LaGrange, Georgia
Bulletin 1996-97

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 nev^s) . . . 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) 81 2-7286

*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

Directory of e-mail addresses may be accessed through
the college's homepage, http://www.lqc.peachnet.edu

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 CLVI SEPTEMBER 1996 NUMBER 1

Bulletin

LaGrange^ Georgia

CATALOGUE ISSUE 1996-97

Digitized by the Internet Archive
in 2013

http://archive.org/details/lagrangecollegeb1996lagr

/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 23

Financial Planning 29

Student Development 57

Information Technology and Academic Support Services 67

Academic Programs and Degree Requirements 71

Academic Regulations and Procedures 81

Pre-professional and Co-operative Programs 93

Departments and Courses 99

Faculty, Trustees and Administration 219

Degrees Awarded, June 1 996 231

Index 234

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, 1 996-97

Fall, 1996

September 3
September 4, 5,
September 7, 8,
September 9
September 1

September 1 3

New faculty assemble
6 Faculty and staff Workshops

9 Group III: POWER

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. "I" grades must be changed to perma-
nent grades.
Last day for late registration

September 30

Last day to drop a class v^\\h an automatic "W"

October 1

Midterm

October 1 2

Visiting Day for families of nev^ students

October 1 9

Homecoming

November 1 2

Last day to drop a class

November 1 8

Last day of class

November 1 9

Reading day

November

20,21,22,23

Exams

November 23

Begin term break, 5:00 p.m.

November 26

Grades due

Winter, 1997

January 5

Residence halls open

January 6

Registration for day and night classes

January 7

Classes begin (day and night)

January 10

End drop/add, day and night classes, 5:00 p.m.

No refund for individual classes dropped after

this date. "1" grades must be changed to perma-

nent grades.

Last day for late registration

January 27

Last day to drop a class v^ith an automatic "W"

February 7

Midterm

March 3

Last day to drop a class

March 10

Last day of class

March 11

Reading day

/5

March 12, 13, 14, 15
March 17-21

Exams
Spring break

Spring, 1997

March 23
March 24
March 25
March 28

March 31

April 11
April 24
April 29-May 3
May 3
May 21
May 28
May 29
May 30, :
June 6
June 7

une 2,3

Residence halls open

Registration, day and night

Classes begin

End drop/add, day and night classes, 12:00 noon.
No refund for individual courses dropped after
this date. "I" 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 1 997 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/

n

About LaGrange College

Purpose

Since 1831 many men and women, sustained by their faith in God and
in humankind, have nurtured and promoted LaGrange College. These men
and women have studied, taught, administered and given of their resources
so that the mission of excellent Christian higher education would be real-
ized at LaGrange College, a college associated with The United Methodist
Church since 1856.

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 students to discover and value that which is excellent in life;

produces graduates prepared to accept responsibility in contempo-
rary society; and

is distinguished by a faith in God and by an understanding of
humankind's place in the universe.

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 through the following ten institutional goals:

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.

8 / About LaGrange College

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

by recruiting students vy/ho, 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, 1 990.

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
in Nursing degree. The Master of Business Administration degree and the
Master of Education degree in Early Childhood and Middle Childhood are
offered. The Associate of Arts degree is offered in three 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. Students in
the college's nursing division receive supervised learning experiences in
many area medical facilities. Campus art exhibitions, lectures, concerts, and
varsity and intramural sports add to the cultural enrichment and recreational
opportunities offered by the college.

The college is located in the town of LaGrange, Georgia, which has a
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 new Bachelor of Science in Nursing program is designed to meet
the National League for Nursing accreditation standards.

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 v^eek for a total of 77 hours per week,
and is staffed by four professionals, three paraprofessionals 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 subscribes to the
automated information retrieval system DIALOG. This system enhances the
library's reference information services.

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 includes 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 faculty
offices have access through the computer network to the library data base.

The Library has recently expanded its local area CD Network. Through
this Network, students and faculty are able to access important reference,
research, and Internet sources. Plans are being made to add GALILEO (Georgia
State Learning Online) resources to our library's network by fall 1996.

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

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

1 2 / The LaCrange College Campus

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 LaCrange College Center for
Community Studies and the University of Georgia Business Outreach Services.

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, a Georgia artist who was reared in LaGrange and whose
paintings have won international recognition.

Louise Anderson Manget Building

Built in 1959. Contains faculty offices and classrooms. Named in memory
of an 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 FHall 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.

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. FHenry, Jr. Collection

The LaCrange College Campus 1 1 3

on the Marquis de Lafayette. Named in memory of a former president,
Hubert!. 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
191 5. The building is on the National Register of Historic Places.

Sunny Gables

Built in 1926 and purchased by LaCrange 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
LaCrange 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.

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

1 4 / The LaGrange College Campus

served as president of the College from 1948-1978, 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 Foundation, Inc. donated funds to build a state-of-the-art lighted
soccer field in 1995. The Callaway Campus also includes softball fields.

Callaway Auditorium

Built in 1941 . 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.

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.

The LaCrange College Campus 1 1 5

Other Resources

Information Technology

In 1991, LaCrange College became committed to creating a fiber-optic
network of mini-computers that would allow students and faculty to access
the network anywhere on campus, including residence hall rooms. Since
1994, the number of computer laboratories has grown from seven to 12.
Students can access World Wide Web from virtually any site on campus to
find information ranging from stock prices to Russian recipes. Specific
details regarding the technological environment at LaCrange College can
be found in the Information Technology section of this Bulletin. Future
technological direction on campus includes the addition of more interac-
tive multimedia learning environments.

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

college work (transfers with fewer
than 45 quarter hours earned must
also submit high school transcripts)

In order to be considered an official document, a transcript should be
submitted in a sealed envelope and mailed directly to LaGrange College from
the host institution. A hand-delivered transcript must also arrive in a sealed
envelope. Photocopied or faxed transcripts cannot be considered official.

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 1 5 for Fall Quarter,
December 1 5 for Winter Quarter, March 1 5 for Spring Quarter.

1 8 / Admission

The room reservation deposit is refundable if the student withdraws or
when the student graduates, provided there are no charges against the stu-
dent 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 706/812-7260. The email address is pdodson@
mentor. Igc.peachnetedu.

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 1 5 units is required with a minimum of 1 1 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. Atypical 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. These students may also
waive the SAT/ACT requirement.

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

Admission I 1 9

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
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.

Provisional Admission: 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. Members of Phi Theta Kappa may qualify for academic schol-
arships reserved for members of this honorary society. Transfer students
who have attempted any developmental-level coursework must show evi-
dence of successfully exiting all developmental-level courses prior to being
evaluated by the Admission Committee.

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.

20 / Admission

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 earned under this classification may be applied
toward a degree.

Readmission Students: Following an absence from LaGrange College of
four or more quarters during the academic year, any student who decides
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.

Admission / 21

International students who do not present official scores on the TOEFL at
or above 500, but who have been accepted for admission on the basis of
extraordinary potential evidenced in their other documents and materials,
will be accepted to study English for Speakers of Other Languages (ESOL).
Placement will be done by individual testing for which an additional fee
may be assessed.

The above information must be submitted before an application will be
evaluated by the Admission Committee.

22/

/23

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 174.00

(2) Normal Load (1 7 Hrs.), per quarter 2958.00

(3) Nursing (NSG) Courses per quarter hour 1 94.00

(4) Graduate (MBA, MED) Courses per quarter hour 1 94.00

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) 12 hours and over 80.00

D. Course Fees Select Courses (not refundable)

Science Lab 70.00

Nursing Lab, per lab credit hour 20.00

English 010 220.00

'Students enrolled in MUS 208B may take MUS 240 without tuition.

24 / 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 1 360.00
Boatwright and Turner 1 330.00

(Note: All students living in dormitories are required to pay
room and board.)

4. Private rooms are available at additional charge: 250.00
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/credit cards failing to clear 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 / 25

Summary of Standard Charge

Non-Dormitory Students:

Tuition, Undergrad., No
General Fees

Dormitory Students

Tuition
General Fees
Room and Board

Per Quarter

Per Year

ursing

$2958.00

$8874.00

80.00

240.00

3038.00

9114.00

Pitts

Boatwright

Hawkes

and

Henry

Turner

2958.00

2958.00

8874.00

80.00

80.00

240.00

1360.00

1330.00

3990.00

4398.00

4368.00

13104.00

All LaGrange College undergraduate degree-seeking students taking 12
hours or more who have been residents of the state of Georgia for 1 2 con-
secutive months are eligible to receive a tuition equalization grant regard-
less of need. The amount of this grant for 1 995-96 is expected to be $ 1 000.

In addition, those Georgia students who are entering Freshmen as FHope
scholars (B or better high school grade average) will receive a $3000 acad-
emic scholarship grant from the Georgia Hope Scholarship* program as
long as they maintain a "B or better" average. Those students previously
enrolled will continue to receive the $1500 Hope grant until they graduate
or until July 1, 1999, whichever occurs first and regardless of their grade
point average.

State of Georgia Tuition grants MUST be applied for at registration in
order to be processed within the time limit set by the State. Failure to apply
on time means the student will not receive the State Tuition Grant and will
personally have to pay the amount of the grant.

Under the State of Georgia guidelines a cumulative grade point average of 3.0 (B) is required to maintain
eligibility for the HOPE Scholarship. A cumulative grade point average of 2.7 - 2.99 (B-) does not qualify.

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.

26 / Financial Information

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.

Refund and Repayment Policies

Refund Policies

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

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

Refunds will be processed within 10 days of notification of official with-
drawal.

A student considering a complete withdrawal should first see Associate
Dean of Retention in the Office of Student Development to begin the with-
drawal process. The student should also consult the Office of Student
Financial Planning and the Business Office to determine the financial con-
sequences of a complete withdrawal.

Refund Policies Tuition and Fees

In the event of complete withdrawal from college after registration,
refunds will be made on the following basis:

100% refund of tuition charges and fee charges if the student withdraws
before the end of the drop/add period

90% refund of tuition charges if the student withdraws within 10% (in
time) of the enrollment period following the end of the drop/add period

50% refund of tuition charges if the student withdraws between 10%
and 25% (in time) of the enrollment period following the end of the
drop/add period

The enrollment period is counted as the length of time from the first day
of classes to the last day of classes.

Refund Policies Room and Board

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

No refund of room or board will be made if a student withdraws from
the dormitory after registration.

In the event of complete withdrawal from college, there is no refund of
room charges. The charge for board will be at the rate of $15.00 per day
from the date of final registration.

Financial Information/ 27

Refund Policies for Students Receiving Financial Aid

LaGrange College does not advance any funds to students prior to the
date of final registration.

A separate refund policy exists for new, first quarter students (freshmen
and transfers) who receive Title IV federal financial assistance. Information
is available in the Financial Planning Office.

Georgia residents receiving credit for the Tuition Equalization Grant and
the HOPE Grant must be continuously enrolled for 14 days beyond
drop/add to be eligible for these funds. Course drops reducing the course-
load below 12 hours will result in the loss of these grants.

Financial aid is considered to be used for direct educational costs
tuition, fees, books, room and board. Therefore, if a student withdraws and
is scheduled to receive a refund, funds will be returned to the appropriate
program(s) from which the student received funds. The balance will be
refunded to the student.

A student will not receive a refund until all financial aid programs have
been reimbursed. Refunds will be returned in the order indicated in the
"Allocation Policy" below:

1st to Unsubsidized Federal Stafford Loan Program

2nd to Subsidized Federal Stafford Loan Program

3rd to Federal PLUS Program

4th to Unsubsidized Federal Direct Stafford Loan Program

5th to Subsidized Federal Direct Stafford Loan Program

6th to Federal Direct PLUS Program

7th to Federal Perkins Loan Program

8th to Federal Pell Grant Program

9th to Federal SEOG Program

1 0th to other Title IV Programs

11th to other federal, state, private or institutional assistance programs

1 2th to the student

Repayment Policy

Students who receive cash disbursements 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.

Students who receive cash disbursements that are attributable to Federal
Pell, SEOG, Perkins Loan, or SSIG programs may owe a repayment of these
funds to LaGrange College to prevent an overpayment. A student who
owes a repayment will be deemed ineligible for any financial assistance from
any source until the student has resolved the overpayment. Repayments will
be allocated to the student aid programs in the following order: Federal Perkins
Loan, Peir Grant, SEOG, other Title IV programs, and then to the institution.

28/

/29

Financial Planning

Philosophy

LaGrange College believes that the student and family should contribute
to the educational expenses of attending college to the extent of their 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 form. 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. FHowever, 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 Plan-
ning at the College. Students who applied for financial assistance in
the previous award year will receive a Renewal Application from the
central processor or the Office of Student Financial Planning. Students
whose financial aid file is completed by June 1st get preference for aid.
Students completing files after that deadline will receive grant assis-
tance 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.

30 / 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.

5. Transfer students requesting assistance must submit a Financial Aid
Transcript (FAT) from all post-secondary institutions previously
attended whether or not financial assistance v^as 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 calculates 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 deducted
from the appropriate budget to determine unmet need. The Office of
Student Financial Planning then prepares a financial aid award to cover as
much of the student's unmet need as possible. Funds are awarded to stu-
dents as their financial aid file are completed.

Budgets for 96-97:

Dependent undergraduates residing in the

dormitories/off-campus 15,087

Dependent undergraduates residing with parents 1 3,022

Independent undergraduates residing off-campus 1 8,492
Dependent nursing students residing in the

dormitories/off-campus 17,357

Dependent nursing student residing with parents 1 5,292

Independent nursing students residing off-campus 20,762

Graduate students residing in the dormitories/off campus 12,110

Graduate students residing with parents 1 0,045

Graduate students residing off-campus 1 5,51 5

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/ 3]

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 Georgia Tuition Equalization Grant and FHOPE 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.

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.

32 / Financial Planning

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.

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, FHOPE Grant,
FHOPE Scholarship* and State Sponsored loans.

*Uncler the State of Georgia guidelines a cumulative grade point average of 3.0 (B) is required to maintain
eligibility for the HOPE Scholarship. A cumulative grade point average of 2.7-2.99 (B-) does not qualify.

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.

Financial Planning/ 33

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.

Students that drop courses, withdraw frequently, fail courses, repeat
courses, take courses not related to their degree objective, or change majors
should be cautioned 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-
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 institution, 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.

34 / Financial Planning

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
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

Financial Planning / 35

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.

Estimated Tax

The grantor of a grant or scholarship does nof 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 RO. 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 those applications which
should be verified. The Office of Student Financial Planning reserves the
right to verify any application not selected by the edit system.

36 / Financial Planning

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 (W-2 forms issued by employers are not tax returns).

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

3. 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.

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.

Disbursement of Financial Aid Funds

All financial aid funds are credited to the student's account. Only stu-
dents who are registered for classes are eligible for disbursement. For the
purpose of prepayment, students who preregister for a subsequent quarter
will receive credit for institutional and state aid as early as 45 days before

Financial Planning/ 37

the Start of the term. Federal grants and loans are credited no earlier than
1 days before the start of classes.

Most Federal Family Education Loan Programs Federal Subsidized
Stafford, Federal Unsubsidized Stafford, and PLUS are disbursed by
Electronic Funds Transfer (EFT). Loan proceeds disbursed in this manner are
directly credited to the borrower's student account if all eligibility require-
ments are met. Stafford loans disbursed by check are held in the Business
Office for endorsement. The borrower must present a picture ID and sign a
check release form certifying eligibility before the loan disbursement will
be made. Borrowers have 45 days to retrieve their loan proceeds. Loans not
disbursed within this time frame will be returned to the borrower's lender.
First time borrowers of Federal Stafford and Federal Perkins loans are
required to complete entrance counseling prior to disbursement. First year
borrowers are also subject to a 30 day delayed disbursement requirement.
Borrowers who withdraw or otherwise lose eligibility before the delayed
disbursement requirement is met will forfeit eligibility for the disbursement.

PLUS loan proceeds disbursed by EFT are credited to the account of the
student on whose behalf the loan was made. Loans disbursed by check,
usually co-payable, are sent by certified mail to the borrower for endorse-
ment along with an options form for disposition of residual funds. LaGrange
College does not provide the initial endorsement.

Payroll checks for Federal Work Study and LaGrange College Work Aid
programs are issued on the 10th day of the month. Students who submit
time sheets will receive their payroll checks by way of their campus post
office boxes. Exception: a student who owes a balance must collect his
check in the Business Office.

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.

38 / 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 1901 .

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

THE 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/ 39

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 1 980.
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. Leiand 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
1990 by Mrs. Welborn B. Cody in memory of her late husband.

THE lEANETTE 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.

40 / 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 LaCrange 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
LaCrange College. Meta Dickinson Daniel was a magna cum laude gradu-
ate of LaCrange 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 LaCrange College Alumni
Association. Dr. Estes served LaCrange 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
LaCrange 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 1 4 1

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 1983 by the Mattie T. Faver Trust.

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

THE JOHN JAMES, JR. AND PATRICIA BRADLEY FLYNT EXCHANGE
SCHOLARSHIP PROGRAM was established in 1995 by the former United
States Congressman and his wife, Patricia. Financial support is provided by
this fund for LaCrange College students to study at a college or university
in the United Kingdom while two students from the host college or univer-
sity study here.

THE JOHN AND MARY FRANKLIN GRANT was established in 1975 by
the Alumni Association of LaCrange 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 FHigh 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 FHarrell by Dr. Luther Alonzo
hiarrell, her husband, and her surviving children. The Reverend and Mrs.
Ralph Moss, Miss Marie Lilia FHarrell and Dr. and Mrs. William Asbury

42 / Financial Planning

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.

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 CHARLES D. HUDSON SCHOLARSHIP FUND was established in
1995 by friends of Dr. Hudson to honor him for a quarter century of ser-
vice to LaGrange College as chairman of its governing board or trustees.

THE MORRILL T. AND WILLIAM L. HUTCHINSON ART SCHOLARSHIP

was established in 1996 by Dr. and Mrs. William L. Hutchinson to help
artistically talented students from the LaGrange area.

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 1889. 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 1 963, 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 MARY J. JOHNSON SCHOLARSHIP FUND was endowed in 1995
by a bequest from the estate of this 1 933 graduate of 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.

Financial Planning / 43

THE VIRGINIA SPEEGLE KYLE SCHOLARSHIP was established in 1989
by Mr. Joseph H. Kyle in honor of his wife. Awards will be made to nneet
the needs of deserving students who must have financial assistance to
attend LaCrange 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
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
LaCrange College.

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

THE STEPHEN AND MILAH P. LYNN SCHOLARSHIP FUND was estab-
lished in 1 995 by the C.E.O. of Shoney's a native of LaCrange, and his wife.

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.

44 / Financial Planning

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 1951, in honor of the United Methodist
Women of Rose Hill United Methodist Church in Columbus, Georgia.

THE C. LAVERN MOBLEY SCHOLARSHIP FUND was established in
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.

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 HOWARD R. PARK, JR. SCHOLARSHIP FUND was established in
1995 by friends of Mr. Park to honor this long-time advocate for LaGrange
College who was the founding president of its Council.

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

Financial Planning 1 45

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.

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.

46 / Financial Planning

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 COCA-COLA MINORITY ACHIEVEMENT AWARD was established
in 1991 by the Coca-Cola Foundation to recognize the achievements of
African-American students attend GFIC member institutions. This scholar-
ship is awarded to a senior based on academics, community and college
service and personal interview. The Office of Student Financial Planning
contacts all eligible applicants.

THE MARCUS "MARK" GEWINNER DRAMA SCHOLARSHIP was

established by the College in 1993 to honor Marcus Gewinner, former pro-
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-

Financial Planning I A7

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.

THE FELTON WILLIAMS ENDOWMENT SCHOLARSHIP was established
in 1994 by the Felton Williams Mission to provide scholarships for young
women who require financial assistance.

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 BUSINESS AND TECHNOLOGY ALLIANCE OF GEORGIA
SCHOLARSHIP was established in 1992 to promote entrepreneurship and
development of the technological industry in Georgia. This is a competitive
scholarship with a pool of applicants from Georgia public and private col-
leges and universities. Contact the Office of Student Financial Planning for
more information.

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
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.

48 / Financial Planning

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
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

Financial Planning 1 49

scholarship information and an appMcation 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.

THE MARTHA DIXON GLANTON LOAN FUND was established by
Mr. FHenry 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.

50 / Financial Planning

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, and 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 $2440 for the 1996-97 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
the cost of this program.

FEDERAL WORK STUDY PROGRAM. Students who demonstrate finan-
cial 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 15 hours per week. Jobs are available in the various administrative
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
accrued while the student is enrolled at least half-time is paid by the fed-
eral government. 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

Financial Planning/ 51

during grace periods before repayment and authorized deferments. The
borrower, 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
less any financial assistance the student has been or will be awarded dur-
ing 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.

52 / Financial Planning

Amount Borrowed

Sample Repayment Schedule
Based on 1 year repayment schedule

5% 7% 8%

9%

10%

$ 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 1 996-97 academic year.

HOPE GRANT Students who meet the eligibility requirements for the
Georgia Tuition Equalization Grant and were enrolled and received HOPE

Financial Planning/ 53

Grants during the 1995-96 academic year are eligible for an additional
$1,500 per year from the HOPE Grant program. Eligibility for this grant will
terminate on the earlier of the student's date of graduation or July 1 , 1 999.

HOPE SCHOLARSHIP Effective with the freshman class of 1996,
Georgia residents who graduated from high school on or after June, 1996,
with a 3.0 or better high school grade point average will be eligible for a
$3,000 per year HOPE Scholarship at Georgia's private colleges and uni-
versities. HOPE scholars must maintain 3.0 grade point averages in college
courses for continued eligibility.

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), offers service cancella-
tion 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

54 / Financial Planning

Student must contact the Office of Student Financial Planning to request
reinstatement of eligibility. These requests will be considered on a funds
availability basis.

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

Financial Planning/ 55

such as Army Reserve, Naval Reserve, Air Force Reserve, Marine Corps
Reserve, Army National Guard, Air National Guard, and the Coast Guard
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.

56/

/57

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.

58 / 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 follov\/ing 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 v^ithin 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 / 59

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 v\/ithin 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

Social Fraternities

Service Clubs

Religious Organizations

Honorary Organizations

Alpha Omicron Pi
Kappa Delta
Phi Mu

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)
Psi Chi (psychology)
Sigma Tau Delta (English)

60 / Student Development

Departmental/Special CRIS Campus Recreation and

Interest Groups Intramural Sports

Student Nurses Association
Art Student League
Business & Economics Society
Student Education Association
ABC Association of Black

Collegians
Association of Computer Machinery

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

LaCrange 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 LaCrange 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.

LaCrange 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 LaCrange College
and its student athletes to receive recognition for their participation in
state, regional and national sporting events.

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

Student Development / 61

year. Competitive events include flag football, volleyball, basketball
(Regulation, 3 on 3, H*0*R*S*E), domino's dash, softball, badminton, ten-
nis, vi'ater 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 Thursday at 12:00 noon, and there are special worship
services throughout the year. The College employs a chaplain who is avail-
able for counseling and is interested in promoting service and fellowship
among the constituents of the campus community.

62 / Student Development

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 '97

International Week

Fall v^eekend 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-
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

Student Development / 63

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-
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.

64 / Student Development

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.

Internships may be arranged through the Career Planning and Place-
ment Center. Students may earn credit by enrolling in Col 1 20.

Counseling and Testing

An important part of the philosophy of LaCrange College is that each stu-
dent should have advice and counseling throughout his/her academic
career; therefore, counseling is available to LaCrange 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 / 65

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.

66/

/67

Information Technology and
Academic Support Services

In order to promote and support the administrative, academic and
research interests and responsibilities of students, faculty and staff, substan-
tial information technology is provided at LaGrange College. This technol-
ogy consists of a networked system of workstations and services designed
to encourage and improve the computer literacy of the user environment.
Contributing to the personal and professional growth of all members of the
College community, this technology is assessed in all areas of the LaGrange
College campus.

Campus-wide Resources

The campus has a network in place which utilizes fiber optic technol-
ogy. From offices to dorm rooms to lecture rooms, network connectivity is
available to each workstation and personal computer. Because of this con-
nectivity, access to word processing, STATA statistical software and spread-
sheet software (complete with network laser printing service) is available,
as well as Internet access including the World Wide Web, e-mail, telnet
and FTP (file transfer protocol). Ten campus mini-frames operating in a
UNIX environment provide the power behind all campus-wide access.

William & Evelyn Banks Library

The Library furnishes its patrons an on-line catalog on four IBM 31 Si's
utilizing SIRSIS' Unicorn System. This resource enables patrons to access
subject, title, author, and key word information. Also available is a LAN
consisting of five Compudyne workstations. This network provides OPAC
access, as well as CD-ROM access to Academic Abstracts (general periodi-
cal index). The Atlanta Constitution (daily newspaper), CINAHL (a nursing
resources index), and Moody's (business information sources).

The Library is open a total of 77 hours per week during the regular term.
Additionally, hours are extended before and during all final exam periods.
The library is an open access facility.

Writing Center

The LaGrange College Writing Center is a place where writers of all lev-
els and abilities can talk with other writers about their work. Open morn-
ing, afternoon, and until 9:00 p.m. during week nights, it is available to
anyone who wishes to engage in constructive talk about writing. The

68 / Information Technology and Academic Support Services

Center operates on the assumption that all are learners as well as teachers
and that learning is, to some extent, a social process; communication,
therefore, is the basis for all the Center's efforts.

The Writing Center is designed to provide a service to students who
would like individualized help with their writing. It is manned by a director
(a faculty member from the Department of English) and a staff of under-
graduates who have proven to be especially proficient in their writing
skills. Students can drop in or make appointments for individual writing
conferences to discuss topics, brainstorm with another writer, or work on
final drafts.

To stress the importance of writing across the curriculum, The Writing
Center has also developed satellite writing programs in a variety of courses,
including economics, psychology, biology, and history. Students in these
classes are given opportunity to work with tutors on course writing pro-
jects. The Center utilizes a variety of technological resources, including
computer workstations and printers. The Writing Center attempts to make
the writing process, in all its various facets, a rewarding and enduring
experience.

In addition to these campus-wide facilities, many departments and divi-
sions maintain technology resources to support their mission.

The Education multimedia technology labs have been specifically
designed for the education major. These labs support instruction and hand-
on use of technology in order to enable the pre-service teacher to integrate
the use of multimedia equipment into a classroom teaching situation. The
multimedia production lab is equipped with Power Macintosh audio/video
computers, a color scanner, a video camera, a digital camera, monitorsA^CR's
a LCD panel, printers and more. Laminating, binding and poster making
equipment is also available for use in this lab. Complimenting the multime-
dia lab is the software evaluation lab. This lab provides an environment
equipped with both IBM-compatible Pentiums and Macintosh Power PC's
where the most current commercial educational software can be evalu-
ated. Software can also be viewed in videodisc and CDI formats. School
teachers from surrounding county school systems often seek the resources
available in this lab for software evaluations.

Nursing education and practice are as driven by technology as are other
aspects of life and work today. With computer-based interactive and tutor-
ial programs, students learn more independently, often at their own pace,
and can vicariously "practice" their profession. In addition, the Division of
Nursing resources permit learning and use of computer skills which sup-
port other skills and knowledge outside of (but needed for) nursing. These
skills include writing, reading, and the seeking of knowledge from the vast
array of possibilities found on the Internet. Technological resources found
in the Nursing Computer Lab include PC's (with Internet connectivity), a
flat bed scanner, a laptop PC equipped with an LCD panel, color laser

Information Technology and Academic Support Services I 69

printers and more. Eight separate nursing educational software packages
can also be utilized in the lab.

Computer Science, located in Smith Hall, utilizes two separate com-
puter labs. One lab, made up of 486SX PC's, is scheduled for upgrade dur-
ing the summer of 1996. The other lab consists of workstations which
provide access to everything from Pascal, FORTRAN, SQL, BASIC, Oracle,
COBOL and C+ programming to the Internet. These labs provide computer
science majors access to instruction and use of the technology necessary to
succeed in their chosen field in today's technological world.

Psychology students have access to a computer lab in the Louise Manget
Building, consisting of campus network workstations and Macintosh com-
puters. These resources are used for laboratory and tutorial assignments in
connection with psychology courses.

In an effort to meet the ever-changing technological needs of a liberal
arts education, the Department of Mathematics maintains a computer labo-
ratory containing Macintosh PC's. This lab, located in Science Room 102,
is used almost exclusively for classroom instructional support. Software
packages available include the Geometer's Sketchpad, currently used to
supplement college geometry, the software Maple, which is used to
enhance the calculus sequence, and tutorial software for students enrolled
in basic mathematics.

The research facilities of the Department of History and Political Science
programs are excellent. The computer laboratory is a new facility funded in
part by a National Science Foundation grant. Comprised of a LAN of
advanced Macintosh computers, the user enjoys full Internet and World
Wide Web access. The laboratory has available a variety of applications for
various educational, research, and writing tasks and an archive of informa-
tion on many topics, especially in political science.

The Department of International Studies: Language and Culture pro-
vides staffing for a new multimedia laboratory in Manget Flail. This lab,
consisting of IBM-compatible Pentium PC's and Macintosh PC's supports
software which maximizes students' oral and aural proficiency in foreign
languages. Recent grants have provided additional resources including a
laser disc player and Rosetta Stone interactive software.

English Language and Literature students enjoy a staffed new computer
laboratory located on the 4th floor of Manget FHall. This lab consists of IBM-
compatible Pentium PC's, both dot matrix and laser printers, and campus
network workstations.

Technology resources are integral to the graphic design concentration in
Art and Design as LaCrange College. All graphic design students are taught
fundamental computer techniques, page layout and illustration programs,
basic system information and the ethics regarding the use of digital infor-
mation. Advanced students learn digital imaging and system information, out-
put options and other advanced techniques. All students are encouraged to
develop a personal creative approach to using the computer as well as to

70 / Information Technology and Academic Support Services

using thoughtful, intelligent design. Through encouragement to be not only
technical but creative, students accomplish the College's missions "to dis-
cover and value that which is excellent in life" and "to accept responsibil-
ity in contemporary society".

/71

Academic Programs and
Degree Requirements

INTRODUCTION

The statement of purpose of LaGrange College describes the mission of
the College. Faculty members and the staff of the College implement aca-
demic and nonacademic programs toward the fulfillment of that mission.
Undergirding all of the academic programs at LaGrange is the fundamental
commitment to the liberal arts. Therefore, LaGrange College is first and
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.

72 / 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 Grades

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/ 73

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.

74 / Academic Programs and Degree Requirements

Independent Study in the Major

In certain majors, independent study courses are offered. These courses are
limited to upperciass 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/ 75

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 101)

2 hours

Freshman year

English, Grammar and Composition^

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 101, 105, or 122^

5 hours

Freshman year

(by placement)

Computer Science (CSC 163)

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

1. Science and Mathematics

15 hours

as best scheduled

Two science courses in sequence

(10)

BIO 101, 102, or 148, 149

CHM101,102

GSC101, 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 114 or MTH 123.

76 / Academic Programs and Degree Requirements

III.

Humanities and Fine Arts 25 hours

Literature, English (10)

ENG 204, 205, 206, 207, 208
Fine Arts (5)

MUS112, 114; ART 109, 110;

THA 101, 102
International Studies: Language and Culture (1 0)

FRN 101, 102 or 103, 104

SPN 101, 102 or 103, 104

LAN 101, 102 or 103, 104^

Social and Behavioral Science

ECO 1 01 ; PSC 1 01 ; PSY 1 49, 202

SOC146, 148

Elective Total 55 hours

Total General Education

as best scheduled

15 as best scheduled

95 hours

TIease 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.

-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
English, Foreign Languages and 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 (TSWE) is a sub-test of
the SAT. For students who do not have recent SAT scores, the TSWE is given
early in the orientation period. Students who score 37 or below are required
to enroll in English 100, a pre-general education course in grammar and
composition. Students who score 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.

Students entering LaGrange College bringing with them two (2) years of
high school foreign language will be placed in an intermediate level course

Academic Programs and Degree Requirements/ 77

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.

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.

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.

78 / Academic Programs and Degree 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
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 1 09, 1 1 0: THA 1 01 , 1 02

II. Literature

ENG 204, 205, 206, 207, 208

III. International Studies: Language and Culture
FRN 101, 102 or 103, 104

SPN 101, 102 or 103, 104
LAN 101, 102; 103, 104,
CUL 200

IV. Science and Mathematics

BIO 101, 102, 148, 149;CHM 101, 102;GSC 101, 102
PHY 101, 102; 121, 122
MTH 105, 114, 122

Academic Programs and Degree Requirements I 79

V. General Studies (no more than 25 hours)

EDU 1 99, PSC 1 01 , PSY 1 49, PSY 202, REL 1 1 0,

SOC 153, SOC 146

SOC 247, ECO 101, BUA151

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.

Business Administration

Core

COL 101

ENC 101, 102, 103

40 Hours
2

HIS 101, 102 or 111, 112 10

CSC 163 2

SPC105 3
MTH 101, 105, or 122

(by placement) 5

REL 101 5

PED 4

Elective 30 Hours

ECO 101
MTH 1 1 4 and any course

beyond that taken in the core
Lab Science
ENG 204, 205, 206, 207, or

208
Foreign Language

Total

70

80 / Academic Programs and Degree Requirements

Criminal Justice

Core

36 Hours

Elective 1

5 Hours

COL 101

2

HIS 111 or 112

ENG 101, 102, 103

9

Elective II

5

SPC105

3

REL101 or 110 or

MTH 101, 105, 122

PHL 149

(by placement)

5 Hours

Elective III

5 Hours

CSC 163

2

CSC 101, CHM 101,

PSC101

5

BIO 101 or PHY 101

SOC146

5

PSY149

5

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 v\/hich 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

LaCrange 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.).

/81

Academic Regulations
and Procedures

Orientation and Counseling

All new students are introduced to LaCrange 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 LaCrange 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

82 / 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 (135 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 I 83

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).

84 / 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, Oil. 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/ 85

Credit through United States Armed Forces
Institute and Service Schools

Courses taken through The United States Armed Forces Institute and
other recognized mihtary 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 LaCrange 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.
No new freshman student may audit any course during the first quarter of
residence at LaCrange College.

86 / Academic Regulations and Procedures

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. After one calendar
year, an "\" grade not changed to permanent grade will automatically
change to an "NC" grade.

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

LaCrange 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 LaCrange 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 quarter.
Request to take an overload must be granted in the office of the Vice
President and Dean of the College.

Academic Regulations and Procedures / 87

Quality points are earned as follows: A, 4; B, 3; C, 2; D, 1 ; F, 0. The qual-
ity-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 GPA hours. If a student has received credit for a course and repeats that
course, he receives no additional credit toward the degree. In computing the
student's average, GPA hours 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 LaCrange 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 LaCrange 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
LaCrange 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 10 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
45-89 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

88 / Academic Regulations and Procedures

earned 135 hours of credit. A student should be alert to the fact that 195
hours are required for graduation. Attaining these minimum progression
requirements 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 Grade Appeals

The initial determination of a student's grade is entirely the prerogative of
the instructor. However, a student who wishes to contest a course grade or
other academic decision may initiate an appeal by following the procedures
outlined below. It is often in the best interest of a student who chooses to
appeal a grade for that student to initiate the appeal as soon as possible fol-
lowing the academic quarter in which the contested grade was issued.

The following procedures govern all student requests for grade changes:

1 . The student should first attempt to resolve the matter by discussing
the question with the course instructor.

2. If the student and the instructor are unable to reach a resolution, the
student must then submit a written appeal to the Dean of the College.

3. The Dean of the College shall then seek an informal conference
between the student and the instructor 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 student's appeal together with
any other pertinent documents provided by the student and/or the
instructor to the Review Subcommittee of the Academic Standards
Committee for its determination.

Academic Regulations and Procedures 1 89

4. The Review Subcommittee shall then convene to conduct a prelimi-
nary review of the appeal, after which the Chair of the Review
Subcommittee will set times convenient to the student and the
instructor for hearing both sides of the dispute.

5. Upon completion of its hearings, the Review Subcommittee will
report its findings to the Dean of the College. The Dean of the
College will in turn inform the principal parties involved of whether
the student's request for a change of grade or other decision was
denied or approved.

6. It is the responsibility of the Review Subcommittee to make every rea-
sonable effort to complete its deliberations prior to the end of the
quarter in which an appeal was initiated.

Student Appeal of Academic Policy

Students may petition for exception to published academic policy. The
Academic Advisory Council reviews the petition.

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.

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.

90 / Academic Regulations and Procedures

The Arthur H. Thompson Lectureship brings to the campus each year
noted scholars to address the faculty and student body on the interrelation-
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 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. Leiand D. Case
of Tucson, donated to LaCrange College. Both hold honorary doctorates
from this school.

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

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

The Mamie Lark Henry Drama Scholarship is presented annually to a stu-
dent in recognition of superior contribution to the 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/ 9]

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.

92/

/93

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:

94 / 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 10 quarter hours

Physics with lab 15 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 1 5 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 / 95

Biochemistry 5 quarter hours

Inorganic Chemistry with lab 1 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
(ORE) 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 LaC range College

ENGINEERING

LaCrange 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. The
dual degree program with Georgia Tech is limited to Georgia residents. In
addition, a dual degree program is being negotiated with Mercer University
and should be in place for fall of 1997. 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 insti-
tution 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 engi-
neering 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.

96 / Pre-professional and Co-operative Programs

Fall Quarter

MTH 122
Calculus I

ENG101
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 1 24
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
DiffEqu

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 v^ith Dr.
Hurd in addition to their primary advisers for their majors.

While the admission requirements vary, the follovy/ing is standard course
v^ork as a minimum: Chemistry 101, 102, 103, 351, 352; Biology 101,
102; Physics 101, 102; Mathematics 105; English 101, 102 and 103;
History 111 or 112; Economics 201 or 203; Sociology 146; Speech 105.
Political Science 101 may be required, and electives in literature are sug-
gested to make up 90 quarter hours of academic work.

Pre-professional and Co-operative Programs 1 97

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. Many 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. Many schools now offer only a
master's degree in physical therapy. These schools require a bachelor's
degree as well as completion of the pre-physical therapy core.

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. Prospective optometry students must take the
Optometry Admission Test (OAT).

98/

/99

Departments and Courses

Table of Contents

Academic Divisions 1 00

Abbreviations and Numbers 1 02

Art and Design 1 03

Biology 111

Business Administration 115

Chemistry 1 23

Christian Education (see Religion)

College-Wide Courses 1 30

Computer Science 131

Crirhinal Justice 137

Dance 139

Economics 140

Education 144

English and Literature 1 52

General Science 161

Health, Physical Education, and Recreation 162

History 1 69

international Studies: Language and Culture 1 74

Library Science 1 77

Mathematics 1 78

Music 1 84

Nursing 188

Philosophy 1 94

Physics 1 95

Political Science 1 96

Psychology 200

Religion 205

Sociology/Social Work 209

Speech 212

Theatre Arts 213

1 00 / Departments and Courses

Academic Divisions

Business Administration and Economics

Professors: Benavides, Birkeli, Cousins
Assistant Professors: McClung, 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: S. Johnson, Jordan

Associate Professor: Williamson

Assistant Professor: Alford, Geeter, Harrison, Hillyer, M. Smith

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

Associate Professors: Bailey, Brown, L. Johnson, S. Smith, Taunton
Assistant Professors: Ahearn, Barber, Cook, Dulin-Mallory, Edwards,
Lindley, Matson, Slay, Thomas, Traum, 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: Henry, McClellan, Watts

The Nursing Division is also the Department of Nursing. The B.S.N,
degree is offered.

Departments and Courses / 1 01

Natural Sciences and Mathematics

Professors: Hurd, James, McClanahan, Riddle, Shelhorse
Associate Professors: Duttera, Hicks, McCoy, Searcy
Assistant Professors: Mallory, Paschal, C. Yin, K. 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, Frassetto, Lightcap

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

1 02 / 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-wide Courses COL

Computer Science CSC

Criminal justice CJU

Culture CUL

Dance DAN

Economics ECO

Education EDU

Early Childhood EDU

Middle Grades 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

/1 03

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 in 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:

20hrs. Art History ART 109, 110, 111, 330.

15 hrs. Basic Core These should be taken during the freshman year
as these courses are generally considered to be prerequisites for all
other studio courses (ART 1 51 , 1 52, 1 53).

20 hrs. Introductory Studio Courses: Five hours from each of the follow-
ing studio disciplines.

Painting or Drawing
Design or Printmaking
Photography
Ceramics or Sculpture

1 04 / Art and Design

20 hrs. Major Concentration Students are expected to select a major
studio concentration in their sophomore year from one or two of the
following disciplines.

Painting and Drawing
Design
Photography
Ceramics and Sculpture

2 hrs. Senior Seminar/Exhibition All majors are also required to take
at least one course in Senior Project in the quarter before graduation,
culminating in an exhibition of the work produced during this class.

77 Hours total required for a major in Art and Design

The Art Education Major

Students should first be admitted to the Undergraduate Teacher Edu-
cation program which is delineated in the Education section of this catalog.
The courses required for the Art Education major are:

30 hrs. Professional Courses:

EDU 199, 362, 449, 459; PSY 149, 202

1 5 hrs. Art History ART 1 09, 1 1 and 1 1 1 or 330.

15 hrs. Basic Core These should be taken during the freshman year
as these courses are generally considered to be prerequisites for all
other studio courses. (ART 151, 1 52, 153)

35 hrs. Studio Courses: Five hours from each of the following areas:

Painting or Drawing

Ceramics

Sculpture

Photography

Design

Printmaking

Sculpture/Crafts

20 hrs. ART 331 and 490

1 1 5 Hours total required for a major in Art Education

Courses Offered:

109. Art History Survey I. (5) Fall.

A course in the visual arts of western civilization from the Paleolithic period through the 16th
century. Cultures surveyed will include Egyptian, Mesopotamian, Greek, Roman, Early
Christian, Byzantine, Medieval, Gothic and the Italian and Northern Renaissance.

Art and Design / 1 05

110. Art History Survey II. (5) Winter.

This course will survey the history of Western art and architecture from the Baroque period to
the beginning of the 20th century, including the stylistic movements of the Baroque, Rococo,
Neoclassicism, Romanticism, Realism, Impressionism, Expressionism and Cubism.

111. Modern and Contemporary Art History. (5) Spring, 1998, alternate years.

This course traces the development of twentieth century painting and sculpture beginning
with Picasso and cubism and includes the movements of surrealism, futurism, abstract-expres-
sionism, pop, op, minimalism, conceptual art, super realism and neo-expressionism. While
emphasis is given to the developments in painting and sculpture, architecture, photography
and crafts are also included.

151. Basic Drawing. (5) Fall.

A course in drawing fundamentals emphasizing the traditional approaches to line, tone, form,
composition, perspective and chiaroscuro. A variety of black and white media are used.

152. 2-D Design. (5) Winter.

A study of the basic design elements and principles. Concepts to be covered include figure-
ground relationships, repetition and rhythm, balance, modular units and interdependence,
similarity, variety, grouping, emphasis, and overall unity on a two-dimensional surface.

153. 3-D Design. (5) Spring.

This course will explore the fundamentals of three dimensional form using various materials
such as wood, clay, plaster, paper, etc. Includes a strong emphasis on craftsmanship, creative
thought, and application of ideas into form while becoming familiar with proper use of tools
and equipment.

201. Electronic Design Basics. (5) Fall.

A course introducing the student to the basics of the Macintosh computer including terminol-
ogy, desktop skills, dealing with fonts and systems, basic word processing, drawing and layout
skills as they relate to desktop publishing, printers, service bureaus, and file formats.

203. Applied Surface Design I. (5) Winter, 1998, alternate years.

A course exploring the basics of surface design for commercial and large scale use.
Abstraction, color relationships, pattern, repetition and modular units will be explored.
Prerequisites: ART 201 or consent of instructor.

204. Watercolor I. (5) Spring.

An introduction to the materials and techniques of painting with transparent media. A series
of projects will be created working primarily with outdoor environments dealing with color,
space and light.

Prerequisites: ART 151,271 or consent of instructor.

205. Graphic Design: Typography and Logo I. (5) Fall.

An introduction to the terms, techniques and materials of graphic design. Emphasis will be on
the fundamentals of typography, type and the page, type as personal expression, and the
basics of logo design. Traditional and electronic techniques will be used.
Prerequisites: ART 201 or permission of instructor.

210. Design: Digital Imaging I. (5) Spring, 1997-alternate years.

A course dealing with the art of computer technology, with emphasis on scanning and photo-
graphic computer image manipulation. Emphasis will be placed on developing creative per-
sonal imagery.

Prerequisites: ART 201, 205, 222.

1 06 / Art and Design

211. Life Drawing I. (5) Winter.

A course in the study of human anatomy and the expressive potential of the human form.
Drawing from the model, both nude and clothed, and from the skeleton with a variety of
drawing and painting media.
Prerequisite: ART 151.

212. Sculpture/Crafts I. (5) Winter, 1998, alternate years.

An introductory course in the design and fabrication of wood, clay, textile and jewelry
objects. Areas of exploration can include casting of precious metals, batik, basic woodwork-
ing and clayworking techniques. It includes a strong emphasis on craftsmanship, creative
thought and application of ideas into form while becoming more familiar with the proper use
of tools and equipment.

Prerequisite: ART 1 53 or consent of instructor.

220. Illustration I. (5) Spring, 1998, alternate years.

A course focusing on the traditional materials and techniques for book, magazine and poster
illustrations. Markers, gouache, and pen and ink will be used to explore personal and histori-
cal illustration styles.

Prerequisites: ART 151, 201 , 271 or consent of instructor.

222. Graphic Design: Layout and Concepts I. (5) Winter, 1 997, alternate years.

A course exploring the development of graphic ideas through projects in advertising, layout,
corporate identity, magazine and poster design and others. An in-depth study of page layout
through traditional and computer techniques will be included.
Prerequisites: ART 201 , 205.

223. Basic Photography. (5) Fall.

An .introductory course in black and white photography and the history of photography. Work
in basic techniques of the 35mm camera including film mechanics, exposure and processing
and printing from the negative. The course is a combination of slide lectures, demonstrations
and studio/field work.

224. Photographic Design I. (5) Winter, 1998, alternate years.

A course in photography manipulation with emphasis on abstract elements of design, multi-
exposure, photographic collage, and various processes in a departure from traditional straight
photography.

Prerequisite: ART 2 2 3 .

225. Studio Photography. (5) Spring, 1998, alternate years.

A course in large format photography and the use of lighting techniques and exposure con-
trols using sheet film and the 4x5 and 8x10 cameras. Emphasis is on advanced techniques of
photographing the still life, portraits, and the commercial application of photography. Black
and white and color materials are used.

226. Color Photography. (5) Winter, 1997, alternate years.

A basic course in the principles and aesthetics of color photography. Emphasis is on the expres-
sive use of color in photography and includes both negative, reversal and Polaroid materials
as well as alternative color techniques such as hand coloring and computer imaging.

227. Ceramics I Handbuilding. (5) Fall.

The first part of this course will introduce handbuilding methods used in forming ceramic ves-
sels and sculpture. This will include using slabs, coils, textures, and working from solid
shapes to create form. The second part of this course will emphasize glazing, decoration and
firing methods such as raku, pitfire, salt and standard reduction.

Art and Design 1 1 07

229. Ceramics II Wheelthrowing. (5) Winter.

The first part of this course will introduce wheelthrowing techniques, beginning with center-
ing and opening then progressing to pulling basic cylindrical forms, teapots and bottles. The
second part of this course will emphasize glazing, decoration and firing methods such as
raku, pitfire, salt and standard reduction.

229. Ceramics III. (5) Spring.

The first part of this course will emphasize ceramic design using handbuilding and/or
wheelthrowing techniques. Projects are flexible in their construction method in order to acco-
modate different ability levels and interests. Projects with commercial potential, such as lamp
bases, teapots, covered jars and tile, etc., will be explored. The second part of this course will
emphasize glazing, decoration and firing methods such as raku, pitfire, salt and standard
reduction.

235. Documentary Photography I. (5) Spring, 1997, alternate years.
An introductory course in the use of photography to illustrate social and narrative issues rele-
vant to the photographer's concerns. Emphasis will be placed on journalistic photography, its
history and the stylistic techniques of photojournalist working in the 20th century. Projects
dealing with reportage, illustration, documentation and the photographic essay will be assigned.
Prerequisite: ART 223.

271. Painting I. (5) Fall.

An introductory studio painting course emphasizing the role of color. Projects in color analy-
sis, perception of color and the color theories of Josef Albers and Johannes Itten will be com-
bined with experiments with texture and composition using acrylic paint medium.

272. Sculpture I. (5) Winter, 1997, alternate years.

The projects in this class will address both traditional and contemporary issues in sculpture
such as figure modeling, carving, found object sculpture, narrative imagery and environmen-
tal sculpture.

Prerequisite: ART 1 53 or consent of instructor.

273. Printmaking I. (5) Spring.

An introductory level course in the basics of intaglio and relief prints.

275. Oil Painting I. (5) Winter.

An introductory course in painting with oils; including color mixture, glazing, modeling with
color and light, spatial depiction and composition. Emphasis will be on the traditional
approach to form in oil painting.
Prerequ/s/fe;ART151,271.

303. Applied Surface Design II. (5) Winter, 1998.

A continuation of ART 203 for students interested in entering the commercial fields of sur-
face design.

Prerequisite: ART 203.

304. Watercolor II. (5) Spring.

An independent studio course in which students will create a series of projects based on the
concepts presented in ART 204.
Prerequisite: ART 204.

305. Graphic Design: Typography and Logo Design II. (5) Fall.

A continuation of ART 205 for the graphic design student interested in type or logos.
Prerequisite: ART 205.

^08/ Art and Design

310. Design: Digital Imaging II. (5) Spring, 1997, alternate years.

Independent studio work in advanced computer techniques geared toward to development or
personal imagery and portfolio pieces.
Prerequisite: ART 210.

311. Life Drawing II. (5) Winter.

Independent advanced studio projects dealing with the human form in creative composition
and subjective expression.
Prerequisite: ARJ 2]] .

312. Sculpture/Crafts II. (5) Winter, 1998, alternate years.

This course is designed to allow the student to independently explore ideas, methods and
techniques introduced in ART 212.
Prerequisite: ART 212.

320. Illustration II. (5) Spring, 1998, alternate years.

Independent studio work in advanced illustration techniques. Students will continue to
develop personal imagery and work on portfolio pieces in a series of directed projects.
Prerequisite: ART 220.

322. Graphic Design: Layout and Concepts II. (5) Winter, 1997, alternate years.

A continuation of ART 222 for advanced graphic design students who wish to explore special
projects in layout.

Prerequisite: ART 222.

323. Photography II. (5) Fall.

Independent studio and field work in 35mm black and white photography. Series of projects
based on the concepts presented in ART 223.
Prerequ/s/fe; ART 223.

324. Photographic Design II. (5) Winter, 1998, alternate years.

Independent advanced studio work in photographic design based on concepts and techniques
presented in ART 224.
Prerequisite: ART 224.

325. Studio Photography II. (5) Spring, 1998, alternate years.

Independent advanced studio work in large format studio photography dealing with advertis-
ing and commercial photography in black and white and color.
Prerequisite: ART 225.

326. Color Photography II. (5) Winter, 1997, alternate years.

Independent advanced studio work in color projects based on concepts introduced in ART 226.
PrereQu/s/fe; ART 226.

327. Ceramics Concentration I. (5) Fall.

Independent advanced studio work in ceramics expanding the methods and techniques pre-
sented in previous ceramic classes.
Prerequisite: ART 227.

328. Ceramics Concentration II. (5) Winter.

Independent advanced studio work in ceramics expanding the methods and techniques pre-
sented in previous ceramic classes.
Prerequisite: ART 228.

Art and Design / 109

329. Ceramics Concentration III. (5) Spring.

Independent advanced studio work in ceramics expanding the methods and techniques pre-
sented in previous ceramic classes.
Prerequisite: ART 229.

330. Art Theory and Criticism. (5) Spring, 1997, alternate years.

A course in the development of twentieth century art theory with special emphasis on visual
abstraction and its relationship to cultural, scientific, and philosophical innovations in
Western Civilization.

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

A course in the creative development of children through the use of the visual arts. It includes
lecture material on art history and developmental stages, field trips to art exhibitions, hands-
on studio work in both two and three dimensional media, project presentations and requires
an in-school field experience for two hours each week.

335. Documentary Photography II. (5) Spring, 1997, alternate years.
Independent advanced studio work in projects based on the concepts presented in ART 235.
Prerequisite: ART 235.

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

Directed observation and practice in professional design related environment.

351, 352, 353. Senior Seminar and Exhibition. (2) Fall, Winter, Spring.
Courses in which the senior art major brings into focus their artistic objectives. The creation
of a personal artist's statement, a resume, and slide portfolio will be presented at the time of
the students staging of an exhibition of their work. Lectures on presentation, conservation,
business, teaching, graduate school and critiques of work with faculty and other students will
also be included.

355. Space Concepts/Drawing. (5) Spring, 1997, alternate years.

An advanced drawing course dealing with concepts of space and organization of form.
Includes Renaissance perspective, medieval, oriental, cubist, futurist and abstract flat space
emphasizing decorative pattern and texture.
Prerequisite: ART 151.

357. Color Drawing. (5) Spring, 1998, alternate years.

An advanced drawing course emphasizing the application of color concepts in drawing. A
series of projects both in the studio and in the landscape will employ a variety of color draw-
ing media including color pencils, pastels, inks and paints.
Prerequisite: ART 151.

371. Painting II. (5) Fall.

An independent studio course in acrylic painting continuing to work with concepts intro-
duced in ART 271 . Projects will allow for personal and interpretive insight along with experi-
mental approaches to painting with acrylics.
Prerequ/s/fe; ART 271.

372. Sculpture II. (5) Winter, 1997, alternate years.

This course is designed to allow the student to independently explore ideas, methods and
techniques introduced in Sculpture I.

Prerequisite: ART 272 or consent of instructor.

^^0/ Art and Design

373. Printmaking II. (5) Spring.

A continuation of ART 273 including advanced exploration of color prints and other selected

print media.

Prerequisite: ART 273.

375. Oil Painting II. (5) Winter.

An independent studio course in oil painting in which students will extend skills and concepts
presented in ART 275.
Prerequisite: ART 275.

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

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

the student.

/Ill

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.

112/ Business Administration

102. General Biology II. (3 hrs. leCv 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. lee, 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.

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.

322. Immunology. (5)

A study of the immune system, including the molecular cells, organs, and processes involved
in host defense against infection.

334. Ecology. (2 hrs. lee, 6 hrs. lab per week) (5) Spring, 1 998.

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, 1 998.

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, 102; Chemistry 101, 102.

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.

Prerequ/s/fes; Biology 101, 102; Chemistry 101, 102.

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.

Business Administration / 1 1 3

339. Field Problems in Ecology. (5) Fall, 1997.

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

Prerequisites: Biology 334 and permission of instructor.

340. General Parasitology. (4 hrs. lee, 4 hrs. lab per week) (5) Fall, 1 996.

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

351. Vertebrate Embryology. (4 hrs. lee, 4 hrs. lab per week) (5) Spring, 1998.

A study of the embryological development of representative vertebrates, v^ith laboratory
emphasis upon the chick and pig.
Prerequisites: Biology 101, 1 02.

352. Comparative Vertebrate Anatomy. (2 hrs. lee, 6 hrs. lab per week) (5) Winter,
1997.

A study of the structure of vertebrates v*/ith 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, 1 998.
A study of tissue types and their organization into body organs.
Prerequisites: B\o\ogy 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.
PrereQu/s/fes; Biology 101, 102, 321 ; Chemistry 101, 102, 351, 352 (or enrollment therein)

374. Cell Biology. (6 hrs. lee, 2 hrs. lab per week) (5) Fall, 1 997.

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.

Prerequ/s/fes.- 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, 1 998.

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.

Prerequ/s/fes; 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.

114/ Business Administration

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: B\o\ogy 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.

/115

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
arnd 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.

116/ Business Administration

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
BUA 251 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.

Business Administration / 1 1 7

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.

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)

118/ Business Administration

2. One of the following concentration:

a. Accounting: BUA 361 and three of the following courses:
BUA 362, 363, 364, 365, 366, 460. A grade of B or better
must be achieved in BUA 160 and 163 for admission to the
accounting concentration.

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 v^hich 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.

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.

Business Administration / 1 1 9

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.

340. 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.

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 with a grade of B or better, 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 63 or consent of the instructor.

1 20 / Business Administration

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.

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 1 60, 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.
Prerequ/s/fes.- 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.
Prerequ/s/fe; 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.

Business Administration / 1 21

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.

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.

122/ Business Administration

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: BU A 392.

395. lunior 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.

Prerequ/s/fes; 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.

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/
gFaduate 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 C.P.A. of 3.00 or higher and/or recommendation of business depart-
ment faculty.

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

11 . Instrumental analytical theory and practice

1 24 / Chemistry

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

Chemistry/ 125

Chemistry Department, based on the accumulated data of the performance of
LaG range 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 1 22 and Computer Science 1 63

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 students'

1 26 / Chemistry

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, evidence of
preparation must be presented. Reexamination cannot be scheduled 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 101, 102 or Physics 121, 122

Math 114

Computer Science 1 63

10 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 LaCrange
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

Chemistry/ 127

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 101 or placement at MTH 105.

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 1 02, CSC 1 63, MTH 1 05 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)

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.

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 31 8.)

128/ Chemistry

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 organometaliic chemistry.
Chemical periodicity is covered. The ACS in inorganic chemistry is the final exam for 443.
Prerequisite: CHM 442.

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.
Prerequ/s/Ye; CHM 353.

Chemistry /M9

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: B\0 101-102; 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. lee, 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.

130/

College-Wide Courses

Course Descriptions

101. Freshman Seminar, Gateway to Success. (2)

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
or orientation and begin the process of familiarization with the campus, with academic proce-
dures and processes, and with each other. The formation 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 foundation for a successful four-year college experience.

120. Career Planning Internship. (2)

An internship arranged with local business and professional persons. Students would spend
scheduled time in the placement and maintain a journal. Credit is awarded based on eight
hours of successful placement per week, qualifying for two hours of credit. No more than four
credits can be earned in one placement. The course may be repeated for up to six credits
total. Contact the office of Career Planning and Placement for a current list of available place-
ment. Preregistration and an interview are required.

Prerequisite: permission of director of Career Planning and Placement.

/131

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 microcomputer applications and networks.
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 1 61 , 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 1 22, 1 23, 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

132/ Computer Science

including MTH 1 22, 1 23, and three of the following: MTH 1 24, 335, 370,
410, and either 114 or 316; and five additional hours in computer science.
PHY 1 01/1 02 or 1 21/1 22 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 BUM 51; MTH 122; MTH 360 or BUA 372;
and MTH 1 1 4 or 31 6. ECO 1 01 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 1 35
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 by the student in delivering a presentation
at a regularly scheduled Computer Science Department seminar. This
presentation will be developed with the approval of and possible
input from the computer science faculty.
3. satisfactory completion of an assessment portfolio to be kept on each
computer science major. The purpose of this portfolio will be to aid
in assessing the professional development of each student and the
growth of the student's programming skills as the student progresses
through the computer science curriculum. Each portfolio will include
the programming test described in item (1) above, a program selected
by the instructor from CSC 325, three additional examples of the stu-
dent's work, a copy of the student's resume, material from the depart-
mental seminar presentation made by the student and described in
item (2), and a copy of the student's Internet home page. The three
examples of the student's work mentioned above must be approved
for inclusion by faculty consensus. Maintaining the portfolio is the
responsibility of the student. Additional information about the portfo-
lio is available from the department.
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.

Computer Science / 1 33

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 Stevens, 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.

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)

Thi 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. The course covers personal computer applications such as word processors and
spreadsheets. It also briefly covers how to use the LaGrange College network.

164. Advanced WordPerfect. (2)

The study of WordPerfect involving more advanced techniques than in CSC 1 63.
Prerequ/s/fe; CSC 163.

165. Advanced Lotus. (2)

The study of Lotus 1 -2-3 involving more advanced techniques than in CSC 1 63.
Prerequisite: CSC 1 63.

170. Windows Applications Software. (5)

This course is designed to familiarize the student with applications software using the
Windows operating environment of the PC. The topics may vary each time the course is
offered. Possible titles may include Microsoft Office, Windows 95, etc.

199. Introduction to Algorithmic Design. (5)

Problem solving and algorithmic design in a procedural language. Structured programming
concepts, debugging and testing, documentation.

280. FORTRAN Programming. (5)

The study of FORTRAN, a language used primarily in science, mathematics and engineering.

134/ Computer Science

285. COBOL Programming I. (5)

The study 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.

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 199 IS A PREREQUISITE FOR ALL OF THE FOLLOWING COURSES.

300. Introduction to Computer Systems. (5)

Computer structure and machine language, assembly language programming. Addressing
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.

Computer Science / 1 35

370. Discrete Mathematical Structures in Computer Science. (5)

An introduction to the mathematical tools tor 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.

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.

450. 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.

136/ Computer Science

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)

/137

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 1 01 Introduction to Law Enforcement 5 hrs.

Criminal Justice 1 02 Introduction to Corrections 5 hrs.

Criminal Justice 1 03 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
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.

138/ Criminal justice

104. Introduction to Police Operations. (2)

A course designed to provide students with the basic knowledge of how a police department
functions within the realm of city ordinances, state and federal laws.

301. Criminal Law I. (5)

An overview of criminal procedure from arrest and trial through appeal.

302. Criminal Law II. (5)

A review and analysis of the elements of American criminal statutes.

303. Criminal Investigation. (5)

A study of the scientific, procedural and intuitive aspects of the investigation of crimes against
persons and property.

306. Juvenile Delinquency. (5)

An analysis of the nature and causes of juvenile delinquency and an evaluation of treatment
or preventative programs in this area of behavior.

307. Criminology. (5)

A study of criminal behavior and its treatment. An overview of treatment of the offender by
means of imprisonment, probation, and parole.

/139

Dance

The following courses in dance are offered. Dance courses fulfill the
general education physical education requirennents.

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.

140/

Economics

1. 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.

Economics/ 141

Students completing a major in economics will have a thorough
understanding, at the intermediate level, of micro- and macro-economic
theory and policy choices plus a solid foundation in quantitative analy-
sis. They will also be well informed in the historical development of eco-
nomic thought and will have surveyed various specialized areas of
applied economics.

III. To accomplish the objectives students will take the following courses:
Bachelor of Arts (major in Economics)

ECO 201 Principles of Micro-economics
ECO 203 Principles of Macro-economics
ECO 301 Intermediate Micro-economics
ECO 302 History of Economic Thought
ECO 303 Intermediate Macro-economics
ECO 325 International Economics
ECO 331 Money and Banking
ECO 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

IV. 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 by 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 may be repeated as necessary.

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

VI. Course Descriptions:

101. Contemporary Economic Issues. (5)

This is a basic economics course for non-majors. It is designed to provide students with an
understanding of introductory economics principles to analyze, from an economic perspec-
tive, issues such as the population explosion, poverty, energy, pollution, unemployment, infla-
tion, etc.

201. Principles of Micro-economics. (5)

Price Theory: 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.

1 42 / 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, analysis of the processes by which the behavior of individuals and
firms under different market conditions affects the allocation of resources in a market-oriented
economy.

Prerequisite: ECO 201 , or consent of instructor.

302. History of Economic Thought. (5)

Attempts to relate the history of economic thought to the intellectual tendencies of various
periods in an effort to explain how and why economic thought evolved at a given time.
Prerequisites: ECO 201 , 203, or consent of instructor.

303. Intermediate Macro-economics. (5)

At the intermediate level, analysis of the factors that determine the general level of prices, out-
put, and employment as well as an examination of fiscal and monetary policies in an open
economy.

Prerequisite: ECO 203, or consent of instructor.

310. Managerial Economics. (5)

Focuses on the use of micro-economic principles and mathematical/statistical tools as basis
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 individuals, geography and institutions to the economy of
the United States.

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

A study of current social problems faced by business with particular attention paid to the
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.

323. Comparative Systems. (5)

A study, and an evaluation of the theories underlying present day economic systems. Factors
relating to the development of sample economics are explored. Policies currently 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 payments, the foreign trade exchange markets and balance of payments adjust-
ments under different exchange rate systems.

Prerequisites: ECO 201 , 203, or consent of instructor.

Economics I 1 43

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.

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.

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.

144/

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 field experi-
ences. This will require students meeting with their classes prior to
making work plans.

3) to provide programs in Early Childhood Education, Middle Grades
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 2.50 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.

Education / 1 45

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 tor teaching, etc.

F. Complete the form for admission to teacher education and file in the
registrar's office.

A student that has not met all the above criteria may be admitted provi-
sionally provided he or she has an overall GPA of 2.50 or better. An education
major whose GPA drops below 2.50 will be placed on departmental probation
and has two quarters in which to remove the probationary status. Failure to
do so will 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

Social Sciences

Economics

Geography

FHi story

Political Science

Psychology

Sociology

Humanities

Drama

English

Fine Arts

Foreign Languages

Music

Philosophy

Religion

Speech

and Mathematics

Biology

Chemistry

Earth Science

Geology

Mathematics

Physics

Curricula for Professional Education

The curricula outlined for teacher education candidates are so arranged
that a student may qualify for certification in art education, early childhood
education, middle grades education, or secondary education as approved
by the Georgia Professional Standards Commission. For secondary certifi-
cation planned programs are offered in English, history, mathematics, biol-
ogy and chemistry.

To complete an approved program of teacher education in any field,
these steps must be followed: (1) admission to teacher education, (2)

1 46 / Education

admission to student teaching at the beginning of the quarter prior to stu-
dent teaching, (3) an overall 2.50 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 of 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, 455,
458; Health and Physical Education 320, 331.

Approved Program in Middle Grades Education

Students completing the Middle Grades Education Major by June, 1997, 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).

Education/ 147

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
202, 304.

Core courses: Education 318, 322, 356, 456 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.

Middle Grades Cohort Program

Beginning Fall quarter, 1997, students in the Middle Grades program
will be organized as a cohort and will begin and end the program together,
if a student misses a quarter and gets out of sequence they will have to wait
for the appropriate time the next year and join the next cohort.

Courses will be predominately school-based. They will be interdiscipli-
nary in nature and may be part of a 1 5 hour block so the transfer of educa-
tion courses from other colleges will not take place.

Any student now attending LaCrange College and planning on joining
the first Middle Grades cohort group in the Fall of 1997 should contact the
Education department at the beginning of their Sophomore year when they
will be assigned an advisor from the Education department.

ENTRANCE REQUIREMENTS

basic competency test and writing sample

completion of all core requirements

minimum 2.5 grade point average

interview with admissions committee

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

1 48 / Education

department. The Education Department cooperates with other departments
in counsehng students about their choice of majors. The objectives for
each area of specialization is Msted 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
202, 304.

Additionally, a method's course, taught by the Department in which a
student is majoring is required. Education 356 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 addi-
tional courses at the 300 level in history. One 300 level course in two of
the following areas: Economics, Sociology, Political Science. The
Department strongly recommends that students seeking 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 1 63 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

Education / 1 49

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.

In order to achieve these objectives, students will take the following
courses:

Professional courses: Education 199, 362, 449, 459; Psychology 149,
202, 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.

*317. Science for Early Childhood Teachers. (5)

An introduction to the process of concept formation in science for the pre-school child by
means of science observations and explanation of the natural world, t

*318. Science in the Middle Grades. (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, t

319. Mathematics for Early Childhood Teachers. (5)

A study of mathematical concepts unique to early childhood education, t
Prerequisite: Mathematics 101 .

322. Mathematics for Middle Grades Teachers. (5)

A study of mathematical concepts unique to middle school education and effective tech-
niques and procedures of instruction. +
Prerequisite: Mathematics 1 01 .

1 50 / Education

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 . Children's Literature. (5)

A course in children's literature from picture books through adolescent pieces. Focuses on
genres as well as ethnically and culturally diverse literature. Examines strategies for implement-
ing literature in the classroom.

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 empha-
sis on impulse control, ego development, and discipline techniques for young children, t

*355. Teaching of Reading for Early Childhood. (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, t

*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, t
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, t

Prerequisite: Education 449 or permission of instructor.

*363. Curriculum in the Middle Grades. (5)

A course for Middle Education majors dealing with basic principles of curriculum develop-
ment. Supervised observation in middle childhood classrooms, t
Prerequisite: Education 449 or permission of instructor.

*365. Early Childhood Practicum. (5)

Focus is on children and families in a multicultural American society with a particular
emphasis on selection and presentation of activities for young children in music, art, and related
fields which aid in the development of cognitive competency.

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 vari-
ous 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, t

Education / 1 5 1

449. Instructional Media & Technology in Classrooms. (5)

Designed to enable the education student to integrate the use of media into the classroom sit-
uation. Introduction to current technology by the use of the internet, educational software,
and hardware such as computers, scanners, cameras, laserdisc players, CDI, and other rele-
vant equipment.

Prerequisite: EDU 199 and CSC 163 or permission from instructor.

*455. Early Childhood Language Arts. (5)

A course dealing with basic approaches and competencies in the teaching of children's litera-
ture and language arts skills.

*456. Teaching Reading and Language Arts in the Middle Grades. (5)

A course dealing with methods of teaching the language arts skills with emphasis on reading,
writing, listening, and speaking competencies.

*457. Social Studies in the Middle Grades. (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, t

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, t

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 Grades Student Teaching. (1 5)

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.
tField Experience Required

152/

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 composition. The aim of the Department is to
teach proficiency in the use of the English language and to acquaint stu-
dents with western literature in its historical context.

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 Pre-
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.)

OBJECTIVES OF GENERAL EDUCATION COURSES

The primary goal of General Education courses in composition and liter-
ature is to help students become competent readers and writers by provid-
ing them with challenging texts and ample opportunities to practice their
skills of critical thinking and expression. Toward this end, the English fac-
ulty 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

(3) demonstrate ability to assimilate, organize, and develop ideas logi-
cally and effectively

(4) demonstrate an understanding of the rudiments of research-based
writing

(5) demonstrate a knowledge of Western literature in its historical context

English Language and Literature/ 1 53

OBJECTIVES OF ENGLISH MAJOR COURSES

All students completing the baccalaureate program in English will be
prepared to pursue careers in which a broad knowledge of literature and a
proficiency in critical reading, critical thinking, and expository writing are
important. They also will be prepared to pursue graduate studies in English
and in other professional areas such as law, medicine, or journalism. In
addition, students who wish to prepare for a career in teaching may do so
by completing a major in English. For each of these endeavors, English majors
will demonstrate the following:

(1) an extensive knowledge of the development of British literature and
American literature from their origins to the present

(2) a capacity for interpreting literature, reading critically, and express-
ing literary ideas, both in oral discussion and in written work

(3) an ability to bring informed critical and analytical judgement to bear on
the study of literary issues, both in oral discussion and in written work

(4) a mastery of the techniques of literary research and the use of MLA style
,(5) a knowledge of Standard English grammar, punctuation, and syntax

(6) a knowledge of Standard English usage

REQUIREMENTS FOR ENGLISH MAJORS

Prerequisites: Before declaring an English major, students must complete
all three required composition courses from the CORE and the two elective
literature courses in the General Education Curriculum with no grade
lower than a C. At this point, the student is eligible to take 300-levei
courses. In addition, English majors must complete the American and British
literature sequences (204, 205, 206, 207).

Language Requirement: Jo complete the language requirement, students
must take a sequence of three courses in a language OR a sequence of two
courses with a substitution of the History of the English Language (ENG
323) in place of the third course. Students choosing the second option may
not use ENG 323 as a part of their 50-hour requirement for the major.

Progress in tiie Major: 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 are encouraged
to take at least one Special Topics course before graduating. Those who
contemplate going to graduate school are encouraged to take ENG 311 .

Recommended Courseworl<: Although English majors are free to choose
from all of the course offerings, a balance of courses representing language/
linguistic, period, author, and novel course offerings is recommended.

1 54 / English Language and Literature

A. Language and Linguistics (choose 1):

ENG 302 Advanced Grammar and Modern Linguistic Studies
ENG 323 History of the English Language

B. British Literature (choose 3):

ENG 320 Medieval Literature in England

ENG 340 English Literary Renaissance

ENG 350 Restoration & 1 8th Century Literature

ENG 361 English Romantic Poetry and Prose

ENG 363 Victorian Poetry and Prose

ENG 370 Modern British Literature

C. American Literature (choose 2):
ENG 391 American Romanticism

ENG 392 American Realism & Naturalism
ENG 393 Twentieth Century American Literature
ENG 394 Southern American Literature

D. Single Author (choose 1):
ENG 325 Chaucer
ENG 335 Shakespeare
ENG 345 Milton

E. Novel Courses (choose 1):
ENG 351 Rise of the Novel

ENG 361 Nineteenth Century Novel
ENG 371 Twentieth Century Novel

F. Electives (choose 2):

(Note: Students may also choose from the courses not already

selected above.)

ENG 300 Methods of Teaching Secondary English

ENG 310 Advanced Creative Writing

ENG 311 Literary Theory and Modern Criticism

ENG 313 Classical Backgrounds

ENG 314 Masterpieces of Continental Literature

ENG 380 Special Topics in English

REQUIREMENTS FOR ENGLISH MINORS

A minor in English consists of 30 hours of courses at the 200 level or
above. CORE composition courses and literature courses used to complete
General Education requirements may not be counted for the English Minor. A
minimum of three courses must be chosen from 300 level course offerings.
Students wishing to form a concentration in Journalism as a minor must
take Journalism I and II (ENG 251 and 252) and four of the following courses:

ENG 250 Introduction to Creative Writing

ENG 253 Business and Technical Writing

ENG 255 Writing About Film

ENG 261 Peer Editing

English Language and Literature/ 1 55

ENG 310 Advanced Creative Writing Workshop
ENG 381 Special Topics in Journalism

TEACHER CERTIFICATION IN ENGLISH

Students who v^ish 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

Success in achieving the objectives of the English Major program will be
demonstrated in the following ways:

(1 ) completion of each major course with a grade of C or better

(2) completion of an exit examination

(3) satisfactory score on the TCT test for those seeking certification in sec-
ondary education in English

- During the junior year each student must take the ETS Major Field
Achievement Test in Literature in English. At least one quarter prior to grad-
uation each student is required to take the ACAT for Literature in English.
Students wishing to pursue graduate studies in English or law are encour-
aged to take the G RE or LSAT.

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.

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.

1 56 / English Language and Literature

Course Descriptions

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.

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. Journalistic Writing I. (5) Fall.

An introduction to basic types of writing for newspapers: news, feature, interview, review, and
editorial.

252. Journalistic Writing II. (5) Winter.

Advanced instruction and practice in writing news, features, and editorials. Course also will
involve copy editing and lay-out and design of news pages.

English Language and Literature/ 1 57

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. (5) (On demand)

A film authors series, emphasizing important foreign and American films and approaches to

writing about them.

261. Peer Editing. (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.

280. Topics in Non-fiction. (2) (On demand)

A course focusing on nonfictional modes of writing such as biography, autobiography, envi-
ronmental writing, journals writing, historical narratives, or travelogues.

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.

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, excluding works of

Chaucer.

325. Chaucer. (5) (On demand)

A survey of Chaucer's work including selections from periods of Italian and French influence
as well as The Canterbury Tales in medieval English. Consideration will also be given to the
progress of Chaucerian influence and criticism.

1 58 / English Language and Literature

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 1675, 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.

381. Special Topics in Journalism. (5) (On demand)

Course offered at the junior/senior level focusing on the journalistic field of the instructor,
who might also bring in guest speakers related to his or her field.
Prerequ/s/fes; Journalism I and II (ENG 251, 252)

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.

English Language and Literature/ 1 59

394. Southern American Literature. (5) (On demand)

A study of major Southern writers from about 1 81 5 to the present.

ENGLISH FOR SPEAKERS OF OTHER LANGUAGES (ESOL)

LaGrange College has always been interested in the world community,
seeking to foster goodwill and understanding by interpreting the global vil-
lage at home and the culture here and abroad. One of the means to further
this objective is through foreign students studying at LaGrange College.
American students have an opportunity to learn from these students, and
the foreign students in turn learn not only academics but the language and
the customs of Americans.

To assist foreign students in acquiring the English language skills neces-
sary for academic study and promote their understanding of American
ways, the college offers intensive language study. Students are placed in
appropriate levels to practice and develop the various skills expected of a
student. Those who don't know English very well follow a rigorous three-
quarter set of courses. The first quarter emphasizes hearing and speaking
skills with fundamental grammar familiarization. Extensive pair work pro-
vides maximum opportunities to practice. Reading is also practiced in
order to promote vocabulary usage and retention. Students are introduced
to essential American signs of courtesy and survival information, such as
reading for information.

In the second quarter, the classes emphasize work more specifically
directed toward the academic classes they attend and life they participate
in. Listening skills concentrate on the lecture format with corresponding
work to take notes for retention. Reading comprehension is exercised as
well as skills such as skimming and scanning, and reading is also promoted
for vocabulary acquisition, a primary basis for learning acquisition, and for
pleasure. Writing is studied and practiced not only in note-taking but in
building paragraphs and simple compositions in preparation for more
advanced work in the spring quarter. Students practice speaking through-
out the quarter in class discussions, recitations, and in preparing mini
speeches to practice the performer's articulation and oratorical skills as
well as the other students' listening and note-taking skills. Role-plays are
assigned to produce confidence in extemporaneous speech and leadership.
Further introduction to the American society is achieved through the read-
ings and projects the students engage in.

The third quarter emphasizes reading and advanced listening skills in
the ESL section. The reading materials for this level are similar in complex-
ity to texts used in college courses. By this time, the students are or have
been taking some regular academic classes and are aware of the need to
continue developing their vocabulary and their reading skill. Listening
practice at this stage focuses on the subtleties of meaning expressed in
speech through such ways as tone of voice and vocabulary register. The
writing component is separated into an English 100 class which introduces

1 60 / English Language and Literature

and practices skills that the student will continue to develop in the core
curriculum English courses required of all LaGrange students. LaGrange
has a profound commitment to the language arts, and through the program
for non-native speakers of English, foreign students are able to perform well
in English. A student who successfully completes these courses will be able
to handle the rigors of academic study in English and feel confident of
themselves in the American classroom and campus.

A summer session may be offered with relevant instruction based on
pre-course testing. The session will certainly emphasize listening compre-
hension and speaking facility. In addition, students will get help in suc-
ceeding as a student in America and an overview of American culture.

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.

Oil. English for International Students II. (12) Winter.

A continuation of ENG 010 at the Intermediate language level with emphasis on developing
oral fluency, listening accuracy, reading, and writing skills with grammatical exactitude.
Continued studies in American culture with attention given to American academic practices.

012. English for International Students III. (7) Spring.

Advanced level ESOL. Particular attention given to academic listening and note-taking, broad
spectrum reading facility, and complex grammar analysis. Research and discussion on rele-
vant aspects of American culture required. To be taken in conjunction with ENG 100.

/161

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 CSC 101
and GSC 102 in sequence. Those fulfilling the 5-hour additional option
may take either GSC 1 01 or GSC 1 02.

1 01 . Earth Science I. (4 hrs. lee, 2 hrs. lab per week) (5) Fall, Spring, 1 997.

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) Winter, 1997.
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.

162/

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.)

A 30-hour coursework minor in health, physical education, and recre-
ation is available to any student. Students completing the minor in health,
physical education, and recreation will (1) demonstrate knowledge 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 edu-
cation, and recreation.

A minor in Athletic Training also is available. This minor requires 30
hours of course work in physical education and 10 hours of biology as
described in the next section.

Objectives of the Athletic Training Minor: Upon completion of the
minor the student will:

1 . understand the procedures for supervision of a training room

2. be knowledgeable of the prevention, evaluation, management, care,
and rehabilitation of athletic injuries

3. demonstrate the capability to work under and understand the roles
of a team physician, certified athletic trainer, and physical therapist

4. be knowledgeable of viable avenues of employment and opportuni-
ties for graduate studies in athletic training

Criteria for Completion of the Minor

a. satisfactorily complete all course work requirements

b. maintain a 2.5 cumulative G.P.A.

c. complete a minimum of two years and 1500 hours of supervised
time with a certified athletic trainer

Health, Physical Education, and Recreation 1 1 63

Requirements for the Athletic Training Minor

HPR 1 54 Standard First Aid/CPR 2 hrs.

HPR 302 Org./Adm. of P.E./Ath. 5 hrs.

HPR 308 Intro to Biomechanics/Kines 3 hrs.

HPR 330 Athletic Training 5 hrs.

HPR 331 Health Education 5 hrs.

HPR 332 Prevention of Athletic Injuries 5 hrs.

HPR 352 Physiology of Exercise 5 hrs.

Total 30 hrs.

Suggested Course:

PSY 149 Introduction to Psychology 5 hrs.

151. Introduction to Physical Education and Recreation. (5) (On demand)
Introduction to the fields of physical education and recreation.

152. Camping Activities. (2) (On demand)

Study of various camping and outing skills and activities.

153. Camp Leadership and Program. (3) (On demand)

A study of camping in an organized setting and of the leadership skills necessary for the
implementation of the camp program.

154. Standard First Aid/CPR. (2) Fall, Winter, 1996.

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, 1996/1997.

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).

156. Water Safety Instructor. (3) Spring, 1997.

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) Fall, 1996.

An investigation of various health care programs available in the community and various
health-related issues.

201. Community Recreation. (2) Spring, 1997.

An investigation of various recreation programs available in the community, state and nation.

210. Fitness for Life. (2) Winter, 1997.

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.

1 64 / Health, Physical Education, and Recreation

302. Organization and Administration of Recreational and Physical Education Programs.

(5) Spring, 1997.
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, 1997.

A study of human behavior in the context of the sporting experience and how performance is
affected by the interactions of the coach, athletes and the environment. Emphasis will be on
motivation, personality, attributions, disengagement from sport, aggression, leadership, and
communication patterns.

306. Techniques of Sports Officiating. (5) (On demand)

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.

308. introduction to Biomechanics and Kinesiology. (3) Spring, 1997.

A study of human movement and the actions of forces as they apply to anatomical and func-
tional aspects of the human including: statistics, kinestics, anthropometric measurements,
anatomy, and motor behavior.

Prerequisites: MTH 1 01 , BIO 1 48-1 49.

310. Skills for Teaching and Coaching Interscholastic Athletics. (5) Winter, 1 997.
Analysis of teaching skills and techniques of the different interscholastic sports in high schools.

313. Recreation Leadership. (5) (On demand)

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, 1 996.
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. Athletic Training. (5) Fall, 1996.

Examination of techniques of accident prevention and treatment of minor injuries. Practical
experience with prevention and treatment of athletic injuries.

331. Health Education. (5) Winter, 1997.

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.

Health, Physical Education, and Recreation / 1 65

332. Preventionof Athletic Injuries/Illnesses. (5) Winter, 1996.

A study of the injuries and illnesses occuring in athletics. Topics include but are not limited to:
heat exhaustion, heat stroke, abdominal injuries, injury management, emergency triage,
anatomical instability, blood borne pathogens, and mechanics of injury.
Prerequisites: B\0 148-149, HPR 154, HPR 330.

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) Spring, 1997.

The study of keeping statistical charts and various scorebooks for athletic events.

*352. Physiology of Exercise. (5) Fall, 1996.

A study of the effects of exercise on the major systems of the human body, including car-
diorespiratory, neuromuscular, glandular, and digestive. It also will examine the effects of
heat, altitude, and ergogenic aids on the human body during exercise.
Prerequisites: BIO 1 48-1 49.

390. Seminar and Lab Practice in Physical Education or Recreation. (1-5) Fall, 1996.
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.

^Pending Faculty approval

1 66 / Health, Physical Education, and Recreation

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 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.

Health, Physical Education, and Recreation 1 1 67

116. Trimnastlcs. (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.

1 68 / Health, Physical Education, and Recreation

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 123 or equivalent beginning swimming skills.

/169

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

1 70 / History

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) Pali, V^inter.

A survey course on the development of world civilization up to 1660.

102. World Civilization 11. (5) V^inter, Spring.

A survey course on the development of world civilization from 1 660 to the present.

History/] 7)

111. History of the United States to 1865. (5) Fall, Winter.

Emphasis on the Colonial, Revolutionary, early national, and Civil War periods.

112. History of the United States, 1865 to the Present. (5) Winter, Spring
Emphasis on Reconstruction, liberal nationalism, New Deal, and postwar periods.

201 . Ideas That Changed the World. (2)

A study of contributions of eight world figures whose lives changed their society and ours.

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, 1 998.

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, 1998.

Emphasis on the procedure for developing foreign policy as well as diplomatic history. (See
also Political Science 308.)

310. Constitutional History of the United States to Present. (5) Fall, 1 997

An analysis of fundamental constitutional development from 1776 to present. (See also

Political Science 310.)

Prerequisites: H IS 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, 1 997.

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, 350-1 350. (5) Winter, 1998.

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, 1998.

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 1350 to
1600.

1 72 / History

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) Spring, 1997.

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. Russiatol801. (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, 1998.

An examination of the Imperial Russian state during the 1 801 -1914 period.

343. Twentieth Century Russia. (5) Spring, 1998.

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, 1998.

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, 1 999.

The political, economic, social and cultural history of England from 1689 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.

History/] 73

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.

174/

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.

Minors are offered in Spanish. Upon completion of the minor, the stu-
dent should have an appropriate understanding of the four basic language
skills of reading, writing, speaking, and understanding. Satisfactory perfor-
mance on the ACTFL oral proficiency test in French or Spanish is a require-
ment for the certification of the minor.

The college is developing a broad program in Latin American Studies.
The initial courses will be offered in 1997-1998 that lead to a minor. A
major is anticipated, should demand warrant it.

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 v^orld. 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.

International Studies 1 1 75

French

101. Beginning French I. (5)

A course tor 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 102 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.

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 101.

103. Intermediate Spanish. (5)

A review of grammar and syntax with practice in reading selected texts.

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, 102, or consent of the instructor. This course, or Spanish 103, 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.

1 76 / International Studies

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) Fall, 1996, in English.

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 .

PrereQu/s/te: Language 101 or equivalent.

103. Beginning Language III. (5) (On demand)
A continuation of Language 1 02.

Prerequisite: Language 102 or equivalent.

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.

*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.

/177

Library Science

No major nor minor program is offered in Library Science.
Course Description

200. Library Orientation and Research. (2)

A systematic introduction to library organization, database capabilities and other components
of academic libraries in general. An introduction to library research.

I

I

178/

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.

11 . 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, 410, 495, and
496 as approved by advisor.

The support courses required are Computer Science 151 or 1 99.

Mathematics / 1 79

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

10. 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, 335, 342, 343, 380,
plus two additional courses selected from Mathematics 305, 306, 324,
334, 344, 410, 495, and 496.
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 80 / 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 1 00 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.
Prereqa/s/fe; Mathematics 101 or higher.

122. Analytic Geometry and Calculus I. (5) Fall, Winter.

A study of analytical geometry, limits, continuity, the derivative v^ith application.
Prerequisite: Mathematics 1 05 or satisfactory score on mathematics placement test.

123. Analytic Geometry and Calculus 11. (5) Winter, Spring.

A study of additional topics in analytical geometry, definite and indefinite integrals, applica-
tions of integration.

PrereQu/s/fe; 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 1 23.

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 1 52, with a study of problem formulation, computer simula-
tion and solutions of numerical and non-numerical problems.
Prerequisite: Mathematics 1 52.

Mathematics/ 181

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) (On demand)

A study of trigonometric functions, radian measure, identities, logarithmic functions, inverse

functions, graphs, and applications.

Prerequ/s/Ye.- Mathematics 101 or higher.

305. Theory of Numbers. (5) (On demand)
An introduction to number theory.

Prerequ/s/Ye.- Mathematics 122.

306. College Geometry. (5) Spring.

An introduction to non-Euclidean geometry and an extension of the Euclidean system.
Prerequ/s/Te.- Mathematics 122.

310. Methods of Teaching Mathematics. (5) Fall, 1997.
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.
Prerequ/s/fe.' Mathematics 122.

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 minima of functions of two variables; Lagrange multi-
pliers; double and triple integrals with geometric and physical applications; vector fields; line
and surface integrals; Greene's Theorem.
Prerequ/s/'fe; 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 322.

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.
Prerequ/s/fe; Mathematics 333.

1 82 / 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,! 996.
An historical development of mathematical concepts.
Prerequisite: Mathematics 1 23 or permission of instructor.

342. Complex Variables. (5) Winter, 1998.
An introduction to complex variables.

Prerequ/s/fe; Mathematics 322.

343. Analysis I. (5) Spring.
An introduction to real analysis.

Prereqiy/s/fe.- Mathematics 322.

344. Analysis II. (5) (On demand)
A continuation of Analysis I.

Prerequ/s/fe: Mathematics 343.

350. Problem Solving I. (1)

A study of problem solving techniques.
Prerequisite: Consent of instructor.

351. Problem Solving II. (1)

A continuation of Mathematics 350.

Prerequisite: Mathematics 350 or consent of instructor.

352. Problem Solving III. (1)

A continuation of Mathematics 351 .

Prerequisite: Mathematics 351 or consent of instructor.

356. Algebra for Elementary Teachers. (5) (On demand)

A study of special topics in algebra relevant to elementary school mathematics.
Prerequ/s/te; Mathematics 101 or higher.

357. Geometry for Elementary Teachers. (5) (On demand)

A study of special topics in geometry relevant to elementary school mathematics.
Prerequ/s/fe; 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.
Prereqt//s/fe; 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.
Prerequ/s/fe.- Mathematics 122.

Mathematics/ ^83

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 1 24 and Computer Science 1 99.

184/

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/} 85

Requirements for Major

MUS 101 Harmony I (includes lab)

MUS 1 02 Harmony 11 (includes lab)

MUS 103 Harmony III (includes lab)

MUS 112 *Music Survey I

MUS 1 74 Freshman Composition/Arranging

MUS 208 Applied Music

MUS 240 Choir

MUS 250 Advanced Harmony and Form

MUS 251 20th Century Theory

MUS 252 Jazz Theory

MUS 274 Sophomore Composition/Arranging

MUS 369 Introduction to Electronic Music

MUS 370 Electronic Music I

MUS 371 Electronic Music II

MUS 374 Junior Composition/Arranging

' MUS 380 Junior Recital

MUS 465 Conducting

MUS 470 Film Music

MUS 474 Senior Composition/Arranging

MUS 480 Senior Recital

MUS 481 Internship

Total

*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 Jab) 5 hrs.

MUS 208 Applied Music 6 hrs. q

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.

5 hrs.

5 hrs.

5 hrs.

5 hrs.

1 hr.

6 hrs.

3 hrs.

3 hrs.

3 hrs.

3 hrs.

6 hrs.

5 hrs.

5 hrs.

5 hrs.

4 hrs.

1 hr.

2 hrs.

2 hrs.

4 hrs.

2 hrs.

Ohrs.

75 hrs.

n

1 86 / 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.

Prerequ/s/fe: MUS 1 01 or by placement.

103. Harmony III. (5) Spring (includes two-credit hour lab).
Continuation of MUS 1 02.

Prerequisite: MUS 1 02 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.

174. 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.

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/ ^ 87

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.

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.

188/

Nursing

The Bachelor of Science in Nursing (BSN) curriculum consists of two
plans of 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.

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

Nursing/} 89

the exception of Nutrition (NUR 305) which may be completed prior to
admission to the nursing program. Admission requirements are as follows:

1. A completed Application for Admission to Nursing. An application
form is available from the College Admissions office and in the office of the
Division of Nursing.

2. Complete a sufficient number of credits in General Education and other
required courses to permit an uninterrupted progression in the nursing major.

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. College algebra (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 these courses, the student will be ineligible to enter the nurs-
ing program. A limit of five years applies to completion of anatomy, physi-
ology, 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.

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.

1 90 / 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.

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 clinical 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.

Nursing/ ] 9]

Assessment in the Major:

NLN (National League for Nursing) achievement tests are administered
at intervals throughout the nursing program. These tests are included
v\/ithin specific nursing courses.

During the final quarter of nursing studies, all students v^ill 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:

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.
Prerequ/s/fe.- 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.
Prerequ/s/fe.- 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.
Prerequ/s/fe; Admission to BSN program; RN status.

1 92 / Nursing

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.

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 developing 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.

Nursing! \9^

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 corequisite. Corequisite: Nursing 450 or
Nursing 460.

460. Practlcum for Registered Nurses. (2 hrs. class per week, 120 total hours clinical prac-
tice) (6) Spring.
A clinical practicum to facilitate RN transition to professional practice.
Prerequisite: All nursing courses except corequisite 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.

Prerequ/s/fe.- Completion of 2/3 nursing major, 3.0 GPA, and permission.

194/

Philosophy

No major program is offered in philosophy. Please see the section on
Religion.

149. Introduction to Philosophy. (5)

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)

A historical survey of Greek, Roman, and Medieval philosophy.

302. History of Philosophy II. (5)

A historical survey of the philosophies of the Renaissance, the Enlightenment, and modern
times.

303. History of Philosophy III. (5)

A study of some contemporary movements in philosophy.

310. Elementary Logic. (5)

Introduction to the logic of propositions with attention to the structure and evaluation of infor-
mal arguments. The rhetoric of persuasion and its use of logic and emotions will also be
examined.

366. Philosophy of Religion. (5) Spring, 1996.

An investigation of the persistent problems of mankind in philosophy and religion.

451. Selected Topics in Philosophy. (5)

A seminar course on a major subject of concern in philosophy based on individual research
and assigned readings.

/195

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. lee, 2 hrs. lab per week) (5) Fall.

A noncalculus-based introduction to elementary kinematics, dynamics, energy, momentum,
fluids, and mechanical waves.
Prerequisite: MIH 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.

1 21 . 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. (2) (On demand)

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 102 or PHY 1 22.

196/

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 /^ 97

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 98 / 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) Winter, 1988.

An emphasis upon the procedure for developing foreign policy as well as diplomatic history.
(See also History 308.)

309. Public Administration. (5)

An introduction to public administration in the United States. (See also Sociology 309.)

310. Constitutional History of the United States to the Present. (5) Fall, 1 997.

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 /^99

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 101 , 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 tipeory; 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.

200/

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 I 201

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).
1 3. 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 LaCrange College.

202 / 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 student majoring in psychology complete
the Biology 148, 149 sequence or the Biology 101, 102 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.

Psychology / 203

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.

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.

400. Individual Research. (On demand)

The student will conduct a research project on a topic which is psychological in nature. The
work will proceed from a literature review through research design, data collection and analy-
sis. The result will be a research report written in APA style.
Prerequisites: PSY 298 and consent of professor.

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.

204 / Psychology

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.

/205

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.

The major comprises four areas: I. Biblical Studies; II. Historical Studies;
III. Ethics and Theological Studies; IV. Philosophy. Students will take a min-
imum often hours in areas I, II and III and a minimum of five hours in area IV.

I. Biblical Studies: Minimum requirement is one elective in OT and one
elective in NT. Courses include: 303-305, 312, 313-315.

II. Historical Studies: 320-321 , 324, 344, 360

III. Ethics and Theological Studies: 102, 323, 329, 342, 343

IV. Philosophy

CHRISTIAN EDUCATION

Students earning a degree in Christian Education are expected to under-
stand the principles of Christian Education including objectives and teaching
methods related to their particular concentration. Christian personality devel-
opment, and to have a biblical and historical foundation in the Christian faith.

The major in Christian Education is undergoing evaluation and changes
are likely. The major includes the 35 hours in areas l-IV with the addition
of: 330, 331, 335 and 490-491. (a total of 62 hours in addition to 101)

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;
and to be aware of the methods and concerns of Christian ethics.

The major will consist of 60 hours of course work with 101 as the prereq-
uisite: 65 total. In addition a minimum of 20 hours should be taken in other
disciplines (as approved by the department Chair and/or advisor).

Course Descriptions

101. The Story of Israel and Early Christianity. (5) Fall, Winter, Spring.
A study of the foundational narratives of Israel and the early church through reading selected
texts from the Hebrew Scriptures and the New Testament. Some emphasis will be given to the
influence of those narratives on the institutions and thought of western civilization.

206 / Religion

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.

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. (2-10) (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.

303. Torah (Lav^r). (5)

A detailed study of the first five books of the Old Testament.

304. Neviim (Prophets). (5)

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)

An examination of wisdom, apocalyptic and poetic literature of the Old Testament.

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 .

312. Readings in New Testament Greek. (5)

A continuation of Religion 311 . Selected readings from New Testament texts with some atten-
tion to developing topics in intermediate Greek grammar.

313. Life and Teachings of lesus. (5) Fall, 1994.

A study of the message of Jesus within the context of the synoptic gospels and its application
to contemporary society.

Religion/ 207

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.

315. Gospels. (5) May be repeated once.

An examination of one of the four canonical gospels with emphasis on historical context, his-
tory of interpretation, and modern appropriations of the text.

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 reformation era to the modern period.

323. Methodism. (5) Winter, 1995.

A survey of the history and thought of Methodism.

324. A History of Christian Political Thought. (5)

A study of the impact of Christian theorists and the institutions of the Church on the develop-
ment of political theory in the West.

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. (5)

A study and application of methods in Christian Education for children, youth and adults.

334. Worship and Preaching. (5)

An examination of worship and preaching in the church as a historical and a contemporary
experience. Students will construct and critique sermons.

335. Curriculum in Christian Education. (2) Winter, 1996.

A study of the various curricula used in the educational programs of the church.

342. Biomedical Ethics. (5)

A study of the ethical issues raised by the practice of nursing, medicine, and biomedical
research. Issues will be addressed from the perspectives of both commonly held cultural val-
ues and values specific to Christianity.

343. Ethics of Human Sexuality and Marriage. (5)

A study of moral issues related to sexuality, gender roles, and family life. Topics will vary per
offering, but may include the meaning and purposes of sexuality, pre- and extra-marital sexu-
ality, homosexuality, the changing shape of gender roles, abortion, and varieties of family
structure.

208 / Religion

344. Race and Religion in America. (5)

This course will examine the role that religion played and continues to play in American race
relations and racial identities. The course will emphasize the history and the theorists of the
civil rights contemporary era.

350. Sociology of Religion. (5)

A sociological analysis of the interplay between religion and culture. (Course is also listed as
Sociology 305.)

451. Selected Topics in Religion.

A seminar course on a major subject of concern based on individual research and assigned
readings.

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.

Sociology/Social Work / 209

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. Court 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 LaCrange College.

210/ Sociology/Social Work

Students who complete the social work major have career options that
include the following:

1 . Social Services

2. Mental Health Services

3. Youth Services

4. Correction Services

The Criminal Justice concentration opens career option in law 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.

Sociology/Social Work / 2\ 1

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 311.

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.

212/

Speech

INTRODUCTION

Communicating effectively in the oral tradition is a hallmark of a well-
educated person. Many courses at LaCrange 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) Fail, 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.

/213

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-
tives 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 (USAj, 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.

214/ Theatre Arts

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 SRC
lOSorTHAllO

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.

5hrs.

5hrs.

5hrs.

5hrs.

5 hrs.

2 hrs.

5 hrs.

5 hrs.

5 hrs.

5 hrs.

5 hrs.

5 hrs.

5 hrs.

20 hrs.

Theatre Arts /215

REQUIREMENTS FOR MAJOR:

A total of 72 quarter hours are required for the Theatre Arts major.

Core Requirements (37 hrs):

THAI 02 Drama Survey II

THA 110 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.

216/ Theatre Arts

1 1 0. 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 Practlcum. (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. (1 5)

Prerequisite: Consent of instructor.

310. Fundamentals of Playwritlng. (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.

Theatre Arts /2] 7

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 ^Q4.

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 1 80.

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: THA 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.

2^8/ Theatre Arts

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.

/219

Faculty, Trustees and
Administration

Faculty
SPRING 1996

David Oki Ahearn (1995)
Assistant Professor of Religion
and Philosophy and Chaplain

B.A., Austin College; M.Div., Perkins
Schools of Theology

Nancy Thomas Alford (1 969)
Assistant Professor of Health,
Physical Education and
Recreation; Dean of Student
Development

B.S., Georgia College at Milleclgeville;
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

Kim Barber (1995)
Assistant Professor of
Theatre Arts

B.S., University of Tennessee; M.F.A.,
University of California at Los Angeles

Mary Kathryn Bates (1984)
Associate Professor of Nursing
B.S.N., Florida Southern College;
M.S.N., Georgia State University
(on leave, 1995-96)

Charlene Baxter (1976)
Catalog Librarian
A.B., West Georgia College; M.L.S.,
George Peabody College for Teachers

Adolfo Benavides(1986)
Professor of Business
Administration and Economics
B.B.A., University of Puerto Rico; M.A.,
Ph.D., Washington State University

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

John Granger Cook (1994)
Assistant Professor of Religion
B.A., Davidson College; M. Div., Union
Theological Seminary; Ph.D., Emory
University; Alliance Francaise of Paris;
University of Grenoble.

220 / Faculty, Trustees and Administration

Roland B. Cousins (1990)
Professor of Business
Administration and Economics,
Acting Chair, Division of
Business Administration
and Economics

B.S., M.S., Virginia Polytechnic Institute;
D.B.A., Indiana University

Nina Dulin-Mallory (1989)
Assistant Professor of English
B.A., Clemson University; M.Ed.,
LaGrange College; Ph.D., 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

Charles H.Evans (1981)
Professor of Psychology
B.S., M.S., Ph.D., University of Georgia

Michael C. Frassetto (1990)
Associate Professor of History
B.A., LaSalle University; M.A., Michigan
State University; Ph.D., University of
Delaware

Gordon Jeffrey Geeter (1 990)
A.S., Andrev^ College; B.S., Tennessee
Wesleyan College; M.S.S., United States
Sports Academy

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

Jennifers. Harrison (1995)
Assistant Professor of Education
Baccalaureate, University of Warwick;
M.Ed., University of Colorado; Ph.D.,
University of Florida

Linda L. Henry (1995)
Assistant Professor of Nursing
B.S.N., University of Iowa; M.S.,
Georgetown University

Patrick M. Hicks (1958)
Associate Professor of Science

B.S., M.S., Auburn University; University
of Georgia

B. Joyce Hillyer (1995)
Assistant Professor of Education

A.S., Southern Union State Junior
College; B.S., M.Ed., Ed.D., Auburn
University

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

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

Marvin D.Johnson (1996)
Assistant Professor of English for
Speakers of Other Languages

B.A., Concordia College; M.A.,
American University in Cairo

Faculty, Trustees and Administration / 221

Sandra K.Johnson (1983)
Candler 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

Evelyn B. Jordan (1977)
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 (1978)
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 (1991)
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

SashaMatson (1995)
Assistant Professor of Music
B.A., University of California at Santa
Cruz; B.M., San Francisco Conservatory
of Music; M.A., University of California
at Los Angeles

Greg A. McClanahan (1988)
Professor of Mathematics
B.S., M.S., Auburn University; Ph.D.,
Clemson University

Ann C. McClelland 989)
Assistant Professor of Nursing
B.S.N., M.S.N., University of Alabama

Kaye F. McClung (1991-93, 1996)
Associate Professor of Business
Administration and Economics
B.S., Auburn University; M.T.A.,
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 Theology; M.Th., Princeton
Theology Seminary; M.A., Ph.D.,
University of Pennsylvania

222 / Faculty, Trustees and Administration

WalterY. 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

William G. Paschal (1994)
Assistant Professor of Biology

B.S., Saint Joseph's College; Ph.D.,
Indiana University School of Medicine

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. Slayjr. (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

JulieZ. 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

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

Harry E.Traum IV (1995)
Assistant Professor of
Theatre Arts

B.F.A., Tarklo College; M.F.A., University
of Nebraska

Karen MessIck Watts (1 995)
B.S.N., Jacksonville State University;
M.S.N., University of Alabama at
Birmingham

Steve G. Weaver (1989)
Assistant Librarian
B.A., Warren Wilson College; M.S.L.S.,
University of North Carolina; M.A.,
University of Virginia

Faculty, Trustees and Administration / 223

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

Carol M.Yin (1991-94, 1996)

B.S., M.A.N., Auburn University

Kuo-chuan Yin (1994)
Assistant Professor of
Mathematics

B.S., National Chung Hsing University;
M.S., Ph.D., Auburn University

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

Tonja Holder
Assistant Professor of
Political Science
B.A., Nebraska Wesleyan University;
M.A., University of Nebraska at Lincoln

Earl T. Kinzer
Associate Professor of Physics
B.E.P, M.S., Auburn University; Ph.D.,
University of Virginia

Barbara S. Miller
Assistant Professor of Nursing
B.A., M.S., University of Alabama

Artist In Residence

Bill Broughton
Pacific Lutheran University

Part Time

Mercedes Arce
Teaching Assistant for
International Studies: Language
and Culture

B.A., Universidad Autonoma de
Nuevo Leon

Paul R. Baxter

A.B., University of Georgia; M.Div., Yale
University Divinity School; D. Min., The
Southern Baptist Theological Seminary

Deborah Briggs

B.B.A., LaGrange College; MCE,
Columbus College

Randy Dye

B.S., Columbus College

Roger Hudson
B.A., The College of Charleston; M.M.,
Georgia State University

Guy Johnston

B.B.A., Georgia Southwestern College

David Jones
B.S., University of Alabama, Birmingham;
M.S., Illinois State University

Sharon Neidrach

B.S., West Georgia College; M.Ed.,
LaGrange College

Daves R. Nichols

B.S., Troy State University; M.S., Auburn
University

224 / Faculty, Trustees and Administration

Carol Ann Parker

B.S., Hendrix College; M.S., Clemson
University

Christiane B. Price
M.A., Freie Universitat; Ph.D., Emory
University

Jeffrey B. Sargent

B.A., LaCrange College; M.S.,
Columbus College

Laurie Simpson
B.A., Clemson University; MSW,
University of South Carolina

Suzanne Snelling
Teaching Assistant for Social
Studies Education
B.S.E.D., University of Georgia

Levis Spradlin, Jr.
A.A., B.A., LaCrange College; M.S.,
Columbus College

Kimberly Traum
B.F.A., Tarkio College; M.F.A., University
of Nebraska, Lincoln

Phyllis S. Turner
B.A., LaCrange College; M.S.,
Auburn University

Amy Randle Vanderbeek
B.S., M.Ed., Ed.S., Mississippi State
University

Roberta Scan Ion Watson

B.A., Columbia University; B.Mus., New
England Conservatory of Music

Retired Faculty Members

Professors Emeritus

SybilL. Allen, B.S., M.Ed., Ed.D. (1976-1994)

Santiago A. Garcia, B.A., M.A., Ph.D. (1977-1995)

Marcus N. Gewinner, B.A., B.M., M.Ed., Ed.D. (1971-1981)

Arthur M. Hicks, A.B., M.S., Ph.D. (1950-1986)

Richard Donald Jolly, B.A., M.S., Ed.D. (1 961 -1 985)

Walter Dickinson Jones, A.B., M.A., Ph.D. (1962-1982)

Charles Franklin McCook, A.B., S.T.B., S.T.M., Ph.D. (1961-1994)

David I. Naglee, A.B., M.Div., M.A., Ph.D. (1966-1995)

Robert Preston Price, II, B.S., B.D., Ph.D. (1971-1977)

Maynard L. Reid, B.S.E., M.S.E., Ed.D. (1973-1995)

Walter Malcolm Shackelford, A.B., M.Ed., Ed.D. (1958-1982)

John L. Shibley, B.S., M.S., Ph.D. (1950-1986)

Zachary Taylor, Jr., B.A., Ph.D. (1956-1991)

Murial B. Williams, A.B., M.A., Ph.D. (1963-1993)

Associate Professor Emeritus

Mildred Wright Harwell, A.B., M.B.A. (1947-1985)

Assistant Professors Emeritus

Martha M. Estes, B.A., M.A. (1982-1991)
Edward A. George, B.A., M.B.A. (1977-1981)

Faculty, Trustees and Administration / 225

Retired Central Administration Members

Carolyn Drinkard Burgess (1960-1990)
Austin P. Cook, Jr. (1 950-1 982)
Julia T. Dyar (1978-1993)
Hugh M.Grubb (1989-1995)
John R. Love (1965-1980)

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

Ray C. Anderson, LaGrange, Georgia 1 999

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 1 998

* Edwin M. Gore, LaGrange, Georgia 1 997

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, LaGrange, Georgia 1996

Charles D. Hudson, Jr., LaGrange, Georgia 1 999

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

226 / Faculty, Trustees and Administration

Miss Margaret A. Pitts, Waverly Hall, Georgia 1998

President, Student Government Association Ex Officio

* S. Cliff Rainey, LaGrange, Georgia 1 999

* 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 1998

H. Averett Walker, Albany, Georgia 1999

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, ill
Fred L. Turner

Trustees Emeritus

Dan F. Brewster, Newnan, Georgia
Charles R. Williams, Newborn, Georgia

President's Advisory Board

Judge Lewis R. Morgan, LaGrange, Georgia
J. Gardner Newman, LaGrange, Georgia

Faculty, Trustees and Administration / 227

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., LaCrange College

Frank Stuart Gulley (president elect, July 1 996)

B.A., Vanderbilt University; M.Div., Candler School of Theology

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 (1 992) Director of Admission
B.A., LaGrange College

Natalie G. Heard (1994) Director of Institutional Relations
A. A., Young Harris College; B.A., M.M.C., University of Georgia.

Jimmy G. Herring (1 974) Registrar and Coordinator of Institutional
Research
B.A., LaGrange College

Stephan R. Reynolds (1993) Director of Information Systems
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 (1 969) Dean of Student Development

Minako Oki Ahearn (1996) Director of International Student Services

Teresa Allen (1 994) Secretary, Center for Community Studies

Charlene Baxter (1 976) Assistant Librarian and Cataloger

Wallace L. Bishop (1 982) Vice President and Controller

Dee Bradley (1992) Secretary, Education Division^

228 / Faculty, Trustees and Administration

Julia B. Burdett (1976) Associate Dean of Student Development

Amanda C. Campbell (1 995) Counselor, Admission

Essie M. Cleaveland (1977) Receptionist

Austin P. Cook, III (1981) Postmaster

Julie A. Cramer (1 994) Director of Counseling

Angela Parmer Costa (1 986) Systems Analyst

Margaret Davis (1 988) Assistant Director of Admission

Sandra Dennis (1972) Student Accounts, Director, Business Office

Gwenndolyn S. Dixon (1992) Office Assistant, Director, Business Office;
Resident Director

Phillip Lee Dodson (1992) Director of Admission

Nancy Ellison (1993) Student Financial Planning Counselor

Scott Emison (1994) Director of Career Planning and Placement
Services; Assistant Soccer Coach

Rocio Morgado Evans (1996) Secretary, Humanities and Fine Arts
Division

Kathryn Fincher (1996) Counselor, Financial Planning

G. Jeffrey Geeter (1 990) Soccer and Tennis Coach

Luke K. Gill, Jr. (1 971 ) Assistant Dean for Evening Studies

D.J. Hall (1 995) College Nurse

Jan Hall (1995) Office Manager, Admission Office

Susan A. Hancock (1975) Secretary, Alumni Office

Cynthia D. Harvel (1994) Counselor, Admission Office

Natalie G. Heard (1994) Director of Institutional Relations

Wylene Herndon (1979) Campus Traffic Control Officer

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

Sandra L. Knight (1996) Office Assistant, Registrar's Office

Iris L. Knov^les (1988) Assistant Business Manager

Susan A. Laforet (1994) Secretary, Divisions of Natural Sciences and
Mathematics and Sojcial and Behavioral Sciences

Faculty, Trustees and Administration / 229

Anita Laney (1974) Manager of Bookstore

Frank R. Lewis (1973) Librarian

Lisa K. Maddox (1991) Acquisitions Assistant, Library

Jennifer J. McCartney (1 992) Counselor, Admission Office

Kirby H. McCartney (1983) Administrative Assistant, Student
Development Office

Catherine D. McConkey (1 993) Director for Community Studies

Melissa McDonald (1 983) Administrative Assistant, Registrar's Office

Stephanie Middleton ( 1991) Library Systems Manager

Yvonne Mills (1 986) Periodicals Assistant, Library

Jackie L. Morman, Sr. (1992) Maintenance Assistant

Emmett H. Mullins (1 992) Manager, Callaway Campus

Renee Murphy (1996) Secretary, Division of Nursing

Walter Y. Murphy (1980) President

Sheryl Norris (1995) Secretary, Business Administration and Economics
Division

Willette B. Phillips (1968) Administrative Assistant, Office of Vice
President and Dean of the College

Martha W. Pirkle (1994) Director of Advancement Services

Sonya Prather (1 9.95) Systems Analyst

April W. Purcell (1994) Secretary, Institutional Relations Office

Debra Quillen (1 996) Administrative Assistant, Department of Art and
Design

Stephan R. Reynolds (1993) Director of Information Systems

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. (1 989) Associate Dean of Student Development

Scott H. Smith Director of Testing for Institutional Effectiveness

Sylvia A. Smith (1985) 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

230 / Faculty, Trustees and Administration

Jack C. Slay, Jr. (1 992) Director of Writing Center

Brenda A. Thompson (1989) Executive Secretary to the President

Larry Thompson Jr. (1989) Volleyball, Softball Coach

Emma S. Trammel! (1992) Secretary, Admission Office

Glenda Turner (1 993) Resident Director

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

Joel Wooton (1995) Basketball Coach

Degrees Awarded

/231

June 8, 1996

Associate of Arts

Rose Marie Thrower Anuszkiewicz

Debbie Adcock Arrington

Leighanne M. Baker

Theresa Parker Binion

D. Cole Blackburn, III

Crystal A. Carter

Dana Richelle Murphy Cato

Kimberly Faye Clark

Deborah Kay Colson

John Durham Dennis ill

Robin McKie Dobbins

Robert Allen Driskill

Sunny Renee Elkins

LaWanda Octavia Fulton

Claire Diane Thrower FHaines

Julie Ann Purlee Henderson

Lois A. Higgins

Kristie Keel Holsombeck

Patricia Ann DeBarge House

Hollie Ann Hudmon

Deanna Leigh Hudson

LaTricia Jean King

Brandy Leigh Kline

Robin Toney Lambeth

Christine Maddy

Tammy Michelle McChee

Brenda Ann Moss

Stephanie Mahaley Myers

Rumiko Nakajima

Marvelene S. Preast

Helen J. Rice

Judy Ann Russell

Barbara Denise Sellars

Akio Tani

Lori Leigh Thompson

Mary E. Tucker

Sherma Faith Walker

Bachelor of Arts

Lisa Marie Adams

Karen Sue Albornoz

Melissa Jane Albornoz

Tina Wetherington Anderson

Joseph Blaine Barney

Katie Emma Betts

David Matthew Bexton

Elizabeth Dawn Bonner

Kathy Ring Bowen

Laroyd Dewarn Boyd

Tammy Michelle Green Bradley

Brandie Rozanah Broadwell

Linda Doolittle Bushar

Clayton McCord Byars

Nancy J. Cable

Thomas Augustine Callaway, Jr.

Letythia Carisma Cameron

Matthew Douglas Candler

Chandler Shannon Christie

William Chadwick Coleman

Emily Dawn Cook

Jennifer Alicia Crockett

George Alexander Dagenhart

Raymond Lee Daniel

Alecia Stewart Davidson

Cynthia Renee Davis

Robert Chad Davis

John Durham Dennis III

Francis Horace Tipeper Dove-Edwin

Jodi Lyn Dowden

Celeste Edison

Jeffrey Lawrence Esola

William Riley Evans, Jr.

Stacey Lynn French

Debra Leigh Friend

Veronica "Ronnie" L. Gagnon

Todd Andrew Gillespie

232 / Degrees Awarded

John Donovon Goodwin
Lesley Reed Goodwin
Rosemary Dawn Greene
Michelle Patrice Hammond
Tracy L. Hammontree
Dwight Lionel I Hardaway Sr.
Diana Lynn Harper
Jonathan Patrick Hatchett
Tonya Prather Hendricks
Audrey Denise Hill
Audrey Faye Hardaway Hill
Amy Suzanne Holcombe
Trina Ann Hughes
Audra Noel Hunter
Jennifer Rebecca Hurd
Kenji Iwabu

Marcus Daniel Johnston
Osamu Kagawa
Kenneth Kevin Kennedy
Angel Denise Kerlin
DeDe Lynn King
Mika Kobayashi
Christina Sherri LaDow
Christopher Lee Landrum
Gerald Wade Ledbetter
Bryan W. Led yard
Christine Marie Macsotai
Pamela H. Major
Christopher Lee Markwell
Melinda Shannon Martin
LeslieAnn Williams McArthur
John Andrew McCullough
Cherly Lynn McCurty
Bethel la Slee McLeroy
Darrin Andrew Meigs
Andrew T. Meister
Cynthia Louise Miles
Allison Wylie Monica
Tracey Dianne Moore
Travis Alaquinton Moore
Hidenobu Motonomi
Cheryl M. Moxey
Shinya Negami
Ashley Jeannette O'Connor
Doree Anne O'Neal

Steven Ray Owens
Peggy C. Patterson
Leslie Dawn Philpot
Robert Kenneth Pope
Yvette K. Pritchett
Sandra Eileen Ramsey
Charles Ronald Ray
Connie Jean Reeves
Pauletta Ingrid Schreiner
Sonya Gail Shelnutt
Barbara Jacqueline Shepherd
Ginger R. Smith
James Brent Stanfield
Jason Scott Stewart
Jonathan Dean Stich
Monty Davis Strickland
Jennifer Cline Taunton
Amy Williams Taylor
Juanita Creed Thomas
Kimberly Lynn Thompson
Melody Denise Thurman
Celia Katherine Trevino
Norma Marie Tucker
Robin Elaine Morris Tucker
Chrissoula Prang Tyree
Robert Maurice Waggoner
Scooter Weathers
Cynara Parthenia Webb
Avery James White
Bryant Williams
John Christopher Williams
Richard Eugene Willimon
Kerri Jean Wise
Gracie Glass Worrells
Dede Carol Wright
Thomas Jeffery Wright
Todd Andrew Wright
Yasuhisa Yamamoto
Patrick James Yuran

Bachelor of Business
Administration

Leigh Anne Bass
David G. Haindrava

Degrees Awarded/ 233

Patti A. McConnell
Kim Leeann Neese
Annette N. Smith
Diana Renee Wade
Yuan Zhang

Bachelor of Science

Mohammed Hisham Darwish
Michelle Christian Herndon
Patrick Henri Jambe
Brandon Louis Mednick
Laura Burnett Taylor
Michelle Griffin Wood

Master of Business
Administration

Loraine Denise Simpson Allen
Dawood S. Anwar
William Bismarck Bowling
Alvin Frederick Gracie

Alvin Hayne Haigler Jr.
Joseph Bryan Hall
Carole Madden Lockaby
Paul Raymond Motz
Hiroshi Mukai

Deborah Virginia Rice Parker
Vivian Elaine Smith
Phudej Vanaputi
Thomas Weisenburger

Master of Education

Wando Shane Bagley
LeRoy F. Brownell
Angelia Stephens Collins
Maray Louise Greemore Durham
James Lewis Harris
Joanie Smith Henderson
Teresa Gayle Hester
Cynthia Johnson Lukken
Dillia Hill Smith

234/

Index

Associate Degree Requirements 79, 88

Abbreviations 1 02

Academic Calendar 4

Academic Divisions 100

Academic Honors 83

Academic Load 86

Academic Programs 71

Academic Probation 82

Academic Petition 89

Academic Regulations and Procedures 81

Academic Standing 82

Acceleration 83

Accreditation 9

Administration 227

Administrative Regulations 81

Admission 17

Advanced Placement Tests 83

Advisers 74, 81 , 1 30

Appeal 34, 65, 88

Aquatics 61

Assessment 74, 77

Athletic Associations 60

Athletics 60

Attendance Regulations:

Class Attendance 82

Auditing Courses 24, 85

Awards & Recognitions 90

Baccalaureate Degree Requirements 71, 86

Calendar, Academic 4

Career Planning 63

Change of Regulations 3

Communications Directory inside cover

Concentration 71

Conduct 62

Cooperative Programs 93

Continuing Education 80

Counseling 64

Courses of Instruction

Art 103

Biology Ill

Business Administration 115

Chemistry 1 23

College-Wide Courses 1 30

Computer Science 131

Criminal justice 137

Culture 1 74

Dance 139

Economics 140

Education 144

English 152

French 1 74

General Science 161

Health, Physical Education

& Recreation 1 62

History 169

Language 1 74

Mathematics 1 78

Music 184

Nursing 188

Philosophy 1 94

Physics 195

Political Science 196

Psychology 200

Religion 205

Social Work (see Sociology) 209

Sociology 209

Spanish 1 74

Speech 212

Theatre Arts 213

Course Repetition 83

Credit-by-Examination and Exemption

Advanced Placement 76, 83

College Level Examination Program (CLEP) 77, 83

Credit through USAFI and Service Schools 85

Curriculum (See Courses of Instruction)

Day Clinic 63

Dean's List 83

Declaration of Major 73

Degree Requirements 71

Degrees Offered 72

Discipline 62

Divisions, Academic

Business Administration and Economics 100

Education 1 00

Humanities and Fine Arts 1 00

Nursing 100

Natural Sciences and Mathematics 101

Social and Behavioral Sciences 101

Early Admission 19

Endowed Lectureships 89

English for Speakers of Other Languages (ESOL) 1 59

English as a Second Language (ESL) 159

Expenses and Fees 23

Faculty (Spring 1996) 219

Fees 23

Financial Aid 29

Financial Information 23

Financial Planning 29

Foreign Language (See International Studies)
Fraternities:

Honorary 59

Social 59

Freshmen Seminar 1 30

General Education Curriculum

B.A., B.S., B.B.A., B.S.N 75

A.A 78

General Information 7

Grade Points 87

Grades and Credits 85

Graduates 1996 231

Graduation Petitions 89

Graduation Requirements 89

Grants-in-Aid 29

History of the College 8

Holidays (See Academic Calendar)

Honor Societies 59

Honors, Prizes, and Awards 90

HOPE Scholarship 23, 25

Housing Requirements 58

Incomplete Grade 85

Independent Study 74

Infirmary (See Day Clinic)

Intercollegiate Athletics 60

Intramural Sports 60

International Students 20, 84, 159

International Studies: Language and Culture 1 74

Joint Enrollment 19

Languages 1 74

Lectures 89

Library 11,67

Index/ 235

Loans 29

Location of College 8

Majors 72

Master of Business Administration Degree 73

Master of Education Degrees 73

Medical Care 26, 63

Minors 80

Mission 7

Non-traditional student 77

Non-typical student 77

Officers:

Administration 227

Board of Trustees 225

On-Trial 19

Organizations:

Honorary 59

Religious 59

Service 59

Special Interests 60

Students 59

Talent 60

Orientation (Freshman Seminar) 1 30

Overload 83

Petition, Academic 89

Physical education exemption 1 66

Placement (Course) 76

Placement Service 63

Philosophy of College 7

Pre-professional Programs 93

Probation, Academic 82

Publications 60

Purpose 7

Quality Points 87

Quarter Hours 87

Quarter on Trial 19

Refund Policy 26

Registration and Academic Advisers 74, 1 30

Religion-in-Life Lectures:

Thompson Lectureship 89

Religious Life 61

Requirements:

Admission 17

Degree 71

Graduation 89

Residence Requirements 87

Retired Faculty Members 224

Room and Board 58

Scholarships 38

Social Life 59

Sororities, Social 59

Special Institutes 80

Special Studies 74

Staff 227

Student Affairs 57

Student Conduct 62

Student Government 59

Student:

Aid 29

Classification 87

Housing 58

Organizations 59

Publications 60

Review of Decisions 34, 65, 88

Summer School 10

Summer Theatre Laboratory 213

Suspension 82

Teacher Education and Certification 144

Testing 74, 76, 77

ACT 64

CEEB(SAT) 18,64

CLEP 77,83

COMP 76

GRE 64

Miller Analogies 64

Testmg Fee 24

Time Restrictions:

Major 73

General Education 77

Transcripts 88

Transfer, Admission of 19

Transfer Credit 1 9, 87

Transient Student to and from

LaGrange College - 1 9, 87

Trustees, Board of 225

Tuition and Fees:

General Summary 23

Withdrawal 82

Writing Center , 67, 1 55

Work Opportunities 54, 63

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