humanities and Fine Arts Division, 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 Tracy L. R. Lightcap (1 991 ) Associate Professor of History and Political Science A.B., University of the South; M.A., University of South Carolina; Ph.D., Emory University Keith William Lindley (1992) Assistant Professor of International Studies: Language and Culture B.A., University of South Florida; M.A., University of Florida Sarah Beth Mallory (1993) Assistant Professor of Biology B.S., M.S., University of Georgia Greg A. McClanahan (1988) Associate Professor of Mathematics B.S., M.S., Auburn University; Ph.D., Clemson University Ann C. McClellan (1989) Assistant Professor of Nursing B.S.N., M.S.N., University of Alabama William J. McCoy, IV (1991) Associate Professor of Chemistry/Physics B.S., Yale University; Ph.D., University of North Carolina Frederick V. Mills (1967) Professor of History A.B., Houghton College; S.T.B., Temple School of Theologv; M.Th., Princeton Theology Seminary; M.A., Ph.D., University of Pennsylvania Walter Y. Murphy (1980) Professor of Religion and Philosophy; President A.B., Emory University; M.Div., Candler School of Theology; LL.D., Bethune- Cookman College; D.D., LaGrange College David L. Naglee(1966) Professor of Religion and Philosophy A.B., Houghton College; M.Div., Crozer Theological Seminary; M.A., Ph.D., Temple University William G. Paschal (1994) Assistant Professor of Biology B.S., Saint Joseph's College; Ph.D., Indiana University School of Medicine 206 / Faculty, Trustees and Administration Maynard L. Reid (1973) Professor of Education B.S.E., M.S.E., Georgia Southern College; Ed.D., Auburn University Kevin C. Reidy (1990) Assistant Professor of Business Administration and Economics B.A., Gettysburg College; J.D., State University of New York at Buffalo; M.S., State University of New York at Binghamton Fay A. Riddle (1980) Professor of Computer Science B.S., H. Sophie Newcomb College of Tulane University; M.S., Ph.D., University of Florida Maranah A. Sauter(1983) Associate 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; M.Ed., Washington State University; Ph.D., Georgia State University; M.S., University of Evansville JackC. Slay, Jr. (1992) Assistant Professor of English B.A., M.A., Mississippi State University; Ph.D., University of Tennessee Maria Dee Smith (1992) Assistant Professor of Health, Physical Education and Recreation B.S., William Jewell College; M.S.S., United States Sports Academy Scott H.Smith (1988) Associate Professor of English B.A., Hobart College; M.A., Ph.D., University of Georgia Julie Z. Sneath (1995) Assistant Professor of Business Administration and Economics B.S., University of Arkansas; M.S., Georgia State University Perry A. Snyder (1990) Vice President for Advancement B.A., Southeastern Louisiana University; M.A., Ph.D., Florida State University Stephen W. Taft (1991) Associate Professor of Theater Arts B.S.E., Central Missouri State University; M.A., Southwest Missouri State University; Ph.D., Texas Tech University Timothy N. Taunton (1984) Associate Professor of Art and Design B.A., University of Arkansas-Little Rock; M.F.A., Louisiana State University Brenda W.Thomas (1989) Assistant Professor of English A.B., Samford University; M.A., Auburn University; Ph.D., Georgia State University Randy N. Unger(1990) Instructor of Health, Physical Education and Recreation B.S., Taylor University; M.Ed., Georgia Southern College Steve G. Weaver (1989) Assistant Librarian B.A., Warren Wilson College; M.S.L.S., University of North Carolina; M.A., University of Virginia John M.Williams (1989) Assistant Professor of English B.A., M.A., Auburn University Phillip R.Williamson (1969) Associate Professor of Health, Physical Education, and Recreation; Director of Athletics B.S., M.S., Troy State University Kuo-chuan Yin (1994) Assistant Professor of Mathematics B.S., National Chung Hsing University; M.S., Ph.D., Auburn University Faculty, Trustees and Administration/ 207 Adjunct Faculty Marcia Langham Brown Assistant Professor of Art and Design B.F.A., Guilford College; M.F.A., University of Georgia; Pennsylvania Academy of the Fine Arts Earl T. Kinzer Associate Professor of Physics B.E.P, M.S., Auburn University; Ph.D., University of Virginia Joyce B. Hillyer Assistant Professor of Education A.S., Southern Union Junior College; B.S., M.Ed., Ed.D., Auburn University Barbara S. Miller Assistant Professor of Nursing B.A., M.S., University of Alabama Christiane B. Price Assistant Professor of Modern Foreign Languages M.A., Freie Universitat; Ph.D., Emory University; the Sorbonne; Barcelona University; Madrid University L. Barrett Smith B.A., Oglethorpe University; D.Min. Emory University; D.M., San Francisco Theological Seminary Artist in Residence Bill Broughton Pacific Lutheran University Part Time Michael Angstadt B.A., M.A., West Georgia College Randy Dye B.S., Columbus College Frank Hardenstein B.A., High Point College; M.Ed., West Georgia College Tonja Denise Holder B.A., Nebraska Wesleyan University; M.A., University of Nebraska-Lincoln Roger Hudson B.A., The College of Charleston; M.M., Georgia State University Guy Johnston B.B.A., Georgia Southwestern College Brian McNeil B.A., Birmingham-Southern College; M.A., University of Alabama Hiroshi Mukai B.A., Gakushuin University 208 / Faculty, Trustees and Administration Efren Munoz University of Guadalajara Sharon Neidrach B.S., West Georgia College; M.Ed., LaGrange College Carol Ann Parker B.S., Hendrix College; M.S., Clemson University Jeffrey B. Sargent B.A., LaGrange College; M.S., Columbus College Levis Spradlin, Jr. A. A., B.A., LaGrange College; M.S., Columbus College Phyllis S. Turner B.A., LaGrange College; M.S., Auburn University Warren Warsaw B.A., M.A., George Washington University; M.A., Middlebury College Faculty Members Holding the Status of Professor Emeritus Sybil L.Allen Professor of Education B.S., Troy State University; M.Ed., Auburn University; Ed.D., Auburn University Marcus N. Gewinner Professor of Psychology B.A., LaGrange College; B.M., University of Rochester; M.Ed., College of William and Mary; Ed.D., Mississippi State University (1971-1981) Authur 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 A.B., Huntingdon College; M.A., Auburn University; Ph.D., University of Alabama (1962-1982) Charles Franklin McCook Professor of Religion A.B., Emory University; S.T.B., S.T.M., Ph.D., Boston University Robert Preston Price II Fuller E. Callaway Professor of Psychology B.S., College of William and Mary; B.D., Emory University; Ph.D., Boston 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 A.B., Mississippi College; M.Ed., Louisiana State University; Ed.D., University of Mississippi (1 958-1 982) Zachary Taylor, Jr. Professor of Economics and Business Administration B.A., University of Alabama; Ph.D., University of Illinois (1 956-1 991 ) Murial B. Williams Professor of English A.B., M.A., Ph.D., University of Alabama (1963-1993) /.k ulty, Trustees and Administration / 209 Board of Trustees Officers Chairman E. Malone Dodson Vice Chairman G. Sanders Griffith, III Second Vice Chairman Walter Y. Murphy Secretary and Treasurer Robert S. Morton Members Class Daniel P. Amos, Columbus, Georgia 1999 Ray C. Anderson, LaGrange, Georgia 1999 Mrs. Carolyn M. Bernard, Tucker, Georgia 1996 *J. Kennerly Boatwright, LaGrange, Georgia 1998 * Arthur D. Bradfield, LaGrange, Georgia 1996 Mark C. Callaway, LaGrange, Georgia 1999 * Robert Carmichael, LaGrange, Georgia 1 996 * Larry Caywood, LaGrange, Georgia Ex Officio *J. Philip Cleaveland, LaGrange, Georgia 1997 Lovick P. Corn, Columbus, Georgia 1998 George "Buddy" Darden, Marietta, Georgia 1997 * E. Malone Dodson, Roswell, Georgia 1 999 * Charles A. Farr, LaGrange, Georgia Ex Officio John J. Flynt, Jr., Griffin, Georgia 1 996 Clifford C. Glover, West Point, Georgia 1997 * Edmond C. Glover, West Point, Georgia 1998 * Edwin M. Gore, LaGrange, Georgia 1 997 Dr. William Grady Griffin, Jr., Rome, Georgia Ex Officio G. Sanders Griffith, III, Columbus, Georgia 1998 Mrs. Elizabeth Harris, Cartersville, Georgia 1999 * Pat H. Holder, LaGrange Georgia 1 999 * Charles D. Hudson, LL.D., LaGrange, Georgia 1996 Charles D. Hudson, Jr., LaGrange, Georgia 1999 Wayne Hunter, LaGrange, Georgia -. 1998 J. Lloyd Knox (Bishop), Atlanta, Georgia Ex Officio J. Smith Lanier II, West Point, Georgia 1997 Charles M. Miller, Cornelia, Georgia 1996 * Robert S. Morton, LaGrange, Georgia 1 997 Miss Margaret A. Pitts, L.H.D., Waverly Hall, Georgia 1998 President, Student Government Association Ex Officio *S. Cliff Rainey, O.D., LaGrange, Georgia 1999 * Charles W. Smith, LaGrange, Georgia 1997 *John W. Stewart, Jr., LaGrange, Georgia 1998 J. Madison Sullivan, Americus, Georgia 1997 * L. Henderson Traylor, Jr., LaGrange, Georgia 1 998 210/ Faculty, Trustees and Administration H. Averett Walker, Albany, Georgia 1 999 George Wheelock, Birmingham, Alabama Alumni Trustee Almonese Brown Clifton Williams, Atlanta, Georgia 1998 D. Randall Williamson, Avondale Estates, Georgia 1996 Member Executive Committee tTrustee Emeritus Alumni Representatives William W. Markert Winifred A. Nixon Consultants Wallace L. Bishop, Vice President & Controller Frank A. James, Vice President & Dean of the College John C. Hurd, Faculty Representative Perry A. Snyder, Vice President for College Advancement Legal Counsel James R. Lewis Financial Consultants H. Speer Burdette, III Fred L. Turner Trustees Emeritus T. Scott Avary, Lanett, Alabama Dan F. Brewster, D.D., Newman, Georgia Joseph L. Lanier, Jr., Danville, Virginia Charles R. Williams, D.D., Newborn, Georgia President's Advisory Board Judge Lewis R. Morgan, LL.D., LaGrange, Georgia J. Gardner Newman, LaGrange, Georgia Faculty, Trustees and Administration / 2 1 1 Administrative Officers and Staff Central Administration Walter Y. Murphy (1 980) President A.B., Emory University; M.Div., Candler School of Theology; LL.D., Bethune-Cookman College; D.D., LaGrange College Wallace L. Bishop (1 982) Vice President and Controller B.S., Pennsylvania State University Frank A. James (1 982) Vice President and Dean of the College B.S., M.Ed., Ph.D., University of Georgia Perry A. Snyder (1 990) Vice President for Advancement B.A., Southeastern Louisiana University; M.A., Ph.D., Florida State University Nancy Thomas Alford (1 969) Dean of Student Development B.S., Georgia College at Milledgeville; M.S., University of Tennessee Phillip Lee Dodson (1992) Director of Admission B.A., LaGrange College Hugh M. Grubb (1990) Chaplain and Assistant to the President B.A., LaGrange College; M.Div., Candler School of Theology, Emory University Natalie G. Heard (1994) Director of Institutional Relations , A. A., Young Harris College; B.A., M.M.C., University of Georgia Jimmy G. Herring (1974) Registrar and Coordinator of Institutional Research B.A., LaGrange College Stephan R. Reynolds (1 993) Director of Computer Services B.B.A., LaGrange College; M.S., National Technological University Sylvia A. Smith (1 985) Director of Student Financial Planning B.A., LaGrange College Patricia L. Talley (1 991 ) Director of Alumni Activities B.S., Jacksonville State University Administrative Staff Nancy T. Alford (1969) Dean of Student Development Teresa Allen (1 994) Secretary, Center for Community Studies Charlene Baxter (1 976) Assistant Librarian and Cataloger Linda E. Benitz (1 991 ) Secretary, Business Administration and Economics Division 212/ Faculty, Trustees and Administration Wallace L. Bishop (1 982) Vice President and Controller Dee Bradley (1992) Secretary, Education Division Julia B. Burdett (1 976) Associate Dean of Student Development Essie M. Cleaveland (1977) Receptionist Austin P. Cook, III (1981) Postal Services Julie A. Cramer (1 994) Director of Counseling Angela Parmer Costa (1986) Systems Analyst Margaret Davis (1 988) Assistant Director of Admission Sandra Dennis (1 972) Student Accounts, Business Office Gwendolyn S. Dixon (1 992) Office Assistant, Business Office; Resident Director Phillip Lee Dodson (1992) Director of Admission Nancy Ellison (1993) Student Financial Planning Counselor Scott Emison (1 994) Director of Career Planning and Placement Services; Assistant Soccer Coach G. Jeffrey Geeter (1 990) Soccer and Tennis Coach Luke K. Gill, Jr. (1 971 ) Assistant Dean for Evening Studies Edi Glover (1 990) Administrative Assistant Hugh M. Grubb (1 989) Chaplain and Assistant to the President Amy Hall (1 993) Secretary, Humanities and Fine Arts Division D.J. Hall (1995) College Nurse Susan A. Hancock (1975) Secretary, Alumni Office Cynthia D. Harvel (1994) Counselor, Admission Office Natalie G. Heard (1994) Director of Institutional Relations Wylene Herndon (1974) Campus Traffic Control Jimmy G. Herring (1 974) Registrar and Coordinator of Institutional Research Gloria Hutchinson-Jones (1992) Office Assistant, Business Office Frank A. James (1 982) Vice President and Dean of the College Gloria Jones-Strickland (1995) Counselor, Admission Office Margaret H. Keeble (1992) Coordinator, Nontraditional Student Services Iris L. Knowles (1 988) Assistant Business Manager Susan A. Laforet (1994) Secretary, Divisions of Natural Sciences and Mathematics and Social and Behavioral Sciences Anita Laney (1974) Manager of Bookstore Faculty, Trustees and Administration / 2 1 3 Martha W. Lanford (1994) Director of Advancement Services Frank R. Lewis (1973) Librarian Elizabeth C. Loft in (1989) Office Assistant, Registrar's Office Lisa K. Maddox (1 991 ) Acquisitions Assistant, Library George J. Mastrovaselis (1992) Data Base Manager Jennifer J. McCartney (1 992) Counselor, Admission Office Kirby H. McCartney (1 983) Administrative Assistant, Student Development Office Catherine D. McConkey (1 993) Director for Community Studies Jane O. McConnell (1 995) Administrative Assistant, Advancement Office Melissa McDonald (1983) Administrative Assistant, Registrar's Office Stephanie Middleton ( 1 991 ) Circulation Library Assistant/Systems Manager Yvonne Mills (1986) Periodicals Assistant, Library Jackie L. Morman, Sr. (1 992) Maintenance Assistant Emmett H. Mullins (1 992) Manager, Callaway Campus Walter Y. Murphy (1 980) President Dana L. Peek (1 992) Counselor, Admission Office Willette B. Phillips (1968) Administrative Assistant, Office of Dean of - the College April W. Purcell (1994) Secretary, Institutional Relations Office Stephan R. Reynolds (1993) Director of Computer Services Lee Richter (1 993) Golf Coach Patricia H. Roberts (1 978) Student Financial Planning Assistant Tammy Rogers (1992) Secretary, College Advancement Edward W. Scharre, Jr. (1989) Associate Dean of Student Development Lori Slay (1 992) Associate in English Scott H. Smith Director of Testing for Institutional Effectiveness Sylvia A. Smith (1 985) Director, Student Financial Planning Perry A. Snyder (1 990) Vice President for Advancement Barbara Storie (1992) Secretary, Health, Physical Education and Recreation Department Patricia L. Talley (1991) Director, Alumni Activities Laural Taylor (1994) Receptionist, Admission Office 214/ Faculty, Trustees and Administration Brenda W. Thomas (1989) Director of Writing Center Brenda A. Thompson (1989) Executive Secretary to the President Larry Thompson Jr. (1 989) Volleyball, Softball Coach Sherry Tibbetts (1 994) Counselor, Financial Planning Office Emma S. Trammell (1992) Secretary, Admission Office Glenda Turner (1993) Resident Director Margaret Underdown (1988) Secretary, Nursing Division Randy Unger (1990) Basketball Coach Darlene R. Weathers (1 988) Assistant Manager of Bookstore Steve G. Weaver (1989) Reference Librarian Wally West (1 993) Junior Varsity Baskebtall Coach Phillip R. Williamson (1969) Athletic Director, Baseball Coach Mary Wilson (1994) Resident Director /215 Degrees Awarded June 10, 1995 Associate of Arts Shannon Denise Adock Emily Michelle Akin Catherine Lock Arrington Hugh Jamie Ball Gervais Justin Beaulieu Kenneth Ricky Brown Daniel Williams Calhoun Cynthia Marie Cotney Kacey Kathleen Cox Patricia Carnley Darby Angela Dawn Davison Elizabeth Stacy Dix Leslie Suzanne Dunn Pamela Tucker Ferguson Angela Faye Ford Andrea Marie Garner Pamela June Godfrey Jennifer Evans Gosdin Mary Elizabeth Griffith Tiffany Ramsey Hall Kimberly Hope Henderson Mona Lynn Hicks Joan Armstrong Howard Aimee Therese Hunt Adam Wayne Hunter Audra Noel Hunter Pamela Yvonne Jackson Leanne Walker Johnson Naohito Kawamura Kenneth K. Kennedy Harold LaFrances Leslie Rhonda Frachiseur Mashaw Belinda Jean Brightwell May Melinda Thomas McClendon Vickie Mullican Debra J. Murphy Yvette R. Nowell Tetsuya Ogase Lisa Nicholle Ousley Robert Kenneth Pope Maria Elsa Saguier Owen McLeod Solomon Brenda Jean Strane Michele Lynn Thrower Kathryn Dolores Vidal Weaver Christine Marie Weckman Susan Maxine Williams Mizuho Yamamoto Bachelor of Arts Daniel Norman Adams James F. Allen Maria Lisa Almeida Christopher A. Bailey George Stone Barnett Jr. Christopher D. Boles Kellie Rae Bowen Rebecca Gail Brand Gina Ashley Broach Laura H. Buchanan Bradley Edward Bunn Melissa A. Campbell Paula Michelle Carver Susan Evelyn Cason Stephanie Melissa Clark Paul Thomas Connolly David William Cook Kirsten Ann Daeke Stephne L. Davis Sonya Nicole Delaney Mary Ann Derhammer Robert Kennedy Derico Jimmy Lewis Ector Karen Loree Eisaman Ethan Edward Eldredge 216/ Degrees Awarded Susan Patricia Everett Natalie K. Fenn Kimberly Kirkland Fennel Kelly Jean Feuling Dianne L. Frazier Robert Quinton Frazier Elisa Jewel Frey Richard Craig Garner Patrick Luke Gill Karen Garrett Goodman John Law Hagy Roy David Hamilton Richard Chadwick Harrington Christopher James Herring Kristie Lee Herring Marit Kristin Hoehamer Kali Melissa Horton Rhonda Diane Hudgins Rebecca Gale Watkins Hyscher Toshihiko Ikegami Deborah Jean Jackson Terence Edwin Jacobs KirkJ. Jarrett Richard E. Johnson Tonga Conita Johnson Lorene Katherine Joiner Walter Blake Keeble Britta Kirby Lee Ann Laney Larry Blake Lester Shannon Mallory Lester Learine Lunt Rebecca McClendon MacArthur Denise Lyn Maio Amy Elizabeth Mallory Robert Wade McConnell Julia Christina McFall Efren Munoz Medina Lori Allison Milam Wanda Leigh Mote Robert T. O'Neal Jena Loretta Parrish Amy Kathleen Pettis Phillip D. Ponder Gregory Lyle Preast Kaye Frances Prescott Matthew David Purvis Eric Evan Rasmussen Timothy W. Rhodes Elisa Amuia Rudd Dana Lawhon Schmidt Tracy Schuster Nancy Gail Searels Wesley Ryan Shaw Warren Vincent Shel horse Michael Andrew Shiver Gannon J. Shuler Sherry Lee Sims Amy Renee Sivell Angie Thompson Smith Linda Spradlin Smith William Jonathan Smith Margaret Shelley Snow Reginald Bernard Spence Casey Elizabeth Stephens Lisa Michelle Stewart Terri Albright Stewart Marshall Clare Still David Dale Strickland Shenisa Taylor-Adams Timothy Micheal Thomaston Marsha Leigh Tibbitts Amy Melissa Tittle Blair D. Todd John Patrick Trotter James Allen Tyrer III Susan Ann Vandiver Tonya Lee Waller Christopher Brady Walsh Bradley Dale Weiser Jacqueline Boemer Welborn Thomas Gregory Williams Gina Sanford Willis Michael Angelo Wolfe Charles B. Womble Jr. Julia Lynn Wright Yoko Yamaguchi Kennon Kay Yarbrough Degrees Awarded / 217 Bachelor of Business Administration Kevin A. Adamson Patricia Henderson Ball Katherine Mae Bishop Sue A. Cooley Maria A. DeLeon Masatoshi Ohashi Barbara Wade Rodgers Christopher Lamar Thornton Kimberly Bennett Young Bachelor of Science Lawson Buford Boyd Jr. Markus Fueger Shelley Renee Newell Sonya Denise Prather Karla Marie Reese Kerri Sheree Reese Jennifer Lynn Strickland Master of Business Administration Robi Higgins Bowles Earlene Dewberry Hill Vicki K. McCriff Michael Young Parrish Christopher Mark Pruitt James Alan Sampson John R. Scherer Master of Education Lynn Strain Alford Dana A. Beck Beryl Lynne Broughton Sherri Cole Everett Candace Shevae Fincher Carolyn Jean Harris JoAnn Murphy Massey Jackie Lamar Morman Jr. Susan Smith Nelson Marcia Millwood Player Kathleen Lasater Rogers Sherry Adams Taylor Lorraine Fly Thomas Claire Ray Vollenweider Michael Ralph Wallace 218/ Index Associate Decree Requirements 72, 80 Abbreviations 94 Academic Calendar 45 Academic Divisions 92 Academic Honors 75 Academic Load 78 Academic Programs 63 Academic Probation 74 Academic Petition 81 Academic Regulations and Procedures 73 Academic Standing 74 Acceleration 75 Accreditation 9 Administration 211 Administrative Regulations 73 Admission 17 Advanced Placement Tests 75 Advisers 66, 69 Appeal 31, 61, 80 Aquatics 57 Assessment 66, 70 Athletic Associations 56 Athletics 56 Attendance Regulations: Class Attendance 74 Auditing Courses 22, 77 Awards & Recognitions 82 Baccalaureate Degree Requirements 63, 78 Calendar, Academic 45 Career Planning 59 Change of Regulations 3 Communications Directory Inside Cover Concentration 63 Conduct 58 Cooperative Programs 85 Continuing Education 72 Counseling 60, 66 Courses of Instruction Art 95 Biology 99 Business Administration 102 Chemistry 110 Computer Science 117 Criminal Justice 122 Culture 155 Dance 124 Economics 125 Education 1 29 English 137 French 155 General Science 143 Health, Physical Education & Recreation 1 44 History 150 Language 155 Mathematics 1 60 Music 1 66 Nursing 1 70 Philosophy 1 78 Physics 1 79 Political Science 1 80 Psychology 1 84 Religion 188 Social Work (see Sociology) 1 92 Sociology 1 92 Spanish 1 55 Speech 195 Theatre Arts 1 96 Course Repetition 75 Credit-by-Examination and Exemption Advanced Placement 68, 75 College Level Examination Program (CLEP) 69, 75 Credit through USAFI and Service Schools 77 Curriculum (See Courses of Instruction) Day Clinic 59 Dean's List 75 Declaration of Major 65 Degree Requirements 63 Degrees Offered 64 Discipline 58 Divisions, Academic Business Administration and Economics 92 Education 92 Humanities and Fine Arts 92 Nursing 92 Natural Sciences and Mathematics 93 Social and Behavioral Sciences 93 Early Admission 18 Endowed Lectureships 81 Expenses and Fees 21 Faculty (Spring 1 995) 203 Fees 21 Financial Aid 25 Financial Information 21 Financial Planning 25 Foreign Language (See International Studies) Fraternities: Honorary 55 Social 55 Freshmen Seminar 69 General Education Curriculum B.A., B.S., B.B.A., B.S.N 67 A.A 72 General Information 7 Grade Points 79 Grades and Credits 77 Graduates 1995 215 Graduation Petitions 81 Graduation Rates 81 Graduation Requirements 81 Grants-in-Aid 25 History of the College 8 Holidays (See Academic Calendar) Honor Societies 55 Honors, Prizes, and Awards 82 Housing Requirements 54 Incomplete Grade 77 Independent Study 66 Infirmary (See Day Clinic) Intercollegiate Athletics 56 Intramural Sports 57 International Students 20, 76, 139 International Studies: Language and Culture 1 55 Joint Enrollment 19 Languages 155 Lectures 58 Library 11 Loans 25 Location of College 8 Majors 64 Index/ 219 Master of Business Administration Degree 65 Master of Education Degrees 65 Medical Care 23, 59 Minors 72 Mission 7 Non-traditional student 70 Non-typical student 70 Officers: Administration 211 Board of Trustees 209 On-Trial 19 Organizations: Honorary 55 Religious 55 Service 55 Special Interests 56 Students 55 Talent 56 Orientation (Freshman Seminar) 69 Overload 75, 78 Petition, Academic 81 Physical education exemption 147 Placement (Course) . . 68 Placement Service 59 Philosophy of College 7 Pre-professional Programs 85 Probation, Academic 74 Publications 56, 96, 140 Purpose 7 Quality Points 79 Quarter Hours 79 Quarter on Trial 19 Refund Policy 24 Registration and Academic Advisers 66, 69 Religion-in-Life Lectures: Thompson Lectureship 81 Religious Life 55 Requirements: Admission 17 Degree 63 * Graduation 81 Residence Requirements 79 Room and Board 54 Si holarships 36 So( ial Life 55 Sororities, Soc ial 55 Spe ial Institutes 72 Special Studies 66 Staff 211 Student Affairs 53 Student Conduct 58 Student Government 55 Student: Aid 25 Classification 79 Housing 54 Organizations 55 Publications 56 Review of Decisions 31, 61, 80 Summer School 10 Summer Theatre Laboratory 1 96 Suspension 74 Teacher Education and Certification 1 29 Testing 60, 66, 70 ACT 62 CEEB(SAT) 18,62 CLEP 68, 69, 75 COMP 70 GRE 60 Miller Analogies 60 Testing Fee 22 Time Restrictions: Major 65 General Education 69 Transcripts 80 Transfer, Admission of 19 Transient Student to and from LaGrange College 1 9, 79 Trustees, Board of 209 Tuition and Fees: General Summary 23 Withdrawal 74 Writing Center 137 Work Opportunities 29, 59 CO on th -i B) m n "> <* = Q. 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